University education in the modern world
One of the main problems of any civilized society is how to adapt effectively the basic concepts of modern science to social groups (first of all primary, middle and high school audience), for whom science field might become a possible profession. Simply, there is always the problem of how to teach the younger generation of foreign languages. The humanities, including foreign languages, are a fundamental components of general education. The difficulties of education are that the language is rapidly developing and becoming more complex. It is obvious that without the influx of professionally trained young people into universities, it is impossible to maintain the world level of foreign language skills in any country.
The peculiarity of education in universities is that college graduates who wish to become students must pass competitive selection. And the best of them manage to become students. Essay4Students says: it is clear that the higher the competition, the higher the "bar" for the winners. And the higher the level of intellectual development of applicants, the higher the level of their knowledge, the higher the future level of education of students: after all, nothing reduces the level of teaching as dramatically as poor training of students, their low intellectual potential
Improving the quality of training applicants entering universities requires new approaches to teaching foreign languages in higher education. To teach students who have received a fundamental secondary education in a foreign language, new methods of presenting educational material are needed, which, on the one hand, include modern scientific interpretations of concepts known at school, and on the other hand, show new trends and directions of language development. Teaching a foreign language in higher education should be interesting and aimed at further improving language skills. The main task of universities is to prepare such graduates who, on the one hand, are fairly well educated, imagine the main directions of the development of science and can independently choose the most promising area for themselves, but on the other hand are well able to do something concrete, i.e. are true professionals and can be in demand
The features of modern education systems are determined by many factors, the main of which are the state of science in general and the specificity of individual areas of knowledge. Modern science has gone quite far from the romance of the great insights of individual individuals. Its current state is determined by two important, interrelated factors: financial and informational. Currently, science in general is a well-organized system of knowledge production, it is a business with a developed infrastructure, clear planning, formed cash flows and fierce competition around these flows. Advanced science is being done by large groups of people (collaborations ) under the direction of strong, broad-minded administrators who are able to respond to the needs of society and who are able to influence these needs.
A huge amount of information has already been accumulated in science, but the production rate of this information is even greater. Every day there are new research areas and areas of research. This is completely natural, since Information is the main product of scientific activity. The problem of processing and storing new information is successfully solved by the scientific community using computers, but the ability of the human brain to perceive this information is severely limited. The excessive growth of the internal structure of science and the exponential growth in the number of scientific fields lead to a weakening of intrascientific relations and the emergence of a large number of narrow specialists. In university education, two interrelated factors play a major role: the content and the human. In terms of content, education is a conservative system, especially in a field such as language. Education is not a rapid response system; its content should not be promptly changed under the influence of all the latest achievements of science and technology, especially since the real social and economic consequences of these achievements can be assessed only years and decades later. At the same time, university education prepares people for science and therefore cannot be divorced from it. In the structure of education, a feedback mechanism with science should be provided, and the mechanism should have a buffer character in order for the new knowledge to adapt normally to the existing content system.