Statement of the problem. The article deals with the possibility of modeling quasi-professional educational environment in the field of foreign language education (master’s level) through the use of multilevel step-by-step integration of preparation for professional activity with PEP concept (Praxiserkundungsprojekte), designed to meet the didactic requirements of modern higher education, which prescribes the reproduction of quasi-professional activities within the framework of an educational organization. The need for educational, educational and game programs and training programs that prepare students for professional activity is in contradiction with the insufficient development of conditions for their use in practice. The purpose of the article is to present the authors’ recommendations on modeling quasi-professional educational environment for implementing master’s programs in the field of foreign language education of master’s level. The methodology consists in the analysis and synthesis of the research results on the quasi-professional educational environment of Russian and foreign scientists and the authors’ experience in the implementation of master’s programs. Research results. The authors’ recommendations for modeling a quasi-professional educational environment have been developed, including training technologies (didactic and role-playing games; quasi-professional situations; group work within the framework of the PEP project), tested in practice. Conclusion. Analyzing the results of approved recommendations, the authors come to the conclusion that modeling quasi-professional educational environment with PEP concept (Praxiserkundungsprojekte), during implementation of master’s programs in the field of foreign language education contributes to solving one of the main problems of modern education – a combination of theory and practice in the formation of future professionals. The authors’ recommendations can be applied in the course of master’s training, majoring in 44.04.01 “Pedagogical education” (full-time and part-time forms).
Statement of the problem. The article deals with the process of forming a foreign language communicative competence among master’s students through the use of the method of language animation in the educational process, designed to ensure compliance with the requirements of modern higher education for practice-oriented preparation for future professional activities within the educational organization. The need for communicative-game animation programs that prepare students for professional activities, according to the research, is only partially provided by their implementation in practice. The purpose of the article is to present the authors’ recommendations on the use of the method of language animation in the process of forming a foreign language communicative competence at the master’s level. The methodology consists in the analysis of the research results of the use of the method of language animation in process of formation of foreign language communicative competence. Research results. The authors’ recommendations on the use of the method of language animation have been developed, including a block of tasks for the development of group dynamics, aimed at overcoming the language barrier, tested in practice. Conclusion. The results of the approbation of the recommendations indicate that the use of the method of language animation allows us to solve the main problem associated with the implementation of the process of formation and development of foreign language communicative competence: removing the language barrier during the interaction of participants in foreign language communication.
П остановка проблемы. Реализация ком-петентностного подхода в условиях мо-дернизирующегося социума диктует но-вые требования к качеству подготовки будущих научных кадров, в том числе в рамках научно-педагогической и профильной магистратуры. Эти требования определяют необходимость конструирования творчески-инновационной па-радигмы образования для нового, так называ-емого «постиндустриального», или «цифрово-го», поколения студентов, руководствующегося
П остановка проблемы. Целью данной статьи является представление авторских рекомендаций по внедрению форсайттехнологий в процесс проектирования и реализации магистерских программ в сфере иноязычного образования, учитывающих требования новых федеральных государственных образо-вательных стандартов и направленных на формирование универсальных и профессиональных компетенций обучающихся. Анализ действующих магистерских программ в сфере иноязычного образования показал, что хотя форсайт-технологии используются в процессе обучения в вузе (Н.В. Савина, 2016,
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