The article is devoted to the topical issues of remote student-teacher interaction in the Moodle environment. The article dwells on the opportunity of using the 'Flipped Class' model in higher education as one of the models of blended learning as it seems to be the most reasonable in today's epidemiological situation. During the study, the authors review psychological, educational and methodological literature on the problem of including the flipped classroom technology in teaching Teacher Training students, cover the use of modern information and communication technologies in education, report on the regulatory documentation related to the learning process in higher education; best practices of remote interaction between students and lecturers in a teacher-training university. As a result of the study, the authors describe the stages of planning a lesson typical of the 'Flipped Class' model, touch upon the trends of the course content transformation using modern information and communication technologies, give examples of digital tools that are supposed to be introduced into the interactive forms for teaching undergraduate students. The results obtained during the educational experiment and presented in the paper, point to the effectiveness of the 'Flipped Class' model in learning for Teacher Training undergraduate students.
The modern development of society imposes new requirements for the present-day graduates of the university. Today, the formation of professional hard skills is no longer enough for a competent specialist. The analysis of the labor market research shows that social soft skills of a graduate are currently in demand, for example, teamwork skills, self-development skills, high communication skills, interpersonal and intercultural interaction skills. Soft skills reflect the potential of the ability to learn and the social skills that are necessary for effective interaction. One of the ways to form soft skills for a graduate is the scientific socialization of a student through preparation and participation in subject olympiads of various levels. Scientific socialization is a cognitive activity, through the assimilation of knowledge, values and norms. The educational environment of the university becomes a platform for the scientific socialization of students, which, simultaneously with their professional training, is also an educational environment responsible for the development of their personal potential. Educational activity at the university is understood as the activity of managing, supporting and accompanying the process of becoming a person as a subject of professional culture. The article considers the scientific socialization of students on the example of preparation for olympiads in mathematics at various levels. Educational work in the process of preparing for the olympiads in mathematics at various levels is implemented, among other things, through the formation of the following universal competencies (UCs) among students: UC-1, system and critical thinking; UC-2, project development and implementation; UC-3, teamwork and leadership; UC-4, communication; UC-5, intercultural interaction; UC-6, self-organization and self-development. It is concluded that the olympiad movement at the university contributes to the deep assimilation of the fundamental foundations of the studied discipline; forms divergent thinking based on innate abilities, experience of creative activity, curiosity and interest; educates a person's readiness for self-education based on internal motivation and conscious activity. The systematic participation of students in various olympiads contributes to improving the efficiency of the educational process and mobilizes the intellectual, creative and communicative abilities of the participant. Thus, the subject olympiad is one of the ways to form social soft skills.
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