The article substantiates the relevance of using the technology of blended learning as one of the means of personalizing the education of primary school students. In modern conditions for the teacher, the formation of the ability to learn independently on the part of primary school children is becoming a leading priority. This problem is especially relevant in conditions of small schools in classes with low occupancy, in which 2-3 study groups are engaged in the same classroom with one teacher. In this regard, it becomes important to solve the problem of organizing the educational space in such a way that the younger student takes a subjective position in the learning process, actively acts in the development of educational material, is able to carry out planning and self-control, and interact in a small group. The “Change of working areas” model contributes to the solution of this problem. The use of this model in classes with low occupancy allows the teacher to realize differentiation, to work individually with the student at each moment of time, use interactive forms of work in the lesson, and organize regular group work. The aim of the study is to determine and experimentally prove the effectiveness of pedagogical conditions of use in the primary low-grade school model "Change of working areas". The tools and methods that ensure the use of this model in the education of primary school children are described. The formative experiment on the implementation of the “Change of working areas” model has shown positive results: learning using the model has a positive effect on the development of meta-subject and personal learning actions.
In order to ensure safe conditions for the education and upbringing of students, guided by the orders of the Ministry of Education and Science of Russia and Roszheldor from March 17, 2020, the implementation of all educational programs of higher, secondary professional education, additional educational programs (programs for advanced training, professional retraining, etc.) implemented in the university complex, including the completion of intermediate and state final certificates by students, as well as the completion of educational, industrial (including pre-diploma) practices for relevant educational programs are provided using remote technologies — in the Blackboard electronic information and educational environment, which is one of the elements of digitalization of the university complex. To optimize the educational process, the university developed a set of measures to improve and systematize work in an electronic information and educational environment, one of which was the transition from a traditional paper student’s record-book to an electronic one that functionally fully corresponds to a paper analogue. The purpose of introducing an electronic student’s record-book is to improve the quality of the provision of educational services through the integration and automation of individual information on the results of training in electronic form. The results of the development of educational programs by students in the electronic information and educational environment are automatically displayed in the electronic student’s record-book, which is especially relevant in pandemic conditions. The entire university complex is ready to continue the implementation of all educational programs of both of higher, secondary professional education, in full exclusively in remote mode using the electronic information and educational environment of Blackboard University.
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