Pre-sessional English for Academic Purposes (EAP) courses are meant to prepare international students for their undergraduate and postgraduate programmes in an English-speaking academic environment. Prospective university candidates for whom English is not the first language are required to complete a pre-sessional EAP course if their IELTS score is lower than the admissions requirements. Even though, in terms of the language requirement, the lack of language proficiency is the only reason preventing international students from entering their degree programmes directly, the course they are required to take is an EAP course rather than a General English one, hence, not directly addressing their lack of general language proficiency. In this essay I question the need to impose such a course on international students: is EAP in its current shape necessary for their success at university or is it merely a product of neoliberalism in higher education?
Представлены результаты исследования, характеризующие отношения студентов 1-го курса педагогических направлений подготовки (44.03.01; 44.03.05) к смешанным формам организации обучения в вузе с применением дистанционных образовательных технологий. Выявлены позитивные аспекты, выделяемые студентами, а также рефлексируемые ими трудности смешанной формы обучения с применением дистанционных образовательных технологий.
The article presents the results of studying the attitude of 1st year students of the 44.03.01 and 44.03.05 areas of study in obtaining vocational education to the organization of training in the construction of the educational process at a university with the transition to a mixed form of education using distance educational technologies, and also the positive aspects of the transition to a blended form of education.
Обоснована педагогическая целесообразность расширения спектра оценочных средств в профессиональном труде учителя, активирующих внутренний потенциал обучающихся и усиливающих их мотивацию в учении. В качестве примера оценочной деятельности приводится метод использования двух шкал оценивания: индивидуального и сопоставимого эталонов. Каждый из двух типов эталонов имеет своё назначение в педагогическом процессе: определение качества освоения основных образовательных программ, выявление склонностей обучающихся к изучению отдельных учебных дисциплин для успешного профессионального самоопределения, наличие или отсутствие индивидуального успеха в обучении и индивидуальном развитии, динамику в освоении учебных дисциплин. Рассматриваются возможные сочетания указанных шкал, определен их вклад в итоговую оценку учебной деятельности обучающегося.
The pedagogical expediency of expanding the range of evaluation tools in the professional work of a teacher, activating the internal potential of students and enhancing their motivation in teaching, is substantiated. As an example of evaluation activity, the method of using two evaluation scales is given: individual and comparable standards. Each of the two types of standards has its own purpose in the pedagogical process: determining the quality of mastering the basic educational programs, identifying the propensities of students to study individual academic disciplines for successful professional self-determination, the presence or absence of individual success in learning and individual development, dynamics in the development of academic disciplines. Possible combinations of these scales are considered, their contribution to the final assessment of the student's educational activity is determined.
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