In this paper we consider the question of how quality assurance can have a real, positive impact on the quality of teaching and learning at universities, considering the realities of different systems-the system of control and the system of quality culture-in using the example of two universities: the KNITU-KAI in Russia and the TU Dresden in Germany. The study involved 40 lecturers of technical courses and 120 third-year students of technical courses from both universities. The authors put forward a working hypothesis that quality assurance has a positive effect on the quality of teaching and learning if it carries out its informational, motivational and administrative functions. The results have shown that the aforementioned functions are not fulfilled by both universities and a special organizational culture is not the only condition that must be met for effective evaluation efforts. In order to fulfill motivational, informational and administrative functions, it is important as well that the quality assurance system is transparent and that all participants see that the surveyed data and results lead to measures for quality development. It is equally important that all university members participate in the process of quality assurance.
The accumulation and analysis of pedagogical conditions and their classification are presented in this paper. The indicators and levels of the student creative resource effectiveness in learning a foreign language are found and defined. Pedagogical conditions are aimed at interest and motivation developing for the foreign language creative study: the cultural universals availability; incentives development for creative language learning; educational materials artistry and authenticity as well as the conditions for creating a humanistic educational environment: the subjectivelyactivities approach and the educational process communicative orientation on the basis of the play competitiveness, the role of the teacher-facilitator promotes the student's creative potential development in the process of mastering an English language.
This paper is aimed at analyzing various educational technologies that ensure greater effectiveness of education, contributing to the development of motivation for learning, development of interests, aptitudes and abilities. The leading research method of the following problem is an empirical one allowing checking efficiency of educational technology in the process of teaching foreign language. The paper deals with the problem of pedagogical technology, its objectives and specifics. Results of the study suggest us to state that a combination of technologies of contextual and heuristic type improves productivity of a teacher and efficiency at mastering an educational material by students. The materials of the article have a practical value as they can help teachers to orient correctly in the abundance of the proposed methods and techniques of work with students and identify those that will be most effective in the context of a particular educational situation.
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