The purpose of the article is to analyze the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. Based on the study of pedagogical, psychological and methodological literature, programmes and methodological documentations of higher education institutions and practical experience it was found that the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions has been insufficiently studied. It has been noted that the technology of project-based learning allows the creation of pedagogical conditions for further development of a student’s creative abilities and personal traits, essential for successful professional activity in the future, which determines the relevance of the study. Theoretical (analysis of scientific sources, pedagogical, psychological literature, educational and methodical materials, comparison) and empirical (questionnaire, interviews, testing, generalization of pedagogical experience, observation) research methods were used to solve the tasks in order to understand the problem and identify difficulties associated with the use of innovative technologies, namely, project-based technologies, in the process of distance learning of a foreign language. The purpose of the article is to highlight the theoretical foundations and features of the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. It has been found that there is a problem associated with lack of professionalism in the use of innovative technologies in distance learning by teachers, which is negatively affects the efficiency, productivity and level of teaching, as well as lack of ability on the part of students to communicate in the information environment. It is substantiated that the project-based technology allows to teach students to acquire knowledge independently, to activate them, to be able to use the obtained information for solving of new cognitive and practical problems.
The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).
Динамічні зміни життя, постійне оновлення інформації зумовлюють потребу в членах суспільства, які здатні швидко адаптуватися, навчатися та розвиватися протягом Філологічні дисципліни в закладі вищої освіти: лінгводидактичні аспекти Кам 'янець-Подільський, 20.04.2023
The globalization of education causes fair criticism of the self-sufficiency of the universities of any country for the training of competent specialists; moreover, the need to expand the academic mobility of students is generally recognized today. The article describes the main methodological approaches to defining the essence of the concept of ‘academic mobility’. The purpose, tasks, and functions of academic mobility of students in the context of international educational integration have been studied. Significant changes that have taken place in society, fundamental changes in the field of higher education have caused a rethinking of the goals, tasks and methods of organizing education in our country. One of the main goals of education is the training of qualified specialists who are able to navigate the constantly changing reality, master new modern technologies, implement them in practice and successfully master fundamentally new fields and activities. Successful self-realization and feeling comfortable in modern society, as well as ensure its sustainable development, will be possible for specialists who are able to improve themselves and transform professional reality in accordance with the requirements of time and modern society. The purpose of the article is to reveal the essence of the formation of personal mobility of future specialists. The activity of the individual is manifested in the ability to mobilize one’s capabilities, realistically evaluate events and find one’s place in the surrounding life, defend one’s views, etc. Thus, personal mobility expresses a tendency in a person’s desire to achieve the satisfaction of his material and spiritual needs, which are growing. As a result of the conducted research, it was stated that academic mobility is one of the important conditions for the development and self-realization of an individual in modern conditions. This enables students to: continue receiving further education; independently form an educational trajectory in accordance with interests, inclinations, needs; gain additional knowledge in related fields; improve foreign language and intercultural communication skills; get acquainted with foreign culture, history, etc.
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