The authors of the article substantiate the peculiarities of organizing the distance teaching English to future lawyers with the use of a multimedia textbook during the war period. The aim of the article is to develop the conceptual foundations in the organization of future lawyers’ distance learning of English with the use of a multimedia textbook during the war period. The tasks of the study are to cover theoretical background and to develop the foundations in the organization of future lawyers’ distance learning of English with the use of a multimedia textbook during the war period. According to the aim and tasks of the study, it is proposed to carry out future lawyers’ distance learning of English with the use of a multimedia textbook during the war period on the basis of personal-activity, competent and reflexive approaches. Research methods include theoretical methods (analysis of domestic and foreign resources on the theme of this research, analysis of modern programmes for teaching English for Specific Purposes and the Council Recommendation on a comprehensive approach to teaching and learning languages; the experience in forming English communicative competence to improve the effectiveness of teaching and learning English; analysis of online platforms for forming English communicative competence); empirical ones (testing of cadets and students to determine their level of formation of English communicative competence and the requirements of the programme for teaching foreign languages in a higher education institution; identifying the difficulties to improve the process of organizing the distance teaching English to future lawyers with the use of a multimedia textbook during the war period). The educational material of distance teaching English to future lawyers includes English speech and language samples, grammar rules, vocabulary of the topics for a certain stage of studying English at the Academy. The results of the study consist of the development of conceptual foundations in the organization of future lawyers’ distance learning of English with the use of a multimedia textbook during the war period. The authors found that current events in Ukraine require essential modernization of the process of training future lawyers, first and foremost, to develop in them analytical changes, strategic thinking, the ability to synthesize information received through English mass media, use professional knowledge during communicating in English with foreign colleagues, quickly adapt to changes, etc. It was established that thanks to the integration of verbal and audiovisual information in the multimedia guide, the educational material on the chapter’s topic is much better perceived and easier to remember for students, in addition, it is presented multi-level and varied. The developed technology of distance learning of English consists of the preparatory, organizational and final parts and organizational, educational and control stages. The authors propose to carry out distance learning of English using a multimedia guide on the basis of personally-oriented, competency-based and reflective approaches.
Current reforms in the education systems in all European countries involve modernization of the education content in terms of implementation of new educational standards, programmes of study and textbooks, refining teaching approaches. It actualizes comparative studies in order to outline the achievements of European education and to define opportunities to use them in an innovative and efficient way in Ukrainian education. The study aims to make comparative analyses of curriculum format and in four parts of the UK in order to outline areas of similarities and differences of the curriculum content in the UK. The study covers approaches to the designing of school curriculum in terms of programmes of study formulation (in accordance with national curriculum aims, community, school and pupils needs); planning a timetable; the number of terms in a year; lesson length, subject allocations, minimum time per subject per week, pupil groupings, additional hours for numeracy and literacy. The article illustrates how the schools are adapting their curriculum in light of current curriculum and education reforms. The article draws on evidence from a sample of primary schools in the UK, which provides an overview of how primary schools currently build, plan, implement, monitor and improve their curriculum. Key approaches to designing and structuring the curriculum content are also specified in the study. These are the principle of considering community and pupils' needs, educational traditions while forming the education content, practice-centred approach, resulting quality and the principle of flexibility.
The article aims at studying the concept characteristics of curriculum in the ideas of foreign researchers in terms of its definition, meaning, and classification of its types, levels and strategies for the development. The article presents the origin and meanings of the term "curriculum", which in education refers to any course or activities that result in the development of a person; and covers prescribed content of learning during period of compulsory education. It is found out that the concept background of the school education content in the United Kingdom of Great Britain and Northern Ireland is determined by the curriculum theory. Based on the research of curriculum studies the types of curriculum (subject centered, society centered, child centered; curriculum as syllabus, curriculum as process, curriculum as product) as well as its levels (total, hidden, planned and received, formal and informal) are analysed. The differentiation of the curriculum levels is a very important issue as to comprehension of this pedagogical phenomenon. The outlined in the article curriculum levels are total; hidden; planned and received; formal and informal. The classification is made according to the audience for which they are addressed; and it gives a clear illustration of their practical application. Special attention is paid to classification suggested by van den Akker that proves the social nature of this phenomenon. Hidden curriculum and its nature is under discussion in the article. It is presented as the transmission of norms and values conveyed in the educational institution is characterized in the study. The diversity of approaches to the classification of curriculum types and levels provides evidence to support the claim about complex character of this pedagogical phenomenon. As for the primary curriculum, it is exposed, that this pedagogic reality is connected with its developmental type; and nowadays it is getting global characteristic. Primary curriculum is considered as framework in which according to the defined aims knowledge, practical, values, personality characteristics, which pupils should obtain, are determined.
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