The purpose of the study was to examine and evaluate the impact the "flipped classroom" model-based learning environment accompanied by multimedia-based textbook entitled "Ukrainian language (for professional purposes)" provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook "Ukrainian for Special Purposes" was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computerassisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the "flipped classroom" settings to deliver the language course to the students majoring in literature and language teaching.
The article analyzes the problem of logical and mathematical development of senior preschoolers by means of flash games. The importance of mathematical education has been substantiated in accordance with the new educational realities: the needs of the implementation of the Concept for the development of natural and mathematical education (STEM education) and the new Concept for the development of preschool education. Since now mathematics, together with computer science, is becoming an interdisciplinary toolkit, and modern children feel free in the world of information technology, the authors of the article note that it is advisable to use network resources to benefit the educational process and ensure its quality. One of the options for such a network resource are flash games - game interactive platforms that optimize the game process in order to solve educational problems. The authors analyzed the views on the appropriateness of the use of flash games by preschoolers from such foreign scientists as Feliks Gorski, Alex Soares, Adelheid Reinhardt, David Nascimento, Gabriella Domeny, Mozilla Firefox, Peer Dorow, Benjamin Cooper, Zsuzsanna Csarnai Straub. The specificity of the experimental work, which involves two directions, is characterized. In the first educational - stage I is highlighted - propedeutic (criteria: abstraction with indicators - the ability to highlight the most significant characteristics of the object and exclude insignificant signs, where the flash game "Choose transport" was used; analysis with indicators - the ability to determine the relationship of an object and objects; to compare and analyze the data obtained; flash game: "Whose traces?"; synthesis with indicators - the ability to observe the laws of logic, build hypotheses and find out the consequences of reasoning; flash game "When does this happen?"); Stage II - implementation (criteria: classification with indicators - the ability to perform logical operations, deliberately argue them, formulate the grounds for classifying objects; flash games "The artist was mistaken", "Find a pair"; serialization with indicators - the ability to lay out a set of elements in accordance with the connections established between them; flash games: "Find a pair", "Logical connections", "In search of a shadow", "Into the forest for mushrooms", "Let's play snowballs", "Whose voice is heard on the farm?"); II direction - consulting: work with the teaching staff and with the parents of the pupils. The effectiveness of the work carried out was revealed using five diagnostic methods, carefully described in the article.
The article analyzes the new realities of preschool education in the context of the Covid-19 pandemic; The problems of interaction of teachers with preschoolers and their parents during distance education are singled out, namely among the technological difficulties we first single out the availability of computer equipment, high-speed Internet, the ability to repair any equipment damage during the epidemic. Pedagogical problems include the shortage of staff with universal training, ie those who have modern pedagogical and information technologies and are psychologically ready to work with preschoolers and their parents in the new educational and cognitive network environment. Administrative problems include compiling lists for group training sessions, parent counseling, communication with families and children whose e-mail address has changed. Priority online platforms and tools for working with parents and preschoolers have been identified. The authors also present the positive aspects of distance education for teachers, namely the possibility of free education on various educational platforms; the results of a survey of educators and future bachelors on the problems of distance education of preschoolers in a pandemic. The results of the survey showed that not all the benefits of distance education were realized in the conditions of the epidemic in relation to preschool institutions. For example, due to the workload of adults (both teachers and parents), the network environment, such features as flexibility (education at a convenient time and place), large audience, efficiency, manufacturability (use of new advances in information technology), social equality and, as a consequence, quality were not typical. The most important problem - distance education has shown the inability to provide education and social support for children from poor families (e.g., nutrition)
У статті проаналізовано використання сучасних технологій у мовленнєвій освіті здобувачів дошкільної освіти та мовно-літературній освітній галузі здобувачів початкової освіти. З’ясовано особливості використання інформаційно-комунікаційних технологій в контексті мовленнєвої освіти дітей, виділено різновиди сторітелінгу та уточнено сутність цього поняття. Підкреслено, що сторітелінг – одна з інтерактивних мовленнєвих технологій, що використовується педагогами у закладах дошкільної та початкової освіти. Зазначена технологія не вимагає особливих витрат і може використовуватись у будь-якому місці та в будь-який час, має форму дискусії, розвиває фантазію, логіку, підвищує культурний та освітній рівень здобувачів освіти, допомагає навчитися ґрунтовного сприйняття та переробки інформації, розширює усне мовлення, сприяє кращому запам'ятовуванню матеріалу, розвиває грамотність, може успішно використовуватись у проєктній та груповій діяльності. Виділено особливості використання в освітній діяльності педагогів методу TPR, ігрових технологій у мовленнєвому розвитку здобувачів освіти, казкотерапії тощо. Зазначено, що ефективною сучасною технологією мовленнєвої освіти дошкільників та молодших школярів є використання музичних творів та співу. Музика може збагатити духовне життя і забезпечити рівновагу життя дітей. За допомогою музики люди можуть висловити свої думки та почуття, контролювати свої емоції. Встановлено, що для результативного розвитку мовлення здобувачів дошкільної та початкової освіти необхідним є використання технологій, які забезпечують активізацію мовленнєвої діяльності, формують уміння й навички використовувати мовленнєвий матеріал на практиці. Важливим є застосування нових знань у повсякденній діяльності дітей, що сприяє закріпленню та усвідомленню їх; урахування правильності мовлення педагога закладу дошкільної та початкової освіти, якого наслідують здобувачі освіти.
The research analyzes and systematizes the social and pedagogical principles of adolescent delinquent behavior prevention in the social teacher work in the school-student environment at the present stage of society development. Leading approach to the study of this problem is the descriptive method that has afforded revealing peculiarities of the primary areas of work with adolescents with delinquent behavior which are primary and secondary prevention of offenses, social rehabilitation of juveniles, who had experience of illegal behavior and psychological and corrective work with them. The materials of the paper imply the practical significance for the university teachers of the pedagogical specializations.
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