Міжпредметна Інтеграція Як Дидактична Умова Розвитку В Майбутніх Інженерів-Педагогів Готовності До Професійної Мобільності

Abstract

Litsman Yulia, Shvets Olha, Osmuk Nataliia. Organization of blended learning with "Google Classroom" in the study of bioorganic chemistry of students of medical specialties.The article is devoted to the problem of increasing efficiency of chemical preparation of students of specialty "Medicine". The relevance of the use of electronic, multimedia and mobile content in the educational process is substantiated. The authors' experience of using the teaching methodology of bioorganic chemistry for students in the context of blended learning with "Google Classroom" is analyzed.It is confirmed that a combination of classroom and extracurricular work is a precondition for blended learning effectiveness. Such an organization of the educational process allows introducing elements of blended learning into various types of educational work. The expediency of using the Face-to-Face Driver and Rotation Station Model models at lectures and practical classes, in the independent work of students, is substantiated. The "Google Сlassroom" platform was used to communicate in the educational process and to get acquainted with methodological materials. "Google Forms" service was used to create training tests and surveys, "Slides" and "You Tube" -to develop teaching materials. The technological component of the proposed approach is provided by the devices of the participants of the educational process. The possibility of organizing a personality-centered approach by diversification of educational tasks and the possibility of processing educational information at a convenient time for each student is shown.The importance of the innovative interaction between the teacher and students for the effective organization of blended learning is established. Experimental verification of the effectiveness of the application of the developed blended learning model in the study of bioorganic chemistry is conducted. The positive influence of the proposed methodology on the level of students' academic achievements in chemistry is confirmed. Article materials can be of practical value for chemistry teachers in higher education institutions.