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педагогические Шмелева Жанна Николаевна
науки СТУДЕНТ-ЦЕНТРИРОВАННОЕ ...
УДК 378.1
DOI: 10.26140/anip-2019-0801-0073
СТУДЕНТ-ЦЕНТРИРОВАННОЕ ИЗУЧЕНИЕ ИНОСТРАННОГО ЯЗЫКА В НЕЯЗЫКОВОМ УНИВЕРСИТЕТЕ
© 2019
Шмелева Жанна Николаевна, кандидат философских наук, доцент, доцент кафедры «Иностранный язык» ЦМСиБ Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: shmelevazhanna@mail.ru)
Аннотация. После присоединения России к Болонскому процессу в 2003, студент-центрированное обучение, а также освоение и внедрение компетентностного подхода на современном этапе развития системы высшего образования, составляют основу создания инновационного образовательного процесса. Принципа студент-центрирован-ного обучения прописаны в стандарте ENQA. Ориентация на студента и постановка его в центр процесса обучения предполагают реализацию таких образовательных целей, в ходе достижения которых, студенты овладеют способностью самостоятельно решать возникающие в сфере профессиональной деятельности коммуникативные, познавательные и организационные проблемы. Данное обучение предполагает построение траектории индивидуального развития либо индивидуального образовательного маршрута, направленных на развитие взаимодействия «субъект-субъект». Цель автора статьи заключается в том, чтобы обосновать целесообразность внедрения стандарта ENQA по студент-центрированному обучению в рамках реализации дисциплины «Иностранный язык» в ФГБОУ ВО «Красноярский государственный агарный университет». Методологической базой при проведении исследования выступили общетеоретические и эмпирические методы, такие как анализ и синтез теоретического опыта психологической и педагогической литературы, а также анкетирование, эксперимент и включенное наблюдение. Автором проведено анкетирование студентов 1-4 курсов, осуществлено непосредственное наблюдение за их деятельностью на уроках иностранного языка, опосредованное наблюдение за самостоятельной работой обучающихся, в том числе и посредством применения платформы LMS Moodle. Все выше перечисленное позволило сделать вывод, что реализация студент-центрированного подхода при изучении иностранного языка в Красноярском ГАУ способствует развитию, самостоятельности, креативности студентов, повышению мотивации к изучению иностранного языка, формированию мировоззрения, социализации и адаптации. Приводятся конкретные результаты практического применения стандарта кафедрой «Иностранный язык».
Ключевые слова: Болонский процесс, студент-центрированное обучение, качество, гарантия, высшее образование, стандарты ENQA, аккредитация, мобильность, иностранный язык, реализация, целесообразность, социализация, адаптация, трудоустройство.
STUDENT-CENTERED LEARNING OF THE FOREIGN LANGUAGE AT THE NON-LINGUISTIC UNIVERSITY
© 2019
Shmeleva Zhanna Nickolaevna, candidate of philosophical sciences, associate professor, docent of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: shmelevazhanna@mail.ru)
Abstract. After Russia's joining to the Bologna process in 2003, student-centered learning, as well as the development and implementation of the competence approach at the present stage of development of the higher education system, form the basis for the creation of an innovative educational process. The principles of student-centered learning are proclaimed in the ENQA standard. The focus on the student and placing him in the center of the learning process suggest the implementation of such educational goals in the pursuit of which students will possess the ability to independently solve the communicative, cognitive and organizational problems arising in the sphere of professional activities. This training involves the construction of a trajectory of individual development or individual educational route aimed at the development of the "subject-subject" interaction. The purpose of the author of the article is to justify the feasibility of implementing the standard ENQA for student-centered learning in the framework of the discipline "Foreign language" at FSBEI of HE "Krasnoyarsk state agrarian university". The methodological basis for the study was formed by general theoretical and empirical methods, such as analysis and synthesis of theoretical experience in psychological and pedagogical literature, as well as questioning, experiment and included observation. The author conducted the survey of students of 1-4 courses, carried out direct monitoring of their activities in foreign language lessons, and implemented indirect monitoring of students' independent work, including the use of LMS Moodle platform. All of the above has led to the conclusion that the implementation of student-centered learning in the study of a foreign language at Krasnoyarsk state agrarian university contributes to the development of independence and creativity of students, increases motivation to learn a foreign language, forms worldview, contributes to socialization and adaptation. The concrete results of practical application of the standard by the Department "Foreign language" are presented.
Keywords: Bologna process, student-centered learning, quality, guarantee, higher education, ENQA standards, accreditation, mobility, foreign language, implementation, feasibility, socialization, adaptation, employment.
Statement of the problem in general and its connection recognize that the Bologna process has stimulated the growth
with important scientific and practical tasks. The joining of of the educational system in the Russian Federation, which
the Russian Federation to the Bologna Agreement in 2003, the influenced the diversification of the content, structures,
change in the education system, the transition to an unusual forms and technologies of educational services. There was
multi-level training, the purpose of which was to develop an urgent need to transfer the student to the center of the
criteria for assessing the quality of teaching in the universities educational process and give him not only professional
of the participating countries and the mutual recognition of knowledge and skills, but also to develop such qualities
diplomas, still causes a very cautious attitude of the Russian as creativity, independence and originality of thinking, the
universities community. Although the transformation of the ability to independently generate ideas, to organize the mode
national higher education system within the Bologna process of learning, to develop communication skills in the changing
has become a widespread and irreversible process, the debate society, to improve the ability to get out of the "comfort
about its advantages and disadvantages has been going on zone" that is to be comfortable with being uncomfortable.
for almost 16 years. The author considers it necessary to The problem of student-centered learning (hereinafter
Shmeleva Zhanna Nickolaevna STUDENT-CENTERED ...
pedagogical sciences
referred to as SCL) is reflected in the new European model of quality assurance of ENQA (European Association for Quality Assurance in Higher Education).
The purpose of the author is to justify and to prove the implementation feasibility of the ENQA standard on SCL in the process of foreign language learning at the non-linguistic university. The following tasks are solved in the article: approaches to the SCL are analyzed; the main recommendations of the ENQA standard for SCL are considered; own vision of SCL is presented; the results of the positive experience of the Foreign Language Department at Krasnoyarsk SAU in SLC implementation based on the included observation and analysis during 2014-2018 are given.
Analysis ofrecent studies and publications where aspects of the problem are shown. The problem of improving and guaranteeing the quality of education is relevant and topical, so it is presented in the works of many modern researchers. Student-centered approach is also called a personal-activity approach, the foundations of which were laid by domestic psychologists: L. S. Vygotsky, A. N. Leontiev, S. L. Rubinstein, B. G. Ananyev, I. A. Zimnaya, and others. These scientists emphasized that the center of training is the student, his goals, motives, psychological identity. In modern pedagogical literature SCL is understood as one of the ways of modern education development by O.M. Mintus [1]; SCL is analyzed in different types of universities (for example medical) by E.V. Lopanova, E.G. Galyanskaya [2]; A.G.Plotnikova reveals the topicality of SLC in the context of students' self-study [3]; SLC is considered from the point of view of achievement of planned results and their compliance with educational standards by N.I. Ogorelkova, V.A. Melnichuk [4]; SLC is implemented through information environment of the university by P.A.Egarmin, I.A. Petrova [5]; it is also analyzed in the sphere of foreign language teaching by E.A. Voilokova [6]. SLC problem is discussed by researchers N. I.Pak, L. B. Khegay, E. G. Doroshenko [7,8] from the point of view of personal studying trajectory development; by V.I. Baidenko in the context of competence approach [9], by I. V. Nosko as a principle of Bologna Declaration implementation [10]. According to the researcher V. P. Prokopiev, SCL is a tool for improving the quality of education [11]. L. M. Kosmacheva, E. A. Korovushkina consider SCL to be the most promising system of higher education [12]. N.V.Belosludtseva, Zh.N. Shmeleva, S.A. Kapsargina develop the idea of students socialization and adaptation through SCL [13, 14]. This phenomenon is considered in the works of foreign researchers as a factor affecting the quality of education: Crozier F., Curvale V., Dearlove R. [15], Hamalainen Ka., Pehu-Voima, S., S. Wahlen [16], Lenn M. P. [17], Brockerhoff L., Huisman J., Laufer M.[18] etc. All this proves the topicality and relevance of the problem.
Presentation of the main material of the article. The author considers it necessary to dwell on the definitions of the phenomenon, considered by both domestic and foreign scientists. According to I.V. Nosko: "Student-centered education is a fundamental principle of the Bologna reforms in higher education, suggesting a shift of emphasis in the educational process from teaching to active teaching as the educational activities of students" [10, p. 137]. Other scientists: Pak N. I., Khegay L. B., Doroshenko E. G. believe that "Student-centered learning is a system aimed at casual education and creating conditions for motivation to learn, development of the individual student, the humane treatment of the learner" [8, p. 16]. In Russian literature, SCL is often called the personal-activity principle and N. V. Belosludtseva understands it as an approach that presupposes "...creating a positive environment for personal development through activities" [13, p. 44]. Foreign scientists are considering SCL as: "... both mentality and culture within the institution of higher education and ... a learning approach that is characterized by innovative teaching methods aimed at facilitating learning communication with teachers and other
students, and ... perceiving students as active participants in their own learning" [19, p. 5]. Of course, all these definitions and the directions of the SCL analysis are interrelated, interdependent and give an explanation for the fact that there is so much work on the problem of the concept that is of interest for the author.
The author suggests own definition of SCL which is understood as "a complex integral psychological and pedagogical system with its own structure, taking into account the interdependence of form and function, having an ambivalent nature and representing a pattern of behavior of the teacher and the student in the changed educational conditions". This system, on the one hand, includes the construction and reconstruction of students' knowledge in order to learn effectively; the process of qualitative change in the learner as a continuous transformation process that focuses on empowering the student, developing his / her creativity, facilitating the transfer of skills such as problem solving, critical and reflective thinking. On the other hand, the system requires qualitative changes in the work of the faculty member, providing great opportunities for self-development, guaranteeing flexibility in the development of ways of conducting the course or program component and in the application of new ways of learning or research. After analyzing a large amount of sources, the following characteristics of SCL can be identified by the author: increased responsibility and accountability on the part of the student; reliance on active rather than passive learning; emphasis on in-depth learning and understanding; the interdependence between the teacher and the student; increased sense of independence of the student; mutual respect in the relationship between the student and the teacher; reflective approach to the learning process from both the teacher and the student; the possibility of developing an independent learning path, "road map" especially in senior courses.
The accumulated data on SCL analysis by different researchers forms an important basis for further creative investigation in this area. But it should be mentioned that despite the variety of sources where the problems of SCL are widely presented, not so many articles give the detailed results of the practical implementation of this SCL standard.
Consequently, the author of the article believes it necessary to show the positive results of the Foreign Language Department at Krasnoyarsk SAU on the implementation of ENQA SCL standard. The Foreign Language Department began to actively implement this standard in 2014 while preparing for the accreditation of the European Council for Business Education (in the Bachelor and Master directions 38.03.02 and 38.04.02 "Management"). ECBE is developing a system of education quality assessment on ENQA standards. Of great importance is the fact that the students of the above-mentioned training directions have the increased number of learning hours for the foreign language, which contributes to a closer monitoring of the work of students and their involvement in the active educational process. Students deeply study English for four years. If the standard for agrarian universities is the number of hours in the foreign language in the amount of 340 hours (9 credit units), the distribution of hours allocated for the study of foreign language disciplines in Krasnoyarsk SAU in the direction 38.03.02 is as follows: the discipline "English for professional purposes" - 180 hours (5 credit units), the discipline "Foreign language" - 288 hours (8 credit units), the discipline "Foreign language 2" - 108 hours (3 credit units), the discipline "Business English" - 576 hours (16 credit units), the discipline "Country study" - 216 hours (6 credit units). So, the total number is 38 credit units.
Further, it is necessary to turn to the ENQA standard on SCL: "Universities should implement student-centered learning processes in their programs. The methods by which the programs are implemented should encourage students to take an active role in the joint construction of the educational process" [20, p.12]. SCL plays an important role
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in "increasing motivation, self-reflection and involvement of students in the learning process. For universities, the introduction of student-centered learning requires a balanced approach to the development and teaching of educational programs and evaluation of learning outcomes" [20, p.12]. We can say that the basis of SCL is the understanding that all universities are different, as are all members of the teaching staff, as well as students. The functioning of both takes place in the most variable contexts, in the teaching of various subject disciplines. It was necessary to recognize the fact that in order to make teaching more effective and student-oriented, it was necessary to move from traditional forms of knowledge translation to the creation of conditions and support for self-active learning, coordination of the organization of control with the content and structure of the program. In other words, teachers are supposed to "create opportunities", not only "to inform". It is necessary to show how SCL principles of ENQA are implemented through foreign language learning.
The first recommendation of ENQA states that it is necessary to provide: "the use of different forms of teaching (where appropriate)" [20, pp. 12-13]. Teachers of the Foreign Language Department use different forms of teaching and apply a variety of pedagogical methods quite flexibly, among them: communicative techniques, project methods, case-studies and group form of work, etc. Starting from the first year, our students take part in Olympiads (foreign language contests), and from the second year, when they received knowledge in the specialty "Management", participate in the student conference in the Workshop on management, marketing and economics, make presentations in English, learn to present themselves to the public, answer questions logically, master special terminology, show independence and creativity in choosing the topic of the report, master the skills of creating an effective digital Power-point presentation. Also, summer schools are organized; as well as business games on management at the country recreation center "Buzim" are conducted. Thus, we also implement the second recommendation of ENQA: "Support the autonomy of the learner with simultaneously proper guidance and help from the teacher" [20, p.12].
The third recommendation of ENQA says that it is necessary to ensure: "respect and attention to different groups of students and their needs, providing flexible learning paths" [20]. To implement this recommendation, teachers of the Foreign Language Department show respect and attention to students and their needs. In the initial courses (first and second) the tutor is assigned for each group. He monitors attendance, goes to the hostel, where students live, and stays in contact with their parents in case of problems. In addition to Russian students there are students from Mongolia, China, Iraq, and Tajikistan who also need the support and respect of tutors and faculty members. Moreover, as mentioned above, a greater number of hours devoted to the study of a foreign language, allows students to see the teachers of the Foreign Language Department almost every day. The staff is a group of like-minded people who sincerely worry about each of the students and are ready to help. All teachers adhere to the principle of approachability and students can address them with questions and problems, especially those that arise during the first year of study.
Another recommendation of the ENQA states that it is necessary to implement: "regular feedback on the techniques and methods used for evaluation..." [20, p.12]. Our teaching staff implements this recommendation, keeping in touch with students and their parents about the methods and ways of assessing the performance of students. In the framework of preparation for the accreditation of ECBE, the university developed and published guidelines for students, where any student can get all the necessary information on the learning process, starting from the contacts of the responsible persons of the university (as ENQA recommended "to ensure the availability of sufficient, accessible and relevant to the purpose of educational resources and student support
services" [20, p.17].), ending with the curriculum for the entire period of training. This information is also available on the official website of the Krasnoyarsk state agrarian university (www.kgau.ru). Starting from the very first day at the university, students are clearly explained the principles of the modular rating system, the ways of working on the LMS Moodle platform, the principles of getting points in a foreign language, the number of points required to obtain a positive certification, the number of credits for the studied discipline, as well as the content of tasks and types of intermediate certification (credit, exam). Consequently, we can say that "criteria and methods of evaluation are pre-published" [20, p.13]. In accordance with the recommendations of ENQA, and given the importance of assessing students to build their future careers, all evaluators are proficient in testing methods and testing students' knowledge. Teachers are constantly improving their skills in this area, which is also a prerequisite for their own certification every five years. Assessment demonstrates the level of achievement of the students' planned learning outcome. The assessment is consistent, objective in relation to all students and is conducted in accordance with the established rules. Any student of the university has the right to receive feedback and, if necessary, advice on the learning process. There is also a formal appeal procedure, which is spelled out in the above-mentioned guidelines for students. Being actively involved in the life of students, and knowing about their lives and problems not only within the University, but also outside it, when assessing teachers take into account "mitigating circumstances", which is also one of the recommendations [20, c.13].
In addition to all of the above, during the training students of Krasnoyarsk SAU use all educational resources: "material (libraries or computers), and human (mentors, curators and other consultants)" [20, C.14]. A necessary condition for SCL effective use is the availability of electronic automated control system of the educational process. This system provides diagnostics of competencies acquired by the student, helps to create a history of educational achievements of the student portfolio in the discipline.
For a more flexible learning process the Foreign Language Department provided 100% of the disciplines with Electronic complexes of educational orientation developed on the LMS Moodle platform in 2018 (in comparison with 2014 -18%). This, certainly, allows students, especially in senior courses to build their own "learning path" in the discipline, because, as a rule, many of them combine work and study. It is very important, in accordance with the recommendations of ENQA: "to guarantee the collection, analysis and use of relevant information for the effective management of their programs and other activities" [20, c.15]. That is why, the questionnaires on the satisfaction of students, parents and employers were developed. Methodologist collects, analyzes questionnaires and the results of the survey, so the faculty members adjust their activities according to the results of the questionnaires.
Conclusion. In general, the implementation by the Foreign Language Department of ENQA provisions for student-centered learning can be considered positive and appropriate. It is logical to implement some provisions with freshmen (respect, information, etc.); the provisions for the selection and construction of an independent route of study and the development of the "road map" are appropriate for students of 3-4 courses. The following results were achieved while implementing SCL standard in Krasnoyarsk SAU by the Foreign Language Department:
- The number of teachers of Foreign Language Department who acquired advanced training on the implementation of the educational platform LMS Moodle increased from 10% to 90%;
- The number of disciplines provided with Electronic complexes of educational orientation on the LMS Moodle platform by teachers of the Department increased from 20% to 100%;
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- Krasnoyarsk SAU received accreditation and re-accreditation for the training directions 38.03.02 and 38.04.02 by the European Council for Business Education in 2014 and 2017, respectively;
- Students successfully integrate into the world educational space (participation in "Work and Travel" programs (Akhpasheva I.), in the work of the summer school of logistics in Slovenia (Kniga N., Panchenko Yu., Kirdyashkina K., Budnikov D.), study in the Master courses of Turkey (Novoseltseva K.), participation in the programs of students' exchange in China (Popova A., Kuznetsova M., Gerish E.) etc.;
- Friendly and positive atmosphere in the learning process is established, strengthening of mutual respect between faculty and students is achieved (according to the survey of students of 1-4 courses, the feeling of comfort in the classroom increased from 65% to 93%, and the foreign language is ranked the first place among students of 1-2 courses);
- Adequate socialization and adaptation of students in life, development of communication skills and self-presentation not only at the Russian but also at the international level, active life position are achieved;
- The motivation of students to learn a foreign language has risen, the students' role changed from being "recipients" of the transmitted knowledge, to the active and creative "participants" in the joint construction of the educational process, in which the teacher acts not as a "mentor", but as a "facilitator" of the students' personality.
- The number of extra-curricular events connected with foreign language is rising from year to year (in 2014 - 2 events were held, in 2015/ 2016 - 3, in 2017 - 4, in 2018
- 5: among them celebrations of Halloween, Christmas, St. Valentine's Day, Easter. In 2014 - 25% of students took part in the student scientific conference "Students' science -insight into future", in 2015 - 65%, in 2016 - 68%, in 2017
- 69%, in 2018 - 71%. The number of participants among Bachelors and Masters in the University Foreign Language competition also increased in 2014 - 70%, in 2015 - 72% 2016 - 78%, in 2017 - 80%, in 2018 - 91%);
- The graduates of managerial direction successfully find employment in Russian and foreign companies (more than 92% of graduates are successfully employed) and their employers are satisfied with the results of training.
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Статья поступила в редакцию 07.02.2019 Статья принята к публикации 27.02.2019
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Azimuth of Scientific Research: Pedagogy and Psychology. 2019. Т. 8. № 1(26)
