CC BY
0
1. Знакомство обучающихся с методическим руководством по изучению материала.
2. Овладение отдельным профессиональным действием.
3. Самостоятельная проверка овладения действием.
4. Заключительная тестовая проверка.
Организация учебной работы сопровождается взаимной поддержкой, взаимопомощью.
Важным элементом проектирования учебного процесса становится подготовка педагога к использованию технологии профессионального образования.
В этой связи педагог выделяет целостный блок учебного материала, совокупность учебных целей и ход учебного процесса с использованием имитационного моделирования. К имитационному моделированию можно отнести следующие действия педагога [8, с. 44]:
- моделирование мышления. При этом педагог предлагает различные виды учебной работы и возложенные познавательные действия обучающегося;
- ролевая игра. Создаются микрогруппы, определяются роли. Участники имитируют поведение обучающегося в учебном процессе (понимание, восприятие, вопросы, трудности обучающихся), проектируются познавательная деятельность обучающихся и педагогическая деятельность преподавателя.;
- имитационно-ролевое моделирование, при котором разрабатываются возможные действия обучающихся и педагогов, создается система взаимодействия участников учебного процесса, строится соответствие действий педагога и обучающегося.
В целом при проектировании учебного процесса разрабатываются альтернативные варианты учебного процесса для реализации поставленных целей.
Библиографический список
Таким образом, педагог должен самостоятельно определять, конкретизировать цели обучения, создавать проект учебного занятия, имеющий инструментальный характер, но обеспечивающий гибкость и вариативность действий, соотношение репродуктивности и творческого характера обучения, получение диагностируемых результатов обучения.
По итогам проведенного исследования процесса становления и развития технологии профессионального образования можно сделать ряд выводов.
Во-первых, технологизация профессионального обучения представляет собой системный подход к проектированию обучения, ориентированный на достижение гарантированных результатов через конкретизацию целей, модульную структуру учебного процесса, оперативную обратную связь и использование различных методов (программированное обучение, бригадно-индивидуальное обучение и технологию полного усвоения).
Во-вторых, технологизация способствует повышению эффективности обучения, обеспечивает соответствие образовательного процесса требованиям современного рынка труда и позволяет формировать у обучающихся необходимые профессиональные компетенции.
В-третьих, педагог играет ключевую роль в технологизации обучения, поскольку выступает в качестве организатора, консультанта и проектировщика. Педагогу важно владеть различными методами проектирования (в том числе имитационное моделирование), и уметь адаптировать учебный процесс к индивидуальным особенностям обучающихся.
Перспективы дальнейших исследований связаны с изучением эффективности различных технологий профессионального образования, разработкой новых методов проектирования учебного процесса, а также с анализом влияния технологизации на мотивацию обучающихся и качество подготовки специалистов в системе профессионального образования.
1. Маркова С.М., Зиновьев О.А., Уракова М.Н. Информационные технологии в профессиональном образовании. Тезисы докладов VII Всероссийской научно-практиче-скойконференции. Нижний Новгород: ФГБОУ ВО "Нижегородский государственный педагогический университет имени Козьмы Минина", 2021: 123-125.
2. Маркова С.М., Зиновьев О.А., Уракова М.Н. Информационные технологии как средство Тезисы докладов VII Всероссийской научно-практической конференции. Нижний Новгород: ФГБОУ ВО "Нижегородский государственный педагогический университет имени Козьмы Минина", 2021: 125-127.
3. Ваганова О.И., Коростелев А.А. Технологический подход в профессиональном образовании. Азимут научных исследований: педагогика и психология. 2021; Т. 10, № 4 (37). 35-40.
4. Уракова Е.А. Социальные, педагогические, научно-технические аспекты технологии профессионального обучения. Бизнес. Образование. Право. 2021; № 4 (57). 435-441.
5. Быстрова Н.В., Уракова Е.А. Технология проектной деятельности как ведущая форма обучения. Проблемы современного педагогического образования. 2023; № 78-1. 83-85.
6. Уракова Е.А. Закономерности профессиональной подготовки как теоретическая основа разработки технологии профессионального обучения. Бизнес. Образование. Право. 2022; № 2 (59): 279-284.
7. Ваганова О.И. Методы и средства реализации технологии проблемного обучения при изучении дисциплины "педагогические технологии". Азимут научных исследований: педагогика и психология. 2020; Т. 9, № 1 (30). 48-51.
8. Быстрова Н.В., Уракова Е.А., Сидоров А.Н. Технология формирования проектного обучения в высшем образовательном учреждении. Проблемы современного педагогического образования. 2022; № 74-3: 43-46.
References
1. Markova S.M., Zinov'ev O.A., Urakova M.N. Informacionnye tehnologii v professional'nom obrazovanii. Tezisy dokladov VII Vserossijskoj nauchno-prakticheskoj konferencii. Nizhnij Novgorod: FGBOU VO "Nizhegorodskij gosudarstvennyj pedagogicheskij universitet imeni Koz'my Minina", 2021: 123-125.
2. Markova S.M., Zinov'ev O.A., Urakova M.N. Informacionnye tehnologii kak sredstvo Tezisy dokladov VII Vserossijskoj nauchno-prakticheskoj konferencii. Nizhnij Novgorod: FGBOU VO "Nizhegorodskij gosudarstvennyj pedagogicheskij universitet imeni Koz'my Minina", 2021: 125-127.
3. Vaganova O.I., Korostelev A.A. Tehnologicheskij podhod v professional'nom obrazovanii. Azimut nauchnyh issledovanij: pedagogika ipsihologiya. 2021; T. 10, № 4 (37). 35-40.
4. Urakova E.A. Social'nye, pedagogicheskie, nauchno-tehnicheskie aspekty tehnologii professional'nogo obucheniya. Biznes. Obrazovanie. Pravo. 2021; № 4 (57). 435-441.
5. Bystrova N.V., Urakova E.A. Tehnologiya proektnoj deyatel'nosti kak veduschaya forma obucheniya. Problemy sovremennogo pedagogicheskogo obrazovaniya. 2023; № 78-1. 83-85.
6. Urakova E.A. Zakonomernosti professional^ podgotovki kak teoreticheskaya osnova razrabotki tehnologii professional'nogo obucheniya. Biznes. Obrazovanie. Pravo. 2022; № 2 (59): 279-284.
7. Vaganova O.I. Metody i sredstva realizacii tehnologii problemnogo obucheniya pri izuchenii discipliny "pedagogicheskie tehnologii". Azimut nauchnyh issledovanij: pedagogika i psihologiya. 2020; T. 9, № 1 (30). 48-51.
8. Bystrova N.V., Urakova E.A., Sidorov A.N. Tehnologiya formirovaniya proektnogo obucheniya v vysshem obrazovatel'nom uchrezhdenii. Problemy sovremennogo pedagogicheskogo obrazovaniya. 2022; № 74-3: 43-46.
Статья поступила в редакцию 02.05.24
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: zubkov_nstu@mail.ru
GAMIFICATION IN IMPLEMENTATION OF FOREIGN LANGUAGE LEARNING INDIVIDUAL TRAJECTORIES IN A UNIVERSITY'S ELECTRONIC ENVIRONMENT. This study investigates the potential of gamification, the integration of game elements and principles into non-game contexts, to facilitate the implementation of individualized foreign language learning trajectories within the electronic environment of higher education institutions. By leveraging game mechanics such as points, badges, leaderboards, and immersive narratives, gamification can enhance learner engagement, motivation, and language acquisition outcomes. Personalized learning paths, enabled by gamification and adaptive technologies, cater to diverse learning preferences, goals, and pacing requirements. The study examines theoretical foundations, practical applications, and challenges of gamification in online and blended language education. It provides recommendations for educators to effectively integrate gamification strategies, personalized learning trajectories, and digital technologies in higher education foreign language programs. The research highlights gamification as a transformative approach to revolutionize language education, foster student success, and equip learners with essential skills for the global landscape.
Key words: e-learning, higher education, personalized learning, educational technology, instructional design
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, Е-mail: zubkov_nstu@mail.ru
ГЕЙМИФИКАЦИЯ В РЕАЛИЗАЦИИ ИНДИВИДУАЛЬНЫХ ИНОЯЗЫЧНЫХ ОБРАЗОВАТЕЛЬНЫХ ТРАЕКТОРИЙ В ЭЛЕКТРОННОЙ СРЕДЕ ВУЗА
В данном исследовании изучается потенциал геймификации - интеграции игровых элементов и принципов в неигровые контексты - для содействия реализации индивидуальных траекторий обучения иностранным языкам в электронной среде высших учебных заведений. Используя такие игровые механики, как очки, бейджи, доски лидеров и иммерсивное повествование, геймификация может повысить вовлеченность, мотивацию и результаты освоения языка. Персонализированные учебные маршруты, созданные с помощью геймификации и адаптивных технологий, отвечают различным предпочтениям, целям и темпам обучения. В исследовании рассматриваются теоретические основы, практическое применение и проблемы геймификации в онлайн- и смешанном языковом образовании. Даются рекомендации для преподавателей и разработчиков учебных программ по эффективной интеграции стратегий геймификации, персонализированных траекторий обучения и цифровых технологий в программы обучения иностранным языкам в высших учебных заведениях. Исследование подчеркивает, что геймификация является трансформационным подходом к революции в языковом образовании, способствует успеху студентов и вооружает их необходимыми навыками для работы в глобальной среде.
Ключевые слова: электронное обучение, высшее образование, персонализированное обучение, образовательные технологии, педагогический дизайн
The advent of digital technologies has profoundly transformed the educational landscape, offering unprecedented opportunities for enhancing the learning experience [1]. In the realm of foreign language education, the integration of electronic environments within higher education institutions has become increasingly prevalent. However, the mere adoption of technological tools does not inherently guarantee effective language acquisition. This research endeavour seeks to explore the potential of gamification - the incorporation of game elements and principles into non-game contexts - as a means to facilitate the implementation of individualized learning trajectories within the electronic environment of higher education institutions. The relevance is determined by the need to address diverse learning preferences and paces of students in the digital age, especially in the context of foreign language education. The primary aim of this study is to investigate the application of gamification principles in the design and delivery of individualized foreign language learning trajectories within the electronic environment of universities. The objectives of the study are: 1) to examine the theoretical foundations and pedagogical implications of gamification in foreign language education; 2) to explore the advantages and challenges of implementing gamification in online and blended learning environments; 3) to develop practical guidelines and recommendations for educators and instructional designers to successfully integrate gamification into their electronic learning environments. The subject of this study is the implementation of gamification principles and strategies in the context of individualized foreign language learning trajectories within the electronic environment. The object of this study is the individualized foreign language learning trajectories themselves, as well as the gamification elements, mechanics, and technologies.
Gamification has arisen as an auspicious approach to enriching engagement, drive, and educational results in instructive backgrounds [2; 3]. By including game attributes such as scores, badges, leaderboards, and story elements, gamification powers the intrinsic human craving for achievement, competition, and immersive experiences. It taps into intrinsic motivators, fostering a sense of challenge, curiosity, and enjoyment in the learning process. Gamification can be applied across various educational domains, including foreign language learning. Game-based procedure can smooth foreign language acquisition by producing collaborating, contextualized, and appealing circumstances that cheer dynamic participation, problem-solving, and practical learning. Furthermore, gamification can promote sustained effort, immediate feedback, and a sense of progress, which are crucial elements in mastering a new language [4]. The advent of digital technologies has revolutionized foreign language education, enabling new modes of delivery and interaction. E-learning environments offer several advantages, including flexibility, accessibility, and the ability to incorporate multimedia resources.
In the context of higher education, the recognition of diverse learning styles, abilities, and backgrounds has led to a growing emphasis on individualized educational approaches [5]. By implementing individualized learning paths, higher education institutions can cater to varying levels of prior knowledge, learning preferences, and pacing requirements. This approach promotes student-centred learning, allowing learners to take ownership of their educational journey and progress at their own pace, while receiving tailored support and guidance. The amalgamation of gamification and ICT-based educational technologies can enable the application of customised learning paths in second language training within tertiary education establishments [6]. Game elements can be adapted to different learner profiles, providing customized challenges, rewards, and feedback based on individual progress and performance.
The incorporation of gamification principles into online education environments offers numerous advantages that can enhance the overall learning experience. Firstly, gamification can foster increased engagement and motivation among learners [7]. The integration of game elements, such as points, badges, leaderboards, and progress visualizations, can tap into our innate desire for achievement, recognition, and competition, encouraging sustained effort and active participation. Furthermore, gamification in online education can promote a sense of immersion and flow, enabling learners to become deeply engaged with the learning content and activities [8]. By incorporating narrative elements, challenges, and feedback loops, gamified online environments can create a compelling and enjoyable learning experience that mitigates the potential isolation and disengagement associated with traditional online courses. Another advantage of gamification in online education is the ability to facilitate personalized learning pathways [9]. Through the use of adaptive game mechanics and algorithms, gamified
systems can tailor the learning experience to individual learners' needs, preferences, and performance levels.
In the context of higher education, adopting a personalized learning approach has become increasingly crucial in addressing the diverse needs, backgrounds, and learning preferences of students [10]. Traditional universal teaching and learning techniques repeatedly are unsuccessful to take into consideration specific alterations, heading to suboptimal educational results and disentanglement among university learners. By distinguishing and responding to individual educational paths, higher education institutions can enhance student engagement, motivation, and academic performance. Personalized learning pathways empower students to take ownership of their educational journey, allowing them to progress at their own pace, explore areas of interest, and receive tailored support and guidance. Furthermore, personalized learning aligns with the evolving demands of the modern workforce, where adaptability, self-directed learning, and the ability to acquire new skills are highly valued.
Gamification offers a powerful toolkit for creating engaging and personalized learning experiences [11]. By incorporating game elements and mechanics, educators can design individualized learning paths that cater to diverse learner profiles and preferences. Some methods of creating individualized learning paths using gamification include: adaptive challenges: (implementing game mechanics that adjust the difficulty level of tasks and challenges based on individual learner performance, ensuring an optimal balance between challenge and competence) [12], branching narratives (crafting immersive, narrative-driven learning experiences that allow learners to make choices and follow different paths based on their interests, goals, and decisions) [13], personalized rewards and feedback (utilizing game elements such as points, badges, and leaderboards to provide personalized feedback and recognition for individual achievements and progress) [14], learner-driven goal setting (enabling learners to set their own goals and objectives within the gamified environment, fostering autonomy and self-directed learning) [15].
While gamification holds significant promise for enhancing e-learning in higher education, its implementation is not without challenges: 1) design complexity: creating effective and engaging gamified learning experiences requires significant instructional design expertise, game design knowledge, and careful alignment with learning objectives; 2) technological infrastructure: robust and scalable technological infrastructure is necessary to support gamified e-learning environments, which can be resource-intensive and costly for institutions; 3) faculty training and adoption: successful implementation of gamification requires faculty training and buy-in, as well as a cultural shift towards embracing innovative pedagogical approaches; 4) balancing engagement and learning: maintaining the right balance between engaging game elements and meaningful learning experiences can be challenging, as excessive gamification may detract from educational objectives.
This study also suggests recommendation on how to create an effective gamified foreign language learning program in an e-learning environment: 1) ensure that the gamified elements and mechanics directly support the desired language learning outcomes, such as vocabulary acquisition or grammar comprehension; 2) gather insights into the target learners' characteristics, preferences, motivations, and prior knowledge to tailor the gamified experience accordingly; 3) develop immersive narratives or storylines that provide context and purpose for language learning activities; 4) integrate various multimedia applications, such as audio-visual resources, computer graphics, and interactive replications, to accommodate to diverse learning philosophies and enhance language comprehension; 5) incorporate game mechanics that adjust the difficulty level of language tasks and challenges based on individual learner performance; 6) incorporate collaborative elements, such as team-based activities, discussion forums, and peer review mechanisms, to facilitate social learning and support among learners.
This study has explored the potential of gamification as a powerful approach to facilitate the implementation of individualized foreign language learning trajectories within the electronic environment of higher education institutions. Through a wide-ranging investigation of hypothetical fundamentals, practical implementations, and observed indication, more than a few significant deductions can be drawn: 1) gamification introduces a persuasive policy to augment both students' engagement and inspiration, and also the entire foreign language acquisition with the help of leveraging meaningful game elements and special mechanics in the framework of educational contexts;
2) the well-planned inclusion of gamification into the electronic learning environment of tertiary educational institutions make it possible to create personalized, adaptive, and immersive learning experiences tailored to individual learners' needs, preferences, and performance levels; 3) successful implementation of gamification in higher education requires a combination of instructional design expertise, technological infrastructure, faculty training, and a culture that embraces innovative pedagogical approaches.
The significance of implementing gamification in the realization of individual trajectories of foreign language learning within the electronic environment of higher education institutions cannot be overstated. This approach aligns with the evolving needs and expectations of modern learners, who demand personalized, engaging, and flexible educational experiences. In conclusion, the application of gamification in the implementation of individualized foreign language learning trajectories within the electronic environment of higher education institutions represents a transformative tactic that is possessed of the strong prerequisites to highly transfigure the entire domain of foreign language teaching and training, severely augment university learners' achievements
Библиографический список
and results, and endow 21st century university student population with the strongest abilities and vital knowledge that is essential to prosper in the hastily developing and changing world-wide landscape. Scientific novelty is determined by exploring the integration of gamification strategies with individualized learning trajectories in foreign language education within the electronic environment of higher education institutions, an area that has received limited attention in prior research. Theoretical significance lies in the theoretical understanding of gamification's role in enhancing language acquisition, student engagement, and personalized learning, while also providing insights into the pedagogical implications and challenges of implementing gamification in online and blended educational settings. Practical significance appears recommendations and guidelines for educators, instructional designers, and higher education institutions on how to effectively design and implement gamified foreign language learning programs. Future prospects cover such areas as artificial intelligence and adaptive learning, immersive technologies, advanced learning analytics and personalization techniques, cross-platform and mobile learning solutions, and collaborative development of open educational resources.
1. Губанова И.В. Сохранение интереса обучающихся к изучению дисциплины путем создания индивидуальных образовательных траекторий в электронной среде вуза. Вестник Алтайского государственного педагогического университета. 2023; № 2 (55): 41-46.
2. Широколобова А.Г Геймификация в условиях цифровой трансформации образования. Вестник Самарского государственного технического университета. Серия: Психолого-педагогические науки. 2022; Т. 19, № 1: 5-20.
3. Краснопеева Т.О., Шевченко А.И., Гураль С.К. Проектирование индивидуальных образовательных траекторий в информационной образовательной среде. Язык и культура. 2020; № 51: 153-176.
4. Кононыхина О.В. Мотивация студентов при дистанционном обучении. Международный журнал гуманитарных и естественных наук. 2021; № 2-1(53): 107-111.
5. Андриенко Е.В., Веряев А.А., Дахин А.Н. и др. Методологические и технологические проблемы современного педагогического образования. Барнаул: АлтГПУ, 2023.
6. Комкова А.С., Кобелева Е.П., Стучинская Е.А., Крутько Е.А. Формирование метакомпетенций студентов вуза в процессе научно-исследовательской работы на иностранном языке. Профессиональное образование в современном мире. 2020; Т. 10, № 2: 3718-3725.
7. Zubkov A. Implementation of CLIL Approach via Moocs: Case Study of Siberian Transport University. Lecture Notes in Networks and Systems. 2022; Vol. 402: 1002-1010.
8. Кобелева Е.П., Матвиенко Е.Н., Комкова А.С. Формирование экзистенциальных навыков студентов в процессе иноязычной подготовки в вузе. Современные проблемы науки и образования. 2022; № 6-1: 6.
9. Веряев А.А., Лозыченко Ю.Э. Оценка интерактивности образовательного процесса. Информация и образование: границы коммуникаций. 2023; № 15 (23): 446-449.
10. Zubkov A. Discursive Approach to Foreign Language Training via Massive Open Online Courses. Lecture Notes in Networks and Systems. 2022; Vol. 636: 431-439.
11. Кирякова О.А. Применение аутентичных видеоматериалов как способ формирования иноязычной коммуникативной компетенции у студентов неязыкового вуза. Сибирский учитель. 2022; № 1 (140): 17-25.
12. Zubkov A.D. Using MOOCs to Teach Foreign Language Writing to University Students. Lecture Notes in Networks and Systems. 2022; Vol. 499: 23-31.
13. Агавелян РО., Кобелева Е.П., Стучинская ЕА., Душинина Е.В. Использование мнемотехник в процессе профессионально-ориентированной иноязычной подготовки студентов-экономистов. Сибирский педагогический журнал. 2022; № 4: 38-50.
14. Zubkov A. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study. Lecture Notes in Networks and Systems. 2022; Vol. 403: 92-100.
15. Балмасова Т. А. Из опыта использования мобильных приложений в обучении второму иностранному языку. Вестник педагогических наук. 2022; № 8: 224-227.
References
1. Gubanova I.V. Sohranenie interesa obuchayuschihsya k izucheniyu discipliny putem sozdaniya individual'nyh obrazovatel'nyh traektorij v elektronnoj srede vuza. Vestnik Altajskogo gosudarstvennogo pedagogicheskogo universiteta. 2023; № 2 (55): 41-46.
2. Shirokolobova A.G. Gejmifikaciya v usloviyah cifrovoj transformacii obrazovaniya. Vestnik Samarskogo gosudarstvennogo tehnicheskogo universiteta. Seriya: Psihologo-pedagogicheskie nauki. 2022; T. 19, № 1: 5-20.
3. Krasnopeeva T.O., Shevchenko A.I., Gural' S.K. Proektirovanie individual'nyh obrazovatel'nyh traektorij v informacionnoj obrazovatel'noj srede. Yazyki kultura. 2020; № 51: 153-176.
4. Kononyhina O.V. Motivaciya studentov pri distancionnom obuchenii. Mezhdunarodnyjzhurnal gumanitarnyh iestestvennyh nauk. 2021; № 2-1(53): 107-111.
5. Andrienko E.V., Veryaev A.A., Dahin A.N. i dr. Metodologicheskie i tehnologicheskie problemy sovremennogo pedagogicheskogo obrazovaniya. Barnaul: AltGPU, 2023.
6. Komkova A.S., Kobeleva E.P., Stuchinskaya E.A., Krut'ko E.A. Formirovanie metakompetencij studentov vuza v processe nauchno-issledovatel'skoj raboty na inostrannom yazyke. Professional'noe obrazovanie v sovremennom mire. 2020; T. 10, № 2: 3718-3725.
7. Zubkov A. Implementation of CLIL Approach via Moocs: Case Study of Siberian Transport University. Lecture Notes in Networks and Systems. 2022; Vol. 402: 1002-1010.
8. Kobeleva E.P., Matvienko E.N., Komkova A.S. Formirovanie 'ekzistencial'nyh navykov studentov v processe inoyazychnoj podgotovki v vuze. Sovremennye problemy nauki i obrazovaniya. 2022; № 6-1: 6.
9. Veryaev A.A., Lozychenko Yu.'E. Ocenka interaktivnosti obrazovatel'nogo processa. Informaciya iobrazovanie: granicy kommunikacij. 2023; № 15 (23): 446-449.
10. Zubkov A. Discursive Approach to Foreign Language Training via Massive Open Online Courses. Lecture Notes in Networks and Systems. 2022; Vol. 636: 431-439.
11. Kiryakova O.A. Primenenie autentichnyh videomaterialov kak sposob formirovaniya inoyazychnoj kommunikativnoj kompetencii u studentov neyazykovogo vuza. Sibirskij uchitel'. 2022; № 1 (140): 17-25.
12. Zubkov A.D. Using MOOCs to Teach Foreign Language Writing to University Students. Lecture Notes in Networks and Systems. 2022; Vol. 499: 23-31.
13. Agavelyan R.O., Kobeleva E.P., Stuchinskaya EA., Dushinina E.V. Ispol'zovanie mnemotehnik v processe professional'no-orientirovannoj inoyazychnoj podgotovki studentov-'ekonomistov. Sibirskij pedagogicheskij zhurnal. 2022; № 4: 38-50.
14. Zubkov A. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study. Lecture Notes in Networks and Systems. 2022; Vol. 403: 92-100.
15. Balmasova T.A. Iz opyta ispol'zovaniya mobil'nyh prilozhenij v obuchenii vtoromu inostrannomu yazyku. Vestnikpedagogicheskih nauk. 2022; № 8: 224-227.
Статья поступила в редакцию 13.03.24
УДК 371.881.161.1
Shleynikova E.E., Cand. of Sciences (Philology), Senior Lecturer, Head of Department of the Russian Language, Saint Petersburg State Pediatric Medical University
(Saint Petersburg, Russia), E-mail: jevgenija@bk.ru
Bugaeva I.S., senior teacher, Saint Petersburg State Pediatric Medical University (Saint Petersburg, Russia), E-mail: ireny@bk.ru
Kisel'nikova A.A., senior teacher, Saint Petersburg State Pediatric Medical University (Saint Petersburg, Russia), E-mail: a.a.kiselnikova@gmail.com
THE COMMUNICATIVE STRATEGY OF PATIENT CARE IN THE ASPECT OF FOREIGN STUDENTS' PROFESSIONAL SPEECH TRAINING IN A MEDICAL UNIVERSITY. The article highlights the specifics of professional speech training of foreign students in medical universities of Russia. In the authors' opinion, despite the practical orientation of teaching Russian to this category of students, undeservedly little attention is paid to the psychological basics of professional medical communication. In reliance on the trend of moving towards a cooperative model of doctor-patient communication, the authors substantiate the need to reflect psychologically founded communicative strategies, in particular, the patient care strategy, in the practice of teaching Russian as a foreign language. In order to increase the level of speech competence, it is proposed to expand the number of communication tactics needed for future doctors to acquire. The paper provides a description of the main tactics of patient care, as well as suggests educational tasks models that can be used as a supplement to speech training textbooks in foreign doctors' teaching practice in universities of the Russian Federation.
Key words: international medical students, medical discourse, speech behavior of doctor, communicative strategies, communicative tactics, Russian as foreign language
