CC BY
6в современную школу. Эстетическое воспитание не может реализовываться обособлено от процесса воспитания в целом. Поэтому в данной статье был обозначен воспитательный потенциал изобразительного искусства. Также раскрывается сущность эстетического воспитания средствами изобразительного искусства и его влияние на формирование личности ребенка.
Ключевые слова: эстетика, воспитание, эстетическое воспитание, эстетический вкус, изобразительное искусство.
Annotation. This article considers the problem of aesthetic education of junior schoolchildren by means of fine arts. The authors of the article talk about the importance of aesthetic education, and the relevance of the problem. At the theoretical level, the concepts of "aesthetics", "education", "aesthetic education", means of fine arts were considered. When analyzing the literature, we identified the problems of introducing aesthetic education into the modern school. Aesthetic education cannot be realized separately from the process of education as a whole. Therefore, in this article, the educational potential of fine arts was identified. The essence of aesthetic education by means of fine arts and its influence on the formation of the child's personality is also revealed.
Key words: aesthetics, upbringing, aesthetic education, aesthetic taste, art.
Литература:
1. Болдырев, Н.И. Методика воспитательной работы. / Н.И. Болдырев. - Москва: Академия, 2014. - 368 с.
2. Макаренко, А.С. Коллектив и воспитание личности / А.С. Макаренко; Сост. и автор вступ. статьи В.В. Кумарин. -Москва: Педагогика, 1972. - 332 с.
3. Маркс, К. Об эстетике и эстетическом воспитании / К. Маркс, Ф. Энгельс, В.И. Ленин; Авт. предисл. К.М. Долгов и др. - Москва: Политиздат, 1988. - 293 с.
4. Неменский, Б.М. Мудрость красоты / Б.М. Неменский. - Изд. 2-ое, перераб. и доп. - Москва, 1987. - 413 с.
5. Пидкасистый, П.И. Педагогика: учебник для студ. учреждений высш. проф. образования / под ред. П.И. Пидкасистого. - 2-е изд., перераб. и доп. - Москва: Издательский центр «Академия», 2014. - 624 с.
UDK 378.2
INTERACTIVE BOARD MIRO IN HYBRID LANGUAGE TEACHING AT NON-LINGUISTIC UNIVERSITIES
Lecturer at the chair of Foreign Languages №1 of economic department Lyugaeva Tatiana Victorovna Plekhanov Russian University of Economics (Moscow)
Introduction. Hybrid teaching, as an alternative to traditional teaching models, necessitates the use of online technologies in the language-learning process in virtually all educational institutions nowadays. Traditional methods do not provide the same level of efficiency because of the shift to distance learning in the conditions of the world pandemic outbreak. As a result, teachers are encouraged to make changes in the process of teaching disciplines, turning to online educational platforms and resources and switching to virtual classrooms [2, P. 821. As communication plays an integral part in learning foreign languages, the development of these skills may be hindered if solely asynchronous approaches are employed. Thus, one of the solutions can be the use of an online board Miro which enables teachers to create a stimulating environment for both synchronous and asynchronous communication at classes and outside classrooms.
The main body. Over the years teaching languages has been changing and adapting to the transformations occurring in society and business across the globe. English as an international language is no exception. Traditional synchronous lessons, which imply the presence of both a teacher and a student at the same time in the same place, have been replaced by synchronous online [6, P.97] teaching. That is a significant advancement in schooling as it gives more opportunities to students from different countries to collaborate with one another and develop their language skills. Zoom or Webinar platforms are available to give the virtual space to teachers and students to meet online and interact with each other within the online classroom. In addition, the development of online applications and platforms like Google Classroom, Eduardo.com. makes it possible to create asynchronous learning environments and gives full-time students and working professionals an option to pursue their education on their own time.
This combination of face-to-face and online teaching and learning which is known as blended learning [5] has been embraced rapidly since it is regarded as one of the most effective approaches in the educational teaching and learning process. W.S. Albiladi of the University of Arcansas provides an in-depth analysis of this approach, noting not only the benefits but also the potential drawbacks [1, P. 235].
However, the society of teachers has recently encountered a hybrid teaching model as a branch of blended teaching. This new way of teaching languages differs from blended teaching in the sense that hybrid teaching employs two distinct learning modes which may be switched at any time [5, P. 4]. Hybrid teaching is a model which enables a part of learners to participate in face-to-face discussions in a physical classroom while others attend the same lesson from home. Thus, an asynchronous teaching method is utilized to supplement the synchronous teaching approach, which takes precedence in this scenario.
The introduction of the Hybrid teaching model has been triggered by CoVID pandemic, which, firstly, accelerated the development of online teaching and, secondly, allowed those who tested positive for CoVid to continue studying from home. The implementation of this approach gives students opportunities not to impede the learning process, maintain contact with teachers and peers and make educational achievements regardless of circumstances.
Despite the fact that the Hybrid teaching method has been criticized and does not provide the ideal teaching environment that academicians are willing to have, this approach is gaining popularity among educational institutions and universities start integrating it in their programmes It is worth emphasizing the need and importance of using this model when teaching students from European and Asian universities who participate in student exchange programmes and can join online lessons and collaborate with students in physical classrooms. It goes without saying that creating a motivating environment for online interaction with students from different backgrounds and cultures assists students in developing not only language skills but also intercultural communication skills which are important in forming and maintaining relations with business partners from different countries.
Undoubtedly, an online collaboration board Miro [8] is one of the most efficient tools which is employed in a wide range of educational programmes by teachers at Plekhanov Russian University of Economics. Miro, with its wide spectrum of functions, allows all participants in a lesson, both online and offline, to not only see the course structure but also to work effectively on tasks and communicate effectively before, during, and after the lesson. This instrument helps teachers meet the needs of Business and professional English language course while utilizing blended and hybrid teaching methods. The following are among the advantages of the Miro platform:
1. integration of video and audio files from different sources;
2. availability of attachments (images, presentations, and pdfs);
3. possibility to use mind maps, charts, and tables;
4. equal rights to edit of any board participant;
5. simultaneous work on the board;
6. teacher's ability to hide some parts of a lesson/course.
There are some disadvantages though:
1. the built-in video conferencing is acceptable only in the pay version;
2. both a teacher and student must learn how to use the platform;
3. it takes time to structure the course on Miro board.
However, these disadvantages can be overcome with the help of Zoom conferencing platform where Miro is integrated. The platform is user-friendly and learning how to utilise it takes minimal time. Miro.com additionally offers free instructional exercises and counsel on the best way to take advantage of the platform. Work on organizing a course in Miro might seem time-consuming right away, yet benefits should be accrued in the long run.
Teachers must sign in with their email address in order to begin working on the Miro platform. After gaining access to the board where later the Module course syllabus is introduced. Students can then join a team and edit the Frames after teachers provide them with a link to follow. Working on a course structure in Miro may appear time-consuming at first, but it will pay off quickly.
Depending on the goal and objectives of the class, the Miro board can be utilized in a variety of ways in hybrid and blended teaching:
1. The logic of the lesson might be built using the tools integrated into the Miro board. For instance:
a) "Insert picture" function (Google image search) is a great tool to help students recognize, define and arrange new vocabulary units.
b) "Sticky note" feature allows students to match words and meanings and classify the Lexical units.
c) Teachers can utilize "Upload" tool to practice lexical material. This allows them to upload audio and video content from their computer, a cloud service, or saved files. Discussion based in Video or Audio encourages students to apply the knowledge of new lexical units.
2. Teachers can use the templates provided by Miro system to design the logic of a course/lesson. The teacher can utilize "Mind map" template or "Reverse Brainstorming" template to identify a solution to a problem or a case. The templates "Visual Story" map and "Timeline" will assist any student not only in summarizing the events of a story or an article but also in visualizing the tenses of English verbs.
For example, "Mind map" template is used for projects done by Masters of economic profiles in the framework of the discipline "Intercultural and Business Communications in English". While creating a cultural profile of a participant belonging to other cultures, students analyze the information presented in different Frame working fields. Further, students form their own cultural profile based on actual facts (using the "IDcard", "Kanban" or "Diagramming" templates). Students compare their own profile with that of a participant belonging to another culture, define the areas with cognitive coincidence and dissonance, predict the behavioral pattern of a partner, select an appropriate communicative strategy based on the gained information. Finally, they present their project in the form of a mind map, using the "Mind map" template. Thus, Miro assists students in enhancing the following cognitive skills such as searching, analyzing, comparing and structuring, predicting and planning or fostering critical thinking skills and developing cross-cultural competence [3, P. 136].
3. One more option for saving time for educators is to make your own lesson templates. One of the alternatives for summarizing the results of a module/unit is the "Unit Review" template. It can be used at any time of a course in any group of students after it has been built. Later the changes will have to be done only to template's filling.
Consider the use of the Miro board during a Hybrid teaching class that is conducted via video conferencing (Zoom) and the Miro collaborative platform. Due to various reasons, the class is partially online and partially in the classroom. The discipline is "Foreign languages (English)", first-year students' group at Plekhanov University of Economics. The lesson is based on Unit 8 of Students' book "Language Leader Intermediate." The goal of the lesson is to present a startup project in a home town. The objectives are to a) recycle vocabulary; b) summarise key pieces of advice on starting a business; c) plan a business idea to launch a business; d) present the ideas. To achieve these goals, the teacher has to do the following before the lesson:
1. use the "Notes" function on Frame working field 1 to prepare a sentence gap fill task to recycle vocabulary of Unit 8.1;
2. include a link to a cloud-based audio file to the Frame working field 2;
3. use "Embed" function to add connections to Youtube on Frame working field 3;
4. add "Mind map" template for 3-4 teams Frame working field 4;
5. apply "Insert a picture" function into the Frame working field 5 to mark the cities for startups;
6. use "KWL Chart" template for peer grading projects.
Some of the Frame working fields (e.g.: Frame working field 2,3,4) should be hidden before the lesson so that students can work in a consistent manner. During the lesson the teaching process can go as follows:
• after some Lead-in students work individually to fill in the gapped sentences tasks to recycle the vocabulary leaving comments to the tasks on "Notes" (Frame working field 1);
• on Frame working field 4 (Mind map) students add pieces of advice from the reading task which they did at home (pair-work);
• the group is split into teams: online and offline. Each team does one type of task - either listening in a book (Frame working field 2) or watching a video (Frame working field 3);
• later Frame working field 4 is opened and students in teams add to Mind map the pieces of advice they got from listening and watching the video;
• then students are divided into trios or pairs to think of a project for a startup. They mark their home town on the map (Frame working field 5), attach the name of their project and in comments write a plan for their startups, following the pieces of advice in Mind map;
• finally, Frame working field 6 is used by peers to assess the projects.
As a result, during the lesson, the above-mentioned framework contributes to the development of students' critical thinking abilities as well as their communication skills, which are necessary for successful interaction, contact, and cooperation with business partners from various countries in the digital economy [4, P. 228]. Thus, Miro demonstrates its effectiveness, especially in today's fast-paced changing world. We consider the following benefits of using this online tool to teach "Foreign languages", "Business English", "Intercultural and Business Communications in English" economic university students:
• the capacity to monitor and supervise students' efforts during the lesson (both online and offline);
• additional material can be stored in a Frame working field, with the option to add more if needed;
• the board has no limits and can store an unlimited quantity of data in the form of links and files;
• the majority of the time in the session is spent developing and improving students' communication skills as they interact with one another;
• the tool motivates students.
However, it is impossible to overlook some of the virtual board's drawbacks:
• the teacher's initial preparation for the class may necessitate significant effort and additional time to learn the functions and frame;
• there is a lot of work for students to do on their own;
• there is a chance that teachers and students run into some technological issues.
Despite its drawbacks, Miro's virtual whiteboard is one of the highly efficient digital teaching tools for foreign language teachers in the Hybrid teaching model at an economic university. A wide variety of materials and resources are available on a single platform and can be accessed at any time. The tool is set for language learning regardless of students' location and improving language skills in the virtual and traditional classroom.
Conclusion. Dramatic transformations in society and the business world caused by the pandemic conditions and restrictions imposed on international trade have led to the necessity and importance of the introduction and implementation of hybrid teaching in universities. Alongside traditional teaching language approaches, this model enables teachers to create a single environment for interaction among students in face-to-face classes and those who are online. Interactive board Miro is one of those effective tools which play an integral part in achieving the tasks teachers of foreign languages set. It enables academicians to create layouts for lessons in both formats, sorting a variety of materials and resources which facilitate the language learning process and the development of critical thinking and intercultural communication competence. Miro is highly recommended as an instrument enabling teachers to create a stimulating environment for simultaneous online and face-to-face interaction with student groups at economic universities.
AnMtation. The article briefly analyzes current transformations in foreign language teaching models. It introduces an interactive whiteboard Miro as a tool which can be used in hybrid teaching environment. The advantages and disadvantages of this online platform are highlighted. Moreover, practical importance of Miro in a virtual learning environment is described. The author considers the use of Miro in English teaching process that contribute to the developments of language skills. The author provides some examples of Miro board usage in teaching students of economic profiles a foreign language at Plekhanov Russian university of Economics.
Key words: blended teaching, hybrid teaching, digital learning tools, online platform, synchronous interaction, asynchronous interaction.
Аннотация. В статье кратко анализируются современные изменения моделей обучения иностранным языкам. Статья знакомит с интерактивной доской Miro. В статье выделяются преимущества и недостатки онлайн-платформы. Так же описывается практическую значимость использования интерактивной доски в работе в виртуальной среде обучения. Автор рассматривает использование Миро в процессе обучения английскому языку, способствующее развитию языковых навыков. Автор приводит некоторые примеры использования доски Миро при обучении студентов экономических профилей иностранному языку в Российском экономическом университете им. Плеханова.
Ключевые слова: электронное обучение, гибридное обучение, дистанционные образовательные инструменты, онлайн платформа, синхронное взаимодействие, асинхронное взаимодействие.
Literature
1. Albiladi W., Alshareef Kh. Blended Learning in English Teaching and Learning: A Review of the Current Literature // Journal of Language Teaching and Research. - 2019. - Vol. 10, No. 2, pp. 232-238.
2. Muratova, O.A. Strategies for teaching intercultural and business communication online / O.A. Muratova, M.V. Bernatskaya // Problemy sovremennogo pedagogicheskogo obrazovaniya. - 2021. - No 70-3. - P. 79-82.
3. Muratova, О.А. Rol' kriticheskogo mishleniya v preodolenii kommunikativnih trudnostei v processe chteniya delovoyi korrespondensii / О.А. Muratova // Dialog kultur. Kultura dialoga: ot konflicta k vzaimoponimaniyu: materiali vtoroi mezhdunarodnoi konferencii, Moskva, 21-25 aprelya 2020 goda / Moskovskii gorodskoi pedagogicheskii univdercitet. - Moskva: Obszhestvo s ogranichennoi otvetstvennost'u "Yaziki Narodov Mira", 2020. - С. 135-140.
4. Prigozhina, K.B. Iz opita ispolzovaniya online dosok na zanyatiyah po inostrannomu yaziku v neyazikovom / V sbornike: Lingvodidakticheskie osobennosti obucheniya inostrannim yazikam v neyazikovih vuzah. - С. 224-229.
5. Rudinskii, I.D. Gibridnie obrazovatelnie tehnologii: Analiz vozmozhnostei i perspectiv primeneniya / I.D. Rudinskii, A.V. Davidov // Vestnik nauki i obrazovaniya Severo-Zapada Rosii. - 2021. - T. 7, №1. - C. 1-8. - URL: https://cyberleninka.ru/article/n/gibridnye-obrazovatelnye-tehnologii-analiz-vozmozhnostey-i-perspektivy-primeneniya (дата обращения: 29.04.2022).
6. Seidametova, Z.S. Sinhronnie i asinhronnie vzaimodeistviya v online sredah obucheniya / Z.S. Seidametova // Informacionno-komp'uternie tehnologii v ekonomike, obrazovanii i socialnoi sfere. - 2020. - № 1(27). - С. 95
7. Szoke, J. Synchronous or asynchronous? How do you take your online teaching? / J. Szoke // cambridge.org: ELT. Blog.-2021. - URL: https://www.cambridge.org/elt/blog/2021/03/05/hybrid-blended-synchronous-asynchronous-how-do-take-your-online-teaching/?utm_source=Wobl&utm_medium=blog&utm_content=woblcontent&utm_campaign=generalsecondary (дата обращения 11.04.2022)
8. miro.com: website. - 2022. - URL: https://miro.com/ (дата обращения 11.04.2022)
УДК 371
ФОРМИРОВАНИЕ ЭМОЦИОНАЛЬНО-ЦЕННОСТНОГО ОТНОШЕНИЯ ДОШКОЛЬНИКОВ К ПРИРОДЕ В ТЕОРИИ И ПРАКТИКЕ ОТЕЧЕСТВЕННОЙ ПЕДАГОГИКИ
кандидат педагогических наук Мазанюк Елена Федоровна Гуманитарно-педагогическая академия (филиал) Федерального государственного автономного образовательного
учреждения высшего образования «Крымский федеральный университет имени В. И. Вернадского» (г. Ялта)
Постановка проблемы. Процесс воспитания эмоционально-ценностного отношения к природе (как составляющей экологической культуры личности) сложен и связан с формированием ряда структурных компонентов личности:
1) потребностей, которые обусловлены функциями природной среды;
2) эмоциональной готовности к осознанию ценности природы;
3) мотивов взаимодействия с природой на основе осознания ценностей природы;
4) личного опыта эмоционально-ценностного отношения к природе.
Принципы решения проблемы экологического воспитания детей дошкольного возраста заложены еще в трудах Я. Коменского, Й.Г. Песталоцци, К.Д. Ушинского. Они определили многогранность влияния природы на личность ребенка, что фактически соответствует системному подходу к пониманию сущности и значения природы.
Изложение основного материала исследования. На современном этапе развитие исследований о сущности и средствах экологического образования отличается широкой многоаспектностью.
Повышение научного интереса к данной проблематике вызвана осознанием экологии как науки, которая помогает людям выжить, улучшить среду их проживания согласно потребностям существования человечества.
Так, экологическое обучение и воспитание нацелено на формирование у подрастающего поколения потребностей и способностей действовать согласно законам экологии.
Сегодня экологическое образование отчетливо сформировалось в самостоятельную область знаний, значительное место данной научной области отведено в системе дошкольной педагогической теории и практики.
Л.В. Моисеева подчеркивает инновационный характер современного экологического образования, который проявляется «в изменении подхода к ознакомлению детей с природой от биологического к экологическому, при котором педагогический процесс опирается на основополагающие идеи и понятия экологии, доступные дошкольникам» [8, С. 5].
Рассмотрим, как современные исследователи определяют сущность экологического воспитания дошкольников. По мнению Н.А. Рыжовой, это «непрерывный процесс образования и развития ребенка, направленный на формирование системы экологических представлений и знаний, экологической культуры, которая проявляется в эмоционально-положительном отношении к природе, в ответственном отношении к состоянию окружающей среды» [11, С. 7].
B.А. Ясвин подразумевает под анализируемым понятием «специальный, целенаправленный, организованный, систематичный, последовательный, планомерный педагогический процесс формирования системы экологических знаний, умений, навыков, взглядов, убеждений, нравственных качеств, который обеспечивает становление и развитие у личности ответственного отношения к природе как к универсальной ценности» [15, С. 17].
Обобщая определения указанных и других исследователей сущности экологического образования детей, в данном исследовании под данным понятием будем понимать часть общего воспитания младших школьников, в процессе которого развивается мышление, речь, эрудиция, происходит формирование духовно-нравственных качеств и эмоциональной сферы, то есть осуществляется всецелое становление личности ребенка.
В процесс такого воспитания младшие дошкольники получают возможность овладения нормами экологически грамотного безопасного поведения путем усвоения элементарных экологических знаний, осознания причинно-следственных связей в мире природы, привития бережного отношения ко всему живому [1].
Обратимся к уточнению цели формирования эмоционально-ценностного отношения к природе как составляющей экологической культуры дошкольника. Так, по мнению П.Г. Федосеевой, основной целью указанного процесса является «формирование начал экологической культуры и становление на этой основе у детей научно-познавательного, эмоционально-нравственного, практически-деятельного отношения к природе» [13, С. 6].
C.Н. Николаева, которая является автором собственной концепции экологического воспитания детей дошкольного возраста, цель данного процесса также видит в формирование начал экологической культуры, под которым подразумевает «становление осознанно-правильного отношения к природе во всем ее многообразии; к людям, охраняющим ее и созидающим на основе природы материальные и духовные ценности; к себе, как части природы; понимание ценности жизни и здоровья и их зависимости от состояния окружающей среды» [9, С. 21].
По мнению этой исследовательницы, экологическую культуру личности младшего дошкольника «знания о природе и их экологическая направленность, умение использовать их в реальной жизни, в разнообразной деятельности (в играх, труде, в быту)» [9, С. 30].
В свою очередь, задачи процесса формирования эмоционально-ценностного отношения младших дошкольников к природе как показателя их экологической культуры исследовательница распределяет относительно сфер развития психических процессов сознания детей и их деятельности. В научно-познавательной сфере С.Н. Николаева выделает такие задачи, как:
- формирование системы элементарных научных экологических знаний, доступных пониманию ребенка;
- развитие познавательного интереса к миру природы;
- формирование умений и навыков наблюдений за природными объектами и явлениями [10].
Задачами экологического воспитания в эмоционально-нравственной сфере являются:
- воспитание гуманного, эмоционально-положительного, бережного, заботливого отношения к миру природы и окружающему миру в целом; развитие чувства эмпатии к объектам природы;
- формирование первоначальной системы ценностных ориентации.
В практико-деятельностной сфере к задачам экологического воспитания исследовательница относит:
- формирование первоначальных умений и навыков экологически грамотного и безопасного для природы и для самого ребенка поведения;
- освоение элементарных норм поведения по отношению к природе, формирование навыков рационального природопользования в повседневной жизни;
- формирование умения и желания сохранять природу и при необходимости оказывать ей помощь, а также навыков элементарной природоохранной деятельности в ближайшем окружении;
