CC BY
46Педагогика
УДК 372.881.111.1
кандидат социологических наук, доцент Тукаева Резеда Наилевна
Учреждение высшего образования Университет управления «ТИСБИ» (г. Казань)
ONLINE-COURSES' PRACTICE IN TEACHING A FOREIGN LANGUAGE IN HIGH SCHOOL
Annotation. The modern tendencies of the world education system's development and ICT as an integral component of educational technology are considered in the article. The didactic tools of the electronic learning environment, as well as the potential for online-courses' practice in teaching a foreign language are analyzed. The advantages and disadvantages of online-courses, several areas of their integration into the curriculum are identified on the basis of the conducted research, own experience and the students' opinion as the participants of the educational process.
Keywords: online-course, foreign language in high school, blended learning, ICT, electronic learning environment, educational platform.
ПРАКТИКА ПРИМЕНЕНИЯ ОНЛАЙН-КУРСОВ В ПРЕПОДАВАНИИ ИНОСТРАННОГО
ЯЗЫКА В ВУЗЕ
Аннотация. В данной статье рассмотрены современные тенденции развития мировой системы образования, ИКТ как неотъемлемый компонент образовательной технологии. Проанализирован дидактический инструментарий электронной обучающей среды, а также потенциал использования онлайн-курсов в практике преподавания иностранного языка в университете. На основе анализа проведённого исследования, собственного опыта и мнения студентов как участников обучения автором выделяются несколько направлений интеграции онлайн-курсов в учебную программу по иностранному языку, отмечаются преимущества и недостатки с точки зрения их использования в образовательном процессе.
Ключевые слова: онлайн-курс, иностранный язык в вузе, смешанное обучение, ИКТ, электронная обучающая среда, образовательная платформа.
Introduction. The modern program of teaching a foreign language in high school and the development of information and communication technologies form the ground for transformations in universities' educational process. Computer technologies, created on the basis of educational management systems, electronic learning environment contribute to the development of cognitive activity and interest in learning a foreign language, increasing the effectiveness of students' independent work, and the construction of individual learning paths. Thus, information technologies used on the educational platform allow not only to implement fundamentally new forms and methods of teaching, but also contribute to the integrated development of the professional competencies of future bachelors.
Nowadays the methodical standard of teaching foreign languages is the communicative-oriented method, which models the process of communication most closely to real conditions. It's hard to provide conditions that will contribute to the implementation of this method in high school. Due to information technologies used in teaching foreign languages, learning process has shifted to a qualitatively new level of natural communication [1, p. 120].
The development of the electronic learning environment, and a significant increase in the requirements for the objectives and content of the bachelors' training contribute to foreign language teachers' wide application of the principles and technologies of blended education, that is, the organization of the learning process, in which the combination of classroom work and training based on information technology take place. The blended learning methods provide a multidimensional didactic tool for foreign language teachers, allowing them to develop a content, to combine classroom activities and work online, monitor students' independent work, as well as the educational process in a virtual environment, and act as a consultant and moderator.
Blended learning is a combination of full-time and e-learning. This combination allows to qualitatively change the educational process in higher education and bring the student's and teacher's joint activities to a priority level, to personalize the educational activities of each student, taking into account his cognitive needs. There are three main components of the blended learning model used in modern education: 1) full-time study: it is a traditional form of learning in the classroom with direct teacher-student interaction; 2) independent work of students: includes the individual work of students, such as searching for information and using the Internet; 3) online learning: teamwork of teachers and students online, using, for example, Internet conferences, Skype technology, online-courses etc. When training in the framework of blended learning, students develop working skills in the information space, search, selection and analyzing information and presenting the results of their scientific activities using modern technologies. Thus, there is no doubt that the technology of blended learning fits into the concept of modernization of higher education.
Main body. Due to the fact that universities are not always able to provide technical opportunities for teaching a foreign language online, organizing video chat, teachers are increasingly implementing in their practice such tools as online-courses. Within the framework of such activities, a teacher and students, having passed certain stages of registration, enter the electronic environment at any convenient time. The teacher, monitoring the work of students, creates a "presence effect" [2, p. 514], comments on difficult moments, evaluates results, becomes a tutor through the service of messages, chats and forums.
Regarding the integration of online-courses in the process of learning a foreign language, there are several areas of work: 1) using the online-course as a general group independent work; 2) using the online-course in the individual independent work of students. Both in the first and in the second case the role of the teacher is reduced to monitoring the process of mastering the course by students; in the first case, the teacher may also become an active participant in the course and be able to comment on the students' answers online, not as a teacher, but as an equal participant of the course. In this case, in the classroom, students can discuss the language content of the course: lectures, interesting opinions of participants and moderators, useful vocabulary, terminology. In some way, mastering such a course together with a group can be compared to traditional home reading, when students read the same book and discuss it in class, perform some tasks on it. Now instead of a book there is a whole online resource full of information, opinions, events.
The second approach to working with an online-course, when students individually choose their course and work with it, contributes to the formation of an individual educational trajectory and educational autonomy of students, which positively affects the achievement of high learning results. The question remains about the control system, which is traditionally the key for our methodology: how to assess the degree of participation of each student, how much time he spent, what progress he made in terms of language learning, etc. In our opinion, you should focus on the overall result of the student in studying the online-course: most online-course developers provide statistics on the percentage of completed tasks, and you can also ask students to take screenshots of their answers and comments at the end of the course.
In our opinion, some kind of reflection on the results of training is useful, it can also be made in writing with the review of a group mate, verbally - in the form of a presentation about interesting topics, course problems, interesting participants, etc.
The technology of blended learning allows you to integrate into the educational process applying materials and tasks offered by the online-course developers. We have integrated the Rosetta Stone online-course into the content of the foreign language educational programs in University of Management "TISBI" for the first year students. Our practical experience and students' working results made it possible to make a number of conclusions and outline some directions in implementing the potential for online-courses in teaching foreign languages in university.
The introduction to the course provides general instructions on how the course is organized, how to monitor its progress, what is necessary for successful completion of the course, an entrance test to determine the level, and where to contact for technical issues or problems. The structure of the school week is quite typical and consists of thematic sections, which also contain some subsections: grammar exercises, articles or videos for reading and discussion. Typical tasks include answers to questions of a problematic nature, expressing points of view on what is read / seen, passing a survey, analyzing survey results, quizzes/ tests. You can choose a professional foreign language, as well as several foreign languages from elementary to advanced levels.
It is necessary to note the high level of students' knowledge of online-courses as a form of training. In particular, the organizational and content parameters of such courses are familiar for 78% of respondents, 34% of the surveyed students had the practice of training in various online-courses. As the main motivation, respondents emphasize the remoteness of these courses, which determines independence from the place of study. Among the students on this educational platform, it is possible to single out students of various areas of bachelor's degree (74%), teachers (8%), and self-education respondents (18%).
The motivational characteristics of teachers referring to the online-course are as follows: 52% of teachers are eager to gain their own experience, as well as to understand how the course works and estimates the progress. Teachers' practicing an online-course is also important from a psychological point of view, as a deliberate adoption of technology helps to increase the effect of its use in the teaching process. Motives for 21% of respondents are to increase the level of knowledge, 15% of respondents are looking for additional reference materials for the development of new programs. 28% of teachers experience the course to get acquainted with new pedagogical technologies and methods.
The programs selected by students in the online-course can be classified into two categories: general cultural, aimed at self-development, occupy a total of 78%, and professional (ESP) - they were chosen by 22% of students. Thus, the conclusion can be as following: nowadays, students do not consider online-courses as a sphere of their professional self-determination and development. Such a result is due to the fact that the survey was conducted among the first year students studying a foreign language. At this stage, they are hardly focused on expanding their professional self-esteem through open education.
This conclusion about the perspective of professional self-determination is also confirmed by the level of students' desire to study on such courses now or in the future. According to the results of the study, 28% of the respondents are ready to study at present, while in the future 72% of the respondents consider such an opportunity for themselves. Obviously, these results demonstrate a deferred demand. Among the reasons for this educational strategy, according to the students' opinion, lack of free time (37%), language barrier (16%), lack of interest in online learning (10%), lack of personalized approach and open communication with a teacher (36%), expressed doubt regarding the quality of the information provided, and its adequacy to requests (1%). According to the respondents' self-assessments, only 4% have advanced knowledge of English. This indicator explains the fact that the choice of international resources by students was so insignificant.
It is known that online-courses contribute to the introduction of a technological solution in the field of education. Learning a foreign language through an online platform allows you to change the form of presentation of the material: video lessons, more interactive assignments, exercises, etc. However online-courses are not able to compete with traditional learning formats due to their inability to give the same level of material digestibility. Online-courses offer decryption of lectures, simple tests, polls, but all this is not enough to remember the material. A person often needs direct communication with a teacher. In addition, not all training fits into the lecture format - there are, after all, seminars and practical exercises.
In the absence of a personalized approach and open communication with the teacher, the student loses motivation for further work with the training platform. It is important not only to obtain a positive experience of interaction with the learning platform, but also what is called "personal touch" in the West - something that makes a student feel a personal attitude, even when communicating with a machine. This conclusion is confirmed by the fact that only 9% of students completed their studies at the chosen level to the end, despite their willingness to receive information from electronic resources and their belonging to the representatives of the "digital generation" [3, p. 20].
Conclusions. One can single out the following advantages of integrating online-courses into the foreign language teaching program in high school:
- the formation of autonomy for students;
- availability for learning at any convenient time;
- using mobile applications;
- getting acquainted with the authentic information in large scales;
- vocabulary replenishment;
- development of listening;
- reading and writing skills;
- extension of knowledge in the professional field;
- individualized learning;
- increasing the students' motivation by implementing the sources and methods of processing information;
- expansion of the scope of classroom activities.
The electronic learning environment opens up unlimited possibilities for the organization of the educational process in university, which is due to the increased amount of information, the introduction of modern and interesting forms of education. Thus, the use of such new information technologies as online-courses in teaching foreign languages to students of a non-linguistic university can significantly expand the scope of the educational process, make it more interesting, effective and optimal. Despite the fact that all the potential and opportunities of online-courses as a new educational platform has not yet been fully explored, this form of blended learning is undoubtedly one of the most promising areas for studying a foreign language in university.
References:
1. Katekina A.A. Forming the intercultural competence of the future specialist in the context of the culturological paradigm of education // Kazanskaya nauka [Kazan Science]. - 2015. - No. 8.- P. 118-121.
2. Drobinin N.S., Nelyubin D.I. Electronic learning environment as a means of increasing the effectiveness of the educational process (Electronnaya obuchayuschaya sreda kak sredstvo povysheniya effektivnosti obrazovatelnogo protsessa) / N. S .Drobinin, D.I.Nelyubin // Young scientist. - 2015. - №2. - P. 513-515.
3. Borshcheva V.V., Kashparova V.S., Sinitsyn V.Y. Use of mass open online-courses in teaching English to students of non-linguistic areas of training (Ispolzovaniye massovykh otkrytykh onlain-kursov v obucheniyu angliyskomu yazyku studentov nelingvisticheskikh napravleniy podgotovki) // V.V.Borshcheva, V.S.Kashparova, V.Y.Sinitsyn // Pedagogy and psychology of education. - 2017. - No. 1. - P. 18-28.
Педагогика
УДК 378
старший преподаватель Усманова Елена Александровна
Федеральное государственное автономное образовательное учреждение высшего образования «Казанский (Приволжский) федеральный университет» (г. Казань)
ПОНЯТИЕ, СУЩНОСТЬ И ОТЛИЧИТЕЛЬНЫЕ ОСОБЕННОСТИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ
СТУДЕНТОВ ВУЗА
Аннотация. В статье раскрываются проблемы понятийно-терминологического аппарата, сложившиеся в области физической культуры студентов вуза. Раскрыто несовершенство основных понятий физической культуры, предложены более адекватные варианты их трактовок. Анализу подвергнуто предназначение физической культуры в вузе, на основе которого выдвинуто предположении о сущности данной учебной дисциплины и особенностях ее преподавания в высшей профессиональной школе.
Ключевые слова: физическая культура, вуз, понятие, назначение.
Annotation. In article the problems of a conceptual terms framework which developed in the field of physical culture of students of higher education institution reveal. The imperfection of the basic concepts of physical culture is disclosed, more adequate options of their treatments are offered. The purpose of physical culture in higher education institution on the basis of which it is put forward the assumption of an entity of this subject matter and features of its teaching at the higher vocational school is subjected to the analysis.
Keywords: physical culture, higher education institution, concept, appointment.
Введение. На сегодняшний день физическая культура является необходимым и значимым общественным явлением в жизни каждого, а тем более прогрессивно мыслящего человека. Востребованность в физической культуре, продиктованная процессами урбанизации и технологизации современного общества, приобретает в таких условиях абсолютный характер, являющийся существенным фактором поддержания здоровья и долголетия его членов. Однако как отмечает А.А. Цакоев существующая в вузах профессионально-педагогическая система организации и проведения занятий по физической культуре слабо учитывает изменения, происходящие в социокультурной сфере общества [5].
Изложение основного материала статьи. Как научное явление, в наши дни физическая культура имеет богатый исследовательский опыт в различных отраслях гуманитарного знания в виде гипотез, концепций, теорий, методик и т.д. Как явление педагогическое, физическая культура это неотъемлемый компонент учебно-воспитательного процесса, обязательность которого не только не оспаривается, но и рассматривается как непреложная аксиома системы образования на любом ее уровне.
В тоже время, несмотря на насущную потребность в физической культуре, многие ее аспекты, причем ключевые, остаются спорными, порождая излишнюю вариативность и альтернативность, а также бессистемность и непоследовательность, как в понимании, так и в процессуальных сторонах изучаемого явления.
Одним из таких ключевых аспектов, на наш взгляд, является само понятие физической культуры, охватывающее, согласно многим общепринятым трактовкам, практически безграничное количество объектов окружающей действительности, а также элементов психического мира человека. Ситуация такова, что физической культурой сегодня обозначается учебная дисциплина, процесс ее изучения, полученные обучающимися результаты, а также собственно любые практические действия человека, связанные с его физическим развитием. Кроме того, физическая культура рассматривается и как исторически сложившаяся области человеческой жизнедеятельности, основанная на громадном массиве знаний, достижений и ценностей и других элементов, свойственных тому или иному виду культуры. В итоге, понять подлинное значение данного термина можно лишь опираясь на контекстуальную информацию, получаемую из различных источников.
В этих условиях, например, выражение «заниматься физической культурой» означает и физическую тренировку, и учебный процесс, и решение соответствующих организационных вопросов, и вообще, почти все что угодно имеющее хоть малейшую связь с анализируемым видом деятельности человека.
Хочется подчеркнуть, что на одна другая учебная дисциплина не носит название какой-либо культуры, что вполне закономерно. Среди изучаемых как в общеобразовательной, так и в профессиональной школе не встретить учебных предметов с наименованиями «Математическая культура», «Химическая культура»,
