Модель «перевернутого» навчання у викладанні лінгвістичних дисциплін майбутнім учителям англійської мови
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Дата
2020
Автори
Мартинюк, Олена Володимирівна
Лисак, Галина Олександрівна
Martyniuk, Olena
Lysak, Halyna
Назва журналу
Номер ISSN
Назва тому
Видавець
Видавничо-поліграфічний центр "Візаві", м. Умань
Анотація
У статті розглянуто особливості використання моделі «перевернутого» навчання у викладанні лінгвістичних дисциплін майбутнім учителям англійської мови. Запропонована ідея «перевернутого» навчання базується на використанні навчальної платформи Moodle, створеної для забезпечення викладачів та студентів можливістю розробки персонального навчального середовища. Надано рекомендації з організації іншомовної навчальної діяльності із застосуванням програмного додатку Extempore. Схарактеризовано основні переваги та недоліки моделі перевернутого навчання у викладанні лінгвістичних дисциплін.
The paper deals with the technology of using a flipped classroom model while teaching linguistic disciplines to intending English language teachers. The suggested ‘flipped classroom’ model involves application of the Moodle learning platform that has been developed to provide teachers and students with a unique, safe and integrated system for creating personalized educational environments. The efficiency of the ‘flipped classroom’ model may be increased when the learning activities are based on the ‘four pillars’ of flipped learning described by the Flipped Learning Network community. They are as follows: flexible learning environment, learning culture, professional educator, and intentional content. The process of teaching linguistic disciplines in a flipped classroom may be effectively organized considering the step-by-step instructions provided by the University of Texas at Austin: identifying where exactly the flipped classroom model is the most appropriate for the study course; spending in-class time involving students in application activities which require their feedback (process-oriented guided inquiry learning, team-based learning, case-based learning, peer instruction); establishing connections between in-class and out-of-class learning; adapting learning materials to assist students in acquiring knowledge when they are prepared for classes; extending educational activities beyond class by means of individual and collaborative learning. The in-class activities for the ‘flipped’ English language learning with the help of the Extempore app have been characterized. The main advantages and challenges of the ‘flipped classroom’ model in teaching a foreign language have been summarized
The paper deals with the technology of using a flipped classroom model while teaching linguistic disciplines to intending English language teachers. The suggested ‘flipped classroom’ model involves application of the Moodle learning platform that has been developed to provide teachers and students with a unique, safe and integrated system for creating personalized educational environments. The efficiency of the ‘flipped classroom’ model may be increased when the learning activities are based on the ‘four pillars’ of flipped learning described by the Flipped Learning Network community. They are as follows: flexible learning environment, learning culture, professional educator, and intentional content. The process of teaching linguistic disciplines in a flipped classroom may be effectively organized considering the step-by-step instructions provided by the University of Texas at Austin: identifying where exactly the flipped classroom model is the most appropriate for the study course; spending in-class time involving students in application activities which require their feedback (process-oriented guided inquiry learning, team-based learning, case-based learning, peer instruction); establishing connections between in-class and out-of-class learning; adapting learning materials to assist students in acquiring knowledge when they are prepared for classes; extending educational activities beyond class by means of individual and collaborative learning. The in-class activities for the ‘flipped’ English language learning with the help of the Extempore app have been characterized. The main advantages and challenges of the ‘flipped classroom’ model in teaching a foreign language have been summarized
Опис
Ключові слова
лінгвістичні дисципліни, іноземна мова, перевернуте навчання, взаємонавчання, командне навчання, проблемне навчання, навчальна платформа Moodle, програмний додаток Extempore, linguistic disciplines, foreign language, flipped classroom learning, peer instruction learning, team-based learning, problem-based learning, Moodle learning platform, Extempore app
Бібліографічний опис
Мартинюк О. В. Модель «перевернутого» навчання у викладанні лінгвістичних дисциплін майбутнім учителям англійської мови / О. В. Мартинюк, Г. О. Лисак // Психолого-педагогічні проблеми сучасної школи : зб. наук. пр. / Уман. держ. пед. ун-т ім. Павла Тичини ; голов. ред. С.В. Совгіра. - Умань: Візаві, 2020. - Вип. 1 (3), ч. 2. - С. 86-93.