Этапы обучения иноязычному межкультурному общению студентов на основе кейс-метода

Abstract

One of the methods of problem learning is the case method. It consists in the fact that students are invited to study a specific problem and are invited to discuss and identify ways to solve it. The case method was originally developed for the training of lawyers and economists, and relatively recently began to be used in foreign language teaching. We briefly review the history of the development of the case method, analyze and summarize research on the organization of project work of students on the basis of modern pedagogical and information-communication technologies, and on the basis of this analysis, stages and detailed steps for using the case method are proposed in teaching students foreign language intercultural communication. There are three such stages: organizational, procedural and evaluative. Within each of the stages, several steps are proposed: 1) immersion in project activities based on the case method; 2) discussion of information security issues; 3) acquaintance with the materials of the case; 4) discussion of case materials; 5) search and study of additional sources for describing the problem and ways to solve it; 6) dis-cussion of case materials and development of a decision on it; 7) presentation of the solution for the case; 8) self-assessment of students and assessment of their teamwork on the case; 9) reflec-tion. We describe in detail the functions of the teacher and students at each stage.