Abstract
In spite of a numerous number of researches, creativity still is a quite uncertain and actual phenomenon in pedagogics. Nowadays creativity arises more and more interest due to dynamic changes in economics and society. Global changes in all spheres of human’s life make creativity an essential part of everyday routine. Creativity is a kind of balance between knowledge and ability to look at it critically. It is necessary to distinguish two concepts: creative teaching and teaching for creativity, where the first one involves the teacher’s creative activity in selecting the content of materials, and the second one engages and supports students in order to develop their creativity. The nature of the creative-value interaction of the teacher and students in the process of teaching a foreign language has to be upcoming. It is possible to create such an interaction in the digital environment of MOODLE using some certain principles of course design. In 2017–2018 there was implemented an additional course of a foreign language for students (1–3 courses) of non-linguistic specialties in the digital environment of Moodle, Orenburg State University. Experiment results showed that the level of creativity was higher at the final testing of the course comparing to the entrance one.
Highlights
В 2017–2018 годах на базе Оренбургского государственного университета нами проводился экспериментальный курс по английскому языку для студентов 1–3 курсов неязыковых специальностей
Creativity is a kind of balance between knowledge and ability to look at it critically
It is possible to create such an interaction in the digital environment of MOODLE using some certain principles design
Summary
В 2017–2018 годах на базе Оренбургского государственного университета нами проводился экспериментальный курс по английскому языку для студентов 1–3 курсов неязыковых специальностей. CREATIVE-VALUE INTERACTION «TEACHER – STUDENT» IN A UNIVERSITY DIGITAL ENVIRONMENT Одним из недостатков систем образования в глобальном масштабе выступает передача готовых знаний студентам, преобладание традиционных подходов и отсутствие реальных возможностей для развития креативности студентов. В то время как «учить креативности» означало выбирать такие формы обучения, которые способствовали бы развитию креативности и критического мышления у студентов.
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