Анализ некоторых «модных» познавательных стратегий в педагогике высшей школы

Abstract

Relevance. Intellectual fashion plays an important role in determining the principles of organizing cognitive space in the practice of teaching the younger generation. The problem of choosing a cognitive strategy is key to the implementation of personal development within the framework of any educational model. A critical analysis of popular cognitive strategies enjoying increased attention from the scientific community is relevant, since the adherence of researchers to pedagogical fashion distracts methodologists from solving truly significant problems. The purpose of the study is a critical assessment of two phenomena of pedagogical fashion: the “flipped classroom” and content and language integrated learning (CLIL). Research methods. Based on a theoretical analysis of scientific literature and systematization of existing methodological concepts, the correct methodological conditions for the implementation of these pedagogical strategies in a modern university are identified and justified. Research results. It has been revealed that the name “flipped classroom” referring to the popular model of advanced independent students’ work is terminologically incompatible with the formal style of Russian scientific discourse. The idea that the effective use of modern digital resources in the university educational process should be associated only with this model is also subject to critical rethinking. The CLIL methodology used in teaching foreign languages should provide a dual focus in teaching, combining simultaneous mastery of both the subject and a foreign language within one basic discipline. Many CLIL proponents consider it a central phenomenon in teaching foreign languages, but consider it superficially, ignoring the differences between the methodologies of CLIL vs ESP (English for Specific Purposes) as well as CLIL vs EMI (English as Medium of Instruction). Conclusions. It is more correct to consider the “flipped classroom” strategy as advanced independent students’ work or reverse learning as a form of blended learning. The review of Russian studies devoted to CLIL allows us to negatively assess the CLIL centralization trend without proper taking into account its differences from the ESP and EMI methodologies.