Abstract
The article describes one of the organizational forms of modern digital educational process - an online lesson. The aim of the study is to disclose the concept of online lesson as a linguodidactic definition of modern digital educational environment, to determine its main features and methodological possibilities for its implementing in teaching Russian as a foreign language. The methodological basis of the article comprises scientific publications on electronic linguodidactics, integration of digital technologies in the methodology of teaching Russian as a foreign language, development of methodological capabilities of electronic linguodidactics in teaching Russian as a foreign language, the content and tools of online, offline and applied educational electronic resources used in online teaching Russian as a foreign language. Based on the distinction between the concepts of distance learning and online learning, the authors identify their characteristic features and outlined an online lesson as an independent linguodidactic definition of innovative language education, the purpose of which is to achieve a completed but partial learning goal, implemented in real time with uninterruptable access to the Internet using electronic learning tools and active forms of interaction between students and trainees. This concept has not been sufficiently and completely described in modern methodological science in the aspect of teaching foreign languages, in particular, Russian as a foreign language, which determines the novelty of the study. The practical significance of the study lies in defining modern electronic teaching aids that can be applied in online teaching of Russian as a foreign language, classifying electronic teaching aids in Russian as a foreign language based on an aspect-integrated approach, as well as analyzing the position of methodological value of platforms providing online lessons in the system of teaching Russian as a foreign language.
Highlights
The aim of the study is to disclose the concept of “online lesson” as a linguodidactic definition of modern digital educational environment, to determine its main features and methodological possibilities for its implementing in teaching Russian as a foreign language
The methodological basis of the article comprises scientific publications on electronic linguodidactics, integration of digital technologies in the methodology of teaching Russian as a foreign language, development of methodological capabilities of electronic linguodidactics in teaching Russian as a foreign language, the content and tools of online, offline and applied educational electronic resources used in online teaching Russian as a foreign language
Models of self-identification in digital communication environments // The European Proceedings of Social & Behavioural Sciences
Summary
Целью исследования стало раскрытие понятия «онлайн-урок» как лингводидактической дефиниции современного цифрового образовательного пространства, определение его основных характерных признаков и методических возможностей для его реализации в преподавании русского языка как иностранного. Методологическую основу составили работы в области электронной лингводидактики, научные публикации по вопросам интеграции цифровых технологий в методику преподавания русского языка как иностранного, развития методических возможностей электронной лингводидактики русского языка как иностранного, содержание и инструменты сетевых, несетевых и прикладных обучающих электронных ресурсов, применяемых в онлайн-обучении русскому языку как иностранному. Ключевые слова: онлайн-урок, онлайн-обучение, электронная лингводидактика в преподавании русского языка как иностранному, электронные средства обучения русскому языку как иностранному. Онлайн-урок русского языка как иностранного в условиях цифровой трансформации педагогической деятельности // Русистика. Вопрос внедрения цифровых технологий в процесс преподавания русского языка как иностранного (РКИ) оказался в центре внимания методистов в конце XX в. Цифровизация образовательного пространства отразилась в первую очередь на его методологической и методической платформах, регулярно трансфор-
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