Abstract
The aim of the article is the theoretical justification of the task-based approach as a methodological basis for the formation of future elementary school teachers' readiness to design the learning environment. The research methodology includes the analysis of regulatory documents, psychological and pedagogical literature and scientific research to determine the essence of the task-based approach and its implementation features in the formation of future elementary school teachers' readiness to design the learning environment. Distinguishing between the stages of preparing future elementary school teachers for designing learning environments and their purpose influenced the development of a specialized task system and practical problems which can be divided into three groups: adaptive, stabilizing, specialized. When selecting and developing specialized tasks and practical problems have been acted according to the following algorithm: assignment of a task or practical problem (adaptation, stabilization, specialization) determination of expected results in accordance with the components of readiness and the predominant choice; evaluation of the content complexity on the B. Bloom's scale.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.