Abstract
Introduction:student-centered learning technologies fully meet the competence approach, which is dictated by the requirements of GEF. The training in question contributes to the improvement of the quality of education and the effective formation of qualified specialists. Therefore, further development of these technologies is advisable in modern conditions. The topic that we are studying is relevant, because the process of education is dynamic and there is a need to consider new aspects of the application of student-centered teaching in higher education.Materials and methods:work to identify the specifics of the application of student-centered technologies was carried out on the basis of electronic courses located on the Moodle platform. In the process of the study, comparison was made of training outside the electronic courses, as well as with the use of computer technology, the available pedagogical experience was summarized on this issue. By electronic technology, we mean the totality of computer tools and methods used for training. Among electronic technologies in this article, we highlight the use of the Moodle educational platform, which hosts courses with the necessary tools and materials for training.Results:in the process of training, two groups of students were singled out. One of them was trained in the traditional way, the second group had access to the Internet and could perform tasks electronically. Considering student-centered training, we say that thanks to him the student becomes more independent, mobile and, as a result, productive. Interactive technologies, as practice shows, make it possible to intensify the process. The second group showed more coordinated work and achieved positive results earlier than the group that had access to traditional materials only.Discussion and Conclusions: conclusions are drawn about the student-centered approach as being productive and effective for the formation of a highly qualified specialist, since it operates within the competence approach and includes problematic training, project, uses interactive technologies that allows not only to build an individual trajectory of training in the conditions of the collective, but also acquire the necessary competencies, which the graduate will be able to implement in future professional activities. The specialist will be able to solve a variety of problems with the maximum speed, applying an unconventional approach. A large share of autonomy during the course of the training allows the student to engage in goal-setting, self-improvement, reflection, so in the future professional life, these components will not cause him difficulties.
Highlights
Acknowledgements: the authors of the article are grateful to the referees for their comments and suggestions
Рисунок 3 – Цели и задачи дисциплины «Педагогические технологии», на электронной платформе Moodle для студентов, обучающихся по направлению подготовки 44.04.04 «Профессиональное обучение» / Figure 3 – Goals and objectives of the discipline «Pedagogical technologies», on the electronic platform Moodle for students studying in the field of training 04/04/04 «Professional training»
Рисунок 4 – Чат в рамках курсовой работы по дисциплине «Педагогические технологии» на электронной платформе Moodle для студентов, обучающихся по направлению подготовки 44.04.04 «Профессиональное обучение» / Figure 4 – Chat within the framework of the course work on the discipline «Pedagogical technologies» on the electronic platform Moodle for students studying in the field of training 04/04/04 «Professional training»
Summary
ОСНОВНЫЕ НАПРАВЛЕНИЯ РЕАЛИЗАЦИИ ТЕХНОЛОГИЙ СТУДЕНТОЦЕНТРИРОВАННОГО ОБУЧЕНИЯ В ВУЗЕ. Цель исследования – рассмотреть реализацию технологий студентоцентрированного обучения в вузе и представить результаты применения студентоцентрированной концепции обучения. В первом случае группа обучалась с использованием только традиционных методов, вторая – с помощью студентоцентрированных технологий. Результаты исследования: в процессе обучения было выделено две группы студентов. Одна из них обучалась с использованием традиционных методов и средств обучения, вторая. Обсуждение и заключения: сделаны выводы о студентоцентрированном подходе как о значимом и востребованном элементе, важном для формирования высококвалифицированного специалиста, поскольку включает проблемное обучение, проектное, использует интерактивные технологии, что позволяет не просто выстроить индивидуальную траекторию обучения в условиях коллектива, но и приобрести необходимые компетенции, которые выпускник сможет реализовать в будущей профессиональной деятельности. Основные направления реализации технологий студентоцентрированного обучения в вузе // Вестник Мининского университета.
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