Формування соціокультурної компетентності іноземних студентів-нефілологів засобами дистанційного навчання
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Дата
2014
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Анотація
У статті аналізуються дослідження в області дистанційної освіти у вищих навчальних закладах, описуються рекомендації та принципи дистанційного навчання російської мови як іноземної, подається структура першого семестру дистанційного курсу з розмовної практики для іноземних студентів-нефілологів.
Автор приходить до висновку, що на основі досліджень в області дистанційної освіти вищих навчальних закладів і розроблених рекомендацій, принципів і методик дистанційного навчання російської мови як іноземної в Харківському національному університеті триває робота над складанням курсу з розмовної практики для іноземних студентів-нефілологів з метою дистанційної підтримки їх самостійної роботи.
Based on research in the field of distance education the universities and developed recommendations, principles and methods of distance learning Russian as a foreign language at the Kharkov National University, work on drawing up a course on speaking practice for foreign students for the purpose of philologists remote support students’ independent work. In the article the researches in the field of distance learning in higher education are analyzed, the practice recommendations and principles of distance learning Russian as a foreign language are described; the structure of the first semester course on remote conversation practice for foreign nonphilologists students is given by the author. At first the author gives the definition of distance education. Distance learning refers to individualized process of acquiring knowledge, skills and methods of human cognitive activity that occurs mainly in indirect interaction distant from each other participants of the educational process in a specialized environment. This study operates on the basis of modern psycho-pedagogical and information and communication technologies. The objective is provide distance learning education services through the use of modern training in information and communication technologies for specific educational or educational levels according to state educational standards; the program training people to join educational institutions for foreigners and qualification. Then the experience of Russian universities has been analyzed by the author. Practicing Russian higher educational institutions has shown that distance learning Russian as a foreign language is effective if it is carried out within the framework of distance learning or as a remote support independent of foreign full-time students. Then the author states that Ukraine is going through modernization of educational systems, actively introducing interactive technologies in the learning process. The new conditions of teaching Russian to foreign students require implementation of distance learning technologies. In Kharkov universities the remote Russian language courses for international students at elementary and primary stages are created. The article describes the structure of the first semester course in conversational practice for foreign nonphilologists students.
Based on research in the field of distance education the universities and developed recommendations, principles and methods of distance learning Russian as a foreign language at the Kharkov National University, work on drawing up a course on speaking practice for foreign students for the purpose of philologists remote support students’ independent work. In the article the researches in the field of distance learning in higher education are analyzed, the practice recommendations and principles of distance learning Russian as a foreign language are described; the structure of the first semester course on remote conversation practice for foreign nonphilologists students is given by the author. At first the author gives the definition of distance education. Distance learning refers to individualized process of acquiring knowledge, skills and methods of human cognitive activity that occurs mainly in indirect interaction distant from each other participants of the educational process in a specialized environment. This study operates on the basis of modern psycho-pedagogical and information and communication technologies. The objective is provide distance learning education services through the use of modern training in information and communication technologies for specific educational or educational levels according to state educational standards; the program training people to join educational institutions for foreigners and qualification. Then the experience of Russian universities has been analyzed by the author. Practicing Russian higher educational institutions has shown that distance learning Russian as a foreign language is effective if it is carried out within the framework of distance learning or as a remote support independent of foreign full-time students. Then the author states that Ukraine is going through modernization of educational systems, actively introducing interactive technologies in the learning process. The new conditions of teaching Russian to foreign students require implementation of distance learning technologies. In Kharkov universities the remote Russian language courses for international students at elementary and primary stages are created. The article describes the structure of the first semester course in conversational practice for foreign nonphilologists students.
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Ключові слова
дистанційне навчання, соціокультурна компетентність, студенти-нефілологи, distance learning, socio-cultural competence, nonphilologists students
Бібліографічний опис
Кушнір, І. М. Формування соціокультурної компетентності іноземних студентів-нефілологів засобами дистанційного навчання [Текст] / І. М. Кушнір // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 6 (40). – С. 372–379.