Зарубіжні стратегії змішаного навчання у контексті підготовки майбутніх учителів Foreign Blended Learning Strategies in the Context of Future Teachers’ Preparation
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Дата
2023
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті обґрунтована актуальність вивчення вітчизняного й зарубіжного інноваційного досвіду як засобу інтенсифікації підготовки майбутніх учителів до роботи в умовах змішаного навчання. Проаналізовано різні аспекти організації дистанційного та змішаного навчання в США, Канаді, Німеччині Розглянуто різні моделі впровадження змішаного навчання. Окреслено їх організаційні особливості, що дозволяють підвищити якість підготовки майбутніх фахівців. Узагальнено переваги впровадження змішаної форми навчання та зазначено проблемні ділянки процесу організації комбінування онлайн та офлайн навчання з позиції набуття студентами досвіду роботи в інтегрованому освітньому середовищі.
The topicality of domestic and foreign innovative experience studies as a means of intensification of future teachers’ preparation for work in the conditions of blended learning is justified. Different aspects of distance and blended learning organization in the USA are analyzed; the peculiarities of educational environment created on the basis of blended learning at Canada’s higher education institutions are described; Germany’s experience of blended learning is discussed. The ways of searching for methodological and technological answers to existing in blended learning application challenges by American scientists and practitioners are outlined. The organizational peculiarities of blended learning introduction to Canadian universities are described in detail. The advantages of this form of education for the stuff and further incipience of future specialists are determined. Effective strategies of educational process improvement at German universities on the basis of blended learning are characterized. The greatest attention is drawn to the fact that blended learning organization is oriented at the modification of the content methods, pedagogical interaction style which determines better self‐determination of future teachers in mastering and introduction in own activity interactive methods and ways of education, the formation of individual style which meets modern requirements. Different models of blended learning introduction are described. Their advantages from the point of quality improvement of preparation of future specialists are outlined. It is proved that flexible usage of models is provided by technological peculiarities of submodels: station rotation, laboratory rotation, flipped classroom, individual rotation. Referring to foreign experience the levels of blended learning depending on the contents loads of online classwork stages are characterized. The advantages of blended learning introduction are summarized and problematic points of the organization of the combination of online and off‐line education from the point of students’ acquisition of work experience in integrated educational environment are outlined.
The topicality of domestic and foreign innovative experience studies as a means of intensification of future teachers’ preparation for work in the conditions of blended learning is justified. Different aspects of distance and blended learning organization in the USA are analyzed; the peculiarities of educational environment created on the basis of blended learning at Canada’s higher education institutions are described; Germany’s experience of blended learning is discussed. The ways of searching for methodological and technological answers to existing in blended learning application challenges by American scientists and practitioners are outlined. The organizational peculiarities of blended learning introduction to Canadian universities are described in detail. The advantages of this form of education for the stuff and further incipience of future specialists are determined. Effective strategies of educational process improvement at German universities on the basis of blended learning are characterized. The greatest attention is drawn to the fact that blended learning organization is oriented at the modification of the content methods, pedagogical interaction style which determines better self‐determination of future teachers in mastering and introduction in own activity interactive methods and ways of education, the formation of individual style which meets modern requirements. Different models of blended learning introduction are described. Their advantages from the point of quality improvement of preparation of future specialists are outlined. It is proved that flexible usage of models is provided by technological peculiarities of submodels: station rotation, laboratory rotation, flipped classroom, individual rotation. Referring to foreign experience the levels of blended learning depending on the contents loads of online classwork stages are characterized. The advantages of blended learning introduction are summarized and problematic points of the organization of the combination of online and off‐line education from the point of students’ acquisition of work experience in integrated educational environment are outlined.
Опис
Ключові слова
змішане навчання, стратегії змішаного навчання, моделі змішаного навчання, підготовка вчителів, зарубіжний досвід, blended learning, blended learning strategies, blended learning models, teachers’ preparation, foreign experience
Бібліографічний опис
Науменко Н. Зарубіжні стратегії змішаного навчання у контексті підготовки майбутніх учителів [Текст] / Н. Науменко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 10 (134). – С. 209–223. – DOI: 10.24139/2312‐5993/2023.10/209‐223