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ДО ПРОБЛЕМИ РЕАЛІЗАЦІЇ ТЕХНОЛОГІЇ КООПЕРАТИВНОГО НАВЧАННЯ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ

100%
Сідун М. я.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
339-347
EN
The article analyzes the relationship between the classic cooperative learning techniques and such innovative techniques as blended learning and flipped learning. Cooperative team teaching technique is highlighted. The peculiarities of interrelation between these techniques within the professional language teachers training are identified. The usage of classic cooperative learning techniques in the process of structuring flipped, blended, and cooperative team teaching classes is identified as a useful tool in a student-oriented classroom. Examples of the relevant tasks with the usage of these techniques on the basis of professional disciplines are given (on the basis of methods of a foreign language teaching, methods of foreign literature teaching, and theory of education). The main idea of TCL structured by the teacher collaboration of those who learns with the purpose of development of educational material and the development of social skills. The rapid spread of computer and information technology makes it possible to use computers, smartphones and other mobile devices to organize cooperation on the Internet. Special honors of these technologies is the ability to use both mixed and upside learning, and increasing interactivity in the cooperative team teaching. Blended learning requires the use of classical technologies of cooperative learning in class and, accordingly, the elements of cooperative learning in the process of online collaboration. Today there are a number of online educational resources for structuring cooperation in the process of learning a foreign language. The tasks focus not only on the structure but also on the possibilities of incorporating them into the process of future work in schools. The tasks also highlight the specific XXI century skills, which could be developed in the process of task completion, and include examples of media resources which can be used within suggested mode of work. However, at present time requires further study the use of cooperative learning technologies in the conditions of extracurricular learning, improve self-test mechanisms within the relevant technologies, the possibilities of using such means as academic learning situation.
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