МЕЖДУНАРОДНЫЙ ОПЫТ И ПЕРСПЕКТИВЫ СМЕШАННОГО ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В ВУЗАХ
Ключевые слова:
смешанное обучение, русский язык как иностранный, модель, ИКТАннотация
Based on the results of the analysis of international experience in the introduction of blended learning in the teaching of foreign languages, the article discusses the ways of implementing and prospects for the use of blended learning technology in teaching Russian as a foreign language in universities of the Republic of Uzbekistan. The article attempts to describe the most effective models of blended teaching of Russian as a foreign language, to highlight their advantages and possible disadvantages. A small survey conducted among teachers and students of the Faculty of Philology of Gulistan State University allows us to talk about the positive impact of blended learning technology on the results of the development of specific language skills in students, the motivation and satisfaction of students, the effectiveness of the organization of the learning process itself. At the same time, a number of difficulties were identified that teachers and students may encounter in the implementation of blended learning.
Библиографические ссылки
. Указ Президента Республики Узбекистан «Об утверждении Концепции развития системы высшего образования Республики Узбекистан до 2030 года», УП-5847 от 8 октября 2019 г. URL: https://lex.uz/ru/docs/4545887
Watwood B., Nugent J., Deihl W. Building from Content to Community: Rethinking the Transition to Online Teaching and Learning: A CTE White Paper. – Richmond: Virginia Commonwealth University, 2009. – 22 p. – P. 5.
Chen N.S., Ko H.C., Lin T. A Model for Synchronous Learning Using the Internet // Innovations in Education and Teaching International. – 2005. – Vol. 42(2). – P. 181–194. DOI: 10.1080/14703290500062599
Garrison D.R., Vaughan N. Blended Learning in Higher Education. – San Francisco: Jossey-Bass, 2008.
Hadjerrouit S. Towards a Blended Learning Model: A Case Study // Informatics in Education. – 2008. – Vol. 7(2). – P. 181.
Harasim L. Learning Theory and Online Technologies. – New York: Routledge, 2012.
Hrastinski S. Asynchronous and Synchronous E-learning // EDUCAUSE Quarterly. – 2008. – Vol. 31(4). P. 51-55. URL: https://er.educause.edu/~/media/files/article-downloads/eqm0848.pdf
Richardson J.C., Swan K. Examining Social Presence in Online Courses // Journal of Asynchronous Learning Networks. – 2003. – Vol. 7(1). – P. 68-88.
Smythe M. Toward a Framework for Evaluating Blended Learning // Proceedings ASCILITE. – 2012. – P. 854-858. URL: http://www.ascilite.org/conferences/Wellington12/2012/images/custom/smythe%2C_michael_toward.pdf
Akyol Z., Garrison D.R. Understanding Cognitive Presence in an Online and Blended Community of Inquiry // British Journal of Educational Technology. – 2011. – Vol. 42(2). – P. 233-250.
Cleveland-Innes M. Facilitation and Teaching Presence: Using the Community of Inquiry in Blended and Online Learning Environments. – Stockholm: KTH Royal Institute of Technology, 2017.
Rooney J.E. Blending Learning Opportunities to Enhance Educational Programming and Meetings // Association Management. – 2003. – Vol. 55(5). – P. 26-32.
Kirschner P.A., Sweller J., Clark R.E. Why Minimal Guidance during Instruction Does Not Work // Educational Psychologist. – 2006. – Vol. 41(2). – P. 75-86.
Beams T. How to Build a Successful Blended Learning Model // The Journal of Research. – 2017. URL: https://thejournal.com/articles/2017/07/12/how-to-build-a-successful-blendedlearning-model.aspx
Bahrani T., Sim T.S. Informal Language Learning Setting: Technology or Social Interaction? // Turkish Online Journal of Educational Technology. – 2012. – Vol. 11(2). – P. 142-149.
O’Connell A. Seven Blended Learning Models // Higher Education. – 2016. – Vol. 12(5). – P. 1-10. URL: http://acrobatiq.com/seven-blended-learning-models-used-today-in-higher-ed/
Абрамова Я.К. Опыт внедрения модели смешанного обучения при реализации образовательных программ в американских вузах // Русский язык за рубежом. – 2014. № 1-2. – С. 4-7.
McGee P., Reis A. Blended Course Design: A Synthesis of Best Practices // Journal of Asynchronous Learning Networks. – 2012. – Vol. 16(4). – P. 7-22.
Lehtinen A., Viiri J. Guidance Provided by Teacher and Simulation for Inquiry-based Learning: A Case Study // Journal of Science Education and Technology. – 2017. – Vol. 26(2). – P. 193-206.
University of Waterloo Centre for Teaching Excellence. Best Practices for Designing Blended Learning Courses. URL: https://uwaterloo.ca/centre-for-teaching-excellence/resources/blended-learning/best-practices-designing-blended-courses
Douglas J., Paton C. The Cambridge CELTA Course Online // Blended Learning in English Language Teaching: Course Design and Implementation. – London: British Council, 2013. – P. 111-124.
Белова Н.В., Рублева Е.В. Урок-экскурсия в Третьяковскую галерею как пример «смешанного обучения» в практике преподавания русского языка как иностранного // Вестник ЦМО МГУ. Филология. Культурология. Педагогика. Методика. – 2015. – № 2. – С. 111-117.
