Современная лекция глазами студентов: пути развитиястатья из журнала
База данных: Каталог библиотеки СФУ (А 910)
Библиографическое описание: Асташова, Татьяна Александровна. Современная лекция глазами студентов: пути развития = Students’ opinions about modern lecture: development path / Т. А. Асташова. - (Образовательная среда). - Текст : непосредственный // Открытое образование. - 2017. - № 4. - С. 34-42. - Библиогр.: с. 41-42 (20 назв.). - ISSN 1818-4243.
Аннотация: Предложена технология проектирования учебного процесса в условиях смешанного обучения, применяя технологическую карту. Технологическая карта представлена в виде этапов проектирования учебного процесса, включая рекомендации по использованию онлайн составляющей обучения. К основным этапам относятся: Анализ внешних требований к учебной дисциплине, определение организационных требований и ограничений, Анализ целевой аудитории, целей и результатов обучения, Дидактический анализ дисциплины, Планирование анализа эффективности учебного процесса. В результате анализа мнений преподавателей и анализа результатов исследования мнений студентов можно сделать вывод о необходимости помочь преподавателям в вопросах проектирования, используя соответствующую разработанную методику в виде технологической карты. Предложенная методика проектирования учебного процесса, при смешанном обучении в условиях привязки к аудиторным часам, реализованная в виде технологической карты, может служить эффективным инструментом для преподавателя, позволяя не только эффективно спроектировать учебный процесс и оценить его качество, но и предусмотреть мероприятия по его улучшению. Вместе с этим, предложенная технология поможет преподавателям в процессе разработки учебного курса учесть мнение студентов и выявленные в ходе исследований противоречия, что сделает обучение студентов более эффективным.
As an objective of the research, the author set the task of identifying students ’ opinion and opinion of lecturers about the purpose of the lectures at the university, about the role of the lecturer and preferred form of lectures. As a result of the research, it was necessary to answer the following important questions: What are the objectives of the lecture and the role of the lecturer? Which lectures are more preferable: traditional or interactive ? What do lecturers expect from the lecture, do they consider it an advantage or an unnecessary educational activity? The materials were developedfor the survey (questionnaire) to conduct the research and analyze the results obtained. The students were surveyed before training and after completion of the semester. The study involved 200 students of all areas of Mechanics and Technology Faculty of Novosibirsk State Technical University. Statistical analysis was used for the analysis of the results. As a result, the experiment revealed nonconformity of opinions of students about the purpose of the lecture and the role of a lecturer before the training and after the end of the semester. Lectures, according to students, should help to implement all kinds of practical and independent assignments. Educational standards imply a reduction in the hours of classroom training and an increase in independent work, and the majority of students are not ready (do not want to) to study the materials on the topics of discipline completely independently or partially. It revealed a contradiction in opinion, what form of organization of the lecture classes is more interesting to students, which can increase the motivation of the visit and work on the lectures. The technology of designing the educational process in the conditions of the mixed training is proposed, applying the technological map. The technological map is presented in the form of stages of designing the educational process, including recommendations on the use of the online component of training. The main stages are - analysis of external requirements for the academic discipline, definition of organizational requirements and limitations, analysis of the target audience, goals and outcomes of the training, didactic analysis of the discipline, planning analysis of the effectiveness of the learning process. An analysis of lecturers’ opinions and analysis of the study results of students ’ opinions can be concluded about the need to help lectures in the design, using the appropriate methodology, developed in the form of a technological card. The proposed methodology for designing the learning process with the mixed training in conditions of binding to the activity into the audience, implemented in the form of a technological card can be an effective tool for teaching, allowing not only effectively designing the training process and to evaluate the quality, but also provide for measures to improve it.
As an objective of the research, the author set the task of identifying students ’ opinion and opinion of lecturers about the purpose of the lectures at the university, about the role of the lecturer and preferred form of lectures. As a result of the research, it was necessary to answer the following important questions: What are the objectives of the lecture and the role of the lecturer? Which lectures are more preferable: traditional or interactive ? What do lecturers expect from the lecture, do they consider it an advantage or an unnecessary educational activity? The materials were developedfor the survey (questionnaire) to conduct the research and analyze the results obtained. The students were surveyed before training and after completion of the semester. The study involved 200 students of all areas of Mechanics and Technology Faculty of Novosibirsk State Technical University. Statistical analysis was used for the analysis of the results. As a result, the experiment revealed nonconformity of opinions of students about the purpose of the lecture and the role of a lecturer before the training and after the end of the semester. Lectures, according to students, should help to implement all kinds of practical and independent assignments. Educational standards imply a reduction in the hours of classroom training and an increase in independent work, and the majority of students are not ready (do not want to) to study the materials on the topics of discipline completely independently or partially. It revealed a contradiction in opinion, what form of organization of the lecture classes is more interesting to students, which can increase the motivation of the visit and work on the lectures. The technology of designing the educational process in the conditions of the mixed training is proposed, applying the technological map. The technological map is presented in the form of stages of designing the educational process, including recommendations on the use of the online component of training. The main stages are - analysis of external requirements for the academic discipline, definition of organizational requirements and limitations, analysis of the target audience, goals and outcomes of the training, didactic analysis of the discipline, planning analysis of the effectiveness of the learning process. An analysis of lecturers’ opinions and analysis of the study results of students ’ opinions can be concluded about the need to help lectures in the design, using the appropriate methodology, developed in the form of a technological card. The proposed methodology for designing the learning process with the mixed training in conditions of binding to the activity into the audience, implemented in the form of a technological card can be an effective tool for teaching, allowing not only effectively designing the training process and to evaluate the quality, but also provide for measures to improve it.
Год издания: 2017
Авторы: Асташова Татьяна Александровна
Источник: Открытое образование
Выпуск: № 4
Номера страниц: 34-42
Количество экземпляров:
- Книгохранилище научной литературы (пр. Свободный, 79, 3 этаж): свободно 1 из 1 экземпляров
Ключевые слова: анализ данных, преподаватели, проектирование учебного процесса, смешанное обучение, студенты, технологические карты, учебный процесс, электронная среда, электронное образование, электронные образовательные ресурсы
Рубрики: Образование. Педагогика,
Высшее профессиональное образование
Высшее профессиональное образование
ISSN: 1818-4243
Идентификаторы: полочный индекс А 910, шифр otob/2017/4-170990416