"Перевёрнутый" класс – инновационная модель обучениястатья из журнала
База данных: Каталог библиотеки СФУ (В 752)
Библиографическое описание: Воронина, Марианна Владимировна. "Перевёрнутый" класс – инновационная модель обучения = "Flipped" class – innovative model of training / М. В. Воронина. - (Образовательная среда). - Текст : непосредственный // Открытое образование. - 2018. - № 5. - С. 40-51. - Библиогр.: с. 49-51 (14 назв.). - ISSN 1818-4243.
Аннотация: Актуальность исследования определяется отсутствием фундаментальных исследований в использовании модели "Перевёрнутого" обучения учеников школ и студентов высших учебных заведений; отсутствием научно обоснованных и проверенных программ, учебных материалов для "Перевёрнутого" обучения; а также необходимостью разработки новых современных инструментов для поддержки работы в классе и форм индивидуальной работы учащихся. Успех "перевёрнутого" подхода к обучению зависит от синергии между преподавателем и учениками и требует постоянной мотивации до, во время, и после обучения. Многие ученые полагают, что данная педагогика может хорошо работать по различным учебным дисциплинам, целому спектру математики, а также по другим курсам STEM и поощряется растущим национальным интересом к этой педагогике, которая, несомненно, приведет к новым представлениям, стратегиям и инструментам. Для создания разумных теоретических основ педагогики в области "Перевёрнутого" обучения, а также методов оценки необходимо проводить дальнейшие научные исследования, изучая различные аспекты практической реализации долгосрочных программ и учебных материалов для обучения школьников и студентов.
The purpose of this study: to describe the current state of affairs and the current state of theory and practice in the field of educational processes that use the “Inverted” learning concept as the basic pedagogical strategy of learning in general, geometry and engineering graphics in particular; – to discuss the effectiveness of the “Flipped” class model, its advantages and disadvantages in comparison with the traditional method of training. Materials and methods. In order to test the hypothesis of the study, a set of different methods, complementary to each other was used: – Theoretical methods: analysis of the teachers’ papers and psychologists on the research problem; analysis of methodological and educational literature; theoretical justification of the possibility of introducing the “Flipped Class”; – Empirical methods: observation, ascertaining, pedagogical experiment, questioning, testing. The study was conducted on the basis of the Descriptive Geometry and Graphics Department of Saint Petersburg Mining University. Twenty-five first-year students of the Electromechanical Faculty participated in the experiment. Results. The study showed that there is a lack of: – Qualitative research for a deeper understanding of the phenomenon of the “Inverted” training in specific contexts; – Scientifically based research that examines the various aspects of the tried and tested implementation of the “Inverted” training; – Working programs and training materials for implementing the “Inverted” training, based on the reasonable theoretical foundations and methods of evaluation; – Recommendations for researchers, practitioners and policy-makers of the “Inverted” training to develop action plans; Theoretical and practical contribution of the research: – The analysis of the existing studies on the “Flipped” class of domestic and foreign scientists is conducted; – The positive and negative aspects of the “Flipped” class model are revealed; – Based on the analysis of the students’ survey, the issues are considered, related to the segmentation of the field of education, namely, the effectiveness of the application of the “Inverted” learning. Conclusion. The relevance of this study is determined by the lack of fundamental research in the use of the “Flipped” learning model of pupils of schools and students of higher educational institutions; lack of scientifically based and proven programs, training materials for the “Inverted” training; as well as the need to develop new modern tools to support work in the classroom and forms of the individual student work. The success of the “Inverted” approach to learning depends on the synergy between the lecturer and the students and requires constant motivation before, during, and after training. Many scholars believe that this pedagogy can work well in various academic disciplines, a whole range of mathematics, as well as other STEM courses, and is encouraged by the growing national interest in this pedagogy, which will undoubtedly lead to new ideas, strategies and tools. To create reasonable theoretical principles of pedagogy in the field of the “Inverted” training, as well as evaluation methods, it is necessary to conduct further scientific research, studying various aspects of practical implementation of long-term programs and training materials to teach pupils and students.
The purpose of this study: to describe the current state of affairs and the current state of theory and practice in the field of educational processes that use the “Inverted” learning concept as the basic pedagogical strategy of learning in general, geometry and engineering graphics in particular; – to discuss the effectiveness of the “Flipped” class model, its advantages and disadvantages in comparison with the traditional method of training. Materials and methods. In order to test the hypothesis of the study, a set of different methods, complementary to each other was used: – Theoretical methods: analysis of the teachers’ papers and psychologists on the research problem; analysis of methodological and educational literature; theoretical justification of the possibility of introducing the “Flipped Class”; – Empirical methods: observation, ascertaining, pedagogical experiment, questioning, testing. The study was conducted on the basis of the Descriptive Geometry and Graphics Department of Saint Petersburg Mining University. Twenty-five first-year students of the Electromechanical Faculty participated in the experiment. Results. The study showed that there is a lack of: – Qualitative research for a deeper understanding of the phenomenon of the “Inverted” training in specific contexts; – Scientifically based research that examines the various aspects of the tried and tested implementation of the “Inverted” training; – Working programs and training materials for implementing the “Inverted” training, based on the reasonable theoretical foundations and methods of evaluation; – Recommendations for researchers, practitioners and policy-makers of the “Inverted” training to develop action plans; Theoretical and practical contribution of the research: – The analysis of the existing studies on the “Flipped” class of domestic and foreign scientists is conducted; – The positive and negative aspects of the “Flipped” class model are revealed; – Based on the analysis of the students’ survey, the issues are considered, related to the segmentation of the field of education, namely, the effectiveness of the application of the “Inverted” learning. Conclusion. The relevance of this study is determined by the lack of fundamental research in the use of the “Flipped” learning model of pupils of schools and students of higher educational institutions; lack of scientifically based and proven programs, training materials for the “Inverted” training; as well as the need to develop new modern tools to support work in the classroom and forms of the individual student work. The success of the “Inverted” approach to learning depends on the synergy between the lecturer and the students and requires constant motivation before, during, and after training. Many scholars believe that this pedagogy can work well in various academic disciplines, a whole range of mathematics, as well as other STEM courses, and is encouraged by the growing national interest in this pedagogy, which will undoubtedly lead to new ideas, strategies and tools. To create reasonable theoretical principles of pedagogy in the field of the “Inverted” training, as well as evaluation methods, it is necessary to conduct further scientific research, studying various aspects of practical implementation of long-term programs and training materials to teach pupils and students.
Год издания: 2018
Авторы: Воронина Марианна Владимировна
Источник: Открытое образование
Выпуск: № 5
Номера страниц: 40-51
Количество экземпляров:
- Книгохранилище научной литературы (пр. Свободный, 79, 3 этаж): свободно 1 из 1 экземпляров
Ключевые слова: STEM курсы, кластерный анализ, онлайн дискуссии, онлайн-лекции, перевёрнутая модель обучения, перевёрнутый класс, совместные работы
Рубрики: Образование. Педагогика,
Высшее профессиональное образование,
Общеобразовательная школа
Высшее профессиональное образование,
Общеобразовательная школа
ISSN: 1818-4243
Идентификаторы: полочный индекс В 752, шифр otob/2018/5-015153930