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ORGANIZATION OF INDEPENDENT WORK ON THE BASIS OF EDUCATIONAL INTERNET RESOURCES
Abstract
The problem of organization of personally-oriented independent work with the minimal direct impact on students by teachers is currently among the most topical problems of pedagogy and the methodology of teaching foreign languages. In the conditions of transition to a credit-modular system of teaching, independent work becomes the main source of knowledge acquisition and the formation of various methods of students activities. Today the Russian higher school formes the preconditions for a paradigm shift in education from a disciplinary activity to a student-oriented one that characterizes the basis of competence approach in education. The success of the teacher-student joint activities in many respects depend on the choice of types of classes and optimal forms for the organization of independent work. Traditionally, the organization of independent work must represent the unity of three interrelated forms: classroom independent work, extracurricular independent work, and creative work, including research. The ne?essity of the learner to acquire knowledge with the correlation of the personal needs, necessitated the creation of a flexible organizational model of extracurricular independent work. The organization of extracurricular independent work requires the system-technological approach, taking into account both general regularities of pedagogical systems and technologies, and characteristics of the extracurricular independent work itself (voluntary and amateur tendencies, exercising during extracurricular time, the absence of mandatory monitoring and evaluation by the teaching staff, etc.). The analysis of retrospective information allowed us to distinguish three main technologies of independent learning: case study, telecommunications and networks. When you select one of these technologies for the organization of extracurricular independent work you are guided by the following: didactic opportunities and conditions for the use of information and educational resources, multimedia tools that allow us to provide the necessary educational information for independent work in the form of hypertext, to use visual properties that contributes to a better assimilation of the material. Carrying out the research we took into account the role of organizational-pedagogical conditions of students independent work by means of the Internet resources. At the first stage of our research the questionnaire among the Peoples Friendship University of Russia students was conducted with the aim of studying the availability and attractiveness of the Internet use. At the second stage we developed a model of independent work organization on the basis of Internet-technologies in teaching English, which assumes the implementation of psychological, technological, communication and methodological components. On the basis of comparison of the outcomes of the provided tests in the experimental and control groups, it can be concluded that this method of independent work contributes to a more profound studying of theoretical material of the discipline by students, it also shapes the ability to search for optimal answers, solutions, and skills of scientific research.
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References13
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