UDC 37.09
https://doi.org/10.20339/AM.05-23.048
Natalia V. Maklakova, Cand. Sc. (Pedagogy), Associate Professor of Foreign Languages Department, Institute of International Relations, Kazan Federal University, e-mail: natalim.16@mail.ru
Ivan A. Maklakov, Cand. Sc. (Philology), Associate Professor of the Department of Management, Humanities and Sciences, Russian International Academy of Tourism (Kazan branch), e-mail: one_i@mail.ru
The article analyzes most advanced teaching models “flipped class” and “web-quest” which have been getting popular recently in the context of digitalization of the training process. The analysis shows the models’ advantages and disadvantages which is supposed to help teachers use them in their practice most effectively. Special attention is paid to the possibilities of these innovative models in the context of teaching foreign languages, where the “inverted classroom” gives additional time for practice in the classroom, and the web-quest opens up new opportunities to effectively organize the independent work of students. Students learn to deal with information and navigate it, thereby forming a creative approach to solving problems. The role of the teacher in interactive learning models has changed significantly. Now he/she is not a “translator of knowledge”. He/she acts as a coordinator of the educational process based on the subject-subject interaction of its participants, and not its key figure. In other words, the learning process turns from teacher-oriented to student-oriented.
Keywords: digitalization of the training process, innovative teaching models, “flipped class”, “web-quest”, subject-subject interaction, student-oriented learning process.
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