Individual educational trajectories of teaching a foreign language at a university

Abstract

In todays changing developing the personalized higher education which takes into account the characteristics and educational needs of the student is an increasingly relevant task. Its importance is reflected in the legislative acts and requirements of the Ministry of Science and Higher Education of the Russian Federation. This study discusses the implementation of the individual learning path in teaching a foreign language at the university. The purpose of the individual learning path is to improve the system of modern Russian higher education and expand the individual needs of students necessary for mastering the profession, for future professional activity and, accordingly, competitiveness in the labor market. In this study, the individual learning path is interpreted as a way of organizing educational activities which provides for the formation of an individual curriculum for the student in cooperation with the teacher as well as considers students current and necessary levels of training in the discipline (disciplines), their personal potential, and abilities to achieve the goals of the educational process and to complete the curriculum or its part. The implementation of the individual learning path involves identifying the features of structuring the learning process, identifying the advantages and problems in the implementation of the individual learning path, creating a resource base for its implementation, identifying of the specifics and creating pedagogical conditions for building of the individual learning path at a university to meet the needs of students, improve the quality of their education and career growth. During the transition from the traditional educational model to the individual learning path model, conditions should be created for its implementation, and participants in the educational process need to know its positive aspects and possible difficulties. An important element of the individual learning path model in teaching a foreign language is the interaction in the employer-student-university triad