Means of visualization in teaching ukrainian as a foreign language to modern students with clip way of thinking

Kushnir, Iryna; Zozulia, Iryna; Hrytsenko, Olha; Uvarova, T.A.; Kosenko, Iuliia

doi:10.24115/s2446-622020217extra-d1078p.127-136

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…En lo que concierne a las desventajas que encuentran al realizar lecturas en la casa, antes de la sesión online: ocho manifiestan que no las hay. Sin embargo, el resto de jóvenes mencionan como inconvenientes los siguientes: cinco hablan de la falta de comprensión, cuatro señalan la confusión que pueden generar éstas, dos hablan de la falta de tiempo para realizar la lectura, un texto largo se mira como desventaja por un educando, otro menciona que cuando la lectura es larga no lee, uno habla que se puede olvidar de leer, tres reportan el aburrimiento que puede generar la lectura y dos refieren que hay distractores al momento de cumplir esta actividad; este último pronunciamiento revela una cualidad cognitiva de la población joven de esta era, que a decir de Kushnir et al,( 2021) presenta inconvenientes al momento de focalizarse en una actividad en particular y hay una concentración somera en varios objetos al mismo tiempo.…”

Section: Opiniones Sobre Los Recursos Utilizados Dentro Del Aula Inve...unclassified

Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores

2022

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Este artículo con metodología y enfoque cuantitativo y alcance descriptivo-correlacional recoge percepciones del alumnado sobre la aplicación del aula invertida y tradicional, y presenta el aporte de estos dos enfoques en el desarrollo de habilidades de pensamiento superior. La investigación ocurrió en marzo, abril y mayo de 2021. Se seleccionaron dos paralelos en una Institución pública de Quito, Ecuador, con estudiantes entre 16 y 18 años. Con 35 se aplicó el aula invertida y 29 trabajaron en el aula tradicional. Para recopilar información se utilizó un cuestionario con escala Likert, y otro con preguntas que midieron habilidades cognitivas superiores. Los datos recopilados recibieron un tratamiento con medidas de tendencia central y un análisis factorial de correspondencias múltiples. Los resultados revelan que el alumnado del aula invertida y tradicional tienen percepciones positivas respecto a los dos escenarios en que trabajaron. Sobre el desarrollo de habilidades cognitivas superiores del alumnado, los resultados sugieren ligeras ventajas en la habilidad de analizar y evaluar dentro del aula invertida. En la evaluación final, educandos del grupo aula invertida muestran 5.5 puntos sobre 10; estadísticamente mayor a los 4.7 puntos promedio que se observa en el aula tradicional. Los datos recopilados en la aplicación del aula invertida son la fortaleza de este estudio. Investigación que se suma a las todavía escasas fuentes bibliográficas que existen sobre esta temática en tiempos de la pandemia COVID 19.

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Section: Opiniones Sobre Los Recursos Utilizados Dentro Del Aula Inve...unclassified

Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores

2022

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Formation and development of the language training methodology for foreign students at classical university. Part 4. Language training of foreign medical students in the english medium education format

Ushakova,

Kushnir,

Trostynska

et al. 2024

Teaching Languages at Higher Institutions

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This article continues a series of scientific research focusing on the stages of formation and development of the methodology of language training of foreign higher education students. Specifically, it examines the work of the Language Training Department at the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University. The objective of the article is to elucidate the system of teaching Ukrainian to foreign medical students pursuing higher education in English and its practical implementation. The article analyses theoretical research and methodological developments carried out by the department’s teachers in the field of language training of foreign medical students. The theoretical framework encompasses various educational paradigms relevant to the training of higher medical education students, the systematization of training principles, including professional dialogue, and the characterization of levels and elements within the integrative system of professional and communicative training of the target group. Furthermore, the article scrutinizes the normative, procedural, and evaluative functions of linguistic discipline curricula. It examines the principles governing the selection of content elements and topics that embody the linguistic, speech, and professional components required for teaching the Ukrainian language to future doctors. Theoretical developments have led to the characterization of principles guiding the creation of textbooks aimed at forming the communicative competence components of future medical professionals. An analysis of a series of textbooks demonstrates their effectiveness in fulfilling the objectives outlined in the work programs and in fostering general and professional competences among higher medical education students. In response to contemporary challenges, such as the need to adapt to educational disruptions caused by pandemics and martial law, the authors underscore the importance of integrating modern digital technologies into the educational process. The article explores the possibilities of digital storytelling technology and evaluates the alignment of distance courses, created by departmental teachers on the Moodle platform, with the objectives of language training. Looking ahead, the authors envision optimizing the formation of medical students’ communicative competence through theoretical development and the implementation of a comprehensive model in the educational process. This model would blend effective traditional teaching strategies with the capabilities of modern digital technologies and platforms.

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Cognitive Visualisation as a Way to Develop Learner Autonomy in Foreign Language Education

Putistina

2021

Pedagogy. Theory & Practice

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The research aims to determine the didactic potential of cognitive visualisation in students’ learner autonomy development in the course of foreign language learning. The paper provides specific task options aimed at students’ independent cognitive visualisation of foreign language material in order to enhance their learner autonomy skills. Scientific novelty of the research lies in justifying in a comprehensive theoretical manner the usefulness of cognitive visualisation means for the development of learners’ autonomous activity skills in foreign language education. As a result of the research, the effectiveness of using cognitive visualisation means in the development of foreign language learners’ autonomy has been proved.

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Means of visualization in teaching ukrainian as a foreign language to modern students with clip way of thinking

Cited by 3 publications

References 7 publications

Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores

Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores

Formation and development of the language training methodology for foreign students at classical university. Part 4. Language training of foreign medical students in the english medium education format

Cognitive Visualisation as a Way to Develop Learner Autonomy in Foreign Language Education

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