Opportunities of a Multimedia Presentation for the Implementation of the Project Work of Foreign Students Learning the Russian Language
Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Cited by 4 publications
References 0 publications
The publication is devoted to the problem of insufficient elaboration of methodological materials and evaluation tools for the creation by university graduates of a package of electronic materials for the final study, including a presentation version of the final qualifying work (FQP). Purpose: to present the basic methodological model of the presentation version (PV) of the FQP (bachelor's level) offered to the 4th year students of the Institute of Philology and History of the Russian State University for the Humanities (RSUH) (direction of preparation 45.03.02 "Linguistics", profile: "Translation and Translation Studies"); to analyze FQPs, the process of writing and preparation for the defense of which was carried out according to the methodology of the PV FQP model to bring the terminological apparatus of the discipline "Computer support of translation activity" ("CSTA") in the process of mastering which students develop PF FQP in standard and specialized software for the translator. Methods. Systemic method - the process of writing the text of the FQP, the development of the presentation version and the protection procedure are considered as a single educational system that requires the coordination of educational activities and the correct distribution of time; induction method - the conclusions given in the publication are formulated on the basis of the experience of the scientific leadership of several FQPs and the application of the proposed PV model; comparison method and comparative analysis - a comparative characteristic of the PV of two studies is given, recommendations for the use of media objects are given, the structure of PV FQP is presented, which consists of seven basic structural elements. Conclusions. The article deals with the problem of systematization of educational activities in the preparation of FQP; the concept of preparation for the defense of the final project and the basic methodological model of the presentation version of the FQP, carried out in the standard and specialized software of the translator, were developed. The carried out comparative analysis of PV FQP shows that, despite the schematization and a similar model used, each of the works is independent, contains individual distinctive characteristics in terms of presentation design, configuration of semantic accents and the final applied result.
The publication is devoted to the problem of insufficient elaboration of methodological materials and evaluation tools for the creation by university graduates of a package of electronic materials for the final study, including a presentation version of the final qualifying work (FQP). Purpose: to present the basic methodological model of the presentation version (PV) of the FQP (bachelor's level) offered to the 4th year students of the Institute of Philology and History of the Russian State University for the Humanities (RSUH) (direction of preparation 45.03.02 "Linguistics", profile: "Translation and Translation Studies"); to analyze FQPs, the process of writing and preparation for the defense of which was carried out according to the methodology of the PV FQP model to bring the terminological apparatus of the discipline "Computer support of translation activity" ("CSTA") in the process of mastering which students develop PF FQP in standard and specialized software for the translator. Methods. Systemic method - the process of writing the text of the FQP, the development of the presentation version and the protection procedure are considered as a single educational system that requires the coordination of educational activities and the correct distribution of time; induction method - the conclusions given in the publication are formulated on the basis of the experience of the scientific leadership of several FQPs and the application of the proposed PV model; comparison method and comparative analysis - a comparative characteristic of the PV of two studies is given, recommendations for the use of media objects are given, the structure of PV FQP is presented, which consists of seven basic structural elements. Conclusions. The article deals with the problem of systematization of educational activities in the preparation of FQP; the concept of preparation for the defense of the final project and the basic methodological model of the presentation version of the FQP, carried out in the standard and specialized software of the translator, were developed. The carried out comparative analysis of PV FQP shows that, despite the schematization and a similar model used, each of the works is independent, contains individual distinctive characteristics in terms of presentation design, configuration of semantic accents and the final applied result.
Аннотация. В данной статье дается обоснование использования мобильных приложений в образовательной среде при изучении иностранных языков. Как отмечает автор, внедрение мобильных технологий хорошо согласуется со стратегическими образовательными целями. Особую роль мобильное обучение может сыграть в оптимизации процесса преподавания иностранных языков, так как обладает широкими возможностями не только при осуществлении контроля и администрировании учебного процесса, но и организации индивидуальной и групповой работы учащихся. Анализируя исследования, посвященные особенностям внедрения мобильных технологий в процесс изучения иностранного языка, автор приходит к выводу, что обучение при помощи данных технологий пока еще не имеет широкого практического применения, а дидактические принципы интеграции мобильных технологий в образовательный процесс не выявлены, так как это явление находится в фазе стремительного развития. В статье предпринимается попытка описать дидактические возможности мобильных приложений, а также приводятся примеры тех из них, которые могут быть использованы в качестве дополнения к традиционному курсу иностранного языка в младшей школе. Автор статьи отмечает, что роль педагога по-прежнему остается главенствующей. Разрешая использование мобильных устройств в своей аудитории, учитель не просто расширяет возможности учебного процесса, но и направляет его в нужную сторону, сосредотачивается на достижении цели. В заключение автор приходит к выводам, что для успешной реализации внедрения мобильных приложений в процесс изучения иностранного языка необходимо разработать систему критериев для выбора качественных мобильных приложений, которые можно использовать учащимся, начиная с первой образовательной ступени обучения.Ключевые слова: мобильные приложения, образовательная среда, иностранный язык, мотивация, дидактические принципы, новые информационные технологии, электронное обучение, организация учебного процесса, мобильное обучение.
The article provides a methodological description of a lesson on the discipline "Russian as a foreign language" based on the fables of I.A. Krylov. The structure of the lesson includes such sections as phonetic and intonational speech design, pre-text, pre-text, po-text (work with text), post-text, text production and independent work. Each of the stages of the work contributes to the preparation of students for the perception and understanding of poetic texts in Russian. The phonetic and intonational design of speech both adjusts the articulatory and respiratory apparatus of students, and creates a certain mood for working with texts of fables that have a special rhythm, requiring a special approach and preparation. The pre-text work introduces the biography of the fabulist. Near-textual - provides an expansion of active and passive vocabulary, thanks to the study and assimilation of new vocabulary. Rabat with texts involves listening, reading, discussing fables, and then reciting them. Post-textual - involves the analysis of both lexical and grammatical material and poetic texts from the point of view of artistic and visual means used by the author. The production of the text puts students in the conditions when they need to make an attempt to independently analyze and express their own opinion about the literary text they have read. Independent work consists in preparing an expressive reading of given fables and targeting similar works for home reading.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
Contact Info
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Product
Resources
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.
