THE USE OF THE MODERN EDUCATIONAL TECHNOLOGIES WHILE TRAINING PHILOLOGISTS AT BRITISH UNIVERSITIES
The purpose of the article is to identify the peculiarities of philologists training in the UK in the light of the use of modern educational technologies and determining ways to implement progressive ideas of the British educational experience into higher education of Ukraine.
The analyzes of recent articles and publications concerning higher British education revealed that the main idea on which modern educational technologies are based is the concept of didactic pragmatism that focuses on practical experience and learning through activities.
At the University of London Bachelor philologist training is conducted at four levels: the first level includes training programs for entry the University (eg, language courses), second level has the programs leading to Bachelor of Arts, the third level – Master programs, on the fourth – PhD programs. At each of these levels, in turn, there are a number of training programs that differ in content and direction.
Taking into consideration the multi-level structure of training they distinguish pre-diploma (Bachelor) and postgraduate components (Master). The number of different programs shows flexibility of British higher education.
There are trainings in large and small groups. The most common form of training in large groups is a lesson and in small groups – tutorial. They distinguish an individual and a group tutorial, as well as a theoretical and a practical tutorial. Both lectures and tutorials can be problematic, it’s necessary to be prepared in advance in order to visit them. The main method of problematic lessons and tutorials is so-called a problem communicative situation. There are passive communicative situations (mostly used by lecturers during lectures) and active communicative situations.
Independent work of students includes lecture notes, independent theoretical training, self practical tasks, independent training with using computers etc. The students’ independent work resembles project technologies that are divided into theoretical and practical and have a long-term nature. Usually, for the realization of project technologies they form teams to compete among themselves. The theatrical performance of a famous novel can be an example of a creative project technology.
2. Dvoyashkina К. N. Pоdgotovka cpetsialistov dlia selskogo khoziaystva v angliyskom koledzhe (The trainian spesialists for agrarian economy at English college) – М., 2004. – 235 с. [in Russian]
3. Zhuravska N. с. Мetodologia proectuvania interactivnikh kursov na osnovi evropeyskogo dosvidu (The methodology of design of interactive courses at the basis of European experience. – К. : Vid.Tcentr. NАU, 2010. – 143 p. [in Ukrainian]
4. Alastair J. S. Making sense of problem-based learning / J. S. Alastair. – EAEVE, Education Symposium, 1997. – P. 11-24. [in English]
5. Bligh D. A. What’s the Use of Lectures? / D. A. Bligh. – San Fransisco, 2000. – 264 р. [in English]
6. Bushby P. A. The Impact on Education / Р. А. Bushby, B. C. Ward // Journal of Pedagogocal Education. – 2003. – № 10 (1). – р. 19-22. [in English]
7. Clark C. H. The Physiology of Learning / C. H. Clark // Journal of Pedagogocal Education. – 2009. – № 26 (115). – р. 1529-1532. [in English]
8. Glynn L. Helping each other to learn – a process evaluation of Peer Assisted Learning / L. Glynn, A. MacFarlane, M. Kelly, P. Cantillon. – Higher Education, 2014. – 618 р. [in English]
This work is licensed under a Creative Commons Attribution 4.0 International License.