PROCEDURAL BLOCK LINKS MODELLING FOR TEACHING ACADEMIC DISCIPLINES

Abstract. Introduction. Currently, the role of pedagogical modelling is getting more essential concerningthe need to master more information within the same educational time-limit and master it not only for thereproductive use of knowledge, but also for productive activity. To have the effective teaching process, it isnecessary to model the links of the procedural block of teaching. Purpose is modelling the links of theprocedural block of the process of teaching academic disciplines and, in particular, the education course“History of Language Teaching” for the students of humanitarian faculties on the basis of the methodologicalregularities of pedagogical modelling which were presented by the author in the previous works. Methods:study and analysis of psychological, didactic, linguistic and methodological literature on the topic, as well asthe method of modelling the teaching process of any education discipline and the method of conducting formativeand mass experiments with further mathematical processing of the results. Results. The results of the studyhave shown that: the methods of acquiring knowledge at the receptive stage are: explanation of theoreticalmaterial by the teacher, its noting by students, its reading from the textbook during out-of-class time; methodsof developing receptive skills are: comparison of a new material with the material learned earlier; selection ofthe correct answer from the given variants; methods of developing reproductive skills at the reproductivestage are: answers to questions about the content of the information which was heard and read; its retellingbased on these questions; short written and oral presentations; the methods of developing productive skills atthe productive stage are: discussion of the material under study, its interpretation and presentation by comparingit with the previously learned one; the methods of developing reflective-and-creative skills at the reflective-andcreativestage are: writing a report on the topic under study and its presentation to the group; developing projectsfor the implementation of the acquired knowledge; conducting practical training based on the content understudy. In accordance with the developed methods, the definite teaching aids have been offered. Conclusion.According to the results of the formative experiment, the majority of students demonstrated 80-percent proficiencyof the material under study; according to the results of the mass education, the students demonstrated 70-percentproficiency of the material that proves the efficiency of the developed model of the educational process.