海事高等院校教育电子环境下翻转课堂教学设计

Olena Diahyleva, Alona Yurzhenko, Olena Kononova
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摘要

在线课程(先是新冠疫情,然后是乌克兰战争)要求教师不断做出改变,使用新的学习形式和方法,让学生感到自由和更独立。翻转课堂这样的学习模式是一种混合式学习,其特点是学生在家里学习新的教材,并通过实践任务来巩固课堂上所学的知识。本研究旨在描述现代海事高等院校船舶工程学员翻转课堂教学的创建与实施过程。研究方法主要有:观察法、实践经验法、创造性作品验证法和测试法。本文介绍了在MOODLE学习管理系统平台上进行翻转课堂教学的实例。这类课程的首要任务是重新设计学习模式,使学员在课前熟悉新材料。给出了一组激励学员在上课前做好准备的活动示例。乌克兰赫尔森国家海事学院船舶工程系的四年级学生是实验的主要参与者。分析了在翻转课堂教学中海事英语能力的形成。文章提出并证实了实验结果,证实了翻转课堂对未来船舶工程师交际能力的积极影响。结果表明,使用翻转课堂,教师有机会与每个学生单独合作,并立即关注实际任务的表现;每个学生都可以以必要的速度独立地复习材料,这些材料可以在任何时候提供(对于那些上课的人,以及那些因某种原因缺席的人)。本文的实际意义在于,它展示了新的教学模式如何为船舶工程系的学员提供更多的主动学习机会。
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Design of flipped classroom lesson in educational electronic environment of maritime higher education institutions
Online classes (due to COVID, and then because of the war in Ukraine) require the teacher to make constant changes and to use new forms and methods of learning so that students feel free and more independent. Such a learning model as the flipped class is a type of mixed learning, the peculiarity of which is that students work on new educational material at home and consolidate what they have learned in class by performing practical tasks on the topic. The research aims to describe the process of creation and implementation of flipped classroom lessons for ship engineering cadets of a modern maritime higher education institution. The following methods were used in the research: observation, study of practical experience, verification of creative works and application of tests. The example of a flipped classroom lesson on the Learning Management System platform MOODLE is presented in the article. The priority of such lessons is to redesign the learning model so that the cadets are familiar with new material before class. The set of examples of activities that motivate cadets to get ready before class are given. Fourth-year cadets of the ship engineering department of Kherson State Maritime Academy, Ukraine are the main participants of the experiment. The formation of competence regarding Maritime English using a flipped classroom was analysed. The article presents and substantiates the results of the experiment, confirming the positive influence of flipped classrooms on the communicative competence of future ship engineers. It is shown that, using the flipped classroom the teacher gets the opportunity to work with each student individually and immediately focus on the performance of practical tasks; each student can independently, at the necessary pace, review the material, which is available at any time (for those who attended the class, and for those who were absent for some reason). The practical significance of the article is that it demonstrates how the new pedagogical model allows for increased active learning opportunities for cadets of the ship engineering department.
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