Skorobogatov Y.O. —
Criteria for Differentiating Teaching Objectives in Blended Teaching
// Pedagogy and education. – 2017. – ¹ 3.
– P. 1 - 11.
DOI: 10.7256/2454-0676.2017.3.23184
URL: https://en.e-notabene.ru/ppmag/article_23184.html
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Abstract: The subject of the research is blended teaching as a form of education. The author of the article analyzes peculiarities and curriculum structure of teaching computer science to school students in blended teaching. One of the key points to be focused on when preparing such a course is a well organised system of teaching objectives. Skorobogatov introduces criteria for differentiating teaching obejctives in accordance with different cognitive difficulty levels (based on Tollingerova) and specific features of teaching situations. The author defines the obejctives of the first level that are to be achieved independently at home; general objectives of the second and third levels that are discussed when a student personally meets a teacher; and individual objectives that may be of the fourth or the fifth levels depending on a classroom teaching method chosen by a teacher (individual session, learning in pairs or in groups). The main research methods used by the author is the analysis of psychological-pedagogical, scientific methodological and special literature as well as articles and publications devoted to blended teaching and classification of teaching objectives. The author has also used the method of modelling when creating teaching objectives. The main conclusion of the research is the comparison of objectives with different cognitive levels to special features of teaching situations when teaching computer science to 7 - 11 grade students in the form of blended teaching. According to the author, this teaching activity contributes to a better knowledge in disciplines and development of such metadisciplinary competences as creative thinking, ability to self-assessment and communication ability.
Skorobogatov Y.O. —
About the peculiarities of implementation of programming training course for the students of 7-11 grades in form of blended learning
// Modern Education. – 2017. – ¹ 3.
– P. 1 - 9.
DOI: 10.25136/2409-8736.2017.3.23185
URL: https://en.e-notabene.ru/pp/article_23185.html
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Abstract:
The subject of this research is the implementation of such form of organizing the educational process as blended learning. The author examines the peculiarities and analyzes the structure of educational course of programming training in form of blended learning, as well as turns attention to the self-directed learning. The article provides the curriculum of educational course “Python Programming Language”, implemented in form of blended learning and oriented towards the students of 7-11 grades. The author shares personal experience of teaching programming to the schoolers in the three most popular forms of organization of the educational process: classroom training, distance learning, and blended learning, as well as pursues correlation between them. The main conclusion of the conducted scientific research lies in the statement that the blended learning is the most efficient form of education for achieving the set educational goals. It is confirmed by the comparative results in carrying out the experiment in the three aforementioned forms of organization of the educational process. In the author’s opinion, the implementation of blended learning encourages the better digestion of studied material, as well as develops such meta-subject competences, as communication skills, self-tuition, self-organization, and information competency.