对话与讨论教学技术在高等教育中有效运用的条件

Olena Druhanova
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引用次数: 0

摘要

本文的目的是分析和描述有效使用对话和讨论技术的条件,以确保现代高等教育学生的高质量学习成果。本文论证了在现代高等院校的教学过程中引入对话和讨论技术的有效性与授课教师的综合能力和专业能力水平密切相关。这些能力包括:寻找支持动机或现代高等教育学生关心的问题的能力;教育和科学问题,可以帮助形成所研究材料的个人意义。保证有效使用对话和讨论技术的能力的必要能力清单还包括教师确保学生在教育过程中积极与所有参与者互动的能力,为他们创造他们感受到自己的成功、智力能力等的情境的能力。重要和必要的条件还包括:教师管理对话的能力,他或她为对话故事情节的发展规划各种选项的能力;设计对话参与者之间不同的互动方式,预见和分配他们可能扮演的角色;同时监控并及时调整互学活动的目的、时间、结果(成败分析)等。一个有希望进一步研究的领域是分析和描述高等教育学生积极参与对话的准备情况。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conditions for the effective use of dialogue and discussion teaching technologies in higher education
The purpose of the article is to analyze and characterize the conditions that provide for the effective use of dialogue and discussion technologies to ensure quality learning outcomes for modern students studying in higher education. The article proves that the effectiveness of introducing dialogue and discussion technologies into the educational process of a modern higher education institution is closely related to the level of general and professional competencies of teachers who conduct classes. Among such competences are the following: the ability to search for supporting motives or issues of concern to modern higher education students; educational and scientific problems that can help to form the personal meaning of the material being studied. The list of necessary competences that guarantee the ability to effectively use dialogue and discussion technologies also includes the ability of the teacher to ensure that the student is motivated to actively interact with all participants in the educational process, to create situations for them in which they feel their own success, intellectual capacity, etc. Important and necessary conditions also include: the teacher’s ability to manage the dialogue, his or her ability to program various options for the development of dialogue storylines; design different ways of interaction between dialogue participants, foresee and distribute their possible roles; simultaneously monitor and timely adjust the purpose, time, results (analysis of successes or faiures) of mutual learning activities, etc. A promising area for further research is the analysis and characterization of the conditions associated with a higher education student’s readiness to actively participate in dialogue.
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