ДЕЯТЕЛЬНОСТНЫЙ ПОДХОД К ОБУЧЕНИЮ: ТЕОРИЯ И ИССЛЕДОВАНИЯ СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ПРАКТИК
The paper describes the results of examining the relationship between attitudes towards statistics and academic motivation and persistence in sociology students. Often, in the everyday understanding social sciences are identified with the humanities and therefore are considered as not requiring specific mathematical training. Such attitudes in the social sciences students can lead to a decrease in the learning effectiveness and academic issues up to expulsion. To measure the attitudes towards statistics we used SATS-34 that covers a wide range of attitudes to both the academic subject and the statistics in general. The results showed that based on the combination of various aspects of the attitude the students can be divided into three types: interested in mastering statistics, formally interested and uninterested in the subject. The groups differ in the level of perseverance and the prevailing academic motivation. In addition, significant differences between groups were found in the expected and actual grades in the course. The article concludes that the attitudes towards statistics are related to both psychological characteristics of students and to the level of course mastery. The differences between the groups were significant notwithstanding the hard and regular monitoring and the high importance of the course in the curriculum, i.e. the hardness of control does not negate the contribution of psychological factors in the learning effectiveness. We assume that the differences between the groups would have been even more pronounced in a more relaxed learning environment.
This article discusses ways to stimulate students' motivation to participate in extracurricular activities. The author points out the following forms of extra-curricular activities: administrative, informative and entertaining. The author proposes the scale of assessment of students for participation in extracurricular activities. These forms should be taken into account in the rating system of the student's academic achievement
This paper studies the results of integration of massive open online courses (MOOCs) into curriculum of the ESP (English for specific purposes) course at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The experimental teaching with integration of MOOK component in the ESP course have demonstrated that the educational outcome in this case may be higher than in a traditional course, due to the increase of students motivation provided by individualized learning, the use of modern authentic teaching materials, participation in international educational community. Research findings illustrate that imbedding MOOCs in the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community, under the condition that on-campus courses have been re-designed to incorporate MOOC-like components.
The paper considers a peer assessment technology for in the international IELTS exam preparation as a part of English for specific and academic purposes course at the Faculty of Business and Management of the Higher School of Economics for "Business Informatics" speciality. The novelty of the presented model of training consists in developing the technology of peer assessment of a written statement, including seven consecutive steps, as well as rubrics and assessment algorithms created to improve the quality of students performance. The results of the research have shown that the use of the peer assessment technology contributes to a more conscious students’ engagement in the learning process, and in the process of self and peer assessment, maintains motivation at a high level and facilitates the development of critical thinking skills needed for the future professional life. Therefore, peer assessment technology can be effectively integrated into the English language course curriculum (ESAP module) at the National Research University “Higher School of Economics”.
The article is devoted to the problem of the students’ reflexive skills development in the framework of the project - based learning. The author considers the implementation of the adapted method «Six thinking hats» by E. de Bono as the tool that supports teaching-learning reflexive strategies in academic speaking in a foreign language.