МОТИВАЦИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ: СТРАТЕГИИ СОЗДАНИЯ НОВЫХ РАЗВИВАЮЩИХ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ И ЭФФЕКТИВНЫХ ОБРАЗОВАТЕЛЬНЫХ СРЕД
Analyzing the knowledge appropriation concept put forward by J. P. Gee, the author draws parallels between it and activity structure studies, the play concept and self-appraisal studies pursued in the national psychology.
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.