Implementation of the functional-structural system of blended learning of students of philology


  • Тетяна Собченко

Abstract

Abstract. The article is devoted to the implementation of the functional-structural system of blended learning students of philology in institutions of higher education. Emphasis is placed on the state of development of the outlined problem, its relevance in the modern digital society. Are indicated the factors that motivate students of philology to increase digital competence.

The purpose of the article is to determine the theoretical justification for the implementation of the functional-structural system of blended learning of students of philology.

The content of the article pays attention to the regulations governing the use of computer and digital educational technologies in institutions of higher pedagogical education.

The functional-structural system of blended learning of students of philology with the following three blocks is presented: conceptual and target (purpose, methodological approaches and principles), content and operational (components, forms of work), analytical and effective (levels and sublevels of digital competence, prognostic result).

It is generalized that taking into consideration the content of all blocks of the proposed functional-structural system of blended learning ensures the effectiveness of the process of forming the digital competence of students of philology in terms of obtaining a prognostic result.

It is noted that further research will be aimed at generalizing the results of the implementation of the functional-structural system of blended learning of students of humanities in higher pedagogical education.

 Keywords. Blended learning, system, student, digital competence.

Published
2021-05-10
How to Cite
Собченко, Т. (2021). Implementation of the functional-structural system of blended learning of students of philology. Adaptive Management: Theory and Practice. Series Pedagogics, 11(21). Retrieved from https://amtp.org.ua/index.php/journal/article/view/377
Section
2.Management of adaptive processes in educational practice