THE EXPERIENCE OF HUMANITARIAN DISCIPLINE LECTURE DELIVERING USING DIGITAL EDUCATIONAL RESOURCES

Abstract

Background. Digitalization of education has actualized the need to search for new methodological solutions adequate to the organizational conditions of blended learning, which would contribute to a high educational results achievement in engineering specialties students’ humanitarian training in the university’s lecture-based humanitarian disciplines. Purpose. To develop an effective teaching methodology for a lecture-based humanitarian discipline "Business Communication in Russian" using digital educational resources as a means of ensuring independent students’ theoretical and practical work, their educational activities results monitoring. Materials and methods. The article presents the experience of the results of theoretical scientific and methodological literature analysis and our own pedagogical practice generalization. The comparison of pedagogical documentation analyses results and the results of the groups in the traditional form and using digital educational resources was used. Results. A methodology for teaching the lecture discipline "Business Communication in Russian" relevant for technical universities has been developed in the context of transferring students' practical work to digital educational resources. It ensures effective formation of communicative competence from the standpoint of information and linguistic approaches. The lecture format of training implements the idea of ​​"immersion", which is achieved by: 1) presenting the content of the discipline as a system of modules formed on the basis of information "compression" into oriented graphs reflecting the logical and value aspects of learning; 2) using digital means of visualizing the semantic accents of the lecture; 3) dialogization of learning. Independent work of students implements a practical training format, involves parallel with classroom classes taking an electronic course on the digital educational platform of the university: completing theoretical and practical tasks aimed at updating and enriching the communicative experience of students. Modular control is carried out in the form of testing. The assessment is point-rating; the final one is cumulative, with permission to correct the current result.

Keywords

• communicative competence
• lecture
• content module
• “compression” of educational information
• dialogical method
• students’ self-study work
• digital educational resources
• test