Student-Centered Learning: The Experience of Teaching International Students in Russian Universities
| Parent link: | Procedia - Social and Behavioral Sciences Vol. 215 : International Education and Cross-Cultural Communication, Problems and Solutions, (IECC 2015).— 2015.— [P. 84-89] |
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| Summary: | Title screen The paper focuses on the use of student-centered technologies when teaching international students of the Preparatory Department in the Russian language. The authors review such technologies as problem-based learning, search, research, and design technologies. The main emphasis is on gaming technologies. The feasibility of their use arises from the specific character of education of international students at the Preparatory Department. The paper presents potential applications of these methods and validates their use. The main supporting argument is that student-centered communicative technologies in general, and gaming techniques in particular, improve the quality of training for international students when used in the organization of the learning process. The authors emphasize the need for the teacher's personal activity in the educational process, including the use of student-centered communication technologies. Режим доступа: по договору с организацией-держателем ресурса |
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2015
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| Online Access: | http://dx.doi.org/10.1016/j.sbspro.2015.11.578 http://earchive.tpu.ru/handle/11683/33644 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=650039 |
| Summary: | Title screen The paper focuses on the use of student-centered technologies when teaching international students of the Preparatory Department in the Russian language. The authors review such technologies as problem-based learning, search, research, and design technologies. The main emphasis is on gaming technologies. The feasibility of their use arises from the specific character of education of international students at the Preparatory Department. The paper presents potential applications of these methods and validates their use. The main supporting argument is that student-centered communicative technologies in general, and gaming techniques in particular, improve the quality of training for international students when used in the organization of the learning process. The authors emphasize the need for the teacher's personal activity in the educational process, including the use of student-centered communication technologies. Режим доступа: по договору с организацией-держателем ресурса |
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| DOI: | 10.1016/j.sbspro.2015.11.578 |