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List of publications on a keyword: «differentiated approach»

  • Traditional approaches and innovative technologies in teaching students of non-linguistic specialties

    Book Chapter
    Directions for educational development in the Year of the Teacher and Tutor
    Author:
    Olga N. Narykova
    Work direction:
    Глава 7
    Abstract:
    The chapter discusses the main approaches and principles of teaching a foreign language in a non-linguistic university. The author pays special attention to the description of innovative technologies used in teaching students of non-linguistic specialties of the university, justifies their role in improving the quality of professional training of future specialists. The chapter provides an analysis of various organizational forms of work in teaching a foreign language, discusses the features of their use for the development of students' language competence.
    Keywords:
    intercultural communication, students of non-linguistic specialties, cross-cultural competence, university foreign language education, individual-differentiated approach, sociocultural approach
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  • Application of the Typological Approach in the Educational Space of the Higher School

    Research Article
    Development of education Volume 5 No 1
    Author:
    Elena M. Lysenko
    Work direction:
    Pedagogy and Modern Education
    Abstract:
    The purpose of this article is to generalize the ideas of teachers, psychologists, sociologists and acmeologists about the typological approach to students in the educational space of higher education. When writing the work, the tasks of systematizing existing students and building their own typology of students were solved based on the generalization of personality types, learning opportunities, styles of learning activities, the leading representative system and other criteria for identifying student typologies for the implementation of educational, educational and developmental activities of the university. The following scientific methods were used in the work: methods of analysis and synthesis, generalization and systematization, and the modeling method. The article shows that the typological approach is applicable for identifying and describing the main types characteristic of the subjects of the educational process on the scale of higher education. Particular attention is paid to the mechanisms for the development and application of the typological approach and the possibilities on its basis to organize productive interaction between the teacher and the student, taking into account the strengths of the individual, the levels of actual development and the areas of immediate development of students. It is shown that the resource capabilities of the identified personality types of trainees are actualized with the help of a master teacher, who applies individual, differentiated and personality-oriented approaches to future professionals in the course of their professional and personal development in the cycles of readable disciplines and in the system of educational activities of the university. The result of the study was the development of a comparative table of methods for typology of students (taking into account psychological-pedagogical and acme-oriented approaches and criteria for identifying typological groups) and their consideration in the organization of the educational process in higher education. The table systematizes the views of psychologists, sociologists, teachers and acmeologists on the educational process at the university over the past few decades and demonstrates the best ways for the educational activities of students.
    Keywords:
    differentiated approach, personal characteristics, typologies, typological approach, personality typology criteria, styles of learning activities, learning opportunities, updated learning opportunities
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  • ПРИМЕНЕНИЕ ДИФФЕРЕНЦИРОВАННОГО ПОДХОДА ПРИ ОБУЧЕНИИ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ В НЕЯЗЫКОВОМ ВУЗЕ

    Proceeding
    History of culture, study of art and philology: modern points of view
    Author:
    Larisa V. Balakireva
    Work direction:
    Филология и журналистика
    Abstract:
    «Differentiated approach in teaching Russian for foreign students»(название статьи на англ.яз) This paper highlights the aspects of differentiated approach that becomes popular in the process of teaching the Russian language for foreigners. It is presented an argument that such approach has high efficiency. Differentiated approach recognizes personal qualities of each student, adds confidence in their knowledge and gives an opportunity to reveal creative potential. Eventually all this promotes interest of foreign students to study Russian.
    Keywords:
    foreign students, differentiated approach, motivation in language study, personal touch, cognitive interest of students
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  • The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia

    Research Article
    Development of education No 4 (6)
    Authors:
    Oksana V. Klejkina, Klavdiya I. Sultanbaeva
    Work direction:
    Theoretical and applied education research
    Abstract:
    The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.
    Keywords:
    dysgraphia, remedial work, differentiated approach, specific errors, speech therapist, speech pathologist
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