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Название: Differentiated Approach to Learning in Higher Education
Авторы: Arzhanik, M. B.
Chernikova, E. V.
Karas, S. I.
Lemeshko, Elena Yurievna
Ключевые слова: education; differentiated approach; multi-level tasks; rating system; образование; системы оценки; обучение; высшее образование
Дата публикации: 2015
Издатель: Elsevier
Библиографическое описание: Differentiated Approach to Learning in Higher Education [Electronic resource] / M. B. Arzhanik [et al.] // Procedia - Social and Behavioral Sciences . — 2015 . — Vol. 166 : Proceedings of The International Conference on Research Paradigms Transformation in Social Sciences 2014 (RPTSS-2014), 16–18 October 2014, Tomsk, Russia . — [P. 287-291] .
Аннотация: The relevance of this work is determined by the fact that due to the increasing demands for professional development of specialists it is necessary to apply such approaches to teaching so that students of all learning levels could fully understand the material. In order to create optimal learning conditions for students the use of a differentiated approach to the educational process is presented in the paper. For its realization the introduction of level differentiation and differentiated module-rating system was suggested. In this paper we define the conditions for the implementation of level differentiation, describe the developed training complex containing multilevel tasks, variants of control tests with a choice of difficulty levels. To assist the students to choose the difficulty level a web application was designed. Differentiated module-rating system is a modification of the rating system. It is distinguished by the method of counting ranking: at the end of the semester the student has a range of individual private ratings considered in the exam. Differentiated module-rating system allows them to get an idea of the level of learning the material under study and make the necessary adjustments. The introduction of a differentiated approach into the educational process helps to individualize the learning process of students, contributes to a more lasting and deeper acquiring of knowledge, the formation of positive motivation to learning, creation of a comfortable learning environment, building students’ self-esteem and making them more autonomous.
URI: http://earchive.tpu.ru/handle/11683/35402
Располагается в коллекциях:Материалы конференций

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