Teaching Methodology in Higher Education

RAR RUS 8-23 56512246700 0000-0002-0442-4180 National Research Tomsk Polytechnic University Rozanova Yanah V. ioannastar@list.ru Evolution of Master’s Programme in Higher Education System: numerical indicators The article is devoted to the consideration of Master’s degree programmes as an institution of higher professional education. A brief historical overview of the 2nd level of tertiary education development in Russia made it possible to trace how the concept of master’s programme, its goals and objectives have changed, and what caused these changes. The purpose of our study is to determine the development trends in the modern programmes in Russian university; to track compliance with the stated goals and the results obtained; to determine, at the theoretical level, "gaps" in the organization and content of training drawing on surveys of students, teachers, heads of master's programmes and employers; to suggest possible ways for improvement of the current situation. The materials used to study the concept of the master's programme as the second stage of multilevel training and its current trends are as follows: the Federal State Educational Standards, statistical collections of the data "Education in Numbers". The empirical foundation of the study was formed on the basis of local reports of the heads of master's educational programmes, as well as a survey of students in undergraduate and graduate programmes in order to determine their motives for continuing their education in the magistracy after the bachelor's degree. In conclusion, there have been proposed some measures, which, according to the author, allow to customize the work on modernization of master's programmes and education in general. The major recommendations are: organization of preliminary diagnostic procedures for applicants to Master’s degree programmes; engagement of employers as experts that will strengthen the practical value of the educational process; multi-variability of organizational forms of education to improve the quality of the educational process and, as a result, to keep graduate students from withdrawal. 10.57769/2227-8591.12.2.01 378.22:316.422 history of master’s degree programmes in russia development of master’s programmes tertiary education students’ motives and motivation for enrollment employers’ position multi-layer education research competence https://tmhe.spbstu.ru/article/2023.32.1/ TMHE-12-2-01_RozanovaYaV.pdf

RAR RUS 24-36 0000-0003-4845-6624 Derzhavin Tambov State University Klochikhin Vitaliy V. cta124@yandex.ru Methodological model of teaching collocational competence based on corpora In accordance with the purpose of teaching the necessary methods, means and forms of teaching are selected. However, their choice should be consistent and systematized in order not to disrupt the entire teaching process. In this regard, we develop a methodological model of teaching collocational competence based on corpora. The methodological model is a system of interrelated components-blocks: a) prerequisites; b) target block; c) theoretical block; d) organizational and activity block; e) evaluation and performance block. The methodological basis of the model is supported by systemic, competency-based, contextual, corpus-based, communicative-cognitive and personal – activity approaches. These approaches are implemented taking into account a number of general didactic principles (those of learning process informatization, consciousness and activity-based ones, accessibility and feasibility principles, the principles of visibility, individualization and differentiation of learning) and methodological ones (those of communicative orientation, spoken language centrality, approximation of educational activity, situational-thematic organization of educational material). The paper describes all the elements of the methodological model in detail. 10.57769/2227-8591.12.2.02 372.881.1 methodological model teaching principles methods of teaching corpora collocational competence https://tmhe.spbstu.ru/article/2023.32.2/ TMHE-12-2-02_KlochikhinVV.pdf

RAR RUS 37-50 57216949401 0000-0003-1397-7454 Peter the Great St. Petersburg Polytechnic University Alexandrova Daria S. dah78.spb@gmail.com 57216947965 0000 0002-8895-1315 Peter the Great St. Petersburg Polytechnic University Varlamova Vera varlamova_vn@spbstu.ru Formation of Cognitive and Informational Competences in Students in the Course of "Lexicology" discipline The article is concerned with forming cognitive and informational competences in students of linguistic specialties in the course of "Lexicology" discipline. The authors consider the concepts of cognitive and informational competences as key components in the professional competence of a linguistics student; analyze their role in the activity-based approach to learning, in which much attention is paid to the autonomy of learners. The paper addresses the problem of increasing the number of hours allocated to students' independent work, which implies a more exploratory nature of learning. The relevance of the article consists in finding ways to ensure the active cognitive position of students, motivating them to independent practical activities when assimilating educational material, taking into account the overall digitalization of education. The paper considers the possibility of forming cognitive and informational competencies, as well as deepening knowledge about the word-formation models of the English language in the process of independent cognitive activity of students related to the search for the meanings of neologisms in social networks, as well as determining their ways of word formation. Neologisms are studied as a phenomenon, and possible ways of forming these linguistic units, similar to the word-formation models of standard words, are given. The vocabulary of social networks is considered as a topical layer of language for modern students. The potential of Internet resources for students' independent work is explored. The experimental part of the study was conducted in the classes of the discipline "Lexicology" for the 3rd year students of the "Linguistics" department at Peter the Great St.Petersburg Polytechnic University. The data of the experiment show the successful development of cognitive and informational competencies in the process of working with Internet resources, as well as the high motivational potential of linguists’ exploration of social network neologisms. 10.57769/2227-8591.12.2.03 378.147 cognitive competence informational competence professional competence students’ independent work internet resources social media neologisms word-building models https://tmhe.spbstu.ru/article/2023.32.3/ TMHE-12-2-03_AleksandrovaDS-VarlamovaVN.pdf

RAR RUS 51-65 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

0009-0000-6971-2397 Janus Worldwide Inc. Kotlyar Yuriy V. kotlyar_y_98@bk.ru Training for Video Games Localization Experts: an Outlook The paper discusses the prospects for training a translator-localizer of video games at a university. The relevance of the study of this issue is due to the need to prepare programs of academic disciplines, which would allow the future translator to form a set of competencies necessary for high-quality localization and translation of video games. The features of a video game from the point of view of translation have been identified and described. The main characteristics of a video game as one of the types of audiovisual material are demonstrated. The main competencies of a translator-localizer of video game content have been studied. Some recommendations for the preparation of a translator-localizer at a university have been suggested. It has been shown that currently there is a high demand for specialists who have the competence of a translator-localizer of video games in the market of linguistic services. Video game localization, as a type of audiovisual translation, is a complex process that requires the translator to have a range of specific competencies, as well as creativity and cultural awareness. The formation of a set of competencies required by a translator-localizer of video games should be carried out purposefully within the framework of a logically built training course. Unfortunately, at the moment, in universities that train translators, there are practically no academic disciplines related to the localization of video games, although the need for them is long overdue. It is recommended to introduce such courses into the curriculum both within the disciplines of “Audiovisual Translation” or “Project Activities”, or as an elective discipline. The development and implementation of video game localization courses should be carried out in close cooperation with industry representatives – managers and employees of video game localization companies and translator practitioners. 10.57769/2227-8591.12.2.04 378.147 audiovisual translation localization video game translator training localization training https://tmhe.spbstu.ru/article/2023.32.4/ TMHE-12-2-04_StepanovaMM-KotlyarYuV.pdf

RAR RUS 67-85 0000-0002-1346-3640 Derzhavin Tambov State University Murunov Sergey S. sergeymurunov@gmail.com Typology of digital problem-solving tasks for teaching foreign languages The article is aimed at developing a typology of problem tasks based on digital learning tools for language education purposes. The author separates the concept of problem-solving tasks from project-based learning. An overview of problem-solving task structure is presented, in which seven stages of the problem-solving process are distinguished. The correlation between the digital resources and stages of problem solving is consequently established. The proposed typology is based on such task features as the purpose of the problem task, the predominant digital means of coordinating the educational process and the accentuated roles of students. As a result, three types were identified: communicative, analytical and informational. Each type is further divided according to the form of the lesson which depends on the characteristics of synchronicity and asynchrony of communication. In order to determine the properties of the digital problem-solving task types, a questionnaire study was conducted after testing asynchronous tasks in the framework of blended learning. The results allowed identification of the types most suitable for the development of communicative, professional and general professional skills. 10.57769/2227-8591.12.2.05 372.881.111.1 problem-based learning problem-solving tasks ict in language teaching problem-solving tasks typology digital learning tools https://tmhe.spbstu.ru/article/2023.32.5/ TMHE-12-2-05_MurunovSS.pdf

RAR RUS 87-101 AAD-3029-2020 0000-0001-5781-0635 National Research Tomsk Polytechnic University Anufrieva Tatiana N. gtn@tpu.ru Development of hard and soft skills in foreign language teaching The article considers the model of four soft skills, including critical thinking, cooperation, communication and creativity. The review of educational practices that allow integrating the development of soft skills in the process of teaching a foreign language is presented. Teamwork and "case-study" technology are considered as the priority forms of work within the cooperation method. The tool to assess the increase of subject knowledge was a language test while soft skills evaluation was based on the rubricator developed for this need. The use of didactic tools resulted in an increase of both subject knowledge and soft skills which indicates a positive trend. The relevance and practical significance of the proposed didactic tools for the development of soft skills in the context of teaching the subject is emphasized. The evidence that the processes aimed at subject and super subject competencies interact is considered through the introduced hypothesis. Thus, the didactic scenarios presented in the article can be used in teaching a foreign language in order to form and develop both subject (linguistic) knowledge and super subject competencies (soft skills) included in the model of 4 C. 10.57769/2227-8591.12.2.06 378.662.016.026.9:81’243 4c model critical thinking cooperation communication creativity corporate learning technical university foreign language teaching https://tmhe.spbstu.ru/article/2023.32.6/ TMHE-12-2-06_AnufrievaTNN.pdf

RAR RUS 102-112 0000-0002-8608-4692 Moscow Pedagogical State University Sotnikova Marina S. ms.sotnikova@mpgu.su Discussion methods in organizing group work of pedagogical university students The article is devoted to the use of discussion methods in organizing group work of students. The importance and necessity of using interactive forms of work with pedagogical university students in the classroom in the context of their educational motivation development is emphasized. Such discussion methods of organizing group work with students as conversation practice, situation analysis, and brainstorming are considered. Their psychological and didactic significance is revealed. Recommendations for conducting a conversation in the classroom are presented, the successful discussion conditions in the format of situation analysis are evaluated. Organizational and methodological recommendations for conducting brainstorming at a practical lesson of the discipline "Methods of active socio-psychological training" for students studying in the direction of "Psychological and pedagogical education" are given. General conclusions are formulated regarding the educational motivation and competencies of students formed in the process of using discussion methods of organizing group work, the peculiarities of the teacher’s position, the prospects of research. 10.57769/2227-8591.12.2.07 378.147.34 discussion methods educational motivation student of pedagogical university discussion conversation situation analysis brainstorming interactive forms of group work https://tmhe.spbstu.ru/article/2023.32.7/ TMHE-12-2-07_SotnikovaMS.pdf

RAR RUS 114-122 0009-0000-2450-8165 Peter the Great St. Petersburg Polytechnic University Berezina Polina S. garan.emp@gmail.com Comparative analysis of cognitive and learning styles and their implementation in teaching The issue of the research of cognitive and learning styles has been studied since the 1970s, however, the notions are still criticized for conceptual confusion. Such uncertainty indicates the lack of scientific knowledge in this matter, which makes research in this area still relevant. This article highlights the issues of definition, difference, relationship, origin of cognitive and learning styles, as well as their implementation in the pedagogical process. In order to clarify these issues, a complex of scientific methods is used: theoretical and methodological analysis of literature, comparative analysis. The structuring of some learning models and cognitive styles drawing on L. Curry's «onion model» is given. In accordance with this structuring, the need for their use in the educational process is determined and substantiated, on the basis of which methodological recommendations are derived for the implementation of different cognitive and learning style layers in education. 10.57769/2227-8591.12.2.08 37.013.77 cognitive styles learning styles student's individuality individualization of learning individual approach https://tmhe.spbstu.ru/article/2023.32.8/ TMHE-12-2-08_BerezinaPS.pdf

PER RUS 124-139 0000-0002-0340-7311 Lomonosov Moscow State University Kharlamenko\ Inna V. ikharlamenko@yandex.ru Professor S. V. Titova’s digital traces The article is dedicated to the jubilee of S. V. Titova - Doctor of Pedagogical Sciences, Professor, Deputy Dean for Additional Education Department of the Faculty of Foreign Languages and Regional Studies, Head of the Department of Theory of Teaching Foreign Languages, Honored Professor of Lomonosov Moscow State University. Through biographical points, scientific achievements and their significance in the field of the use of ICT in the methodology of teaching foreign languages are considered; the opinions of colleagues on the versatility of S.V. Titova’s personality are given. 10.57769/2227-8591.12.2.09 378.113 Titova Svetlana Vladimirovna ict in foreign language teaching LEARNTEACHWEB MSU https://tmhe.spbstu.ru/article/2023.32.9/ TMHE-12-2-09_KharlamenkoIV.pdf

MIS RUS 140-140 Editorial staff of the "Teaching Methodology in Higher Education" scientific journal voprosy_metodiki@spbstu.ru In the next Issue Announcement of articles planned for publication in the next issue announcement https://tmhe.spbstu.ru/article/2023.32.10/ TMHE-12-2-10_announcement.pdf