THE BASIC PRINCIPLES OF BUILDING ONLINE COURSES IN RHETORIC
Authors:
1.
Kaliningradskiy filial Sankt-Peterburgskogo universiteta MVD Rossii
(SEiGD, professor)
Kaliningrad, Kalinigrad, Russian Federation
Kaliningrad, Kalinigrad, Russian Federation
Type:
Article
Pages:
from
to
Status:
Published
Received:
01.06.2024
Accepted:
08.07.2024
Published:
08.07.2024
Language:
Russian
Keywords:
online courses, rhetoric, methods of teaching rhetoric, systematic approach in education, synergetic approach in education, acmeological approach in education, effectiveness of education
Abstract (English):
Introduction. The introduction of the lifelong learning paradigm into public practice leads to a constant increase in the need for mobile education, with the help of which individual educational trajectories are built. One of the most popular forms of realizing this need is online courses on the Internet, which have become increasingly widespread in recent years. The author notes the presence of two significant problems regarding the organization of courses on rhetoric on the Internet: 1) the lack of unified approaches to understanding the general principles and techniques of teaching courses on the Internet; 2) the lack of formulated criteria for selecting content for courses on rhetoric on the Internet. In this regard, the purpose of the study is to describe the pedagogical principles on which teaching on-line courses in rhetoric should be based so that they meet the general requirements laid down in the Federal State Educational Standard. To achieve this goal, the following tasks are being solved: to analyze the content of the most popular rhetoric courses currently offered on the Internet; to formulate the main approaches to teaching in online courses; to assess the specifics of using these approaches in rhetoric courses. Methods. To solve the tasks set and evaluate the collected facts, a set of complementary general scientific (synthesis, abstraction, analogy, etc.), pedagogical (generalization of pedagogical experience; diagnosis of the level of manifestation of professional potential of teachers; evaluation of the effectiveness of applied teaching methods, etc.) and philological (discourse analysis, rhetorical analysis, etc.) methods were used. Results. It is established that a systematic approach to the selection of content requires compliance with the following pedagogical principles: scientific, redundancy (variability), polymodality. A synergetic approach to the organization of the learning process requires compliance with the principles of personalization, interactivity, self-organization, expediency. The acmeological approach to student motivation requires adherence to the principles of success, practice orientation, and personality-oriented learning. In general, when determining the most optimal ratio of different methods and approaches, the principle of proportionality should be guided
Introduction. The introduction of the lifelong learning paradigm into public practice leads to a constant increase in the need for mobile education, with the help of which individual educational trajectories are built. One of the most popular forms of realizing this need is online courses on the Internet, which have become increasingly widespread in recent years. The author notes the presence of two significant problems regarding the organization of courses on rhetoric on the Internet: 1) the lack of unified approaches to understanding the general principles and techniques of teaching courses on the Internet; 2) the lack of formulated criteria for selecting content for courses on rhetoric on the Internet. In this regard, the purpose of the study is to describe the pedagogical principles on which teaching on-line courses in rhetoric should be based so that they meet the general requirements laid down in the Federal State Educational Standard. To achieve this goal, the following tasks are being solved: to analyze the content of the most popular rhetoric courses currently offered on the Internet; to formulate the main approaches to teaching in online courses; to assess the specifics of using these approaches in rhetoric courses. Methods. To solve the tasks set and evaluate the collected facts, a set of complementary general scientific (synthesis, abstraction, analogy, etc.), pedagogical (generalization of pedagogical experience; diagnosis of the level of manifestation of professional potential of teachers; evaluation of the effectiveness of applied teaching methods, etc.) and philological (discourse analysis, rhetorical analysis, etc.) methods were used. Results. It is established that a systematic approach to the selection of content requires compliance with the following pedagogical principles: scientific, redundancy (variability), polymodality. A synergetic approach to the organization of the learning process requires compliance with the principles of personalization, interactivity, self-organization, expediency. The acmeological approach to student motivation requires adherence to the principles of success, practice orientation, and personality-oriented learning. In general, when determining the most optimal ratio of different methods and approaches, the principle of proportionality should be guided
Keywords:
online courses, rhetoric, methods of teaching rhetoric, systematic approach in education, synergetic approach in education, acmeological approach in education, effectiveness of education
online courses, rhetoric, methods of teaching rhetoric, systematic approach in education, synergetic approach in education, acmeological approach in education, effectiveness of education
