Tatiana E. Isaeva

The need to update the design and delivery methods of lecture as the main organizational form of teaching is recognized by the overwhelming majority of Russian and foreign scientists. However, orienting the academic community towards the introduction of interactive lectures, during which it is planned to use various tasks to enhance the students’ cognitive activity and develop their critical thinking, most researchers limit themselves to considering only the theoretical component of this problem, without offering any methodological solutions. Those publications that contain descriptions of certain techniques cannot claim to provide a systematic solution to the identified problem. The relevance of this study is due to the need of scientific and pedagogical staff of universities for scientifically based and experimentally tested methodological recommendations for organizing interactive discrete lectures. The purpose of the study is to develop methods for delivering an interactive discrete lecture based on the use of modern digital technologies and time management principles. An analysis of scientific and pedagogical literature has convinced us that many scientists today have some experience in using such technologies as “flipped classroom”, “problem-based learning”, etc., as well as various digital programs that provide formative control and feedback from the students during the lecture. However, this material needs to be systematized and transformed into a methodologically sound and experimentally tested system for designing and delivering an interactive lecture in the conditions of the modern university. The recommendations given in this article for the design of the structure of a discrete lecture, as well as the use of digital and problem-based methods in the presentation of educational information, are based on the results of an experimental study, thanks to which it became possible to find the reasons of the rare use of interactive tasks during lectures, the lecturers’ attitude to this problem, as well as the most effective forms of activating the students’ mental processes, allowing to increase students’ attention, and all these factors immediately affected the memorability and application of acquired knowledge to solving practical problems. Methodological recommendations cover such issues as time-management of a lecture, requirements for preparing an electronic presentation, the use of specialized digital programs for organizing formative control, methods of problem-based learning during a lecture, etc.

The relevance of the study is due to a certain decline in the prestige of the lecture as an organizational form of learning in higher education in the last decade and the need to find new, more effective forms of teaching today’s generation of students. Despite the presence of a fairly large layer of research that concerns the problem of the lecture in the domestic and foreign scientific literature, most of them are practice-oriented and do not contain any theoretical analysis of the proposed solutions. Therefore, in accordance with the purpose of the study – the methodological justification of the lecture, which has a modular-discrete structure and uses various interactive and digital technologies, the analysis of pedagogical research on the problem under consideration was carried out, the main disadvantages of the traditional lecture were identified and ways to improve its efficiency were outlined by means of interactive teaching methods and digital technologies. The scientific novelty of the study lies in the substantiation of the methodology for using interactive discrete lectures in higher education, which are created on personality-centered, competence-based and system-structural approaches. The capabilities of this type of lecture are demonstrated in activating the cognitive activity of students, their intellectual and professional development. The theoretical significance lies in the development of the concept of “interactive discrete lecture” and the description of its structural and methodical differences from a traditional type of lecture. In addition, the main theoretical directions for studying lectures in scientific and pedagogical literature were identified, varying in the specific choice of the subject of research. Basing on the principles of historical and personality-centered approaches, it became possible to single out the stages of development of a lecture in the educational process, followed by the use of various technical means and digital technologies, as well as changes in the role of teachers in its implementation and the position of students in the perception of the material. An empirical study conducted during professional development course for university teachers, during which they had the opportunity to listen to different lectures in content and structure – convincingly proved that modern teachers are acutely aware of the need to change the methodology of delivering lectures, but they do not possess theoretical knowledge and methodological recommendations yet.

The relevance of the study is conditioned by the search for new technologies that can provide a comprehensive education and development of the students’ personality, as well as such methods of foreign languages teaching that could generate high motivation, reveal a complex picture of the world and human relationships to the younger generation, while contributing to the formation of axiological values, characteristic of a particular linguistic and cultural environment, especially during periods of the axiosphere transformation, when many political, social, national, cultural, geographical and other aspects acquire new meanings. At the same time, there are no accepted methods of working with the text today that touch on axiological issues. Therefore, having set the purpose of the study ‒ to work out the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts within the framework of foreign languages teaching, the authors consider the role of a teacher in organizing learning based on the axiological approach. They give the definition of the interdisciplinary concept of "axiological field" within the framework of methods of foreign languages teaching. The theoretical significance of the study is in developing the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts, presented in the form of a technological process consisting of four stages (preliminary / pre-text, communicative, creative-and-developing and analytical), determining the essence of the axiological field of educational material based on analysis and comparison of a number of synonymous lexical units taken out from modern media texts in a foreign language. The teacher's potential in the formation of students' axiological values in the process of foreign languages teaching are demonstrated. The proposed recommendations can be useful for teachers of foreign languages, as they demonstrate possible forms of integration of upbringing activities with educational work to form the civic-patriotic qualities of students, their sustainable life position in an ever-changing world.

The relevance of the study is due to the requirements to increase the recognition of universities and their rating through the presentation of scientific and pedagogical staff, their achievements and the innovative nature of the educational process organization. The purpose of the article is to clarify some theoretical concepts related to the topic under study and to analyze the results of an empirical study conducted to find out the attitude of teachers to the idea of creating their own digital image. Based on the study of an extensive cluster of scientific works, the interdisciplinary concept of "image" is updated, changes in the presentation of the teacher's image in the digital environment are shown. The digital image of a higher school teacher is a reflection of regular processes that involve the personality of a teacher in a new electronic digital environment, in which not only such traditional components as erudition and methodological skills are manifested, but also professional features that have not yet been sufficiently studied, for example, a claim to recognition in a wide society, self-presentation of achievements and self-marketing. The theoretical significance of the study is in clarifying the differences between the concepts of "image" and "portrait" in anthropological sciences, as well as in identifying the main directions for using the concept of "digital image of a higher school teacher" in pedagogical works. An empirical study, consisting of a survey and questioning of teachers in different age groups and with different teaching experience, convincingly proves that the majority of teachers have a positive attitude towards the idea of creating their own digital image, and some of them have such a resource already. The main barriers to this process are a large teaching load, the need to carry out various instructions from the administration, as well as the lack of real motivation on the part of the university administration. The results of the empirical study are practically useful for the administration of universities and heads of structural divisions in the course of the implementation of personnel policy, as well as in order to organize advertising of their educational institutions in the international educational space.