Keyword: «didactic potential»

The article provides an analytical description of the state of the teaching foreign languages process in rural schools in Russia. A contradiction was revealed between the increasing requirements of a modern school for foreign language teachers and the insufficiently high level of their actual professional competence. The component composition of the main professional competencies based on personal, communicative and didactic skills of a foreign language teacher is described. The possibilities of the Internet are substantiated in order to increase the level of proficiency in these teaching competencies while solving organizational, pedagogical and methodological tasks of teaching foreign languages in a rural school. The using of active and interactive didactic technologies actualizes the resource potential, and educational Internet portals contribute to the self-education and self-improvement of foreign language teachers.

The relevance of the research is due to the didactic opportunities of 3D modeling tools for personally-oriented learning and involving students in solving problematic tasks of a creative nature, as an important condition for improving the quality of educational results and training of graduates. The research problem is determined by the contradiction between the opportunities of 3D technologies to improve the quality of learning by taking into account the individual characteristics of the student’s personality, cognitive interests, professional aspirations and the learning model used in educational organizations. The aim of the study is to substantiate theoretically and verify experimentally the effectiveness of 3D modeling technologies use for personalization and improving the quality of learning. The research methodology is based on the analysis and generalization of the works of foreign and domestic authors concerning the issues of learning personalization, 3D modeling tools use for the design of educational environment. Evaluation of the quality of learning, analysis of three-dimensional models, observation, and generalization of the results were carried out during the pedagogical experiment. 55 fourth-year students of the Faculty of Computer and Physical and Mathematical Sciences of the Vyatka State University in Kirov were involved in the study. Statistical validation of the obtained results reliability was performed with the use of Mann-Whitney test. The authors clarified the concepts of “personalization of learning”, “creative activity” taking into account challenges to the digital educational environment and focusing on the training of specialists who would be in demand in future. The problems of personalization of education (awareness of choice, gradation of the system of tasks) are identified; they are described from the perspective of teachers and students. The potential of 3D-technologies with respect to improving the quality of graduates’ training is investigated due to the possibilities of taking into account their individual age and psychological characteristics in a personalized educational program. Some features of personally-oriented learning based on 3D modeling technologies are revealed by the authors on the example of conscious choice by students of a software tool, the study of theoretical foundations and three-dimensional modeling tools, solving structured tasks of a creative nature, constructing design solutions. The materials of the article may be used, firstly, to ensure the personalization of learning during the creative work of students to make 3D models; secondly, to support vocational guidance and personal self-realization, taking into account the priorities of the digital economy.