Keyword: «digital resources»

Today, English language learners in official educational institutions face a serious task of language proficiency at the level of an educated native speaker. Such a requirement entails the need to master new, modern methods of education, taking into account the psycho-physiological characteristics of students of all ages. In addition, an important component of learning today is the motivation of students, their involvement in language learning, the desire to use and develop their language skills in further professional activities. Phrasal verbs, which are a unique and important component of the English language, are not inherent in the Russian language, which already causes difficulties in learning them. In addition, their belonging to the class of phraseology and idiomatics entails additional difficulties associated with understanding their semantics and stylistics of use. The study and use of phrasal verbs is a prerequisite for a student who seeks to bring his level of language proficiency to the level of a native speaker: their use makes speech more capacious and at the same time expressive, figurative. The purpose of this study is to analyze existing methods of teaching phrasal verbs in English classes and introduce modern approaches into existing traditional approaches using new digital resources: applications, platforms, services. The use of digital and computer technologies in education is not new today, but remains acutely relevant and necessary for the success of the teacher's role in the educational process. As a research method, we used methods of analyzing pedagogical experience, observation, and questioning students during the experimental implementation of the author's original course on teaching phrasal verbs to 1st-year students of non-linguistic specialties. The students, divided into two streams – experimental and control – were given additional tasks, after which the final testing of the course was conducted. Later, they were asked to take a survey, which allowed us to evaluate our author's course through the eyes of students. The results of the study contribute to the further study of the use of digital resources as a support for teaching activities, and can be used as materials in further research work.

Artificial intelligence technologies open up new prospects for the education system, however, limited understanding of the diversity of neural networks and insufficient training of teachers to use them slow down this process. In the context of the digital educational environment, visualization of educational information is of particular importance due to the increase in the volume of educational material and the peculiarities of perception, memorization and reproduction of information by modern schoolchildren. Understanding the capabilities of neural network services for developing visual content is also important in order to offer teachers an additional tool when designing a lesson based on them. An electronic lesson constructor can be such a tool. The aim of the study is a comparative analysis of the use of neural networks contained in the electronic lesson constructor "Best Digital Lesson" to create educational visualization. The main method is a survey of teachers of the Udmurt Republic, which provided data on the real practice of using neural networks for educational visualization. The article reveals the potential of practical application of the electronic lesson constructor "The Best Digital Lesson", in particular the section "Digital Wheel", which contains a list of neural networks designed to create educational visualization. The listed resources are distributed according to three levels of students' mental activity: memorization (Kandinsky, Shedevroom, Ideogram AI), understanding (yandex GPT, GigaChat, ChatGPT, Rytr, litmaps, perplexity.ai, beta.diffit.me, chefdroyd) and analysis (app.yoodli.ai, app.songr.ai, gliglish.com, murf.ai). A review of the listed tools is provided, their target systematization is proposed. During the analysis, all the considered neural networks are assessed from the point of view of their applicability for creating visual materials in the process of designing a lesson. The theoretical significance of the work consists in generalizing the results of domestic and foreign studies on the issue of using neural networks in education, in in-depth understanding of the potentials of their application for creating visualization in educational purposes. The practical significance is determined by the development of methodological recommendations for the use of neural networks in the process of designing and conducting classes with elements of visualization based on the work of teachers with an electronic lesson constructor.

The article discusses the features of the use of information technology in educational classes in the Russian language and literature. Digital resources are presented with an indication of their capabilities, as well as universal techniques that allow you to efficiently organize the educational process and apply information technology at any stage of the training session.