Keyword: «student-centered learning»

The paper discusses the features and stages of development of cognition the successive interest of students in learning to read through the use of authen-particle texts in the English language lessons at the senior level of training

Personality-oriented learning and competence-based approach, in modern pedagogy, is closely associated with testing, as the most appropriate way to assess the educational achievements of students. Tests should be interesting, be problematic. These are the integrative tests, consisting of integrative test tasks. The article describes how to create integrative test tasks.

The modern regulatory framework of higher education significantly changes the appearance of the university and necessitates a dynamic revision of the goals and content of the educational process, methods of achieving results and their diagnostics. A modern teacher should be ready to actively master and use new technologies, as well as create original effective technologies in pedagogical activity, primarily in the activity on methodological support of the educational process. The above said with all its acuteness raises the question of improving the level of methodological competence of a higher education teacher. This is impossible to imagine without a theoretical justification of its content in accordance with systemic reforms. The aim of the article is to substantiate the qualitative features of the methodological activity of a teacher in the modern higher education system focused on the personality of the student, and to reveal the content of his/her methodological competence on their basis. The results of the study are based on the normative trends in the development of personality-oriented learning in Russia and the corresponding requirements for the methodological activities of higher education organizations, the specification of which in relation to the functions of the teacher made it possible to present the content of the methodological competence of an educator in a modern university. Methodological competence, in our opinion, consists of particular methodological competences of general and special implication. The theoretical significance of the study consists in generalizing and presenting educational innovations contained in the current educational standards and other regulatory documents from the perspective of appropriate transformations in professional activities for methodological support of all elements of the student-centered educational process. We are talking about the goals and content of training, its forms, methods and means, as well as diagnostics of educational results. The practical significance of the study lies in the possibility of using the presented content of the methodological work of a university teacher in organizing the training of teaching staff for methodological activities, drawing up appropriate educational programs or assessing the methodological competency of the university faculty.