2) инновационные средства обучения позволяют разработать разнообразные учебные мероприятия с целью улучшения общего качества подготовки студентов. Процесс онлайн-обучения студентов контролируется и управляется, студентам каждую неделю присылаются уведомления, вводятся академические предупреждения и присылаются индивидуальные рекомендации (например, после обучения студентов в группах внедряются ежедневная система отчетности, взаимная поддержка сокурсников и др.). Вышеуказанные методы стимулируют студентов к обучению, повышают их самостоятельную способность к обучению, делают его более увлекательным, а уровень учебной эффективности значительно повышается.
Методы оценки. В рамках реализации предлагаемой модели обучения был изменен подход к традиционному методу оценивания результатов: сделан акцент на оценке знаний, усовершенствован единый метод оценки (оценка учебной деятельности учащихся только путем экзаменов). Сочетание промежуточного и итогового (на экзамене) контроля, наличие многосекторальных и многомерных систем оценки, сочетаемых с компьютерной оценкой, самооценкой, оценкой учащегося, оценкой преподавателя, комплексным анализом знаний, возможностей, качества и т. д., позволяют повысить понимание степени сложности знаний и вводимых ресурсов в процесс обучения, а также способствуют осознанному преодолению трудностей обучающимися на различных этапах обучения.
7. Анализ результатов онлайн-обучения. Эффективность внедрения онлайн-обучения оценивается с двух сторон: эффективность обучения студентов и исследование опыта (степени удовлетворенности) учебного процесса. Эффективность обучения характеризуется степенью достижения поставленных целей, удовлетворенностью целями, оценками способностей и степенью достижения эмоциональных целей.
Оценка эффективности обучения студентов. Оценка эффективности обучения основана на анализе успеваемости учащихся за 15 недель, в том числе учитываются результаты предупреждающего тестирования (по материалам до занятия) и контрольных работ после занятий (рис. 2 и 3).
Рис. 2. Результаты тестов до начала занятий
Рис. 3. Результаты тестов после занятий
Сравнительный анализ результатов, представленных на рис. 2 и 3, демонстрирует тенденцию к повышению уровня успеваемости, что свидетельствует о заметном изменении адаптации к онлайн-обучению, состоянии обучения и эффективности обучения.
После систематического обучения по предложенной трехэтапной модели результаты экзаменов выше результатов предыдущего тестирования в среднем более чем на 10 баллов, что является признаком повышения уровня эффективности обучения. Успеваемость в среднем составляет 82 балла, общий коэффициент успеваемости «отлично» - 37 %, а удовлетворительные оценки имеют 95 % обучающихся, что свидетельствует об успешном достижении целей обучения в области знаний по грамматике.
Исследование опыта обучения (степень удовлетворенности). Результаты исследования уровня удовлетворенности обучением основаны на данных платформы управления по оценке качества университета и анкете, опубликованной инструкторами.
Общее число посещений учебных курсов на платформе составило 10 578 человек, что равняется 100 %, а показатель выполнения заданий - более 95 % (рис. 4).
Рис. 4. Опрос удовлетворенности студентов
Содержание оценки включает цели изучения курса, методы обучения онлайн, учебные ресурсы, тесты по разделам и составление домашних заданий, методы преподавания, разработку стратегии обучения и возможность улучшить результаты обучения. В целом удовлетворенность учащихся онлайн- преподаванием достигает 98 % - признак того, что студенты считают цели обучения понятными, объем учебной информации достаточным, а учебные ресурсы многообразными. Чаще всего обучающиеся одобряют способ организации учебного процесса на онлайн-платформе, овладевают стратегиями изучения грамматики и совершенствуют навыки коммуникации и применения языка. Интеллектуальные, компетентностные и эмоциональные цели курса учебной программы в основном достигнуты.
Подводя итог, можно сказать, что эффективность преподавания курса «Практическая грамматика русского языка» онлайн по предложенной трехэтапной системе относительно высокая. Знания и умения сформированы, все поставленные цели курса в основном достигнуты, а онлайн-обучение по предлагаемой методике и аудиторное обучение оказываются практически эквивалентными. дистанционный образовательный русский цзилиньский
Заключение
Курс «Практическая грамматика русского языка», основанный на системе микроклассов и реализуемый на онлайн-платформе, способствует совершенствованию навыков вербального общения учащихся, что нацелено на преобразование языковых навыков в речевые и достижение конечной цели обучения - совершение перехода от понимания и запоминания знаний грамматики к практике применения языка и языковому творчеству. Кроме того, описанный трехэтапный процесс обучения позволяет перейти от целей обучения низкого уровня к целям высокого уровня. Для достижения эффективного взаимодействия между преподавателями и студентами преподаватели трансформируют традиционное очное обучение в аудитории в различные формы онлайн- обучения и используют инструменты цифрового обучения и обучающие коммуникационные платформы, тем самым повышая эффективность обучения.
Предлагаемый вариант трехэтапного процесса обучения реализует практико-ориентированный подход к изучению языка: такой подход в любое время и в любом месте позволяет учащимся получить доступ к большому количеству учебных ресурсов, мобильно реагировать на динамику информации, что призвано способствовать удовлетворению индивидуальных потребностей обучающихся, повышению уровня мотивации и способности к самообучению и самоорганизации, более качественному усвоению знаний, повышению коммуникативных навыков в реальных устных и письменных речевых ситуациях.
Introduction
Despite the fact that specialists argue about the effectiveness/ineffectiveness of distance learning technologies used in the educational process (in language teaching in particular), they have become an integral part of modern education (including teaching Russian as a foreign language, RFL). There are a large number of recent scientific and methodological studies considering the use of modern telecommunication technologies in foreign language teaching (including teaching Russian as a foreign language). The researchers focus on the main methodological problems of teaching foreign languages through telecommunications networks (Dmitrieva, 1998) and the ways of teaching foreign language through computer telecommunications (Polat, 1998). Apart from that, methodologists analyze the specifics of independent cognitive activity of students who are involved in online language learning (Elashkina, 2003), the use of the resources of the educational portal in teaching Russian as a foreign language (Rusetskaya et al., 2017), development of interactive RFL materials (Khorokhordina, 2018), etc. There are numerous studies on language didactics devoted to teaching Russian as a foreign language online. Moreover, researchers describe the types and methods of e-learning. In the article written by Manetu Ndyay, Nguyen Wu Hyong Ti and E.O. Grunina, there is a qualitative review of recent studies on the use of modern computer technologies in RFL teaching: in their research, the authors focused on the use of innovative technologies in the process of RFL teaching (Manetu Ndyay et al., 2020).
In this article the authors do not make an attempt to explain the concepts of online learning, e-learning and distance learning technologies, since it is the task of the specialists in the field of modern communication technologies. However, it should be noted that, like many other researchers, the authors of the article define distance learning as an organized, purposeful online process of interaction between teachers and students which involves the use of specific teaching tools and distance learning technologies. Distance learning technologies are educational technologies used at all stages of e-learning through information and telecommunication networks. Online learning is considered as one of the forms of distance learning with the use of distance learning technologies (Andreev, Soldatkin, 2013; Elashkina, 2003; Polat, 1998; Rusetskaya et al., 2017; Fomina, 2016).
In the ten-year development plan for educational informatization (2011-2020) approved by the Ministry of Education of China, it is proposed “to significantly accelerate the development of information technology and education”. Apart from that, in the context of the education reform it is vital to use modern information technologies The ten-year development plan for educational informatization (2011-2020) (13.03.2012, No. 5). Retrieved July 25, 2020 from http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/ s3342/201203/xxgk_133322.html? authkey=bteiv3. A hybrid online/offline model of teaching is optimal; it effectively improves the quality of learning since various teaching theories, technical tools and implementation methods are combined. However, in the spring of 2020, China faced with the need to organize distance learning since teachers had to interact with students remotely.
During the COVID-19 pandemic, the educational institutions implemented the recommendations of the Ministry of Education of China and introduced an online learning management system in secondary schools. In Jilin province due to the extension of the spring semester, a new curriculum was developed. All educational institutions of the country faced with the need to organize distance learning in accordance with the proposed recommendations. At Jilin International Studies University the RFL teachers also used the e-learning methodologies to organize the educational process.
Thus, the purpose of the research was to describe the three-step process of teaching “Practical Russian grammar” to foreign students in the context of online learning with the use of distance learning technologies.
Methods and materials
The authors of the article used the following methods: analysis, systematization, generalization, description, comparative analysis of approaches to teaching and methods of assessing the educational process, survey and testing. The researchers examined the materials of the study course “Russian language: Russian language textbook (elementary level)” (Shi Tieqiang, Liu Sumei, 2010). Apart from that, the authors analyzed the materials used in teaching “Practical Russian grammar” (videos, audio materials, images, texts from the Internet resources) and the results of the General Test for Knowledge of the Russian Language (level 4) conducted in China in 1998-2019.
Results
During the COVID-19 pandemic, “Practical Russian grammar” was taught online. The teaching process included:
1. Public lectures on Russian grammar. In China, every week the users of the DingTalk platform could attend online public lectures on Russian grammar. Over 200 people could take part in a conference on the DingTalk platform and share learning materials. Teachers used the demonstration platform to present educational materials to the learners.
2. Practical grammar: online communities. During the “quarantine” semester, an online community “Russian Grammar Club” and a public account were created for students learning Russian grammar. Apart from that, learners could join a training camp “Conversation Club” which was organized in cooperation with Russian-speaking students. Students were motivated to take part in the activities of these online communities because they got additional points and improved their academic performance.
3. Collection of grammar resources. During the epidemic, the members of the target group created 40 micro-videos. Now the Russian grammar course includes more than 110 sets of 20-minute micro-videos. Moreover, there is a collection of resources which can be used to improve the quality of traditional teaching and to develop “first-class courses” during the “next epidemic”. Online learning became a “new element” of modern education. During the “quarantine” semester, more than 40 sets of grammar exercises and tests were developed. An extensive collection of grammar revision exercises was created on the basis of the materials of the General Test for Knowledge of the Russian Language (level 4) conducted in China in 1998-2019. In addition, a project on online self-assessment was implemented.
Discussion
1. Organizing a course. Students who learn basic Russian need to focus on “Practical Russian grammar”. As a rule, language learners do such courses as General Russian and Russian for academic purposes. At first students learn a foreign language, and then they apply their language skills to study major subjects. At the university most students study foreign languages from scratch. Therefore, teachers who teach basic grammar, face a number of challenges: to teach an introductory course on Russian grammar; to teach traditional grammar; to organize work in the classroom; to check students' homework and assess their progress.
If such an approach to teaching grammar is used, there is little interaction between the teacher and students. Moreover, students cannot apply their inert knowledge and develop language skills, since the educational process is based only on the classroom activities.
Jilin International Studies University introduced the program “Development of applied talents”. It is mainly focused on the development of the language skills and it is aimed at: developing students' speaking skills - students should be able to learn how to use grammar in their spoken language; finding the ways how to make Russian grammar lessons interesting and interactive so that students have an opportunity to develop and improve their practical skills.
Thus, it is vital to use a practice-oriented approach to teaching foreign languages at a university and develop the “Practical Russian grammar” course.
2. Development and analysis of the “Practical Russian grammar ” course in the context of online learning. Characteristics of students. This educational experiment involved the learners who started to study at the Russian language department in 2019. During the first semester they studied the language in a blended learning environment (Hockly, 2018). Apart from that, the technology of flipped classroom was used and students learnt the language on their own (Mehring, 2017). In accordance with this teaching method, students watch a micro-video before the lesson and acquire primary knowledge. In the classroom they improve their knowledge speaking skills.
Basic conditions for online learning:
1) during the epidemic, organizing the process of distance education, the university teachers had to solve a number of technical problems. Apart from that, they needed more printed textbooks, workbooks and source materials. There was a huge amount of various electronic resources to choose from. The teachers were instructed to divide the grammar material into topics and then to develop electronic educational materials and training programs; to create homework assignments and to make videos and audio recordings. In addition, teachers created assignments for individual learning, made activity books, and developed exercises and examination assignments, which were freely available on the university's educational platform;
2) since learners find it hard to concentrate when they study online, it is a big challenge to capture each student's attention. To tackle this challenging task effectively, a teacher needs to do the following. Before the lesson, students should learn some material on their own. If this material is easy to understand, it will stimulate learners to study independently and to improve their skills. When students attend online lessons, a teacher gives them more challenging tasks. To do their assignments, learners need to use heuristic search methods. This increases teacher- student interaction and keeps students engaged in the classroom;
3) there is a lack of immediate feedback on the results of online learning and students experience certain difficulties. There are a number of problems associated with the learning content, student assessment, etc. To solve these tasks, teachers create assignments in accordance with the stages of the educational process, design an assessment system, monitor students' progress and stimulate them to study independently;
4) when students attend online classes, there is no direct contact between them. So, teachers create online group assignments to stimulate students to interact with each other and find emotional support.
Readiness for online education. According to the survey conducted during the first week of online learning, students adapted differently to this form of education, which should be taken into account by the teachers who organize the educational process. To solve this problem, teachers should give students individual attention. As for the teaching staff, in the context of modern education, teachers should not only be able to create educational content, but also to be able to use distance learning technologies, to develop their digital competence and to use modern educational tools. For this purpose, the university organized online training courses for the teaching staff.
3. Objectives of the online course “Practical Russian grammar”. Linguistic awareness objectives: learning theoretical knowledge in the main grammatical categories; learning grammatical rules, understanding their meaning; the ability to analyze grammatical phenomena in linguistic materials; distinguishing between grammatical forms.
Skills and abilities objectives: the ability to use grammatical constructions in speaking and writing; the ability to apply grammatical rules in listening, speaking, reading, writing and translation; the ability to transform static grammatical knowledge into dynamic grammatical skills and abilities in various communicative situations.
In addition, the study of the course is designed to develop innovative abilities and innovative consciousness of students through practice-oriented learning. It meets the needs of the university in the applied talents.