Journal archive

Abstract: The introduction of distance learning in the Russian universities makes it necessary to analyze its results. The aim of the authors was to identify effective formats and technologies for organizing independent activities of e-learning philology students in the study of methods of teaching literature. On the one hand, it is a kind of experiment; on the other hand, it is a search for new methods. The article highlights techniques that stimulate work with methods periodicals, manuals, digital resources, including the translation of information into texts of a new nature using visual means and digital technologies. The reflection of learning outcomes conducted in the form of a dialogue between students and teachers reveals a significant expansion of students’ ideas about the methods as a discipline and its creative and value-based potential, the development of the tools for work with information, the opportunities for professional dialogue, and the creative self-realization of the future teacher. The authors describe the conditions necessary for effective e-learning of the methods of teaching literature: the semantic, value-based vector in the presentation of learning material, determined by its practical significance for the future teacher, clarity in defining aims and objectives, the task completion algorithm, the systemic organization of independent work of students who expand their methods knowledge and skills throughout the course by purposefully, productively, consistently, algorithmically, and constructively mastering methods sources and materials of different genres and formats, apply digital literacy, and demonstrate the ability to study remotely. The importance of dialogue, feedback, reflection, lively, interested communication, understanding, trust and support in the relationship between students and teachers is fundamental. The article is addressed to both students and university teachers and may be of scholarly interest for the development of new didactic vectors for the development of the education process.

About the author(s) :

Nina P. Terentieva
South Ural State Humanities Pedagogical University (Chelyabinsk, Russia)
ORCID ID: https://orcid.org/0000-0002-1386-6116

Elena O. Galitskikh
Vyatka State University (Kirov, Russia)
ORCID ID: https://orcid.org/0000-0003-1145-3315

Publication Timeline:

Date of receipt: 21.06.2022; date of publication: 31.10.2022

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