Implementation of a student-centered approach in blended learning in a higher educational institution

The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the...

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Bibliographic Details
Published in:	SHS web of conferences Vol. 69; p. 112
Main Authors:	Smirnova, Zh V, Vaganova, O I, Eltanskaya, E A, Lizunkov, V G, Parsieva, L K
Format:	Journal Article Conference Proceeding
Language:	English
Published:	Les Ulis EDP Sciences 2019
Subjects:	Blended learning
Online Access:	Get full text
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Summary:	The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.
ISSN:	2261-2424 2416-5182 2261-2424
DOI:	10.1051/shsconf/20196900112