Tecnología de formación en la autoorganización de los estudiantes en la enseñanza de lenguas extranjeras
DOI:
https://doi.org/10.17162/au.v11i4.833Palavras-chave:
Autoorganización, sinergia, autocontrol, autorregulación, tecnología, docencia, lenguas extranjerasResumo
El presente artículo examina la estructura, los criterios de autoorganización, las condiciones sinérgicas y la descripción teórica de la tecnología de los autores en el proceso de enseñanza de lenguas extranjeras en el instituto técnico. Para lograr este objetivo, un conjunto de métodos científicos: análisis teórico de trabajos sobre el problema; Se aplicaron métodos diagnósticos y estadísticos para procesar datos y resultados de la observación pedagógica de la formación de las competencias de autoorganización de los estudiantes. La novedad de la tecnología flexible de los autores se basa en una educación orientada al personal y una metodología sinérgica para satisfacer los requisitos educativos modernos para el desarrollo sostenible de una persona en el entorno educativo. Los resultados contribuyen a la metodología sinérgica de formación de la autoorganización y los aspectos didácticos de la enseñanza de lenguas extranjeras. Los datos verificados estadísticamente confirman la apariencia de la competencia de autoorganización de los estudiantes. La eficacia de la tecnología de los autores está probada experimentalmente. Se determinan las implicaciones para la conceptualización y medición de la autoorganización. Por ello, el estudio tiene fundamento teórico y aplicación práctica.Downloads
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