Metadata (abstracts and keywords) for the articles in the journal
D. A. Drandrov, G. L. Drandrov PRINCIPLES, CONDITIONS AND DIFFICULTIES OF IMPLEMENTATION OF BLENDED LEARNING IN SECONDARY SCHOOLS // I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN. 2023. № 3(120). p. 78-86
Author(s):
D. A. Drandrov, G. L. Drandrov
Index of UDK:
371.31:004.9
Index of DOI:
10.37972/chgpu.2023.120.3.010
Name of article:
PRINCIPLES, CONDITIONS AND DIFFICULTIES OF IMPLEMENTATION OF BLENDED LEARNING IN SECONDARY SCHOOLS
The relevance of the paper is due to the need to introduce blended learning in secondary schools. The solution of this problem is difficult due to insufficient scientific development of theoretical and methodological foundations of its effective implementation. Therefore, the purpose of the study was to determine the specific principles and pedagogical conditions for the use of blended learning in secondary schools. The specific principles of the implementation of blended learning include the principles of consistent interrelation of independent work online, assimilation of theoretical knowledge its application in practice; constancy and continuity of access to digital educational resources; pedagogical expediency of ICT application; systemic interrelation of online learning and face-to-face learning; interactivity; iden-tification; openness, flexibility and accessibility. The effectiveness of blended learning is ensured by the fulfillment of a set of pedagogical conditions: the positive attitude of students, teachers, school admin-istration and parents; automated rating control; transformation of learning content into digital format; individualization of learning objectives and educational trajectory; thematic completeness; creation of an environment of high expectations and personal responsibility; availability of online environment, which provides autonomy, adaptability, variability, operational feedback; ready The neglect of some specific principles and pedagogical conditions of blended learning realization observed in pedagogical practice is the main reason for the emergence of barriers and difficulties preventing the increase of its pedagogical effectiveness.
The contact details of authors:
Драндров Денис Андреевич – учитель истории и обществознания СОШ № 31 г. Чебоксары, аспирант кафедры педагогики и психологии Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0000-0001-5669-9269, drandrov2013@mail.ru
Драндров Герольд Леонидович – доктор педагогических наук, профессор кафедры теории и методики физической культуры и спорта Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0000-0002-2214-270X, gerold49@mail.ru
