Suchergebnisse

The author's development is presented: a mixed course in German as a foreign language
of C1 level in accordance with the common European competences in foreign languages
on the Moodle platform at the University of Duisburg-Essen (Germany). The relevance
of the development is determined by the need to intensify the teaching of a foreign
language through the introduction of modern information and communication technologies
in the learning process. Features of mixed course in comparison to traditional face-to-face
course are described. The methodological approaches underlying the course and competences
formed in the online phase are presented. Special attention is paid to the development
of communicative competence as a global goal of the course. The structure genscheidt"
from the point of view of possibility of the mixed course organization on its
material is considered. The Moodle tools (forum, poll, wiki, glossary) and the possibilities
of their application for the organization of individual, pair, group work in static and variable
pairs and groups, discussions in the plenum are analyzed. Examples of tasks are
given. Attention is paid to the tools of intermediate and final control: tests, wiki, written
tasks. The methods of feedback of students with the teacher leading the online phase are
described.

The author's project is presented — distance learning course on the Moodle platform
on German as a foreign language in higher educational institution (University Duisburg-
Essen, Germany), the aspect of "written communication." The research urgency is caused
by the fact that the growth of academic mobility in higher education causes the need
to intensify the teaching of foreign languages, at the same time, the development of modern
communications technology expands the possibilities of knowledge transfer and
competence forming. The experience of the e-learning course is described, approaches
to learning and their refraction in the structure of the course are presented: competence,
communicative activity, intercultural. A thematic plan of the course, including the types
of written texts, provided by "the common European framework of reference for languages"
is provided. Special attention is paid to the organization of the thematic units of the
course in accordance with the concept of "backward planning." Criteria for intermediate
and final assessment are identified. Practical significance is determined by the fact that
standards of provision of learning material can be used to create distance and blended
courses on other aspects of teaching foreign languages in higher professional education
of the Russian Federation.