On the Experience of Preparing Students in Philology to Pedagogical Interaction in the Digital Environment

Abstract

Background. The article presents the author’s experience of providing digital support for the university disci- pline Methodology of teaching the Russian language, code 44.03.05 (44.03.01) Pedagogical education. The arti- cle describes the characteristics of a professionally oriented course of teaching the Russian language in three formats: with web support, in the format of blended learning and online courses. Three main parameters are used, including the advantages and disadvantages of the formats under study and their short description. Research methods. The meth- ods of comparative and reflective analysis are used to obtain intermediate results of the operational-activity stage of the research. Results. The article raises important questions of designing a course for teaching the Russian language in a digital format, the choice of methods and forms of preparing a student for interaction in the digital environment, the development of linguomethodological content that addresses not only subject-specific training of a student in philol- ogy, but also develops the skills of project work. The research results include theoretical substantiation of the blended learning format in training teachers of the Russian language. A detailed schedule for the Methodology of teaching the Russian language discipline based on the blended learning model is presented. Conclusions. The practical significance of the study is determined by its direction at the development of project work skills in future Russian language teachers. An empirical study has confirmed the inefficiency of substituting the traditional educational process with online cour- ses in training students in the field of Methodology of teaching the Russian language, due to the importance of realizing the functions of upbringing and developing value orientations in students during the school course Russian language.