Užsienio kalbos specialiesiems tikslams mokymas(is) aplanko metodu universitetinėse studijose
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2005 |
Pastaruosius tris dešimtmečius užsienio kalbų mokymas(is) pasaulio postmodernistinių visuomenių universitetuose grindžiamas konstruktyvistine paradigma, paremta mokymo(si) bendradarbiaujant ir besimokančiojo autonomiškumą plėtojančiomis strategijomis, kurios įgyvendinamos taikant inovacinius mokymo(si) ir vertinimo metodus. Straipsnyje pateikiamas užsienio kalbos specialiesiems tikslams mokymo(si) aplanko metodu modelis, pristatoma mokymo(si) aplanko metodu samprata, funkcijos, struktūra ir vertinimo kriterijai.
During the last three decades there has been a marked shift towards constructivist paradigm in teaching and learning at postmodern universities of western societies. The paradigm is based on the assumption that cooperative learning and self-regulating learn-ing strategies that are implemented through innovative methods of teaching, learning and assessment can empower students as learners and enable them to improve their results. The article analyses the concept of portfolio-based learning in higher education; describes portfolio functions; and presents a model of academic writing portfolio for university studies of foreign languages for specific purposes. The model presents the goals and aims of the academic writing portfolio; specifies its structure in general and describes its structural elements in specific; and presents portfolio assessment strategies alongside with recommendations for using the model at tertiary level in Lithuania.