FEATURES OF IMPLEMENTING FORMATIVE TEACHING IN THE COURSE OF “UKRAINIAN LANGUAGE (PROFESSIONALLY ORIENTED)”

Abstract

The article highlights the theoretical foundations and modern approaches to formative learning as a key direction in the development of modern education. The essential characteristics, pedagogical principles, implementation mechanisms and the significance of formative learning in the context of the competency-based approach are considered. Particular attention is paid to the role of the higher education student as an active subject of the educational process. The course "Ukrainian Language (Professional Orientation)" is aimed at specific professional needs, therefore it is important that the educational process is flexible and practice-oriented. It is formative learning that provides the dynamics of knowledge acquisition and corrects the trajectories of the formation of necessary skills. Formative learning is aimed at helping the student achieve the results of his/her activity, it is such learning that allows you to correct the process of educational activity through constant feedback, thus contributing to individualization in learning and the implementation of a personality-oriented approach. In the methodology of the course "Ukrainian Language (for professional purposes)" the main emphasis is on the use of active and interactive forms of learning: computer simulation (use of multimedia technologies in the process of classes dedicated to language situations of professional discourse); business and language games (creation of language situations of professional official business communication); analysis of specific situations (analysis of student speeches, messages, etc.); trainings (testing in the perspective of checking the skills and abilities obtained during the course). The prospects for the implementation of formative learning in the Ukrainian educational system are analyzed, it is proven that the technology of formative assessment allows motivating students to become more actively involved in educational work, promotes the development of self-assessment skills, launches a feedback mechanism regarding the results of the assessment and opportunities for improving the learning process.