| Autor: |
Kulamikhina, I. V., Abrosimova, E. A., Esmurzaeva, Zh. B., Gavrilova, N. V., Tsyguleva, M. V. |
| Předmět: |
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| Zdroj: |
AIP Conference Proceedings; 2022, Vol. 2661 Issue 1, p1-6, 6p |
| Abstrakt: |
In the context of innovative development of agrarian education, the article seeks the possibilities of improving the quality of specialist training through introduction of innovative scaffolding methodology into educational settings. The article deals with the problem of the development of terminological literacy as part of professional competence in veterinary students. Particular attention is paid to the specifics of terminological literacy of veterinarians. International term elements of Latin and Greek origin are essential for building in-depth terminological knowledge and skills. The article gives the description of structural components and indicators of terminological literacy, the levels of its development. The authors suggest a model of the development of terminological literacy in veterinary students in the process of their professional training. The model is based on the scaffolding ideas about the adjusted personalised support, dynamic assessment of students' performance, transfer of responsibility and intersubjectivity. The model consists of four interconnected components: learning objectives, content, methodology and assessment. The implementation of the proposed model ensures the improvement of terminological literacy in students in the context of terminological training of future veterinarians. Also, it ensures the development of students' independent learning skills and enhances their responsibility for the learning outcomes. The model has its practical significance for agrarian education as it allows improvement of the learning content and change of teaching strategies in the classroom with the emphasis on terminological training. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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