Technologies of Mixed Learning in the Preparation of a Teacher for Project-Heuristic Activity

Abstract

The aim of this study is to describe the effectiveness of the use of mixed learning technology in preparing a teacher for project-heuristic activities, in comparison with the effectiveness of preparing a teacher for project-heuristic activities in traditional learning.

Methods. For the purpose of writing this article, both general scientific methods and special pedagogical methods were used, which allowed us to conduct a study, the results of which are described in this article.

Results. As a result of the work done, conclusions were drawn about the effectiveness of using mixed learning technology in the process of preparing undergraduates for project-heuristic activities.

Conclusion. As we can see, the use of mixed learning technology makes it possible to increase the efficiency of preparing students for project-heuristic work. However, taking into account the limitations inherent in the experimental work, we cannot but say that the detected effect, expressed in better performance of tasks related to the introduction of methods of project-heuristic activity into pedagogical practice, can have a stable character. Nevertheless, even the increase in the indicators of the group, in the process of working with which mixed training was used, in comparison with the group where traditional teaching methods were used, the effectiveness of 15 %, indicates a positive effect of the introduction of this practice in the work on teacher training.