El papel de los debates en línea en la formación de las competencias profesionales de los futuros filólogos

• Alla Latygina Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0002-0239-8847
• Iryna Zvarych Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0003-0715-9551
• Nataliia Latygina Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0001-7468-0203
• Olha Dubinina Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0001-5688-6806
• Liubov Kolot Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0003-4491-9169
• Nataliya Strokan Kyiv National University of Trade and Economics, Kyiv, Ukraine. https://orcid.org/0000-0002-8358-6072

DOI: https://doi.org/10.46925//rdluz.38.34

Palabras clave: Debates educativos, educación innovadora, modelado de habilidades, educación filológica

Resumen

El propósito del artículo fue probar la efectividad de la influencia de las condiciones
pedagógicas para los debates en línea en la formación de competencias profesionales de los futuros filólogos. Métodos utilizados: métodos de observación pedagógica, experimento pedagógico y autoevaluación de los estudiantes, métodos matemáticos y estadísticos para el procesamiento de resultados de investigación (criterio t-Student), entrevistas, cuestionarios. La dialogicidad (nivel comunicativo) fue estimada por la prueba de L. Michelson y por el método de diagnóstico de “Tolerancia Comunicativa General” de V. V. Boyko. Resultados. En un experimento, se encontró que, después de la encuesta secundaria, el 33,75% de los encuestados ven los debates en línea como tecnología educativa; y el 26,25% de los encuestados explican su participación en los debates por el deseo de mejorar las habilidades de comunicación. Al analizar los resultados de la encuesta secundaria, se encontró que cualidades como la determinación, la tolerancia y la sociabilidad están a la cabeza. Comparando el valor de diseño y el valor crítico del Criterio t y T-Critical, hemos tomado que T≤T-Critical, y por lo tanto aceptamos la hipótesis de diferentes valores promedio en los dos marcos.

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