Modern student-centered teaching methods of educational science discourse
Abstract
Background and relevance. Within the framework of competency-based, student-centered, and interdisciplinary approaches to higher education, there is a growing need to modernize teaching methods at universities. Particular importance is attributed to instructional practices that combine theoretical depth with practical orientation, foster active student engagement, and promote the development of critical and strategic thinking. Despite extensive scholarly attention to student-centered learning, the issue of its effective implementation in teaching theoretical disciplines remains insufficiently explored.
Purpose. The aim of this article is to analyze and systematize the author’s pedagogical experience in implementing contemporary student-centered teaching methods in the instruction of the theoretical courses Academic Writing and Rhetoric and Theoretical Course of the German Language within the degree programs Language and Literature (German). Translation and Language and Literature (English). Translation. Methods. The study employs analysis and synthesis of scholarly and methodological literature, comparative analysis, generalization of pedagogical experience, observation of the educational process, as well as descriptive and interpretative methods.
Results. The article presents the classification of teaching methods in higher education proposed by K. Walter and F. Waldherr within the student-centered educational paradigm. The effectiveness of self-reflection questionnaires and learning journals as tools for identifying students’ educational needs, expectations, and learning dynamics is substantiated. In addition, the brainstorming method adapted to linguo-futurological issues is applied. The findings demonstrate that brainstorming facilitates the integration of theoretical analysis of global challenges with the development of German-language communicative skills.
Conclusions. The proposed set of student-centered methods enhances student engagement in the educational process, supports the development of critical and strategic thinking, and contributes to the formation of academic autonomy, thereby confirming the relevance of their systematic use in teaching theoretical disciplines at university level.
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References
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