MICRO-TEACHING IN LESSONS / CLASSES OF THE NEW UKRAINIAN SCHOOL
DOI:
https://doi.org/10.54662/veresen.4.2025.03Keywords:
esson didactics, micro-lessons/classes methods, microtasks, microlearning, мini-lessons, the New Ukrainian SchoolAbstract
The article considers the problem of implementing the latest technologies and teaching methods, one of which is microlearning. An analysis of the theoretical and methodological developments of domestic scientists and practitioners based on the traditional method of document analysis is carried out. It is shown that Ukrainian scientists and educational institutions are actively involved in the implementation of the practice of microlearning and conducting microlessons as effective and promising techniques for organizing the educational process. The features of microlearning are established and it is found that microlearning technology is a tool with wide functional capabilities that create extraordinary opportunities for the teacher to prepare, organize and conduct lessons. It is studied that this is an interdisciplinary science that combines the achievements of modern psychological and pedagogical disciplines to increase the effectiveness of teaching students.
It is substantiated that the main ideas of microlearning relate to the need to take into account individual cognitive strategies of students. It is proven that microlearning is undoubtedly valuable, as it provides the teacher with real academic freedom in the area of conducting lessons. Some developments of domestic scientists on “microlearning” and “click-lesson” are considered, which confirm the effectiveness of the proposed methodological techniques, and their methodological features are analyzed. It is established that the use of microlearning, microlessons and microtasks contributes to a deeper involvement of students in the learning process. The author’s vision of the implementation of microlearning in the lesson of Ukrainian literature “Ivan Franko — “Hymn” (“Eternal revolutionary…”) is proposed. It is found that although microlearning has enormous potential, it is not without shortcomings and difficulties. Among them are the complexity of training teachers to use new technologies, the need for constant modernization of educational materials and infrastructure. It was concluded that the use of microlearning allows creating a learning environment that takes into account the peculiarities of perception and understanding of information by students of the new generation and at the same time reveals the extraordinary possibilities of teachers' pedagogical creativity.
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