Chapter 1. Specification of modular education.

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Ministry of Culture of the Russian Federation

Federal state education University

Saint-Petersburg state institute of culture

Faculty of world culture

Department of foreign language and linguistics

SUMMARY

Specification of modular education

Point rating system

Slabokrugova Elena

5 year student

Group FMK/SO291-5/1

Saint-Petersburg

Content

Introduction. 3

Chapter 1. Specification of modular education. 4

1.1 The content of modular learning. 4

1.2 Modules’ research. 5

Chapter 2. Point rating system. 8

2.1. Special features of the system.. 8

Conclusion. 11

References. 12

Introduction.

    Nowadays more and more teachers try to make their lessons various and interesting.

    Why modular learning, despite of its impact on student motivation, cannot be an innovation to school output, is another question that deserves further investigation. In order to find starting points to explain this, a model is proposed in which time on task is presented as an additional link between modular instruction and school output. The model reflects the assumption that modular instruction not only enhances motivation but the opportunity to learn, both of which in their turn may lead to more time on task and by way of that to higher school output. Future research could be designed to test this model and to assess whether the concept of time on task has any strategic value in improving vocational education’s output.

    Modular learning can be useful in structuring vocational education making it flexible and in motivating students. This is not to say, however, that modules alone will automatically solve the problems facing vocational education, as they sometimes are supposed to do.

    Modular system is an educational system whose curriculum is made up of modules. The parts of the modules are arranged so that they complete each other. Each module provides knowledge and skills towards proficiency in a field. The existence of a management format for the learning process is effective on school activities and the structure of administration. This situation is the most important element that makes the modular system consistent. The other elements are rules, standards, evaluation, guidance, documentation, the structure of each module and the continuation of the whole system.

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