Опубликован 2022-03-02




This article presents a reflective case study analysis of an

attempt to enhance student learning through the introduction of student-centred

teaching methods in a masters-level social research methods subject. The

introduction of a range of specific techniques, including case study teaching,

problem based learning, group-work, role-play and simulation, is reflected upon.

The article concludes that the re-orientation of the curriculum toward student

centeredness in this case had a positive effect on student performance, learning

experience and subject evaluation. In particular, the use of student-centred

techniques facilitated a strong social context for learning, and provided students

with a common experiential framework from which to explore the technical aspects

of the curriculum. However, the analysis also found that students continued to

place value on more formal teaching methods, and that the value of student-centred

techniques in this case rested in the way in which they were integrated with more

didactic teaching practice.

Как цитировать

Ismoilova, M. (2022). THE USE OF STUDENT-CENTRED APPROACH AT LESSON: THE USE OF STUDENT-CENTRED APPROACH AT LESSON. Журнал иностранных языков и лингвистики, 4(1). извлечено от https://fll.jdpu.uz/index.php/fll/article/view/5080

Библиографические ссылки

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Mushtariy Ismoilova


Ключевые слова:

research methods; student-centred learning; small group teaching

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