Julia
Stepanova
School of Perevalnoe
WEB-QUEST AS
A METHOD OF TEACHING
The main purpose of
learning a foreign language at the present stage is the formation of foreign
language communicative competence. Communicative competence enables a person to
enter into another culture, to obtain, analyze, transmit information and
receive an answer. The use of information and communication technology plays a
significant role in the formation of communicative competence, as they are not
only implementing a person-centered approach to 21st century education, and
21st century education is impossible without computer in the centre of
information society, the wide use of computers and with the creation of the
global computer information network, the Internet.
Web quest refers to a web
project in which part or all of the information with which the students work is
on various web sites. Students are given a task to collect materials on the
Internet for a particular topic, to solve any problem using these materials.
During the working on the web
quest are formed such qualities as tolerance, creativity, ability to make
decisions, ability to work with the project, ability to work with different
sources of information.
Bernie Dodge defines the
following structure of a web-quest:
1. Introduction
2. Task
3. Process
4. Evaluation
5. Сonclusion
6. Credits
7. Teacher Page (Comments for the
teacher).
However, this structure is dynamic
and is used only as a basis, which can be changed. The teacher can design a
quest in accordance with the level and needs of her students.
1. Introduction - the formulation of
themes, the description of the main roles of the students, the script of the
quest, the making plan or overview of the quest. The goal is to prepare and
motivate students. So here is an important motivational and cognitive value.
2. Task – to set the problem tasks
and forms of presentation of the final result: problem to be solved; the
position need to defend, a presentation that you want to create; the report;
creative work, presentation, poster etc. The problem must be clearly formulated
and has cognitive value.
3. Process - a precise description
of the main stages of work; a guide to action, tips on gathering information.
From a methodological point of view, the material needs the variety of tasks,
which focus on the development of thinking skills. Here the teacher can specify
resources.
4. Evaluation is a description of the
criteria of evaluation of a web-quest. The evaluation criteria depend on the
type of learning tasks that are solved in the web quest.
5. Сonclusion is a brief and accurate description of what can
pupils learn by completing this web quest. Here must be traced the relationship
with the introduction.
6. Credits - links to resources used
to create the web quest. This section can be combined with the Process section.
7. Teacher Page – the guidelines for
teachers who will use the web quest: goals and objectives of the web-quest; the
age category of students; the planned results, based on standards of learning
(personal, regulatory, communicative, cognitive); the process of organizing
work on the web quest; the necessary resources; the value of this web quest.
The use of technology
web-quest aims to develop the most universal educational actions of pupils:
-personal: the ability to relate
actions and events to the ethical principles, knowledge of moral standards and
the ability to identify the moral aspect of behavior and orientation in social
roles and interpersonal relations.
-regulatory: the ability
to plan their activities and define a sequence of intermediate objectives in
the light of the final result.
-cognitive: the ability
to structure knowledge, ability to monitor and assess the process, results of
operations, the ability to create an activity diagram when solving problems of
creative and exploratory nature.
-communicative: the ability to
cooperate with peers and teachers and to engage in constructive dialogue.
The advantages of using web quests in
learning:
-teachers of English can use the web
quests in practice within the framework of curricular and extracurricular
activities;
-didactic materials for the web quest
can be used in the form of additional tasks in English;
-materials of evaluation are
universal, they can be used in the execution of any project;
-web quest is a source of increasing
motivation of students;
-the development of a web-quest for
students of different levels;
-students perform tasks at their own time;
-students have the opportunity to enlarge,
to systematize their knowledge, develop skills.
The examples of web-quests can
be found here:
-«Мир английского»: http://englishspeaking-world.jimdo.com/
-«Таинственный мир»:
http://sites.google.com/site/worldofmyst.дзш9н7гerybondary/
-«Пока земля еще жива»: http://noossph.jimdo.com/
-«Спорт-это жизнь»: http://dream12.jimdo.com/
-«Время праздновать»: http://x-mas10.jimdo.com/
The web-quest creates an
interactive educational environment, which is characterized by openness,
interaction, equality of their arguments, accumulation of joint knowledge and
experience, mutual evaluation and monitoring.
References:
1.
Dodge B. A Rubric
for Evaluating Web Quests. 2001. http://webquest.sdsu.edu/webquestrubric.html
2.
March T. Criteria
for Assessing Best Web Quests. 2002-2003.
-http://www.bestwebquests.com/bwq/matrix.asp
3. Веб-квесты по английскому
языку http://творческиеработы.рф/webquest
4.
Горбунова О.В.
Использование технологии веб-квест в образовательном процессе http://inshakovaox.jimdo.com/методические-работы/повышение
квалификации/использование-технологии-веб-квест-в-образовательном-процессе-вариативный-модуль-72-часа/
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