Sobchenko T. Didactic system of blended learning of students of philological specialties in the institutions of higher education

In the dissertation the actual scientific and applied problem of blended learning of students of philological specialties in institutions of higher education on the basis of system-synergetic, competence, personal-activity, resource, ergonomic, hermeneutic, environmental approaches. The state of theoretical and practical development of the problem of blended learning of students of philology in higher education institutions is clarified. The main models of blended learning («Rotation model», «Flex», «A La Carte», «Enriched Virtual») are analyzed. The content of structural components of educational achievements of higher philological education as a result of this study is specified. The didactic system of blended learning of students of philological specialties in higher education institutions is developed and theoretically substantiated, which includes the following blocks: conceptual-target (purpose, tasks, scientific-methodological approaches, system functions, principles of blended learning of students of philological specialties); content-technological (structural components of educational achievements of applicants for higher philological education, stages and organizational-didactic conditions of their blended learning, relevant didactic tools: models, methods, forms, teaching aids); diagnostic-effective (criteria, indicators, levels, diagnostic methods and diagnostic techniques, as well as the expected result of the system). The methodical recommendations for students and teachers on the implementation of blended learning are developed.