Olesya V. Kisel, Angelina I. Dubskikh, Yekaterina A. Lomakina, Anna V. Butova, Elena S. Potrikeeva


Dynamically developing world has caused fundamental changes in the field of education, so there come new trends in the implementation of traditional approaches and new aspects in education sphere, in particular in the context of the formation of educational strategies in solving urgent problems of creative realization of students’ personal potential. The relevance of the implementation of the differentiated approach within the educational system in the modernization of Russian education at the present stage is explained by the fact that it makes it possible, on the one hand, to adapt the educational system to the levels of training, students’ individual characteristics and interests, on the other hand – to formulate a desire for self-education, development of the professional competence of future specialists. The differentiated approach in higher education is aimed at overcoming the contradictions between the level of requirements in educational and professional activities and the real possibilities of each student. The implementation of this approach involves updating the content and professional components, taking into account the characteristics of each student these are individual, age and professional. The main purpose of the study was to determine the efficient criteria and indicators on the implementation of the differentiated approach to students that is to their communicative competence, knowledge of foreign language professional terminology, orientation in cognitive professional and communicative values and the nature of a person’s focus on these values. The results of the study showed that in the process of students professional education the differentiated approach performs the following functions: it is a means of development of an individual personality and future student’s creative potential; it affects the personal and professional adaptation of a future student in society; it contributes to the effective formation of conditions for resourceful professional self-realization of a future student

Palabras clave

differentiated approach, competence, communicative abilities, professional reflection, self-realization, independence.

Texto completo:



AlHashmi, B., & Elyas, T . (2018). Investigating the Effect of Differentiated Instruction in Light of the Ehrman & Leaver Construct on Grammar Learning. Arab World English Journal. 9 (3). 145-162. DOI: https://dx.doi.org/10.24093/awej/vol9no3.10

Bagautdinova, N. G., Kotenkova, S. N., Yuryeva, O. V. (2017). Modern Approaches to Strategic Management of Higher Educational Institutions. Collection of scientific articles on materials conference: „Effective management systems: quality, innovation, sustainable development”. Kazan. 49-53.

Bahol'skaya, N. A. (2017). The Impact of Online Learning on the Development of Professional Orientation of Students of Pedagogical Specialties of Higher Education. Gumanitarno-pedagogicheskie issledovaniya. Vol. 1. № 1. 45-49.

Biesta, G., Priestley, M., & Robinson, S. (2015). The Role of Beliefs in Teacher Agency. Teachers and Teaching. 21(6). 624-640. https://doi.org/10.1080/13540602.2015.1044325

Butova, A. V., Dubskikh, A. I., Kisel, O. V., Chigintseva, E. G. (2019). Electronic Educational Environment Moodle in English Language Training. Arab World English Journal. 10 (1). 47-55. DOI: https://dx.doi.org/10.24093/awej/vol10no1.4

Chernilevsky, D. V., & Petrakova, T. I. (2010). On the Modernization of Education on the Basis of Spiritual and Moral Values. Higher Education in Russia. 4. 143-147.

Dubskikh, A. I., & Zerkina, N. N. (2018). The Role of the Teacher in the Process of Teaching a Professionally Oriented Foreign Language in a Technical College. Collection of scientific articles on materials conference: “Modern trends in the development of the education system”. Cheboksary. 108-110. https://elibrary.ru/item.asp?id=36584952

Fedosov, A. Ju., Khodakova, N. P., Brevnova, Ju. A., Ziroyan, A. A. & Sulyan, G. S. (2018). The system of professional-educational technologies in the system of training specialists in the social profile. Amazonia Investiga. Vol. 7. No. 17. 579-584.

Filatov, O. K. (2002). Psychology and Pedagogy. Part 2. Pedagogy. Moscow: MGTA Publ. 111.

Fokin, Yu. G. (2015). Experience and Key Results of Development of the Activity Theory of Education in Higher School. Moscow University Herald. Series 20: Teacher Education. 1. 86-99.

Golovyashkina, M. A. (2017). To the Problem of an individually Differentiated Approach to Learning a Foreign Language in a Non-linguistic University. Filologicheskie nauki. Voprosy teorii i praktiki. 2(80). 405-408.https://doi.org/10.30853/filnauki

Hutorskoj, A. V. (2017). Didactics. Saint Petersburg: Piter Publ. 720.

Karpova, A.V. Differentiated Approach to Learning Vocabulary Based on its Methodological Typology at the Junior Level of Study in a Linguistic Gymnasium (German as a second foreign language).


Kisel, O.V., & Zerkina, N. N. (2018). Approaches, Forms and Methods of Adult Training. Collection of scientific articles on materials conference: “Education, Innovation, Research as a Resource of Development of the Community”. Cheboksary. 71-74. DOI: 10.31483/r-21845

Kolesnikova, I. A. (2007). Communicative Activities of the Teacher: Teaching Aid. Moscow: «Akademiya» Publ. 336.

Korzhuev, A. V. (2017). Pedagogy as a Field of Research Search; Specificity of Description of its Results and Methods of their Achievements. Professional education and society. 4. 9-34.

Levina, M. M. (2011). Activity Approach to Professional Education as a Didactic Condition of the Development of Professional Self-Identification of Students. Pedagogical education and science. 11. 4-8.

Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. The Clearing House. 81, 4. 161-164. https://doi.org/10.3200/TCHS.81.4.161-164

Lomakina, E. A. (2018). Formation of a Communicative Competence: Teaching Vocational-Oriented Foreign Language. Foreign languages: linguistic and methodological aspects. Set of scientific works. 4.1. Tver: Tver.Gos.un-t. 39-44

Lovat, T., & Clement, N. (2008). Quality Teaching and Values Education: Coalescing for Effective Learning. Journal of Moral Education. 37. 1-16. https://doi.org/10.1080/03057240701803643

Mokrousova, O. A. (2017). The Use of Modular-differentiated Approach in Additional Vocational Education. Problemy sovremennogo pedagogicheskogo obrazovaniya. 54-7. 28-34

Monastyrskay, T. I., Ganicheva, T. B., Gleb Vyacheslavovich Toropchin, G. V., & Katsura A. V. (2018). Need for a Differentiated Approach to Teaching English in Higher School: A Sociological Study. Modern Journal of Language Teaching Methods. Vol. 8. Issue 9. 24-36. DOI: 10.26655/mjltm.2018.9.1

Petrova, R. G. (2010). Genderology and Feminology: Teaching Aid. Moscow: Dashkov i K Publ.

Pidkasistyj, P. I. (2007). Preparing students for creative pedagogical activity: teaching aid. Moscow: Ped. o-vo Rossii Publ. 191.

Pligin, A. A. (2003). Person Orientated Education. History and Practice: the Monography. Мoscow: КSP + Publ.

Pribyl'nova, E. M. (2016). Differentiated Educational Environment in the System of Teaching Foreign Languages. Vestnik MGOU. Serija: Pedagogika. 4. 44-52.

Ryndina, Yu. V. (2013). Individually Differentiated Approach to Teaching Foreign Language to Students of Non-linguistic Specialties. Molodoj uchenyj. 10. 610-612.

Saygushev, N.Ya. (2017). Optimization of the Process of Professional Training on the Basis of Simulation Modeling of the Task Structure of Pedagogical Activity. Bulletin of the Voronezh State University. Series: Problems of Higher Education. 2. 80-83.

Sezgin Nartgün, Ş., Özen Abant, R., & Abant, A. (2015). Investigating Pedagogical Formation Students’ Opinions about Ideal Teacher, Teaching Profession, Curriculum, Responsibility, Public Personnel Selection Examination and Employment: A metaphor study. Procedia Social and Behavioral Sciences. 174. 2674-2683. https://doi.org/10.1016/j.sbspro.2015.01.951

Shilova, V. S. (2014). Differentiation in the System of Social and Environmental Education of Students: Monograph. Belgorod: Ostashchenko A.A. Publ.

Smirnov, S. D. (2005). Pedagogy and Psychology of Higher Education: from Activity to Personality. Moscow: Academy Publ. 400.

Starikova, O. V. (2015). The Educational Paradigm of the Implementation of a Differentiated Approach in Foreign Language Translation of Translators. Uchenye zapiski. Elektronnyj nauchnyj zhurnal Kurskogo gosudarstvennogo universiteta. 3 (35). 155-159.

Subban, P. (2006). Differentiated Instruction: a Research Basis. International Education Journal. 7(7). 935-947.

Tomlinson, C. A. (1999). Mapping a Route Toward Differentiated Instruction. Personalized Learning. 57, 1. 12-16.

Uman, A. I. (2018). Technological approach to Learning: Teaching Aid. Moscow: Yurajt Publ. 171.

Veretennikova, L. K. (2013). General and Special in the Implementation of Differentiated Approach in the Pedagogical Education of Bilingual Students. Nauka i shkola. 6. 20-21.

Veretennikova, L. K., & Neverova, A. S. (2012). The Implementation of a Differentiated Approach in the Pedagogical Education of Bachelors. Prepodavatel' XXI vek. 1-1. 71-74.

Zarutskaya, Zh. N., Savinova, Yu. A., Kisel, O. V., Akhmetzyanova, T. L., Mikhailov, V. V., & Zarutskaya, A. O. (2018). Main Teaching Strategies Most Successfully Promoting Foreign Language Learning in Adult Groups. Research Journal of Pharmaceutical, Biological and Chemical Sciences. Vol. 9. No. 2. 1232-1242. https://doi.org/10.33887/rjpbcs

Enlaces refback

  • No hay ningún enlace refback.

Revista Amazonia Investiga
Contáctenos: amazoniainvestiga@gmail.com
Esta revista científica y sus artículos están registrados bajo la licencia https://creativecommons.org/licenses/by/4.0/