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\u0410\u0443\u0442\u043e\u0440: \u0416\u0430\u043d\u0430 \u041f. \u0411\u043e\u0458\u043e\u0432\u0438\u045b, \u0408\u0435\u043b\u0435\u043d\u0430 \u0420. \u0421\u0442\u043e\u0458\u043a\u0430\u043d\u043e\u0432\u0438\u045b<\/p>\n

DOI: 10.5937\/ZRPFU2224011B<\/a><\/p>\n

\u0423\u0414\u041a: 37.026:37.091.39<\/p>\n

\u0418\u0417\u041e\u041a\u0420\u0415\u041d\u0423\u0422\u0410 \u0423\u0427\u0418\u041e\u041d\u0418\u0426\u0410 \u2013 \u041c\u041e\u0414\u0415\u041b \u0425\u0418\u0411\u0420\u0418\u0414\u041d\u0415 \u041d\u0410\u0421\u0422\u0410\u0412\u0415<\/p>\n

\u041a\u0459\u0443\u0447\u043d\u0435 \u0440\u0435\u0447\u0438: \u0445\u0438\u0431\u0440\u0438\u0434\u043d\u0430 \u043d\u0430\u0441\u0442\u0430\u0432\u0430, \u043c\u043e\u0434\u0435\u043b, \u0438\u0437\u043e\u043a\u0440\u0435\u043d\u0443\u0442\u0430 \u0443\u0447\u0438\u043e\u043d\u0438\u0446\u0430, \u0438\u0437\u043e\u00ad\u043a\u0440\u0435\u043d\u0443\u0442\u043e \u0443\u0447\u0435\u045a\u0435, \u043e\u043d\u043b\u0430\u0458\u043d \u043d\u0430\u0441\u0442\u0430\u0432\u0430.<\/p>\n

FLIPPED CLASSROOM \u2013 A MODEL OF HYBRID TEACHING<\/p>\n

Summary: In the field of education, special attention has been paid recently to improving the quality of the teaching process as well as readiness to adapt to many challenges of modern society, especially in extraordinary circumstances such as the COVID-19 pandemic. One of the alternative ways of teaching is the model of the Flipped Classroom, whose basic settings come from the Theory of Self-Determination. The essence of the Flipped classroom is in creating a stimulating learning environment in accordance with one\u02bcs own abilities and interests, outside the classic classrooms. The didactic-methodical implications of the application of this teaching model are reflected in the possibility of individualizing the learning process (students choose the type of teaching material offered, determine the time, place and pace of learning), in developing students\u02bc cognitive abilities for independent research, critical analysis and use of different sources (printed and electronic) for additional explanations of curriculum content. The received feedback increases the motivation to learn. The work of students is harmonized with their possibilities, interests and prior knowledge. Disadvantages of this model are: insufficient training of teachers to create and work on e-learning platforms, which requires additional training in computer literacy for both teachers and students, preparation of materials takes a lot of time, greater cognitive load for students, adapting the curriculum to this model, and students spending a lot time in front of a computer.<\/p>\n

Keywords: hybrid teaching, model, flipped classroom, flipped learning, online teaching.<\/p>\n

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