Ivo Tochevski, Bistra Tarakova
Vocational School of Economics and Tourism “Prof. Dr. Assen Zlatarov” - Petrich
https://doi.org/10.53656/voc22-19istr
Abstract. The postmodern didactic paradigm relies on contextuality, on the interrelationships in the course of pedagogical interaction, on the diversity of learning styles and teaching methods, on the changing learning environment.
An important part of the postmodern didactic paradigm is information and
communication technologies, which not only facilitate students in searching and
processing information, but also allow working together outside the classroom,
building a personal learning environment and self-organization of learning. The
article outlines the role of students' digital literacy in achieving learning goals, in
the realization of problem-based learning, personality-oriented and interdisciplinary
approach in History and Civilization classes. Didactic solutions are presented in
which students enrich their knowledge of socio-political processes in Bulgaria and
in the Balkans in the mid-20s of the 20th century by performing practical tasks and
solving a learning problem according to individual progress and participation of
each student in teamwork.
Keywords: digital literacy; problem-based learning; ICT; interdisciplinary approach; learning environment; history
Свързани статии:
Recognition of Problematic Educational Situations in Computer Modeling Training
Round Table „Bulgarian Studies Today in Greece – Academic Centres, Research Fields, Educational Programmes“ within the National Scientific Programme „Development and Promotion of Bulgarian Studies Abroad“
Verbal Aggression as a Product of the Minimized or Missing Functions of Social Intelligence
What, How Much and How does the Bulgarian Student Read (in Bulgaria and around the World) (Analysis of Survey Data)
