BLENDED LEARNING APPROACH TO TEACHING COMPUTER SCIENCE USING CLIL METHODOLOGY IN SCHOOL

Abstract

The article is devoted to the problem of optimizing the teaching of a Computer Science course in high school and is aimed at demonstrating the methodology for using blended learning technology in a school Computer Science course using the CLIL approach. A number of blended learning models were studied and the Flipped Classroom model was chosen for our research work. According to the “Flipped Classroom” model, students learn new material and complete assignments using the Internet at home, consolidate and practice the material they have covered during face-to-face learning in the classroom. In addition, given that there is currently a strong demand for a CLIL approach based on a trilingual policy aimed at mastering Kazakh, Russian and English, in a blended learning environment there are opportunities to apply the CLIL approach in a high school computer science course. The article shows the stages of CLIL classes, the actions in which are revealed using specific examples.

The results of the study led to the conclusion that the use of two different tools in a school Computer Science course, consisting of the Flipped Classroom and CLIL methods used in educational activities, will help cover voluminous material in English, create conditions for independent study, and facilitate the process of monitoring knowledge for the teacher students and get students interested in learning the subject.