The history of the origin and theoretical foundations of the "flipped classroom" teaching methodology
Abstract
Abstract: this article investigates theoretical and methodological prerequisites for the use of the “Flipped class” method in teaching foreign languages the features and trends of the development of higher. Based on the analysis of the potential of the “Flipped Class” method in teaching a foreign language, it should be compulsory that there are wide possibilities of using the method, including in linguistic universities. This technology allows people to move away from the frontal form of teaching in the classroom, transferring the theoretical analysis of the material to the environment of independent work of the student, while at the same time providing an opportunity for a thorough and comprehensive study of the topic. The study of the history of the appearance and spread of the “Flipped Classroom” method is carried out, theoretical positions are described, positive and negative aspects of the method are revealed in comparison with the traditional classroom teaching model, the potential of the model in the framework of teaching foreign languages is revealed. Also article deals withidentifying the essence and specifics of the concept of innovation and their role in the development of foreign language teaching methods, describing the history of the emergence, spread and theoretical foundations of the “Flipped Classroom” teaching method and conducting a comparative analysis of the main elements of the “Flipped Classroom” method and the traditional classroom teaching model.