FLIPPED CLASSROOM TECHNOLOGY AND ITS IMPLEMENTATION AT VARIOUS LEVELS OF HIGHER EDUCATION
Bulletin of the South Ural State University series Education Education Sciences
ИСПОЛЬЗОВАНИЕ ТЕХНОЛОГИИ ПЕРЕВЕРНУТОГО КЛАССА НА РАЗНЫХ СТУПЕНЯХ ВЫСШЕГО ОБРАЗОВАНИЯ
Problem statement. Every person has a lot of memories associated with school years or studying at the university and the typical picture is how you are sitting in the classroom and the teacher is explaining something, but you barely hear: you stare at the ceiling or the window dreaming about something. This is often the case in a traditional model of the educational processthe center of which is a teacher presenting information, giving out assignments, and learning is the student's own deal.
... dent's own deal. After class students spend a great amount of time doing homework, and if he has difficulties, he may stop doing it at all or start cheating. "In fact, a study done observing 9th-12th graders found that students spent an average of 38 hours a week doing homework" . This is a huge investment of time not only for the student, but also for the teacher, who constantly prepares tasks, checks and evaluates them. This model can be effective, but it is very teacherdependent and the main drawback is that the student remains a passive recipient of information, rather than an active participant in his own process of learning. The idea of enhancing the educational process is not new. It was expressed throughout the entire period of the formation and development of pedagogy as a science. In the history of pedagogy, one can trace the confrontation of two opposite views: one of them denies the activity of the student, the other considers it necessary for the development of personality and effectiveness of the educational process  . Nowadays there is a need to redefine the role of the teacher and the student in the education system and one of the solutions proposed by scientists and practitioners is the technology of the flipped class appeared within the activity based approach and blended learning. Problem Background. The activity based approach implies the use of such system of methods, which is mainly aimed not at the presentation of ready-made knowledge and its reproduction, but at the independent acquiring of knowledge by students in the process of cognitive activity . L.S. Vygotsky emphasized that personal development in the educational process occurs only in the course of doing something  . Contributions to the development of the active learning methods classification were made The fourth industrial revolution influences the system of education requiring abilities and competencies that go beyond what has traditionally been taught in the classroom. The main concern is the social nature of learning and the ability to collaborate using digital technologies. It also results in some general shifts in the world of learning -lifelong learning -from childhood, to continuous learning in the workplace. Foreign language as an academic subject has a great potential to meet the needs of industry 4.0 as it is taught at all levels of education. There are a lot of modern technologies of teaching languages: teaching in cooperation, project method, modular and blended learning. In this article we will focus on the Flipped classroom technology at different levels of education: bachelor, master, postgraduate training. The advantages and limitations of using this method at different levels are revealed. We provide an overview of information technologies that can be used to implement this method. Guidelines are given on how to ensure the technological continuity of the educational process, using the Flipped classroom, to develop students ' readiness for different ways of knowledge transfer. The authors describe the flipped class model and experience of using the flipped classroom technology teaching English at bachelor's, master's and advanced training courses at the South Ural State University.