Using schematic-symbolic models in teaching chemistry to international students

Modern trends in the development of higher education in the Russian Federation imply not only an increase in the level of professional education, but also an increase in the number of international students studying with the help of an intermediary language. At Penza State University, students from India and many Arab countries receive education in the specialties of “General Medicine” and “Pharmacy”. All university teachers have undergone special training and have a sufficient command of English, but the level of students' language proficiency is often insufficient to understand complex chemical concepts and processes. This article discusses the problem of studying some topics of analytical chemistry by international students studying in English as an intermediary language. Taking into account the different levels of training of foreign students and different degrees of English proficiency, the use of visualization and systematization of educational information is a good way for students to master the elements of the curriculum in the subject of “Analytical Chemistry”. It is proposed to use interactive methods, in particular, diagrammatic-symbolic models: a logic graph, a reference note and a learning model developed on the basis of the “Metaplan” method. Methodological recommendations for the application of the “Metaplan” method were compiled and tested with second-year foreign students in the subject of “Analytical Chemistry”. The effectiveness of students' educational activities was determined by means of a scientific and pedagogical experiment, the results obtained were analyzed mathematically and statistically, in connection with this, proposals and recommendations were developed. The types of diagrammatic-symbolic models are recommended depending on the type of classes. The proposed methods have found application in practical classes, lectures and in independent work of students. An increase in academic performance is noted precisely when students work in a group, i. e. when interacting not only with the teacher, but also with each other.