{'fraction_non_alphanumeric': 0.018893387314439947, 'fraction_numerical': 0.0, 'mean_word_length': 5.620535714285714, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Instrumental and technological approaches to the organization of reflection in blended learning (on the example of humanities)

The paper analyzes innovative models of the educational process organization based on distance technologies with the ICT application services, their features and didactic value. Its about the main models of blended learning technology: station rotation, flipped classroom, lab rotation, individual rotation. The implementation of each model helps to achieve certain goals: differentiation and individualization of the educational process, development of students skills for individual work and self-organization, a more rational distribution of educational time in the classroom, ensuring the flexibility of the educational process, etc. The analysis of publications on this topic showed that researchers are interested in a wide range of issues related to the implementation of blended learning models at the lessons by different disciplines, such as: the usage of various tools, the analysis of models effectiveness, the usage of electronic resources, students motivation and evaluation, the role of the teacher, etc. However, little attention is paid to the organization of reflection. The paper analyzes the role of reflection in the learning process and its place at the lessons based on the models of flipped classroom and station rotation. The authors also give examples of methods and tools for organizing reflection at the lessons of humanities.