Форми організації навчання для формування візуально-інформаційної культури майбутніх учителів математики та інформатики
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
З огляду на збільшення візуальної складової освітньої сфери та збільшення інформаційного контенту, необхідними для майбутнього вчителя математики та інформатики е високий рівень сформованості візуально-інформаційної культури. Метою статті е обґрунтування доцільності використання організаційних форм навчання для формування візуально-інформаційної культури майбутніх учителів математики та інформатики, серед яких лекції-демонстрації, проблемні лекції, тренувальні та залікові лабораторні роботи, індивідуальні домашні завдання, консультації, виконання кваліфікаційних робіт, майстер-класи, науково-дослідна робота, навчальна практика.
Due to the increase in the visual component of the educational sphere and the increase of information content, a high level of formation of visual and information culture is necessary for the future mathematics and computer science teacher. The purpose of the article is to substantiate the feasibility of using organizational forms of education for the formation of visual and information culture of future mathematics and computer science teacher. The term "form" will be understood in the sense of "organizational form of learning”, which is interpreted as a way of organizing educational activities, which is governed by a certain, predetermined schedule. In order to form the visual and information culture of future mathematics and computer science teacher, we used the following organizational forms of learning: lectures-demonstrations, problem lectures, training and test laboratory work, individual homework, consultations, qualification work, workshops, research work, educational practice. The set of interdependent forms of learning contributed to the formation of awareness of the need to reformat the educational process using computer visualization means, formation of skills to solve school mathematics problems using computer visualization means, to create cognitive and visual models, to choose computer visualization means rationally to achieve the learning goal and the ability to implement computer visualization means in the educational process by developing a fragment of the lesson. Given the importance of continuous and systematic formation of visual and information culture of pre-service mathematics and computer science teacher, it is advisable to gradually complicate the forms, methods and means of training pre-service mathematics and computer science teacher, to create conditions for active involvement of students in research. Further activities will be substantiation of the expediency of using methods of forming the visual and information culture of the future mathematics and computer science teacher in higher education institutions.
Due to the increase in the visual component of the educational sphere and the increase of information content, a high level of formation of visual and information culture is necessary for the future mathematics and computer science teacher. The purpose of the article is to substantiate the feasibility of using organizational forms of education for the formation of visual and information culture of future mathematics and computer science teacher. The term "form" will be understood in the sense of "organizational form of learning”, which is interpreted as a way of organizing educational activities, which is governed by a certain, predetermined schedule. In order to form the visual and information culture of future mathematics and computer science teacher, we used the following organizational forms of learning: lectures-demonstrations, problem lectures, training and test laboratory work, individual homework, consultations, qualification work, workshops, research work, educational practice. The set of interdependent forms of learning contributed to the formation of awareness of the need to reformat the educational process using computer visualization means, formation of skills to solve school mathematics problems using computer visualization means, to create cognitive and visual models, to choose computer visualization means rationally to achieve the learning goal and the ability to implement computer visualization means in the educational process by developing a fragment of the lesson. Given the importance of continuous and systematic formation of visual and information culture of pre-service mathematics and computer science teacher, it is advisable to gradually complicate the forms, methods and means of training pre-service mathematics and computer science teacher, to create conditions for active involvement of students in research. Further activities will be substantiation of the expediency of using methods of forming the visual and information culture of the future mathematics and computer science teacher in higher education institutions.
Опис
Ключові слова
візуально-інформаційна культура, майбутні вчителі математики та інформатики, форма організації навчання, лекція-демонстрація, проблемна лекція, тренувальна лабораторна робота, залікова лабораторна робота, індивідуальне домашнє завдання, майстер-клас, visual and information culture, future mathematics and computer science teachers, form of training organization, demonstration lecture, problem lecture, training laboratory work, test laboratory work, individual homework, workshop
Бібліографічний опис
Друшляк, М. Форми організації навчання для формування візуально-інформаційної культури майбутніх учителів математики та інформатики [Текст] / М. Друшляк, Н. Шамшина, В. Шамоня // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 5 (109). – С. 101–111. – DOI: 10.24139/2312-5993/2021.05/101-111.