Формування інформаційно-комунікативних компетентностей майбутніх вчителів фізики засобами електронних інтернет-технологій
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2018
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У статт ірозкрито теоретичні засади формування інформаційно-комунікативної компетентності майбутніх учителів фізики засобами електронних інтернет-технологій, обґрунтовано модель формування інформаційно-комунікативної компетентності як складової професійної освіти.Уточненопоняття «формування інформаційно-комунікативної компетентності майбутніх вчителів фізики засобами електронних інтернет-технологій» як цілеспрямований процес впливу на суб’єктів навчання, майбутніх учителів фізики, який передбачає формування в нихздатності вирішувати типові професійні завдання на основі використання електронних інтернет-технологій.Розкрито структуру інформаційно-комунікативної компетентності майбутніх учителів фізики через сукупність взаємопов’язаних компонентів: знаннєвого, процесуального та особистісного.Описано модель формування інформаційно-комунікативної компетентності майбутніх учителів фізики засобами електронних інтернет-технологій, яка містить чотири взаємопов’язані блоки(мотиваційно-цільовий, організаційно-педагогічний, контрольно-оцінювальний та результативний). Надано статистичні дані, що підтверджують ефективність моделі формування інформаційно-комунікативної компетентності майбутніх учителів фізики засобами електронних інтернет-технологій на рівні значущості 0,05.
In thesis theoretical bases of formation of information and communication competence of future physics teachers by means of electronic Internet technologies were described, the model of formation of the information and communication competence as a component of professional education was grounded and experimentally tested.Analysis of scientific sources allow us to clarify the concept of information and communication competence of physics teacher, which is considered as the ability to solve typical professional tasks, to solve problems arising in real situations of pedagogical activities, using a variety of computer tools, electronic and virtual resources and the Internet technologies.The structure of the information and communication competenceof future physics teachers was revealed through a set of interrelated components: the knower, procedural and personal.The developed model of formation of the information and communication competence of future physics teachers by means of electronic Internet technology contains four interrelated blocks: motivational-targeted, organizational-pedagogical, monitoring and evaluation and resultative. Motivational-targeted block is represented by a social order and the main purpose of the research, which predicts the final result. Organizational-pedagogical block expects on the basis of general methodological and specific principles (professional-pedagogical orientation of education, the formation of an electronic learning environment, a combination of traditional and computer learning technologies, cognitive visualization, the use of specialized software in the field of physics) defining strategic guidelines in the forming the information and communication competence of future physics teachers by means of electronic Internet technology, direct the educational process in the HEE for achieving the goal. Forms of implementation of the proposed model are lectures-consultations, laboratory works, blended learning, scientific-practical conferences, online courses, practice for the production of multimedia, independent and individual work. Computer modelling, brainstorming, interactive methods, testing, research experimental and technological tools, the Internet resources, software of general and special purpose, electronic educational resources were used for the realization of forms of learning active learning methods, didactic purpose of which is providing of educational process integrity. Monitoring and evaluation contains the components, criteria, indicators and levelsof development of the information and communication competence of future physics teachers. Resultative reflects the result of implemented model, that is, the positive dynamics of formation of the information and communication competence of future physics teachers by means of electronic Internet technology.
In thesis theoretical bases of formation of information and communication competence of future physics teachers by means of electronic Internet technologies were described, the model of formation of the information and communication competence as a component of professional education was grounded and experimentally tested.Analysis of scientific sources allow us to clarify the concept of information and communication competence of physics teacher, which is considered as the ability to solve typical professional tasks, to solve problems arising in real situations of pedagogical activities, using a variety of computer tools, electronic and virtual resources and the Internet technologies.The structure of the information and communication competenceof future physics teachers was revealed through a set of interrelated components: the knower, procedural and personal.The developed model of formation of the information and communication competence of future physics teachers by means of electronic Internet technology contains four interrelated blocks: motivational-targeted, organizational-pedagogical, monitoring and evaluation and resultative. Motivational-targeted block is represented by a social order and the main purpose of the research, which predicts the final result. Organizational-pedagogical block expects on the basis of general methodological and specific principles (professional-pedagogical orientation of education, the formation of an electronic learning environment, a combination of traditional and computer learning technologies, cognitive visualization, the use of specialized software in the field of physics) defining strategic guidelines in the forming the information and communication competence of future physics teachers by means of electronic Internet technology, direct the educational process in the HEE for achieving the goal. Forms of implementation of the proposed model are lectures-consultations, laboratory works, blended learning, scientific-practical conferences, online courses, practice for the production of multimedia, independent and individual work. Computer modelling, brainstorming, interactive methods, testing, research experimental and technological tools, the Internet resources, software of general and special purpose, electronic educational resources were used for the realization of forms of learning active learning methods, didactic purpose of which is providing of educational process integrity. Monitoring and evaluation contains the components, criteria, indicators and levelsof development of the information and communication competence of future physics teachers. Resultative reflects the result of implemented model, that is, the positive dynamics of formation of the information and communication competence of future physics teachers by means of electronic Internet technology.
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Ключові слова
професійна підготовка, професійна підготовка вчителя фізики, електронні інтернет-технології, формування інформаційно-комунікативної компетентності, professional training, professional training of physics teachers, electronic Internet technologies, model of formation of the information and communication competence
Бібліографічний опис
Юрченко, А. Формування інформаційно-комунікативних компетентностей майбутніх вчителів фізики засобами електронних інтернет-технологій / А. Юрченко // Освіта. Інноватика. Практика. – 2018. – № 1(4). – С. 73–80.