Реализация смешанной модели обучения информатикестатья из журнала
База данных: Каталог библиотеки СФУ (П 912)
Библиографическое описание: Пушкарева, Татьяна Павловна. Реализация смешанной модели обучения информатике = The Blended Learning Science Training / Т. П. Пушкарева, В. В. Калитина. - (Методическое обеспечение). - Текст : непосредственный // Открытое образование. - 2020. - № 2. - С. 39-46 : рис. - Библиогр.: с. 44-46 (23 назв.). - ISSN 1818-4243.
Аннотация: Проведен анализ двух моделей обучения: очной и электронной, выявлены их положительные и отрицательные стороны. Установлено, что в современных условиях цифровизации общества и образования можно оптимально комбинировать сильные стороны традиционного обучения с преимуществами электронной технологии. Предложена смешанная модель обучения информатике студентов технического вуза, как гармоничное сочетание очной и дистанционной технологий. Применение смешанной модели обучения в преподавании информатики приводит к изменению роли педагога и реорганизации, как содержания дисциплины, так и методов и средств обучения. Опорными пунктами выступают требования к специалистам цифрового общества, особенности цифрового поколения студентов и принципы цифровой дидактики, обеспечивающие формирование и развитие требуемых сегодня компетенций. Описаны этапы проектирования курса "Информатика" по смешанной модели обучения: проектирование результатов обучения по дисциплине; разработка оценивающих мероприятий; разработка системы взаимодействия участников. В соответствии с принципами личностно-центрированного подхода к обучению, содержание дисциплины имеет модульную структуру. Это дает возможность студенту построить свою индивидуальную траекторию изучения информатики. Для учета особенностей восприятия информации представителями цифрового поколения содержание курса представлено с использованием традиционной методики и нелинейных технологий обучения информатике: концентрической, параллельной и когнитивной; лекции даны виде текста, презентации и инфографики; для каждого модуля создана ментальная карта, позволяющая охватить содержание модуля целиком и изучать его не последовательно, а по своему усмотрению. Каждому модулю прописаны соответствующие цели и ожидаемые результаты обучения с указанием уровня по таксономии Блума. В качестве оценивающих мероприятий выделены контрольные вопросы к теоретическому материалу, выполнение практических заданий, промежуточные и итоговое тестирование по модулю. Обучение информатике по смешанной модели обеспечивает повышение уровня мотивации студентов к обучению и уровня понимания теоретического материала; повышение уровня их активности при изучении информатики в информационно-образовательной среде и формирование коммуникационных компетенций; освоение студентами новых видов деятельности; гибкость, мобильность и доступность обучения. Все это в итоге способствует формированию компетенций, требуемых для успешной профессиональной деятельности в современных условиях.
Purpose of research. In conditions of digitalization of society and economy, information is considered to be the main value, not the material wealth. That is, information and information technologies are of particular importance today. Since the term "informatics" means both information science and the whole field related to the use of information and communication technologies, it can be concluded that the importance of students’ training in informatics, regardless of the specialty chosen, is increased. The main aim of the work is to identify the most effective technology of students’ training in informatics at the technical university, as representatives of the digital generation and to organize from these positions the methodology of training in informatics in the digital educational environment. Materials and methods. This article analyzed two models of training: face-to-face and electronic training revealed their positive and negative aspects. It has been established that in modern conditions of digitalization of society and education it is possible to optimally combine strengths of traditional education with advantages of electronic training technologies. The blended technology of the informatics training of the technical university students is offered as a harmonious combination of face-to-face and electronic training technologies. The use of blended learning technology in the informatics training leads to a change of the lecturer role and a reorganization of both the content of the discipline and the methods and means of learning. The reference points are the requirements for the specialists of digital society, the peculiarities of the digital generation of students and the principles of digital didactics, which ensure the formation and development of the competences required today. Results. The stages of design of the course "Informatics" on the blended training technology are described: design of the results of training on discipline; development of evaluation activities; development of a system of interaction between participants. According to the principles of the personal-centered approach to training, the content of the discipline has a modular structure. This allows the student to create their individual trajectory of informatics learning. In order to take into account the peculiarities of perception of information by representatives of the digital generation, the content of the course is presented using traditional methodology and nonlinear technologies of informatics training: concentric, parallel and cognitive; lectures are given as text, presentations and infographics; for each module a mental map is created, allowing to cover the content of the module in its entirety and study it not sequentially, but at its own discretion. Each module specifies the respective objectives and expected results of the training with an indication of the level on Bloom taxonomy. Control questions for theoretical material, execution of practical tasks, intermediate and final testing by module are identified as evaluation measures. Conclusion. It is shown that training in informatics according to a blended model provides an increase in the level of students ’ motivation to learn and the level of theoretical material understanding; increasing their level of activity in the informatics learning in the information and educational environment and forming communication competences; students mastering new activities; flexibility, mobility, and learning availability. All this in the end contributes to the formation of competences required for successful professional activity in modern conditions.
Purpose of research. In conditions of digitalization of society and economy, information is considered to be the main value, not the material wealth. That is, information and information technologies are of particular importance today. Since the term "informatics" means both information science and the whole field related to the use of information and communication technologies, it can be concluded that the importance of students’ training in informatics, regardless of the specialty chosen, is increased. The main aim of the work is to identify the most effective technology of students’ training in informatics at the technical university, as representatives of the digital generation and to organize from these positions the methodology of training in informatics in the digital educational environment. Materials and methods. This article analyzed two models of training: face-to-face and electronic training revealed their positive and negative aspects. It has been established that in modern conditions of digitalization of society and education it is possible to optimally combine strengths of traditional education with advantages of electronic training technologies. The blended technology of the informatics training of the technical university students is offered as a harmonious combination of face-to-face and electronic training technologies. The use of blended learning technology in the informatics training leads to a change of the lecturer role and a reorganization of both the content of the discipline and the methods and means of learning. The reference points are the requirements for the specialists of digital society, the peculiarities of the digital generation of students and the principles of digital didactics, which ensure the formation and development of the competences required today. Results. The stages of design of the course "Informatics" on the blended training technology are described: design of the results of training on discipline; development of evaluation activities; development of a system of interaction between participants. According to the principles of the personal-centered approach to training, the content of the discipline has a modular structure. This allows the student to create their individual trajectory of informatics learning. In order to take into account the peculiarities of perception of information by representatives of the digital generation, the content of the course is presented using traditional methodology and nonlinear technologies of informatics training: concentric, parallel and cognitive; lectures are given as text, presentations and infographics; for each module a mental map is created, allowing to cover the content of the module in its entirety and study it not sequentially, but at its own discretion. Each module specifies the respective objectives and expected results of the training with an indication of the level on Bloom taxonomy. Control questions for theoretical material, execution of practical tasks, intermediate and final testing by module are identified as evaluation measures. Conclusion. It is shown that training in informatics according to a blended model provides an increase in the level of students ’ motivation to learn and the level of theoretical material understanding; increasing their level of activity in the informatics learning in the information and educational environment and forming communication competences; students mastering new activities; flexibility, mobility, and learning availability. All this in the end contributes to the formation of competences required for successful professional activity in modern conditions.
Год издания: 2020
Источник: Открытое образование
Выпуск: № 2
Номера страниц: 39-46
Количество экземпляров:
- Книгохранилище научной литературы (пр. Свободный, 79, 3 этаж): свободно 1 из 1 экземпляров
Ключевые слова: заочные модели обучения, обучение информатике, очные модели обучения, смешанные технологии обучения, цифровая образовательная среда, электронное обучение
Рубрики: Образование. Педагогика,
Высшее профессиональное образование,
Применение вычислительной техники в педагогике
Высшее профессиональное образование,
Применение вычислительной техники в педагогике
ISSN: 1818-4243
Идентификаторы: полочный индекс П 912, шифр otob/2020/2-471052465