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model of formation key educational kompetentsy senior pupils resources of a network the Internet

Pedagogical process of formation key educational kompetentsy senior pupils resources of a network the Internet within the limits of FGOS new generation is a component of the general education system and development of schoolboys.

The purposes and problems of the given pedagogical process are correlated with an overall aim of realisation of the state order for preparation of the graduate of the school owning key educational kompetentsijami which provide its further development and
Formation according to varying professional realities, mobility and dynamism of information knowledge.

The laid down aims thereupon and research problems, and also the revealed and described essence, structure and the maintenance key educational kompetentsy senior pupils have caused the reference within the limits of a considered problem to a scientific method of modelling of pedagogical process.

Specificity of pedagogical modelling (model from modus, modulus - the measure, the form, measured, captured) is forecasting,

Construction and substantiation of in special way created object providing technological presentation of the basic characteristics of pedagogical system and pedagogical process. According to L.M.Novikova, specificity of m about d e l and r about in and n and I am shown that in the course of knowledge "intermediate link" - the model representing both means, and object of the experimental research starts to work, replacing the original, and at the same time the model can be considered as a special version of experiment [121]. Thus there is a model construction - hypotheses which show the communication mechanism between components of the studied phenomenon, and then are checked practically.

To close us also S.O.Gruninoj, B.J.Sovetova and S.A.Jakovleva's opinion which suggest to operate with terms "object-original" and "object-model", thus carrying object-model to intellectually issued objects which replace real processes (objects - originals), but keep thus its typical lines, important for carried out research [46; 169]

V.V. Davidov, V.V. Kraevsky, A.I.subetto as the basic stages of modelling suggest to consider construction, realisation and correction of model and define following approaches to working out of pedagogical models:

1) fixation of the purposes, principles and training and education methods;

2) designing of stage-by-stage process of training and education;

3) the description didactic making (the maintenance, technologies of training, education and development of schoolboys) [47; 87; 170].

And. P.Podlasyj the main advantage of a method of modelling connects with possibility of complete representation of pedagogical process in which frameworks special value is given to reproduction of communications and conditions of functioning of elements of system [136]. It is provided, as a rule, with schematical representation of model in the form of concrete blocks (modules).

The judgement of the theory of pedagogical modelling and noted ideas of scientists-teachers, we have addressed to construction strukturnoyofunktsionalnoj pedagogical model with which help, in our opinion, it is possible to present pedagogical process of formation key educational kompetentsy senior pupils resources of a network the Internet as system vision of the decision of the concrete pedagogical problems put in research.

Construction of model of formation key educational kompetentsy went in frameworks is system-dejatelnostnoj paradigms of formation which is aimed at an all-around development of the person of the pupil and is realised on the basis of mastering of universal ways of activity. In the Federal state educational standard of the general education (2012) it is underlined, that the given approach provides formation of readiness trained to self-development and continuous formation; designing and designing of the developing educational environment of educational institution; active uchebnoyopoznavatelnuju activity trained [178]. Besides, in the standard the attention on developed in domestic pedagogics last decades the lichnostno-focused approach to formation (E.V.Bondarevsky [25], I.A.winter [67], S.V.Kulnevich [91], A.A.Pligin is focused
[134], N.J.Sinjagina [164] and mn. Other) which demands «construction of educational process taking into account individual, age, psychological, physiological features and health trained» [178]. Thereupon it is possible to ascertain, that the Federal educational standard outlines «a portrait of the graduate of school», including in it a set of necessary qualities of the person. These qualities in a context of the pedagogical modelling undertaken by us can be correlated conditionally with allocated with us key educational kompetentsijami (table 2).

Table 2

Dejatelnostnaja the form of representation key educational kompetentsy graduates in the Federal state educational standard 2012 [178]

The competence Standard requirements
uchebno -

poznavatelyo

naja

- Creative and critically conceiving, actively and purposefully learning world realising value of science and education, work and creativity for the person

- Owning bases of scientific methods of knowledge of world around;

- Ready to the cooperation, capable to carry out uchebno-research, design and informatsionnoyopoznavatelnuju activity;

- motivirovannyj on formation and self-education during all life

The social

The labour

- motivirovannyj on creativity and innovative activity;

- Respecting opinion of other people, able to conduct meaningful dialogue, to reach mutual understanding and successfully to co-operate;


- Prepared for the realised choice of the trade, understanding value of professional work for the person and a society
The Sotsialnoyopolitichesky - Realising and accepting traditional values

Families, a Russian civil society,

The multinational Russian people, the mankind, realising the participation to destiny of Fatherland;

- Realising the person, socially active, respecting law and the law and order realising responsibility before a family, a society, the state, mankind;

- Liking the native country and the Native land, respecting people, its culture and spiritual traditions

The cultural

dosugovaja

- osoznanno carrying out and propagandising rules of healthy, safe and ecologically expedient way of life;

- motivirovannyj on creativity and innovative activity.

Thus, the Federal state educational standard of the general education based on kompetentnostnom, lichnostno - focused approaches to formation, the primary goal puts achievement by pupils of readiness to use the acquired knowledge, educational skills, system of valuable orientations for the direct decision of theoretical and practical problems which arise in reality, for continuous self-education and self-development throughout all life.

One more key approach within the limits of the undertaken modelling was the metasubject approach that is connected with allocation in ФГОС-2012 three blocks of results of development trained to the basic educational
Programs: personal results, metasubject and subject. The standard defines metaconcreteness as the base requirement to modern formation and understands it as development trained «intersubject concepts and universal educational actions (reguljativnyh, informative, communicative), ability of their use in informative and social practice, independence in planning and realisation of educational activity and the organisation of educational cooperation with teachers and contemporaries, ability to construction of an individual educational trajectory, possession of skills of uchebno-research, design and social activity» [178].

It is important to underline, that the understanding of results of metasubject training has in many respects defined the maintenance, protsessualnost and planned results of the model developed by us. Thereupon we will note two essentially an important point.

According to A.G.Asmolov, metasubject training is a development trained universal educational actions and intersubject concepts. The universal educational actions formed during realisation of the metasubject approach, have been divided by the researcher into four groups:

- The personal: personal, professional, vital

Self-determination, smysloobrazovanie, moral-ethical orientation;

- reguljativnye: tselepolaganie, planning, forecasting, the control, correction, an estimation, self-control;

- The informative: obshcheuchebnye universal actions (an independent formulation of the informative purpose; search and allocation of the necessary information; structurization of knowledge, etc.); logic (the analysis; synthesis; the proof; a choice of the bases and criteria for comparison, etc.); statement and the problem decision;

- The communicative: planning of educational cooperation with the teacher and contemporaries; statement of questions; the resolution of conflicts;
Management of behaviour of the partner; ability with sufficient completeness and accuracy to express the thoughts according to problems and communications conditions [76, with. 28-30].

A.V.farm allocates four blocks of the metasubject maintenance of modern educational standards:

1) real objects of the validity: the nature, culture, technics, social communications and other educational areas; their studying is realised by application of corresponding ways of activity;

2) the common cultural maintenance of formation: the generalised social experience, fundamental problems of mankind, the basic valuable installations, alternative methods of research of the same objects;

3) metasubject and obshcheuchebnye abilities, skills, ways of activity; they are dejatelnostnym an embodiment in the standard of studied objects and knowledge, elements of the general mechanism of interaction of the pupil with social experience of mankind; share on groups: kognitivnye, creative, orgdejatelnostnye, communicative, world outlook;

4) key the competence which together with abilities, skills, ways of activity find the embodiment and a concrete definition in Requirements to level of preparation of graduates [189].

Besides, at modelling we took into consideration theories of pedagogical systems of V.P.Bespalko and V.P.Simonov, and takzhebazovaja the scheme of the description of pedagogical system and its purposes, offered by V.P.Simonov [162, with. 40-73].

Thus, as a whole, the model of formation at senior pupils key educational kompetentsy the Internet (fig. 4) is understood by resources of a network in research as developed according to the state order for the graduate of school interconnected and vzaimoobuslovlennyj a system pedagogical complex in which structure target, substantial, remedial and kontrolno-diagnostic blocks are allocated.

62

Fig. 4. Model of formation key educational kompetentsy senior pupils resources of a network the Internet

Owing to the set sketchiness of model we will bring separate explanatories.

The target element of model which assumes development of structural components key educational kompetentsy senior pupils is correlated by us not only with educational standards and the state order for the competent graduate of school, but also with the realised requirements of senior pupils, the future graduates, to level of education got at school for successful professional and socially-civil activity, adaptability maintenance to changes in quickly developing is information-znanievoj to sphere.

In this connection substantial and remedial blocks of model are correlated with is system-dejatelnostnym, lichnostno-focused, kompetentnostnym and metasubject scientific approaches, and also general scientific principles: sistemnosti, scientific character, sequence, the account of age features, communication of the theory with practice, etc.

The substantial block of model has been developed with the account noted by us before A.G.Asmolov and A.V.farm's concepts in connection with which concrete directions of pedagogical process on formation key educational kompetentsy senior pupils are defined:

- Formation of skills of the analysis, comparison and generalisation of great volumes of the diverse information ("analogy", "classification");

- Development of communicative abilities of pupils, skills of cooperation with contemporaries, adult in the real and virtual environment ("communications", «skills of cooperation»);

- Formation of socially encouraged system of the values focused on self-identification in a polycultural society, on readiness for dialogue, tolerance, honesty, responsibility, on self-development and self-education according to these valuable orientations etc. ("tolerance", «identity in a polycultural society», "self-development");

- Development poliaspektnoj world pictures, increase of level of awareness on the different questions, corresponding to a modern level of development of a science and public practice, readiness for self-education throughout all life.

poliaspektnoj pictures of the world we connected such abilities with development, as: 1) ability independently to define the purposes and activity plans, 2) ability to carry out self-checking and behaviour self-correction, professionally, socially and lichnostno the focused activity; 3) ability to analyze and use possible resources for achievement of an object in view both in self-education sphere, and in professional work ("outlook", «scientific type of thinking», "vocational counselling").

The given directions in the substantial and remedial plan corresponded with specified, proved and described by us (substantially and structurally) the key educational

kompetentsijami: uchebno-informative, sociolabor, sotsialnoyopoliticheskoj, cultural-dosugovoj - in integrativnom their unity kognitivnoj, functional, social and psychological components.

Formation at senior pupils resources the Internet key educational kompetentsy within the limits of realised model assumes humanistic orientation of process of the training which main condition is «development of abilities trained in the organised teaching and educational process» [162, with. 60].

The special attention for the decision of tasks in view of research was demanded by realisation of the remedial block of the model developed by us. Thereupon we will allow small problem deviation.

Last years domestic scientists actively created theoretical base for working out of the pedagogical tools necessary for effective involving of Internet resources in

Educational process. A number of techniques and the programs using Internet resources and IKT has been approved. Competitions on creation for a comprehensive school of the educational literature of new generation on electronic carriers became the important stage of work. B.S.Berenfeld and K.L.Butjagina, having generalised results of the first years of carrying out of similar actions, have allocated strong and weaknesses of operating time in the given sphere.

On the one hand, they have noticed, that such projects, first, stimulate and involve in educational sphere of professional developers of software products; secondly, become a basis for creation of the mixed working collectives on a metasubject basis; at last, they promote active use by working out of the Russian innovative educational products of foreign experience (for example, such resources, as InteractivePhysics («the Live physics») and TheGeometer5SSketchpad («Live geometry») [19, with. 119]. In N.V.Musinovoj's work the experimental technique of use of means of multimedia and Internet technologies for development of research abilities of schoolboys has been offered at studying has undressed "Animals" [116]. The list of similar researches can be continued [9; 52; 93, 116; 117; 127; 135; 142; 154; 174; 195, etc.].

On the other hand, as weak places of competitive projects "passively-znanievyj" approach, orientation on "nataskivanie", instead of on development of the pupil has been noted reproductive.

Thereupon, besides working out of innovative uchebno-methodical complexes, electronic textbooks and educational Internet resources pedagogical search goes in the directions capable «to expand borders of educational space for limits formal in parallel educational systems informal and vneformalnogo formations taking into account individual interests and possibilities of trainees» [166, with. 159]. The Most adequate for formation kompetentnostej are active methods of training (a case-method, a method of projects, portfelnyj the approach

Etc.) which efficiency of application increases at use of Internet resources, program virtual agents who allow to realise the lichnostno-focused and praktiko-focused approaches [166, with. 161]. With the account of noted problem situation in drawing 5 addition to the remedial block of the model, concretising potential pedagogical possibilities is presented

Uses of Internet resources in educational process.

Drawing 5. A concrete definition of potential pedagogical possibilities of Internet resources (within the limits of the remedial block)

On the scheme it is visible, that a key link of educational process is interaction of its two subjects - the teacher and the pupil. Effective realisation of this interaction in modern conditions probably thanks to programmno-information resources of a network the Internet,
On the one hand, both to organizational-pedagogical and methodical resources of actually educational space - with another.

Besides, within the limits of the remedial block specification and a concrete definition the abilities noted by us on work with the information demand.

We recognised that didactic and pedagogical potential of Internet resources creates, first of all, an information phenomenon (sets of any data, data, the facts, knowledge). Work with great volumes of the non-uniform information becomes the basic maintenance of activity of pupils at use of Internet resources for formation of the cores educational kompetentsy. Thereupon we will underline, that at definition of concrete methods and working methods with the information we were guided by a wide range of the pedagogical and psychological literature [11; 52; 70; 79, etc.]. Thus the closest to our understanding are private receptions and the abilities allocated with O.A.Mitrahovich [114 with. 8].sredi them us were the following is taken for a basis:

- Information search (orientation in a subject domain for functional search, search of object in the known name, selection of the relevant information);

- The information analysis (definition main and essential, allocation of semantic parts, revealing in the information prichinnoyosledstvennyh communications);

- Information interpretation (an explanation of communications and the dependences revealed in the information);

- Information reformatting (transfer of the information from one kind of representation in another);

- Information generalisation (a formulation of conclusions on the basis of the spent analysis of the information);

- Information creation (creation of information products on paper and electronic carriers);

- Information representation (representation of an information product of an audience, creation of electronic presentations);

- Information storage (accumulation, structurization,

Information ordering);

- Information transfer (use of various channels and ways of an information transfer).

At the same time we have counted necessary to add separate special receptions: «an estimation and information selection», «преобразование_информации». It is caused by following factors:

- Qualitative heterogeneity that puts in the forefront a problem of an estimation of the found information is peculiar to Internet resources; it is necessary to make elimination of a different sort of information "spam", the erroneous, secondary information, etc. (in a modern society, where density of information "environment", or an information background. Grows in a geometrical progression, possession of skill of an estimation and selection of the information from the point of view of its quality becomes very important);

- At work with Internet resources the person faces simultaneously different types of information and their combinations: text, numerical, graphic, sound; at information representation (for example, in the form of presentations) also it is necessary to use and combine its different kinds, and it is a question of ability not only to "reformat" (in technical sense of a word), but also qualitatively to transform it, for example, verbalizovat the graphic or visual information, etc.

The brought explanatories allow skorrelirovat the basic concrete remedial actions at work with the information with components of personal development of the senior pupil, that, as a whole, corresponds with formation key educational kompetentsy (fig. 6).

Fig. 6. Interrelation of remedial actions on work with the information (on

To basis of Internet resources) with components of personal development of the senior pupil

Last, kontrolno-diagnostic block of model, _соотнесён us with information, dejatelnostnym, personal, and communicative criteria of an estimation key educational kompetentsy, and also with the kontrolno-diagnostic device representing set of indicators of development of noted four criteria allowing to carry out poelementnyj the control over process of formation on
To basis of Internet resources key educational kompetentsy. Besides we define three basic levels sformirovannosti key educational kompetentsy.

Low level assumes ability of the pupil to solve only reproductive problems, to take part in separate forms of group work; on an average level the pupil is capable to solve already heuristic problems and successfully enough to participate in group educational activity, on the third, high, level the pupil can solve creative, research and problem problems independently.

The component of offered model acts as result of realisation of all sformirovannost key educational kompetentsy the pupils, causing as efficiency of their educational achievements at school, and the further professional and personal development in respect of purposeful self-education and self-development for the purpose of success in professional work, in society, adaptation in mobile, dynamical, constantly updated is information-znanievoj to environment.

Successful application in educational process of offered model is possible on the basis of the system approach and unity of all elements and subsystems, and also at realisation following organizatsionnoyopedagogicheskih conditions:

1. Model realisation should promote socialisation of pupils (by means of work in creative groups and importance comprehension kompetentsy for success in society), and also their adaptations to life conditions in the modern information world. It is possible only at creation of the favorable developing environment through stimulation at pupils emotional and dejatelnostnogo relations to the world, development of informative interest, various types of thinking, ethic updating of their spiritually-moral orientations, style of pedagogical assistance to development of the person.

2. Resursno-specifications which include maintenance of pedagogical process with the technological, program, communication equipment of necessary level have great value. It is fixed in the Concept of modernisation of a Russian education till 2020 where among base problems are proclaimed «active use of technologies" open formation "; information of formation and optimisation of methods of training, expansion of weight of those from them which form practical skills of the analysis of the information and self-training, increase in a role of independent work of students; deepening in the higher school of integration and interdisciplinary programs, their connection with proryvnymi high technologies» [82], - that demands a full computerisation of schools, maintenance with their uninterrupted access to a network the Internet by means of different types of connection, etc.

3. Purposeful use of the metasubject approach realised on the basis of design activity which, by I.V.Nikitinoj's definition, represents «the didactic means, allowing to train in designing, that is purposeful activity on a finding of a way of the decision of a problem by the decision of the problems following from this problem by its consideration in a certain situation» [120, with. 69];

4. Prioritetnost works of pupils in groups at constant co-ordination of activity from teachers-predmetnikov (computer science, a foreign language, social science, geography, biology etc.) as formation key educational kompetentsy grows out of a combination of system influence of various educational receptions, on the one hand, and independent work of pupils with Internet resources at performance of educational actions with the information - with another.

5. Change of style of interaction and approaches to training from the teacher. Not the secret, that the modern pupil is born and passes the basic stages of personal formation already in the information
Society, he kommunitsiruet in Internet space also has got used to a fast feedback, including, and in educational activity. The Teacher, frequently being the representative of other generation, in much smaller degree belongs "infosfere" and does without large-scale use of Internet resources. It staticizes a problem of maintenance of possibilities of continuous professional retraining of teachers in which result they can both in a real life, and in professional work freely to use a network the Internet and IKT; freely to realise a feedback and a reflexion with senior pupils in Internet space, including within the limits of the blogs-pages.

Thus, it is possible to ascertain, that the model of formation developed by us key educational kompeitentsy senior pupils means of Internet resources has strongly pronounced praktiko the focused orientation and the primary goal puts achievement trained to readiness to use the acquired knowledge, educational skills, experience, system of valuable orientations for the direct decision of practical problems which arise in reality throughout all life according to the new paradigm of formation caused by fast information development through all life.

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A source: Sineva Larisa Sergeevna. Formation key educational kompetentsy senior pupils resources of a network the Internet. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Moscow - 2018. 2018

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