Modern technologies of organization of educational process

The new education paradigm, which places the development of the learner's personality in the center of the educational pyramid, aims not only at new teaching technologies, but also new technologies for organizing the educational process. By "new" pedagogical technologies, we do not mean their time aspect, but their difference from traditional, traditional technologies.

The traditional methods of organizing the educational process are aimed at creating conditions that contribute more to the assimilation of factual material, the consolidation of the skill to reproduce knowledge in a familiar situation. Let's consider what tasks are solved with the help of modern technologies for organizing the educational process.

The relevance of the technology of collective teaching of pedagogical technology is determined by the fact that it offers a way to resolve many urgent problems and contradictions of modern education.

The basic principle of technology is that in the student collective everyone teaches everyone and everyone teaches everyone. The main methods of collective methods of teaching include: the study of textual material on any subject, the interchange of texts, the interchange of tasks, reciprocal dictations, learning poems in shift pairs, performing exercises in pairs, etc.

Information technology training (ITO) can be defined as a set of electronic means and methods of their functioning, used to implement learning activities. Electronic components include hardware, software and information components. One of the most striking examples of the application of IT in training is the conduct of interactive lectures using multimedia technology training.

In comparison with the traditional for the lesson-lecture, when the teacher presents the topic, and the students listen, watch, record or outline the educational material, the lecture, constructed according to the proposed methodology, has an important advantage -interactivity. Interactivity gives students the opportunity to actively intervene in The learning process: ask questions, get more detailed and accessible explanations for the sections and fragments of the instructional material taught by the teacher that are not clear to them.

Submultimedia technology understands a set of hardware and software that provide a person's perception of information simultaneously by several senses. At the same time, information appears in the forms most familiar to modern man: audio information (sound), video information, animation (animation, animation).

The combination of teacher's comments with video information or animation significantly activates students' attention to the content of the instructor's teaching material and increases interest in new knowledge. Training becomes entertaining and emotional, bringing aesthetic satisfaction to students and improving the quality of the information presented by the teacher. This significantly changes its role in the learning process. The teacher effectively uses the teaching time of the lecture, focusing on the discussion of the most complex fragments of the teaching material.

Interactive lecture combines the advantages of the traditional method of teaching under the guidance of a teacher and individual computer training. The computer from the "teacher" turns into an active assistant teacher. Along with the information-cognitive content, the interactive lecture has an emotional coloring due to the use of computer slides in the process of its presentation.

The theory of modular training is based on specific principles that are closely related to the general democratic laws. The general direction of modular training, its objectives, content and methods of organization determine the following principles: modularity; Separation from the content of teaching isolated elements; Dynamism; The effectiveness and efficiency of knowledge and their system; Flexibility; A conscious perspective; Versatility of methodical counseling; Parity.

The module contains cognitive and professional characteristics, in connection with which one can talk about cognitive (informational) and educational-professional (activity) parts of the module. The first task - the formation of theoretical knowledge, the second function - the formation of professional skills and skills based on acquired knowledge.

As information modules can be taken as a whole disciplines, and some sections of disciplines, special courses, electives. The activity module can serve as laboratory workshops and laboratory works, special practical courses, technological and pedagogical practices, course and diploma work.

The principle of modularity determines the approach to learning, reflected in the content, organizational forms and methods. In accordance with this principle, training is built on individual functional units - modules designed to achieve specific didactic goals. To implement this principle, the following pedagogical rules must be implemented:

• •    the educational material should be designed in such a way that it would ensure that each student achieves the didactic goals before him;

• •    it must be presented as a complete block,

So that it is possible to design a single content

Training, corresponding to an integrated didactic goal, from

Individual modules;

• •    in accordance with the training material, the

Different types and forms of training, subordinate to the achievement of the intended goal.

The purpose of the development of modules is the division of the content of the course or each topic of the course into components in accordance with professional, pedagogical and didactic tasks, the definition for all components of suitable types and forms of training, harmonizing them in time, and integrating in a single system . From this point of view, the training module is an integration of various types and forms of training, subject to the general theme of the training course or the current scientific and technical problem. The boundaries of the module are determined by the set of theoretical knowledge and skills established during its development, the practical actions necessary for future specialists to formulate and solve scientific and technical problems of this class.

The module is an independent structural unit and in some cases the student can not listen to the entire course, but only a number of modules. Each module is provided with the necessary didactic methodological materials, a list of basic concepts, skills and abilities that need to be learned in the course of training. Such a list, or characteristic of the entry, serves as the basis for the drafting of a preliminary control program that can be carried out in the form of written work or carried out by a computer system.

For each module, a set of reference and illustrative materials is formed, which the student receives before starting his study. The module is supplied with a list of recommended literature. Each student moves from module to module as he assimilates material and goes through the stages of monitoring, regardless of his comrades.

In the light of the foregoing, it is obvious that to develop the entire set of modules, a systematic analysis and deep methodical study of the content and structure of the discipline are necessary, in which the amount of knowledge, skills and abilities required by the qualification characteristic would be provided.

USED SOURCES

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• 4.    Clarin M.V. Innovations in world pedagogy / M.V. Clarin. - Riga Experiment, 1995.

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