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ПЕДАГОГІЧНА МОДЕЛЬ ПРОЦЕСУ ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ КУЛЬТУРИ УЧНІВ У МЕРЕЖЕВОМУ СПІЛКУВАННІ

100%
Оранюк Б.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
291-301
EN
The purpose of the article is to develop a pedagogical model of the process of formation of information culture of students in the network communication. In this paper, the work is presented as a specific form of human activity and interaction with the environment, it is considered as the main phenomenon that determines theoretical and methodological basis of formation of information culture of students in the network communication. It is shown that the formation of information culture of students in the network communication should be based on the totality of methodological approaches (comparative-activity, problem-solving, personal-activity, integrative, etc.). The model of formation of information culture of students in the network communication on the basis of joint activities of teachers, parents and students are presented. The developed model consists of partial models, reveals a static pattern forming, includes structural-functional model of process of formation, defines the properties and the factors that reveals the dynamic structure of formation of information culture of students in the network communication. Practical testing has confirmed the effectiveness of the developed model. However, the development of the practice of formation of the information security of students in the communication network does not provide transformation of the internal components of the process of formation of information culture of students in the network communication (purpose, contents, and resources) and does not guarantee its systematic integrity. Therefore, the prospects for further research should be aimed at: ensuring of the main characteristics of a systemic, holistic, intensive process of formation of information culture; research coordinated activities of the participants in the process of formation of information culture of students. The recommendations for a coherent relationship between the content, tools and diagnostic criteria of information culture should be developed. There should be the unity of the cognitive, communicative and evaluative activities of the participants in the process of formation of information culture.
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