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1

МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ДО ВИКОРИСТАННЯ ЗАСОБІВ КОМП’ЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ

100%
Семеніхіна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
143-149
EN
The article suggests a model of professional readiness of the future teacher of mathematics to use computer visualization of mathematical knowledge that is based on systematic analysis of approaches to the preparation of the mathematics teacher. It is noted the preconditions that are necessary for the formation of professional readiness of the future teachers of mathematics to the use of such resources, including: informatization of society and the educational sector, society request of intellectuals, intensification of education and humanization of mathematics education, focus on personality and its competence in the chosen field. Such processes determine the specific requirements for training of mathematics teachers of the use of computer visualization of mathematical knowledge (CVMK) at professional activities as: motivation for using CVMK in teaching mathematics; possession of informatics and mathematical knowledge, operational skills and skills that ensure the effectiveness of teaching mathematics; possession of CVMK tools; availability of strong need of using CVMK for solving mathematical problems and professional goals; creative orientation of using CVMK; high reflection for implementation of CVMK. The author’s model displayed the goal of organizational and pedagogical activity, the structural components of readiness, stages of its formation, as well as meaningful and result-activity units. The model includes the diagnosis results of the training, which is based on criteria and indicators of readiness: a motivational criterion is characterized by indicators «Interest in using computer visualization of the mathematical knowledge» and «Desire to use resources of computer visualization of mathematical knowledge»; cognitive criteria – by such indicators as «The fullness of knowledge», «The depth of knowledge» and «systematics of knowledge»; technological – by such indicators «Operating skills» and «Professional skills»; reflexivity criterion – by such indicators as «The ability to self-development» and «Ability to reflection». These indicators define four levels of readiness for use computer visualization of mathematical knowledge by future mathematics teacher – passive, elementary, conscious and active.
2

ОРГАНІЗАЦІЯ ЕКСПЕРИМЕНТАЛЬНОЇ ПЕРЕВІРКИ ПЕДАГОГІЧНИХ УМОВ КОНТРОЛЬНО-ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ

100%
Павлюченко Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 7(51)
117-124
EN
The article describes the features of the study which associated with the organization of the experimental verification of pedagogical conditions of activity. Computer science training of future teachers to the implementation of control and evaluation activities of professional skills and competencies is characterized. The methodological system of structural components that provide targeted and gradual formation of professional readiness of the future teachers of computer science to the evaluation of educational achievements of a schoolchild is considered. The methodology of training of future teachers of computer science was analyzed. It was implemented on the basis of the content of the psychological and pedagogical disciplines, educational disciplines, and professional practices. It is highlighted that the content of all academic disciplines mediates the interaction of the teacher and students in the process of training and conditions of optimization of the educational process. The features of the developed methodological system is using in the process of formation of professional readiness to undertake monitoring and evaluation activities by the teacher, all the means of information and communication technologies (program-methodological complexes, audio and video recordings of pedagogical situations testing students’ knowledge in Informatics, computer with headphones and a microphone, a training platform for distance learning, testing software, etc.) which make it possible to deepen the motivation to focus and enhance interest in learning activities, to expand the possibilities of teaching information, to establish the necessary feedback in the learning process. Each component of the methodological system of formation of readiness of future teachers of computer science for the assessment of educational achievements of students has been functioning in close interrelation with all the other components. So methodological system of formation of readiness of future teachers of computer science for the control and assessment activity is realized on the basis of the content of psychological and pedagogical disciplines, academic disciplines, professional practices and pedagogical practice of students. The prospects of further researches are connected with the use, the sequencing of formation of readiness of future teachers of computer science to diagnosis was provided by the sequential mastery of content control and assessment activities of the future teachers, recess, concretization and generalization of knowledge and skills on the basis of presentation of academic disciplines.
3

ЗАСТОСУВАННЯ СИСТЕМИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ ДО РОБОТИ В КЛАСАХ ГУМАНІТАРНОГО ПРОФІЛЮ

75%
Прошкін В., Панішева О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
406-416
EN
The article deals with a system of future mathematics teachers’ readiness formation for work in the humanitarian classes where the specificity of the future activity of the student is taken into account. It is aimed at developing competencies needed by the teacher when teaching mathematics to the humanitarian, it provides the content integration of mathematical subjects, the use of a method according to appropriate tasks, the use of active learning methods, encouraging students to be creative and raising the general cultural level and also humanization of relationships between teachers and students. The system has the following components: personal, target, semantic, operational, productive and reflexive, and also universal. Basic elements can be used on the assumption of corresponding changes of content during preparation for work in the humanitarian class altogether with teachers of other natural science disciplines that will be the subject of our further research. The article deals with the problem of the theoretical explanation and experimental check of the system of future mathematics teachers’ readiness formation for work in the humanitarian classes. The state of the problem solution in the scientific literature is found out; the teacher’s professional and personal qualities are specified; peculiarities of teaching pupils in the humanitarian classes are characterized; the essence and the structural components of the future teachers’ readiness to work in the humanitarian classes are exposed; its criteria, indices and levels of forming are defined. The efficiency of the worked out system is experimentally checked; it supposes forming student’s personal and professional qualities; the content renewal of teacher’s occupational training according to the humanitarization principles; the students’ inclusion into the active studying process in the institutions of higher education. The educative methodological support of this system is developed. The authors have developed diverse arrays of pedagogical information, which are used for the purpose of future mathematics teachers’ readiness formation for work in the humanitarian classes.
4

ТВОРЧА САМОРЕАЛІЗАЦІЯ ЯК НЕВІД’ЄМНИЙ КОМПОНЕНТ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

75%
Флярковська О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
150-159
EN
This article is devoted to the results of a survey study of the teachers on the formation of readiness for creative self in adolescence during extracurricular educational work of an educational institution. The article focuses on the need to develop creative self in adolescence. The conditions are necessary for the formation of readiness for creative self-adolescents. The features of formation of readiness for creative self in adolescence are defined in the article. The article states that the effectiveness of educational activities in the class is not at odds with notions of purpose and of its structural components. Usually educational activities are associated with determining the effect. The impact on identity formationis specially organized teaching activities whose purpose is the formation of a teenager with social characteristics and qualities. It is indicated that educational process plays a significant impact on the development of adolescent personality and willingness to formation of self-actualization. As in the extracurricular education a teenager takes some knowledge and behavior, updated personal values, he formed condition, which is an important component of self-actualization. A willing teenager is acquired in the process of education, based on a positive attitude to work, the knowledge and needs, objectification of its subject matter and ways of interacting with him, a system of educational elements, consisting of a combination of knowledge, skills, experiences, emotional and value orientations of convictions. Thus, the study of teachers indicated that a teacher incentives the respondents understood as the creation of conditions in which young people are included in the activities with the highest efficiency as the promotion of activities that enables them to express themselves in a positive sense and promptly evaluate their activities. The performance of its teachers is mostly associated with the successes and achievements of teenagers. Thus, the success of the activity they relate to is the implementation capacities of adolescents. In the study we concluded that a basic requirement in the formation of readiness for creative self-identity in extracurricular educational work is to create such conditions that the teenager could be directed to an active, creative activity, revealing its potential and leads to high levels of activity and independence.
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