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6Поэтому в совершенствовании технологии обучения встречаются следующие цели:
- улучшение содержания образования в контексте общественно - социального, политико - экономического, научно-технического развития.
- методологическое улучшение образования и обучения. Поиск путей обучения для этого на основе традиционных и новейших достижений педа-гогико-психологических учений (развивающее обучение, Обучение на основе народной педагогики, групповое обучение, демократизация обучения, гуманизация, проблемное обучение) поиск путей обучения на основе.
В заключение, основными задачами новой инновационной педагогической технологии являются:
- умение целенаправленно организовывать образовательную, развивающую, иную деятельность каждого обучающегося;
- воспитание в той мере, в какой вы выбираете ориентиры, соответствующие знаниям и умениям;
- формирование, развитие навыков самостоятельной работы;
- развитие аналитического мышления.
Список литературы
1. Послание Главы государства Касым-Жо-марта Токаева народу Казахстана "единство народа и системные реформы-прочная основа процветания страны" - 1 сентября 2021 г
2. Жанатбекова Н. Ж., Борибекова Ф. инновационные технологии в системе образования. - Тал-дыкорган, 2019
3. Абтикалыков Н. Б. «использование инновационных технологий в преподавании педагогических дисциплин». - Кызылорда, 2012
4. Аширова А., Карабаева Х. особенности использования инновационных технологий в учебном процессе. - Вестник Казну, 2018
5. Алимов А. применение интерактивных методов в высших учебных заведениях. - Алматы, 2009
6. Борибекова Ф., Жанатбекова Н. Ж.современ-ные педагогические технологии. Учебник. -Ассоциация вузов РК, 2014
APPLICATION OF THE CAPABILITIES OF VIRTUAL LABORATORIES IN THE EDUCATIONAL
PROCESS OF THE UNIVERSITY
Kabdualiyev D.
Master of pedagogical sciences, teacher at Zhetysu University named after I. Zhansugurov
Abstract
The article is devoted to the optimization of the educational process of the university through the use of information computer technologies. The idea of replacing the direct, physical performance of laboratory work with the analysis of its computer counterpart is being developed. The conditions of equivalence of such substitution are considered.
Keywords: educational process, computer science, distance learning, virtual laboratory.
Virtual laboratories are computer simulation programs (or a related set of programs) that simulate the main stages of performing laboratory work or experiments using various laboratory equipment, tooling, and virtual reagents, as well as contain theoretical materials on the subject under study, methodological guidelines, various tasks, and tools for preparing a work report and monitoring knowledge. With their help, students work out the basic actions, skills and abilities that are necessary when performing a full-scale experiment.
Working with virtual laboratories becomes especially relevant:
• if necessary, conduct an experiment that is impossible or dangerous to conduct in the classroom.
• when preparing to conduct an experiment in the classroom (this will significantly increase the efficiency of work in the classroom, allow students to get acquainted with the principles of laboratory equipment operation, the sequence of actions when assembling a laboratory installation, as well as with the methodology for conducting laboratory work and expected results);
• for distance learning (for example, during a pandemic).
Interpreting active and interactive forms of teaching in terms of involving students in intensive direct or indirect educational interaction, it should be recognized that computer-based training programs based on the principles of technologization, innovation, individualization, differentiation, integration open up new opportunities in organizing the interaction of learning subjects, the content and nature of their activities. In particular, in teaching chemistry, such an approach helps to increase the level of assimilation of chemical information knowledge and the ability to apply them, develop students ' abilities to integrative and creative thinking, and form generalized skills to solve problem situations.[1]
It seems appropriate to consider various aspects of using virtual experiment in the educational process and divide them into two opposite groups. This division is shown in the table.
Comparison of opposite aspects of using virtual physical experiments in the educational process
№ Positive Cons
1 Lower cost of hardware simulations compared to the expensive original Release, to a certain extent, from the need to focus on the market of modern equipment
2 Providing greater flexibility to upgrade virtual hardware compared to real hardware Rapid change of computer technologies, "moral" deterioration of software
3 Availability of "maintenance", exemption from the infrastructure add-on Loosening the understanding of actual plant maintenance and related infrastructure requirements
4 Safety against harmful physical factors. No need to provide protection from their impact No need for knowledge and compliance with the safety requirements of working with real equipment. Risk of cumulative exposure to adverse physiological and psychological factors caused by computer
5 Regulation of the time of the experiment, its tangible reduction by the decision of the experimenter Getting out of real-time mode, loosening your perception of it
6 A significant reduction in the complexity of routine procedures for processing measurement results, an increase in the speed of calculations Weakening of the ability to evaluate the numerical result without the help of modern computational tools, as well as the ability to adequately perceive the obtained numerical values
7 Unlimited opportunities for remote work in any mode (online and offline) Reduced perception of the real laboratory research environment
8 Expanding the ability to model and visualize processes and phenomena, including those occurring at scales beyond traditional visibility Risk of losing an adequate understanding of the limits of visual modeling and weakening the ability to mathematical abstract modeling
9 Development of students ' skills in using computer technologies and working with various electronic resources Narrowing opportunities for developing skills in conducting real research experiments
10 Increasing interest in work, increasing the level of motivation to master the discipline and its experimental methods Risks getting used to the simulated, playful nature of work. Lack of attributes of routine labor-intensive research activities that contribute to the development of an adequate attitude to it. Risk of increased computer addiction
The table shows that each positive aspect of using virtual laboratories in the educational process is associated with a certain negative one. When choosing laboratory work for a virtual workshop, you should weigh these pros and cons to achieve the optimal ratio.[2]
Why do we need virtual labs?
• To prepare for real laboratory work.
• For school classes, if appropriate conditions, materials, reagents, and equipment are not available.
• For distance learning.
• For independent study of subj ects in adulthood or together with children, since many adults, for one reason or another, feel the need to "remember" what was never learned or understood in school.
• For scientific work.
• For higher education with an important practical component.[3]
Types of virtualabs. Virtual laboratories can be two-dimensional or 3D; the simplest for elementary school students and complex, practical for middle and high school students, students and teachers. Their own virtual labs are designed for different disciplines. Most often, this is physics and chemistry, but there are also
quite original ones, for example, virtuallab for environmentalists.
Currently, virtual laboratories can be divided into 3 groups.
Group 1: virtual laboratories that simulate the performance of laboratory work using traditional equipment
VL of this group are most widely represented in the Network on educational portals (English and Russian).
The design of the learning interface in most of these virtual laboratories is done by clicking buttons or their animated counterparts, as well as through the use of drag&drop technology, which allows you to operate interface elements using a mouse, trackpad, or touch screen.
Group 2: virtual laboratories that simulate experiments using digital measuring instruments (digital laboratories)
As an example of a virtual laboratory that simulates experiments using digital measuring instruments, we can cite the" Computer Models "of the" Educational
Experiment " series, which are supplied under the Active Education trademark.
Simulators "Educational experiment" simulate the conduct of experiments in physics, chemistry, biology using the "Modular system of experiments PROLog".
The software is delivered on compact media (usually in conjunction with the "Modular PROLog Experiment System" kits).
Group 3: Virtual laboratories using virtual reality technology
VR -virtual reality) is an artificially created environment of the user's stay that is completely different from the real environment, which can contact them through basic sensory sensations: vision, hearing, smell, and even touch.
This technology allows you to create simulation models of the user's impact on the environment, as well as the response to such an impact. To access virtual reality, special audio-visual devices (glasses, helmets) and additional devices for tactile (sensory) perception of VR (gloves, chairs, platforms) are used. The core of the VR interface is a digital "room", inside which icons are placed - icons of educational events, places, etc. [4]
Overhead lines using VR technologies take advantage of all the above advantages and allow you to conduct even those experiments and laboratory work that in reality are associated with certain risks and may be unsafe.
Despite all the attractiveness of virtual laboratories, you should always remember that this is just a computer model. A full-scale experiment using real equipment will still remain indispensable for students
to acquire practical research skills when conducting laboratory work related to the measurement of physical quantities using both digital and traditional equipment. With many positive aspects of its application, a virtual laboratory workshop cannot be recognized as a full-fledged alternative to the real one, since only real experimental work fully activates all channels of student interaction with objects of study of physics and other natural science disciplines and implements all the possibilities provided by the activity approach in pedagogy. At the same time, in a number of cases similar to the one described in this article, the virtual model and the work based on it are quite an effective means to achieve the set educational goals. The proposed virtual laboratory work simulating the electron microscopic research method, the experience of its creation and application in the educational process are useful and can be used in various educational institutions.
References
1. Role of icts in Education and Development: Potential, pitfalls and challenges by Usha Vyasulu Reddi.
2. ICT A REVOLUTION TO EDUCATION SECTOR by John Cheruiyot
3. Van Lier, L. (1996) Interaction in the language curriculum: awareness, autonomy&autenticity. London: Longman
4. Blackboard Learn. Retrieved October 8, 2011, from https://bboard.uhk.cz/
