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ПЕДАГОГИЧЕСКИЕ НАУКИ
FEATURES OF MIXED LEARNING IN PEDAGOGICAL THEORY
AND PRACTICE
12 3
Esmakhanova Zh.Sh. , Zhusipova G.T. , Rysbayeva G.A. , Omarov N.K.4, Alimbayev M.E.5 Email: Esmakhanova6113@scientifictext.ru
'Esmakhanova Zharkynai Sharabdinovna - doctoral Student;
2Zhusipova Gulmira Turdievna - Candidate of Biological Sciences, Associate Professor;
3Rysbayeva Galiya Altynbekovna - Candidate of Biological Sciences, Associate Professor, DEPARTMENT OF BIOLOGY, SOUTH KAZAKHSTAN STATE PEDAGOGICAL UNIVERSITY;
4Omarov Nurlybek Kuralbekovich - Candidate of Philological Sciences, Associate Professor;
5Alimbayev Medeu Erkinovich - Candidate of Philological Sciences, Associate Professor, DEPARTMENT OF KAZAKH LANGUAGE AND LITERATURE, M. AUEZOVSOUTH-KAZAKHSTAN UNIVERSITY, SHYMKENT, REPUBLIC OF KAZAKHSTAN
Abstract: blended learning combines the advantages of distance learning and traditional methods of learning and has many advantages: face-to-face learning allows students to interact with the teacher, as well as students with each other. In the process of joint study, a favorable educational environment is created, the mood for achieving results, and motivation to study. Participants in the learning process instantly receive feedback, discuss the material, and ask questions; collaborative learning and student interaction not only increases cognitive abilities, but also develops students ' emotional intelligence; in terms of online learning, the blended model provides greater freedom for students: they can choose their own material, pace, time and place of training; the teacher has more freedom in the presentation of training materials, control and evaluation. The time for checking progress is reduced, due to the fact that tests can be performed online. One of the obstacles to the introduction of blended learning may be the low level of knowledge of information and communication technologies (ICT) for students and teachers. In addition, different levels of ICT proficiency can make group work difficult. Another difficulty may be the technical support of the place where the training takes place. In addition, blended learning requires constant technical support and certain costs for the creation of video materials, training programs and testing modules.
Keywords: blended learning, distance learning, competence, professional competence, education.
ОСОБЕННОСТИ СМЕШАННОГО ОБУЧЕНИЯ В ПЕДАГОГИЧЕСКОЙ ТЕОРИИ И ПРАКТИКЕ Есмаханова Ж.Ш.1, Жусипова Г.Т.2, Рысбаева Г.А.3, Омаров Н.К.4,
Алимбаев М.Е.5
'Есмаханова Жарцынай Шарабдиновна - докторант; 2ЖуиповаГулмира Турдиевна - кандидат биологических наук, доцент;
3Рысбаева Галия Алтынбековна - кандидат биологических наук, доцент, кафедра биологии,
Южно-Казахстанский государственный педагогический университет;
4Омаров Нурлыбек Куралбекович - кандидат филологических наук, доцент;
5Алимбаев Медеу Еркинович - кандидат филологических наук, доцент, кафедра казахского языка и литературы, Южно-Казахстанский университет им. М. Ауэзова, г. Шымкент, Республика Казахстан
Аннотация: смешанное обучение сочетает в себе достоинства дистанционного и традиционного методов обучения и имеет множество преимуществ: обучение лицом к лицу дает возможность взаимодействия учащихся и преподавателя, а также учащихся между собой. В процессе совместной учёбы создается благоприятная образовательная среда, настрой на достижение результата, мотивация к учёбе. Участники процесса обучения мгновенно получают обратную связь, обсуждают материал, задают вопросы; совместное обучение и взаимодействие студентов не только увеличивает когнитивные способности, но и развивает эмоциональный интеллект учащихся; с точки зрения онлайн-обучения, смешанная модель предоставляет большую свободу для учащихся: они могут сами выбирать материал, темп, время и место обучения; преподаватель обладает большей свободой в представлении учебных материалов, контроле и оценивании. Сокращается время на проверку успеваемости, за счёт того, что тестирования можно выполнять онлайн. Одним из препятствий внедрения смешанного обучения может быть низкий уровень владения информационно-коммуникационными технологиями (ИКТ) у обучающихся и преподавателей. Кроме того, разный уровень владения ИКТ может затруднить процесс групповой работы. Другой сложностью может оказаться техническое обеспечение места, где проходит обучение. Кроме того, смешанное обучение требует постоянной технической поддержки и определенных затрат на создание видеоматериалов, обучающих программ и тестирующих модулей. Ключевые слова: смешанное обучение, дистанционное обучение, компетентность, профессиональная компетенция, образование.
UDC 378.1
Blended learning is a combination of traditional forms of classroom learning with elements of e-learning, which uses a special information technology, such as computer graphics, video and audio, interactive elements, etc.
The educational process in blended learning is a sequence of phases of traditional and e-learning, which alternate in time. Principles of blended learning: Consistency. To get the effect, consistency in teaching is important: first, the student must feel the material himself, then get theoretical knowledge from the teacher and only then apply it in practice. In many ways, this principle overlaps with the "inverted class" model; Visibility. Thanks to modern e-learning tools, you can create a knowledge base that will always be at the student's fingertips. In contrast to the classical learning model, with mixed learning, the student has access to methodological materials — video tutorials, books or simulators; Practical application. To learn the theory, practical classes are required; Continuity. Blended learning is partly based on the principles of micro-learning. Due to the availability of the material, the student can always go to the educational portal and get a "new portion" of the material; Support. In the remote learning system, a student can always ask a question to the teacher and quickly get an answer, without waiting for the next full-time lesson; The emergence and development of blended learning. There are several reasons for switching from a classical form of education to a mixed one. In higher education institutions, this is primarily due to the widespread trend towards optimizing business processes at the end of the XX century [1].
In the university educational process, the most inefficient and at the same time the most disliked types of work were the first to be optimized: face-to-face consultations: students often come with questions that they did not try to solve on their own. Methods of tracking the student's independent work in modern mixed learning systems allow teachers to take questions only from those who have worked conscientiously independently; verification of control tasks (in mixed learning, verification can be automatically performed by testing systems) [2].
Advances in information technology have themselves contributed to the development of blended learning, primarily through the ability to share information over the Internet. Questions for exams, samples of project assignments, study materials can be simply posted
on the university intranet or sent to students by e-mail. Also contributing to the development of mixed learning is research in the field of information processing by the brain, which has become very popular in recent years due to the development of robotics. In 2014, direct evidence for this hypothesis was obtained. New York University professor Wenbiao Gan observed changes in the rat brain that occur during sleep: as it turned out, it is during sleep that new connections of neurons are formed, which are responsible for remembering the information received before sleep [3].
The results of the analysis allowed the authors to argue that in the period from 1996 to 2008, online learning did not have a significant advantage over traditional forms of learning. However, blended learning has proven to be significantly more effective than learning that takes place entirely online. This study significantly strengthened the position of mixed learning and gave even greater dynamics to its development. The factors listed above have led to the emergence of a separate sector in the field of e-learning with its own range of tasks and specialists in the creation and use of mixed learning systems.
References / Список литературы
1. Sukovskis U., Zaitseva L. Web-environment for engineering education // International Conference on Engineering Education and Research (iCEER): Proc. of International Conf. (Marrakesh, Morocco, July 1-5, 2013). Marrakesh, 2013. P. 162-169. ISBN 9789954909126.
2. McClellan J.H., Krudysz G. Concept-based Tutoring System for On-line Problem Centered Learning//International Conference on Engineering Education: Proc. of International Conf. (Turku, Finland, July 30 -August 3, 2012). Turku, 2012. Part 3. P. 650-657. ISBN 978.-952-216-310-3.
3. Bonk C.J., Graham C.R. The Handbook of Blended Learning. Global Perspectives, Local Designs. Hardcover -December 30, 2005. [Electronic Resource]. URL: http://www.google.lv/books?id=2u2TxK06PwUC&printsec=frontcover#v=onepage&q& f=false/ (date of access: 19.01.2015).
ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ ОСНОВЫ РАЗВИТИЯ ХУДОЖЕСТВЕННО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ МЛАДШИХ ШКОЛЬНИКОВ ПРИ ПОМОЩИ ПЕДАГОГИЧЕСКОГО КЛАСТЕРА Атаджанова Р.Р.1, Абдуллаева МА.2 Email: Atajanova6113@scientifictext.ru
1Атаджанова Раббина Рахимовна - преподаватель, кафедра изобразительных искусств, Чирчикский государственный педагогический институт;
2Абдуллаева Мухоббат Арифовна - учитель, Чирчикская средняя школа № 2, г. Чирчик, Республика Узбекистан
Аннотация: в статье анализируется кластер - группа взаимосвязанных и взаимодополняющих предприятий, научно-исследовательских институтов в форме коллективных, частных и полуколлективных. Поскольку дети знакомятся с изобразительным искусством в дошкольном образовании, они получают базовые знания по предмету. При обучении рисунку, живописи и композиции, как и другим видам изобразительного искусства, возможна и организация эвристического обучения. На современном этапе реформирования системы школьного и высшего
