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тзнавально1' дiяльностi студент1в необхiдно розширювати iнформацiйну базу щодо застосування можливостi Internet в ïx науковiй робота Застосування педагогiчних шновацш у викладаннi та iнновацiй у навчанш студентiв [1] пiдвищить яюсть професiйноï пiдготовки студентiв. Викладач мае бути шформацшно компетентним у свош галузi, мае постiйно самовдосконалюватись, виявляти щкавють до засвоення новоï шформаци з дисциплiни, пiдвищувати якiсть навчання студенев.
На нашу думку, шновацшна культура при вивченнi предмету пстологп, цитологiï та ембрiологiï -це складова освiтнього потенцiалу нашо1' академiï, яка характеризуеться спроможнiстю виховувати та навчати студентiв i мае за мету формування високорейтингово1' формацп лiкарiв якiсно нового рiвня.
1. Сидорова А.1. Педагогiчна шноватика та iнновацiйне навчання у вищому навчальному закладi / А.1. Сидорова, С.А. Павленко, Л.1. Амосова, О.В. Павленкова // 1нновацшш освiтнi технологи у шдготовщ медичних кадрiв (частина II): матерiали навчально-методично1 конференцiï. - Полтава. - С.57- 58.
2. Шеттько B.I. Особливостi формування практичних навичок у студентiв медичного факультету на кафедрi гiстологiï, цитологiï та ембрюлогп / Актуальнi питання тдготовки медичних та фармацевтичних фаxiвцiв у контексп £вропейсько1 освiтньоï iнтеграцiï: матерiали навчально-науково1 конференцiï. - Чернiвцi. - С. 90-91.
3. Пидаев А.В. Болонский процесс в Европе. Что это такое и нужен ли он в Украине? Возможна ли интеграция медицинского образования Украины в Европейское образовательное пространство? / А.В. Пидаев, В.Г. Передерий. - Одесса, 2004. - 192 с.
ИСПОЛЬЗОВАНИЕ ИННОВАЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ НА КАФЕДРЕ ГИСТОЛОГИИ, ЦИТОЛОГИ И ЭМБРИОЛОГИИ Шепитько В.И., Лисаченко О.Д., Ерошенко Г.А., Пирог-Заказникова А.В., Билаш С.М., Еремина Н.Ф., Стецук Е.В., Гасюк Н.В.
Использование педагогических инноваций в преподаваниии и инноваций в обучении студентов повысит качество професиональной подготовки студентов. Преподаватель должен быть информационно компетентным в своей области, должен постоянно самосовершенствоваться, проявлять интерес к усвоению новой информации по предмету, повышать качество обучения студентов.
Ключевые слова: инновации, образовательные технологии гистология, цитология, эмбриология.
Стаття надшшла 23.04.10
USE OF INNOVATIVE EDUCATIONAL TECHNOLOGIES ON HISTOLOGY, CYTOLOGY
AND EMBRYOLOGY CHAIR Shepit'ko V.I., Lisachenko O.D., Yeroshenko G.A., Pirog-Zakaznikova A.V., Bilash S.M., Yeryomina N.F., Stetsuk Ye.V., Gasyuk N.V.
Use of pedagogical innovations in teaching process and innovations in training of students will raise quality of proffesional preparation of students. The teacher should be is information competent in him areas, should constantly improved himself, show the interest to mastering of the new information in a subject, raise quality of training of students.
Keywords: innovations, educational technologies histology, cytology, embryology.
УДК 611: 378
ROLE OF "TEST" CONTROL IN THE EVALUATION OF LEVEL OF KNOWLEDGES OF STUDENTS ON CONDITION OF THE CREDIT-MODULE SYSTEM (CMS) ORGANIZATION OF
EDUCATIONAL PROCESS
Consequently, the purpose of the use of test tasks of I-II of levels of complication in the evaluation of educational activity of students on condition of the credit-module system of organization of educational process is not only an estimation of information which is owned by a student but also ability to utilize the mastered knowledge, that is important, that a student came to the conclusion, did supposition or chosen the order of actions for application of the knowledge.
Key words: the test control, credit-modular system.
On condition of the Credit-Module System (CMS) of organization of educational process it is necessary to utilize the standardized method of control and for evaluation the knowledge of students [1-3].
Ceim Medu^HU ma 6wMoeu", HOMep 3 2010piK
The question of adequacy evaluation of educational activity students arises up constantly. It is conditioned that objectivity of evaluation of knowledge of students is a way to motivation of systematic educational activity [2]. The estimation of knowledge's of students is directly related to objectivity and adequacy of methods control of progress studies which are utilized. Only at that rate it represents quality of preparation of student. Objectivity of the checking and evaluation to results system can stimulate educational activity of student, in opposite case - will result in absence of motivations to the studies [1, 3].
De autre part, there is a problem of purpose of receipt of positive estimation by students. Most first year students not fully understand a difference between beautiful progress and fundamentation knowledge's from exploring object. It requires from a teacher, which works with the students of junior courses, persistent labor, from education for the students of objective to the receipt above all things of rich in content knowledge's.
Traditionally select three basic types of control materials:
1. theoretical questions,
2. tests of first level,
3. tests II and III levels (tasks).
For current and final control of knowledge's that students testing system is utilized. Tests of progress are an aggregate of the test standardized tasks which are utilized a diagnostic material for the evaluation of certain level educational achievements.
Well-known advantages of test control:
• unification and standardization;
• possibility simultaneously to overcome control all of students;
• possibility to conduct control on all of material, but not preferentially;
• a receipt of testing result is at once after his answers.
Development of test tasks from histology, cytology and embryology, for current, intermediate control must be carried out on the basis of criteria which determine quality of test material.
On the department of histology, cytology and embryology, during the answers of practical employments in the conditions of the CMS of studies test control is inculcated for verification of initial level of knowledge's, skills, abilities (the tests of I-II levels of complication are utilized) and final level of the professionally oriented abilities and skills (level of tests, situational tasks).
The teachers of department created the bank of test of I-II levels of complication from all of themes in the practical employments. Tests provide control at the level of recognition before listen or read, at the level of the general shallow pictures unspecified, of theoretical maintenance. Coming from these requirements, it is tests with a single selective answer: one right answer gets out from five offered, a question is formulated within the limits of theoretical material of textbook. The tests of level are made so, that allow to estimate exactness, depth, plenitude of theoretical knowledge of students, quality of memorizing and recreation of them. Programming of variants of answers is built so that to discover, what measure a student understanding in, remembers and capable independently, in detail to reproduce theoretical material.
They are presented in a few variants:
• Tests with a plural choice - foresee the necessity of choice of group of right answers from the plural of information. For example, a question and 8 answers is given, from which 5 are correct. To the test of task of such a type is fully answered to the II level, because for determination of all of aggregate of right answers a student he must well understand and remember theoretical material.
• Tests is for finding of between by the elements of two rows of information, that search of the logically CPLD pairs. For example, two groups of information are offered: list of types of cages and morfofunctional description. It is suggested to choose for every kind the cages of it morfofunctional features.
• Tests are with an answer which is formulated independently. Their features consist in that no choice here is not foreseen. Answers in these tests are independently formulated a student and written into a phototypographs pictures, graphics images. In the tasks of the test it is suggested to transfer a type, name, enter, designate and the elements of educational information.
Main principle of construction of test of 2nd level is theme exactness on maintenance and by a construction by valuable theoretical knowledge and accordance of their possibilities to the high level of professional preparation.
Consequently, the purpose of the use of test tasks of I-II of levels of complication in the evaluation of educational activity of students on condition of the credit-module system of organization of educational
process is not only an estimation of information which is owned by a student but also ability to utilize the mastered knowledge, that is important, that a student came to the conclusion, did supposition or chosen the order of actions for application of the knowledge.
1. Золотоус М.М. Про полшшення базового piBHH педагопчно! i медично! тдготовки сучасного викладача / М.М. Золотоус // Актуальш проблеми сучасно! медицини: Вюник Укра!нсько! медично! стоматологiчноi академи. - Полтава, 2006. - Т.6. Вип.4(16). - С.169-170.
2. Пидаев А.В. Болонский процесс в Европе. Что сто такое и нужен ли он Украине? Возможна ли интеграция медицинского образования Украины в Европейское образовательное пространство? / А.В. Пидаев,
B.Г.Передерий. - Одесса, 2004. - 192 с.
3. Максименко С.Д. Системний тдхвд до розробки концепцп розвитку вищо! медично! освгги / С.Д. максименко, В.£. Мшерян // Сучасш проблеми пiдготовки фахiвцiв у вищих медичних та фармацевтичних навчальних закладах I - IV рiвнiв акредитацп моз Укра!ни: мат.наук. - практ. конф. - Ки!в - тернотль, 1999.
C.45-47.
РОЛЬ ТЕСТОВОГО КОНТРОЛЮ В ОЦШЮВАНН1 Р1ВНЯ ЗНАНЬ СТУДЕНТ1В ЗА УМОВИ КРЕДИТНО-МОДУЛЬНОÏ СИСТЕМИ Шепiтько В.1., Срошенко Г.А., Стецук С.В.
Використання тестових завдань I-II pîbhh складностi в ощнюванш навчально! дiяльностi студентiв за умови кредитно-модульно1 системи органiзацiï навчального процесу е не тiльки оцiнка шформацп, якою володiе студент, але й умшня використовувати засвоенi знання, щоб студент дiйшов висновку, зробив припущення або вибрав порядок дiй для застосування сво!х знань.
Ключовi слова: тестовий контроль, кредитно-модульна система.
Стаття надiйшла 23.04.10
РОЛЬ ТЕСТОВОГО КОНТРОЛЯ В ОЦЕНИВАНИИ УРОВНЯ ЗНАНИЙ СТУДЕНТОВ В УСЛОВИИ КРЕДИТНО-МОДУЛЬНОЙ СИСТЕМЫ Шепитько В.И., Ерошенко Г.А., Стецук Е.В.
Использование тестовых заданий 1-11 уровня сложности в оценивании студентов в условии кредитно-модульной системы организации учебного процесса является не только информационной оценкой, которой владеет студент, но и умением использовать усвоенные знания, чтобы студент пришел к выводу, сделал предположение или выбрал порядок действий для применения своих знаний.
Ключевые слова: тестовый контроль, кредитно-модульная система.
