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22УДК 371.2
ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ
МЛАДШИХ ШКОЛЬНИКОВ
Лепешев Д.В., Шалашун Л. А. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В статье описывается возможности использования информационных технологий в процессе обучения младших школьников. Обоснованы особенности и возможности использования ИТ как средств активизации познавательной деятельности, учащихся на уроках математики.
Ключевые слова. Информационные технологии, познавательная активность, моделирование.
THE USE OF INFORMATION TECHNOLOGIES IN THE PROCESS OF TEACHING
YOUNGER SCHOOLERS
Lepeshev D., Shalashun L. KU named after Abai Myrzakhmetov (Kokshetau, Kazakhstan)
Annotation. The article describes the possibilities of using information technology in the process of teaching younger students. The features and possibilities of using IT as a means of enhancing the cognitive activity of students in mathematics lessons are substantiated.
Keywords. Information technology, cognitive activity, modeling.
The rapid development of computer technology and its various software is one of the characteristic features of modern society. Technologies, the main component of which is a computer, penetrate almost all spheres of human activity.
Information and communication technologies (ICT), the introduction of which is one of the priority areas of education development today, confidently take their place in the educational process, are included in the life of every school in educational systems of various levels.
The main purpose of the introduction of new information technologies of teaching is to prepare students for the full life activity of the information society, the development of the creative abilities of students, their application allows you to change the very technology of providing educational services, make the lesson more visual and interesting, ensures the activation of teachers in the classroom, promotes the implementation of differentiation and individualization training, development of special or general giftedness, the formation of knowledge. All this makes it possible to improve the quality of education.
The relevance of using IT in teaching mathematics is due to the fact that computer technologies provide inexhaustible opportunities for teaching students at a qualitatively new level. They provide ample opportunities for the development of the personality of students and the realization of their abilities.
At the present stage of development of education, there is a transition to new information technologies. In the process of using new information technologies in teaching mathematics, N.A. Korotkova identifies the following pedagogical tasks:
-Intensification of all levels of the educational process, increasing its efficiency and quality;
-Building an open education system that provides each child with his own path to self-education;
-System integration of subject areas of education;
-Development of the student's creative potential, his ability to communicate;
-Development of skills in experimental research and cognitive activity;
- formation of information culture of students.
A holistic approach to identifying the features and possibilities of using IT as a means of enhancing the cognitive activity of students in mathematics lessons requires, in our opinion, a comparison of the essential characteristics of the concept of cognitive activity, requirements for the means of enhancing the cognitive activity of students, the features of mathematics as a subject in a general education school, and IT opportunities in the educational process.
Cognitive activity was defined as the state of a student's readiness for independent cognitive activity, characterized by a combination of motivational, content-operational, emotional-volitional and personal components and manifested in a focus on satisfying the cognitive need for mastering new knowledge and methods of action.
Means for enhancing cognitive activity, affecting the motivational component, suggesting the formation of cognitive needs, the upbringing of stable cognitive interests are aimed at:
-Creation of problem situations;
- establishing the lack of existing knowledge and skills;
awareness of the need and importance of acquiring new knowledge;
- excitement of interest in the essence of new facts, properties, possibilities of their use;
- statement of cognitive and research educational tasks, formulation of educational problems;
-Stimulation of motives for their own growth and self-development.
To design such tools in the process of teaching mathematics, the following capabilities of information and communication technologies can be used.
1. Visualization of educational information, consisting in a visual presentation:
-Practical situations, real processes and phenomena that demonstrate the lack of mathematical means to describe the situation in the language of mathematics or lead to a new unexplored mathematical model;
- drawings, graphs, models illustrating theoretical problems, the attempt to solve which leads to the creation of problem situations;
-Information about the origin of the questions that are supposed to be studied in the history of mathematics, revealing the appearance and attempts to solve this problem in the history of science, the role of the question to be studied in science, in practice, in the description and study of processes and phenomena of the surrounding reality by mathematics.
2. Modeling and interpretation of information about the studied or studied objects, their relations, processes, phenomena - both real and virtual. This opportunity, within the framework of the motivational component, is realized in the process of teaching mathematics through the implementation of virtual experiments to make observations, experiments, measurements, the construction of drawings and graphs, their transformations, the study of models that allow discovering new unknown facts and properties that have not yet found descriptions, explanations, and justifications.
To implement the selected functions of means of enhancing cognitive activity, students in the process of teaching mathematics can use the following IT capabilities:
-Investigation of mathematical models, changing their parameters, creating your own models.
-Registration, collection, accumulation, storage, processing of information presented in digital form about the objects, phenomena, processes under study, including those obtained as a result of using IT for the study of mathematical models.
-Construction of display objects according to the specified parameters in systems that implement the capabilities of computer graphics. Controlling the display on the screen of the object of study, its
constituent parts or their models, if necessary - in all kinds of angles, in details, with the possibility of demonstrating the internal relationships of the constituent parts; presentation of a graphic interpretation of the studied pattern of the studied process.
-Different forms of data presentation about the studied object. Compilation of virtual catalogs, tables, graphs, diagrams, allowing to establish links between the newly studied and the previously known, systematize the information received, put forward assumptions and hypotheses based on their analysis, comparison and generalization. Development of methods for testing the assumptions made in the context of providing feedback and interactive dialogue.
-Automation of the processes of computational, information-retrieval activities, as well as processing the results of an educational experiment with the possibility of multiple repetition of a fragment or the experiment itself;
-Use of the distributed information resource of the Internet in the implementation of educational projects, independent search work, putting forward and testing hypotheses, their justification, etc.
The use of a computer complex and a projector makes it possible to bring modern mathematics lessons to a qualitatively new level, since it activates the learning process by using new attractive forms of presenting educational information, attracts students to active cognitive activity due to the novelty, but not traditionality of teaching new material, and is carried out mainly in the following directions:
-Firstly: information support of the subject using standard software;
- secondly: development of lessons using a multimedia projector, helps to illustrate theoretical material;
-Third: creating and demonstrating student presentations;
- fourthly: control of the studied material (testing).
Thus, the use of information and communication technologies in mathematics lessons allows us to solve the following problems:
a) the adaptability of the teaching material (depending on the individual characteristics of the students);
b) simultaneous work of a group of students at the computer;
c) interactivity (interaction of a computer and a student, imitating to a certain extent real communication);
d) control of the individual educational work of students outside school hours.
The ways in which information and communication technologies are used are diverse: working as a group or subgroups, in pairs or individually. This may be due not only to the presence or absence of sufficient hardware, but also to didactic purposes.
Bibliographic list
1. State program "Information Kazakhstan - 2020", approved by the Decree of the President of the Republic of Kazakhstan dated January 8, 2013 No. 464.
2. Zenkina S.V. Information and educational environment as a factor in improving the quality of education // Pedagogy. - 2008. - No. 6. - S. 22-28.
3. Rubinstein S.L. Problems of general psychology. - M .: "Pedagogy", - 1996. -416s.
4. Matyushkin AM Psychology of thinking. Thinking as a solution to problem situations. / Matyushkin, A. M. - M .: Edition: "KDU", - 2009. - 156s.
5. Parishioners, A.M. Psychology of anxiety: preschool and school age - SPb .: "Peter", - 2007. -
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Лепешев Дмитрий Владимирович, научный руководитель, кандидат педагогических наук, профессор кафедры социально-педагогических дисциплин, Кокшетауский университет имени Абая Мырзахметова (Республика Казахстан, г.Кокшетау)
Шалашун Л.А., магистрант, Кокшетауский университет имени Абая Мырзахметова (Республика Казахстан, г.Кокшетау) e-mail: d_lepeshev@mail.ru Дата поступления статьи: 10.12.2020 © Д.В. Лепешев, Л.А. Шалашун
