Інформаційна компетентність як один із компонентів формування професійно-педагогічної складової педагога
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Дата
2019
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Розглянуто всі групи компетентностей, які необхідно формувати для якісного освітнього процесу. Окреслено один із основних компонентів загальної професійно-педагогічної комунікативної компетентності педагога – інформаційну компетентність. Виділено основні компоненти інформаційної компетентності: когнітивний, мотиваційно-ціннісний, професійно-діяльнісний, техніко-технологічний, комунікативний, рефлексивний. Визначено, що інформаційна компетентність реалізуються під час проблемного навчання, у процесі використання мультимедійних технологій і застосування методу проектів, тобто здійснюється повноцінна високоефективна діяльність у розвиненому інформаційному суспільстві.
The most important factor in the qualitative changes in the information educational environment is the ability of teachers to integrate modern information and pedagogical technologies to conduct interesting classes, increase students’ motivation for active cognitive activity, study in collaboration, and a dual form of training. The basis of educational activity is the ability to work with information in its various forms, the universal ability to “read texts”, that is, to correlate texts with reality, interpret and structure them, to realize that it is clear which part raises questions, clarifications. It is necessary to determine exactly which competences must be formed for a highquality educational process. Scientists distinguish such groups of qualities: social, communicative, multicultural, informational competence, self-development and selfeducation, productive creative activity. One of the main components of the general professional-pedagogical communicative competence of a teacher, characterized by the ability to work with information, is information competence. Information competence is the ability to rethink information, solve information retrieval tasks using library and electronic information retrieval systems, that is, carry out information activities using both traditional and new technologies. The main components of information competence are distinguished: cognitive, motivational-value, professional-active, technical-technological, communicative, reflexive. In our opinion, only the integrated application of the presented elements will allow not only to form, but also to develop the information competence of teachers. Effectively, information competence is realized in case of problem-based learning, using multimedia technologies and applying the project method. During these forms of training, information competence skills are formed, that is, a full-fledged highly effective activity is carried out in a developed information society. The technology of working with information, the Internet has become for students a means of deepening interest in theoretical thinking and essential, fundamental knowledge, so that modern tools and forms of working with information serve as the basis for the formation of values.
The most important factor in the qualitative changes in the information educational environment is the ability of teachers to integrate modern information and pedagogical technologies to conduct interesting classes, increase students’ motivation for active cognitive activity, study in collaboration, and a dual form of training. The basis of educational activity is the ability to work with information in its various forms, the universal ability to “read texts”, that is, to correlate texts with reality, interpret and structure them, to realize that it is clear which part raises questions, clarifications. It is necessary to determine exactly which competences must be formed for a highquality educational process. Scientists distinguish such groups of qualities: social, communicative, multicultural, informational competence, self-development and selfeducation, productive creative activity. One of the main components of the general professional-pedagogical communicative competence of a teacher, characterized by the ability to work with information, is information competence. Information competence is the ability to rethink information, solve information retrieval tasks using library and electronic information retrieval systems, that is, carry out information activities using both traditional and new technologies. The main components of information competence are distinguished: cognitive, motivational-value, professional-active, technical-technological, communicative, reflexive. In our opinion, only the integrated application of the presented elements will allow not only to form, but also to develop the information competence of teachers. Effectively, information competence is realized in case of problem-based learning, using multimedia technologies and applying the project method. During these forms of training, information competence skills are formed, that is, a full-fledged highly effective activity is carried out in a developed information society. The technology of working with information, the Internet has become for students a means of deepening interest in theoretical thinking and essential, fundamental knowledge, so that modern tools and forms of working with information serve as the basis for the formation of values.
Опис
Ключові слова
інформаційне середовище, компетентність, інформатизація, інформаційна компетентність, педагог, учень, освітній процес, освіта, information environment, competence, informatization, information competence, teacher, student, educational process, education
Бібліографічний опис
Цьома, Н. Інформаційна компетентність як один із компонентів формування професійно-педагогічної складової педагога [Текст] / Н. Цьома // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 7 (91). – С. 317–324.