Формування інформатичної компетентності майбутніх бакалаврів освіти на засадах диференційованого підходу
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Дата
2019
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Анотація
Дисертаційне дослідження присвячене вирішенню проблеми формування інформатичної компетентності майбутніх бакалаврів освіти на засадах диференційованого підходу. У роботі уточнено сутність і структуру поняття «інформатична компетентність майбутніх бакалаврів освіти», розроблено і науково обґрунтовано модель формування інформатичної компетентності бакалаврів освіти на засадах диференційованого підходу, яка базується на: загальнодидактичних (системності, науковості, систематичності і послідовності, активності і самостійності, використання міжпредметних зв’язків, міцності знань) і специфічних (студентоцентризму, гуманізації, позитивної мотивації, когнітивної візуалізації, створення цифрового освітнього середовища, використання професійно-спрямованих завдань) принципах, а також диференціації щодо змісту (загальний і спеціалізований), форм (індивідуальна, парна, групова; очна, самостійна, дистанційна), методів (репродуктивний, частково-пошуковий, евристичний, проблемний, інтерактивні, комп’ютерно-орієнтовані), засобів (програмні, апаратні, технічні, електронні освітні ресурси) навчання.
The dissertation research is devoted to solving the problem of formation of IT competence of future bachelors of education on the basis of a differentiated approach. The introduction substantiates the relevance of the research, defines the object, subject, formulated the purpose and objectives, describes the theoretical bases, methods of research, reveals the scientific novelty, practical value of the work, provides data on the approbation of the results of work and their implementation. The first section describes the conceptual apparatus of the study, analyzes the state of elaboration of the problem of formation of IT competence of future bachelors of education, clarifies the essence and structure of the concept of "IT competence of future bachelors of education". The IT competence of future bachelors of education is a component of their professional competence and is interpreted as an integral characteristic of personal qualities, which combines special informative knowledge, abilities and skills to use IT to solve professional problems, value attitudes and aspirations for self¬development and elaboration of learning subjects in the IT branch. The essence of IT competence is revealed through the prism of its components: motivational, cognitive, technological and personal. Formation of IT competence is a purposeful dynamic process of influence on future bachelors of education, aimed at mastering special IT knowledge, skills, as well as developing skills of using information technologies and tools in their own educational activity and in solving professional tasks based on information technologies with unrecognized initial conditions and prediction of consequences. The second section develops and theoretically substantiates the model of forming the IT competence of future bachelors of education on the basis of a differentiated approach, which: 1) is based on the general didactic principles of systemicity, scientificity, systematicity and consistency, activity and autonomy, use of intersubject links, knowledge strength and specific principles of student-centricity, humanization, positive motivation, cognitive visualization, creation of digital educational environment, use of professionally-directed tasks; 2) provides for differentiation in content (general and specialized), forms (individual, paired, group; full-time, independent, remote), methods (reproductive, partially-searchable, heuristic, problematic, interactive, computer-oriented), means ( software, hardware, technical, electronic educational resources) training; 3) takes into account vertical (in terms of complexity) and horizontal (in volume, pace, time, place, level of independence, profile) differentiation; 4) as a result, the information skills of future bachelors of education are formed. The third section elaborates the criteria and indicators and describes the levels of information competence development, presents the results of a pedagogical experiment on the effectiveness of the model of IT competence formation of future bachelors of education on the basis of a differentiated approach. Scientific novelty of the obtained results is determined by the fact that: model of formation of IT competence of future bachelors of education on the basis of differentiated approach was first developed and scientifically substantiated; the essence of the concept of "IT competence of future bachelors of education" and its structure (motivational, cognitive, technological and personal components) are specified; defined criteria (value, knowledge, activity and reflexive), indicators (motivation to use IT, the amount of knowledge about IT, reflection on IT), levels of information competence of future bachelors of education (reproductive, partially- search and creative). The practical significance of the obtained results is to develop and put into practice the training of future bachelors of education of teaching and methodical materials, in particular, methodical recommendations for the study of the discipline "Computer Engineering and Technical Means of Teaching", "Information and Communication Technologies", "Fundamentals of Informatics with Elements of Programming with differentiated tasks for independent work; test differentiated test databases to test knowledge of each of these disciplines. The results of the study can be used in the preparation of bachelors of education in various subject specialties, in the retraining and advanced training of teachers, as well as extended to the training of non-pedagogical specialists, where training is conducted in small groups of students. The study does not exhaust all aspects of the problem outlined. We see prospects for further research in the study of the problem of development of informative competence of future teachers in the conditions of magistracy, in the process of industrial practice and extracurricular training with the involvement of virtual environments Google (classroom), Bitrix, on open educational platforms, etc.
The dissertation research is devoted to solving the problem of formation of IT competence of future bachelors of education on the basis of a differentiated approach. The introduction substantiates the relevance of the research, defines the object, subject, formulated the purpose and objectives, describes the theoretical bases, methods of research, reveals the scientific novelty, practical value of the work, provides data on the approbation of the results of work and their implementation. The first section describes the conceptual apparatus of the study, analyzes the state of elaboration of the problem of formation of IT competence of future bachelors of education, clarifies the essence and structure of the concept of "IT competence of future bachelors of education". The IT competence of future bachelors of education is a component of their professional competence and is interpreted as an integral characteristic of personal qualities, which combines special informative knowledge, abilities and skills to use IT to solve professional problems, value attitudes and aspirations for self¬development and elaboration of learning subjects in the IT branch. The essence of IT competence is revealed through the prism of its components: motivational, cognitive, technological and personal. Formation of IT competence is a purposeful dynamic process of influence on future bachelors of education, aimed at mastering special IT knowledge, skills, as well as developing skills of using information technologies and tools in their own educational activity and in solving professional tasks based on information technologies with unrecognized initial conditions and prediction of consequences. The second section develops and theoretically substantiates the model of forming the IT competence of future bachelors of education on the basis of a differentiated approach, which: 1) is based on the general didactic principles of systemicity, scientificity, systematicity and consistency, activity and autonomy, use of intersubject links, knowledge strength and specific principles of student-centricity, humanization, positive motivation, cognitive visualization, creation of digital educational environment, use of professionally-directed tasks; 2) provides for differentiation in content (general and specialized), forms (individual, paired, group; full-time, independent, remote), methods (reproductive, partially-searchable, heuristic, problematic, interactive, computer-oriented), means ( software, hardware, technical, electronic educational resources) training; 3) takes into account vertical (in terms of complexity) and horizontal (in volume, pace, time, place, level of independence, profile) differentiation; 4) as a result, the information skills of future bachelors of education are formed. The third section elaborates the criteria and indicators and describes the levels of information competence development, presents the results of a pedagogical experiment on the effectiveness of the model of IT competence formation of future bachelors of education on the basis of a differentiated approach. Scientific novelty of the obtained results is determined by the fact that: model of formation of IT competence of future bachelors of education on the basis of differentiated approach was first developed and scientifically substantiated; the essence of the concept of "IT competence of future bachelors of education" and its structure (motivational, cognitive, technological and personal components) are specified; defined criteria (value, knowledge, activity and reflexive), indicators (motivation to use IT, the amount of knowledge about IT, reflection on IT), levels of information competence of future bachelors of education (reproductive, partially- search and creative). The practical significance of the obtained results is to develop and put into practice the training of future bachelors of education of teaching and methodical materials, in particular, methodical recommendations for the study of the discipline "Computer Engineering and Technical Means of Teaching", "Information and Communication Technologies", "Fundamentals of Informatics with Elements of Programming with differentiated tasks for independent work; test differentiated test databases to test knowledge of each of these disciplines. The results of the study can be used in the preparation of bachelors of education in various subject specialties, in the retraining and advanced training of teachers, as well as extended to the training of non-pedagogical specialists, where training is conducted in small groups of students. The study does not exhaust all aspects of the problem outlined. We see prospects for further research in the study of the problem of development of informative competence of future teachers in the conditions of magistracy, in the process of industrial practice and extracurricular training with the involvement of virtual environments Google (classroom), Bitrix, on open educational platforms, etc.
Опис
Ключові слова
бакалаври освіти, інформатична компетентність, формування інформатичної компетентності, модель формування інформатичної компетентності, bachelor of education, future bachelor of education, competence, professional competence, IT competence, formation of IT competence, model of formation of IT competence, differentiation, differentiated approach
Бібліографічний опис
Король, О. М. Формування інформатичної компетентності майбутніх бакалаврів освіти на засадах диференційованого підходу [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / Король Олена Миколаївна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; науковий керівник В. Г. Шамоня. – Суми, 2019. – 20 с.