Дидактичні умови оптимізації дистанційного навчання у вищій школі
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Дата
2014
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Анотація
У статті представлено систему принципів дистанційного навчання, що забезпечують формування професійно-творчих умінь майбутнього фахівця. Цей процес успішно здійснюється лише за певних дидактичних умов. Проаналізовано та розкрито сутність поняття «умови», «педагогічні умови», «дидактичні умови». З’ясовано дидактичні умови ефективної організації дистанційного навчання студентів у вищій школі: педагогічна готовність викладача університету до застосування комп’ютерних методів і засобів ДН у формуванні вмінь професійно-творчого характеру; застосування форм і методів дистанційного навчання у межах пізнавально-творчої (евристичної) навчальної технології; комплексна діагностика поточних і кінцевих результатів сформованості в дистанційному навчанні професійно-творчих умінь студентів. Виявлено особливості професійної підготовки викладачів у дистанційній освіті.
The article defines the system of teaching principles for distance learning, leading to qualitative changes in all elements of educational systems. All these principles are interrelated and interdependent, supplemented by each other. Didactic system of distance learning, which operates under the open learning system, in addition to the general principles of teaching, also has specific didactic principles. These principles constitute the foundation for the process of the formation of professional and creative skills of the future specialist which can successfully take place only under certain conditions of teaching. The essence of the concept of «subject», «pedagogical conditions», «teaching conditions» is analyzed. The conditions for effective teaching of distance learning of students of higher school are defined and stipulated, namely: a) to provide pedagogical university lecturer willingness to use computer methods and means of distance education in the formation of professional and creative skills; b) to use the forms and methods of distance learning within the bounds of the cognitive and creative (heuristic) educational technology; c) to apply a comprehensive diagnosis of current and final results of formation in distance learning professional and creative skills of students. The features of professional training of the teachers in the new forms of education are analysed. One of the main conditions for teaching distance learning is to develop the ability to support the learning process as a tutor who provides methodological and organizational support to students within the bounds of a specific program of learning. Conditions for the effectiveness of didactic conditions of organizing of distance learning determine the development of the cognitive activity of students, level of formation of professional and creative skills of future professionals, the quality of teaching of distance learning courses, a mechanism of feedback of the student with the teacher, a high level of information competency of the teacher to perform the education process using information technology. Implementation of information technology in teaching students of higher schools can improve the quality of the educational process in general.
The article defines the system of teaching principles for distance learning, leading to qualitative changes in all elements of educational systems. All these principles are interrelated and interdependent, supplemented by each other. Didactic system of distance learning, which operates under the open learning system, in addition to the general principles of teaching, also has specific didactic principles. These principles constitute the foundation for the process of the formation of professional and creative skills of the future specialist which can successfully take place only under certain conditions of teaching. The essence of the concept of «subject», «pedagogical conditions», «teaching conditions» is analyzed. The conditions for effective teaching of distance learning of students of higher school are defined and stipulated, namely: a) to provide pedagogical university lecturer willingness to use computer methods and means of distance education in the formation of professional and creative skills; b) to use the forms and methods of distance learning within the bounds of the cognitive and creative (heuristic) educational technology; c) to apply a comprehensive diagnosis of current and final results of formation in distance learning professional and creative skills of students. The features of professional training of the teachers in the new forms of education are analysed. One of the main conditions for teaching distance learning is to develop the ability to support the learning process as a tutor who provides methodological and organizational support to students within the bounds of a specific program of learning. Conditions for the effectiveness of didactic conditions of organizing of distance learning determine the development of the cognitive activity of students, level of formation of professional and creative skills of future professionals, the quality of teaching of distance learning courses, a mechanism of feedback of the student with the teacher, a high level of information competency of the teacher to perform the education process using information technology. Implementation of information technology in teaching students of higher schools can improve the quality of the educational process in general.
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Ключові слова
дистанційне навчання, педагогічні умови, дидактичні умови, майбутній фахівець, професійні вміння, дидактичні принципи, процес формування, вища школа, distance learning, pedagogical conditions, didactic conditions, future specialist, professional skills, didactic principles, process of forming, higher school
Бібліографічний опис
Зайцева, І. О. Дидактичні умови оптимізації дистанційного навчання у вищій школі [Текст] / І. О. Зайцева // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 212–219.