Використання електронних засобів навчання на уроках хімії основної школи
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Дата
2013
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Анотація
Стаття присвячена дослідженню проблеми методики використання електронних засобів навчального призначення у процесі вивчення хімії в основній школі. Проаналізовано приклади використання електронних засобів навчального призначення на таких типах уроків, як: засвоєння нових знань, формування навичок і вмінь, узагальнення й систематизації знань, практичного застосування знань, навичок, умінь, контролю й корекції знань. Зроблено висновки про доцільність і можливість застосування різних видів електронних засобів на уроках хімії різного типу в поєднанні з традиційними засобами навчання, зокрема, хімічним експериментом.
The article is devoted to the study of the problem of methodic usage of electronic means of teaching in the process of learning chemistry in basic school. The examples of usage of electronic means of teaching are analyzed at the different types of lessons: digestion of new knowledge, forming of skills, generalization and systematization of knowledge, of control and correction of knowledge, practical usage of knowledge, skills. The authors has concluded that reasonability and possibility of usage of different electronic means of teaching at the different chemistry lessons with traditional means of teaching, in particular chemical experiment is defined. In today’s world the processes of absorbing, processing, storage, assimilation, storage and transmission of information can not be imagined in the absence of a variety of electronic means. In the sphere of education as an increasing use of electronic means becomes educational purposes, which include learning tools stored in digital or analog storage media and reproduced in electronic equipment (computer programs general didactic direction, spreadsheets, e- library, folder slide, test task, virtual laboratories, etc.). The author of the article notes that the use of electronic media for educational purposes brings you the learning process visibility of the third kind, which allows, firstly, to combine the dynamics and clarity of the first kind (all the students see the direct result of carrying out chemical experiments) and the second kind (character entry conducted chemical reactions) and secondly, to expand and enrich their capabilities introduced through multimedia fragments. In addition, the hallmark clarity of the third kind is the possibility of combining the real object and its chemical nature at different levels. However, the computer allows the user to connect actively to the demonstrations, accelerating, slowing down or repeating the material being studied. In the scientific publications devoted to e-learning, an analysis of the historical development of various types of classifications, requirements for electronic media and technology development of electronic aids and multimedia presentations, description of available electronic tools from different disciplines, indicating the advantages of using electronic aids over traditional teaching aids in the classroom are presented by the author. The article deals with the examples of different types of e-learning at chemistry lessons, taking into consideration the classification of lessons for didactic purposes. According to the specified classification it is proposed to allocate the following main types of the lessons: combined (mixed) lessons, lessons of learning new knowledge, lessons of forming the skills and abilities to generalization and systematization of knowledge, lessons of practical application of knowledge, skills, abilities, lessons of control and correction of knowledge, skills, abilities.
The article is devoted to the study of the problem of methodic usage of electronic means of teaching in the process of learning chemistry in basic school. The examples of usage of electronic means of teaching are analyzed at the different types of lessons: digestion of new knowledge, forming of skills, generalization and systematization of knowledge, of control and correction of knowledge, practical usage of knowledge, skills. The authors has concluded that reasonability and possibility of usage of different electronic means of teaching at the different chemistry lessons with traditional means of teaching, in particular chemical experiment is defined. In today’s world the processes of absorbing, processing, storage, assimilation, storage and transmission of information can not be imagined in the absence of a variety of electronic means. In the sphere of education as an increasing use of electronic means becomes educational purposes, which include learning tools stored in digital or analog storage media and reproduced in electronic equipment (computer programs general didactic direction, spreadsheets, e- library, folder slide, test task, virtual laboratories, etc.). The author of the article notes that the use of electronic media for educational purposes brings you the learning process visibility of the third kind, which allows, firstly, to combine the dynamics and clarity of the first kind (all the students see the direct result of carrying out chemical experiments) and the second kind (character entry conducted chemical reactions) and secondly, to expand and enrich their capabilities introduced through multimedia fragments. In addition, the hallmark clarity of the third kind is the possibility of combining the real object and its chemical nature at different levels. However, the computer allows the user to connect actively to the demonstrations, accelerating, slowing down or repeating the material being studied. In the scientific publications devoted to e-learning, an analysis of the historical development of various types of classifications, requirements for electronic media and technology development of electronic aids and multimedia presentations, description of available electronic tools from different disciplines, indicating the advantages of using electronic aids over traditional teaching aids in the classroom are presented by the author. The article deals with the examples of different types of e-learning at chemistry lessons, taking into consideration the classification of lessons for didactic purposes. According to the specified classification it is proposed to allocate the following main types of the lessons: combined (mixed) lessons, lessons of learning new knowledge, lessons of forming the skills and abilities to generalization and systematization of knowledge, lessons of practical application of knowledge, skills, abilities, lessons of control and correction of knowledge, skills, abilities.
Опис
Ключові слова
електроні засоби навчального призначення, мультимедійна презентація, інтерактивна дошка, урок хімії, основна школа, electronic means of teaching, multimedia presentation, interactive board, chemistry lessons, basic school
Бібліографічний опис
Ліцман, Ю. В. Використання електронних засобів навчання на уроках хімії основної школи [Текст] / Ю. В. Ліцман, Л. І. Марченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 383–391.