Формування у майбутніх учителів математики вмінь використовувати засоби комп’ютерної візуалізації у професійній діяльності
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дисертаційному дослідженні розкрито теоретичні засади формування у майбутніх учителів математики вмінь використовувати засоби комп'ютерної візуалізації у професійній діяльності, обгрунтовано й експериментально перевірено модель формування у майбутніх учителів математики вмінь використовувати засоби комп'ютерної візуалізації у професійній діяльності.
Розкрито сутність (здатність візуалізувати навчальний матеріал (поняття, об’єкти, моделі. їхні характеристики) у різний спосіб, у різних формах на основі інструментарію засобів комп’ютерної візуалізації) і структуру (психологічна, предметна, технологічна, інформаційно-аналітична складові) вмінь у майбутніх учителів математики використовувати засоби комп’ютерної візуалізації у професійній діяльності.
Розроблена модель формування у майбутніх учителів математики вмінь використовувати засоби комп'ютерної візуалізації у професійній діяльності містить три взаємопов'язані блоки (концептуальний, процесуальний та оцінний), базується на системному, діяльнісному, компетентнісному, інформаційному, синергетичному підходах і специфічних принципах: когнітивної візуалізації, інтеграції інформатико-матемагичних знань, орієнтації на доцільне використання ЗКВ. активного використання ВМЗ. професійної мотивації.
The thesis is devoted to the problem of formation of future mathematics teachers' skills to use computer visualization tools in professional activities. The current state of the problem development of formation of future mathematics teachers' skills to use computer visualization tools was analysed; the presence of contradictions process was revealed between the level of development and distribution of modem computer visualization tools and the lack of efficiency of their implementation in the educational; between the demands of the information society to the preparation of mathematics teachers in accordance with the level of information technologies development and the lack of effective models of such training, stipulate for the use of mathematics teachers of computer visualization tools in the professional activities; between the available computer visualization tools for the realization of professional activity of a mathematics teacher and a lack of theoretical and methodological works on formation of skills to use them. Analysis of scientific sources allowed us to characterize the notion “ability to use computer visualization tools” as the ability to visualize educational material (notions, objects, models, their characteristics) in various forms on the basis of computer visualization tools. These skills are to be considered through the prism of four components: psychological (characterizes the attitude of the future teacher of mathematics to the use computer visualization in professional activities), subject (assumes the possession of relevant theoretical computer-mathematical knowledge by the future mathematics teacher, as well as knowledge about the classification of computer visualization tools of mathematical as well as general purpose), technological (characterizes the awareness of the ways to use computer visualization tools for mathematical purposes during the solution of various classes of mathematical problems and the use of computer visualization tools for general-purpose visualization of educational material according to the aim of the lesson), information amI analytical (characterizes the ability of the future teacher of mathematics to self-analysis and self¬improvement with the implementation of computer visualization tools). The methodological basis of the study as the relationship and interaction of different scientific approaches was defined and argumented, among which the attention is focused on the system, activity, competence, information and synergetic. It was identified the general didactic (scientism, availability, continuity, lifelong learning) and specific principles of learning (cognitive visualization, integration of information and mathematical knowledge, orientation on the appropriate use of computer visualization tools in teaching mathematics, active use of visual models of knowledge, professional motivation) of formation of future mathematics teachers’ skills to use computer visualization tools in professional activities. The model of formation of future mathematics teachers’ skills to use computer visualization tools in professional activities involves the use of forms (lectures- visualizations. lectures-consultations. scribing-presentations, practical classes, laboratory classes, conferences, independent and individual works), methods (visual demonstration, computer modelling, brainstorming, working in groups or pairs), learning tools (general, technical, Internet resources, C'VT of mathematical and general purpose). Analysis of the results of the pedagogical experiment, which took place in two stages (ascertaining and forming), confirmed the effectiveness of the proposed model of formation of future mathematics teachers’ skills to use computer visualization in professional activities, which w as confirmed statistically at the level of significance 0.05. Theoretical principles and practical experience can be used in the system of professional training of students of institutions of higher pedagogical education and continuous postgraduate education of pedagogical workers in the teaching of nonnative and divergent disciplines and courses of informatics-mathematical direction in the preparation of the qualification works, methodical manuals and recommendations on courses of qualification improvement of mathematics teachers in secondary schools.
The thesis is devoted to the problem of formation of future mathematics teachers' skills to use computer visualization tools in professional activities. The current state of the problem development of formation of future mathematics teachers' skills to use computer visualization tools was analysed; the presence of contradictions process was revealed between the level of development and distribution of modem computer visualization tools and the lack of efficiency of their implementation in the educational; between the demands of the information society to the preparation of mathematics teachers in accordance with the level of information technologies development and the lack of effective models of such training, stipulate for the use of mathematics teachers of computer visualization tools in the professional activities; between the available computer visualization tools for the realization of professional activity of a mathematics teacher and a lack of theoretical and methodological works on formation of skills to use them. Analysis of scientific sources allowed us to characterize the notion “ability to use computer visualization tools” as the ability to visualize educational material (notions, objects, models, their characteristics) in various forms on the basis of computer visualization tools. These skills are to be considered through the prism of four components: psychological (characterizes the attitude of the future teacher of mathematics to the use computer visualization in professional activities), subject (assumes the possession of relevant theoretical computer-mathematical knowledge by the future mathematics teacher, as well as knowledge about the classification of computer visualization tools of mathematical as well as general purpose), technological (characterizes the awareness of the ways to use computer visualization tools for mathematical purposes during the solution of various classes of mathematical problems and the use of computer visualization tools for general-purpose visualization of educational material according to the aim of the lesson), information amI analytical (characterizes the ability of the future teacher of mathematics to self-analysis and self¬improvement with the implementation of computer visualization tools). The methodological basis of the study as the relationship and interaction of different scientific approaches was defined and argumented, among which the attention is focused on the system, activity, competence, information and synergetic. It was identified the general didactic (scientism, availability, continuity, lifelong learning) and specific principles of learning (cognitive visualization, integration of information and mathematical knowledge, orientation on the appropriate use of computer visualization tools in teaching mathematics, active use of visual models of knowledge, professional motivation) of formation of future mathematics teachers’ skills to use computer visualization tools in professional activities. The model of formation of future mathematics teachers’ skills to use computer visualization tools in professional activities involves the use of forms (lectures- visualizations. lectures-consultations. scribing-presentations, practical classes, laboratory classes, conferences, independent and individual works), methods (visual demonstration, computer modelling, brainstorming, working in groups or pairs), learning tools (general, technical, Internet resources, C'VT of mathematical and general purpose). Analysis of the results of the pedagogical experiment, which took place in two stages (ascertaining and forming), confirmed the effectiveness of the proposed model of formation of future mathematics teachers’ skills to use computer visualization in professional activities, which w as confirmed statistically at the level of significance 0.05. Theoretical principles and practical experience can be used in the system of professional training of students of institutions of higher pedagogical education and continuous postgraduate education of pedagogical workers in the teaching of nonnative and divergent disciplines and courses of informatics-mathematical direction in the preparation of the qualification works, methodical manuals and recommendations on courses of qualification improvement of mathematics teachers in secondary schools.
Опис
Ключові слова
засоби комп'ютерної візуалізації, уміння використовувати засоби комп'ютерної візуалізації, формування вмінь використовувати засоби комп'ютерної візуалізації, професійна підготовка, професійна підготовка вчителя математики, professional training, future mathematics teacher, computer visualization tools, ability to use computer visualization tools, skills formation, skills formation model
Бібліографічний опис
Білошапка, Н. М. Формування у майбутніх учителів математики вмінь використовувати засоби комп’ютерної візуалізації у професійній діяльності [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика професійної освіти / Наталія Миколаївна Білошапка ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; наук. керівник О. В. Семеніхіна. – Суми, 2018. – 20 с.