Підготовка майбутнього вчителя до контролю знань і вмінь учнів з природничих дисциплін на основі принципів індивідуалізації та диференціації
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Дата
2024
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Стаття містить результати дослідження щодо підготовки вчителя природничих дисциплін до використання системи контролю знань і вмінь учнів. Обґрунтовано теоретичні засади диференціації в навчальному процесі Для підготовки вчителя природничих дисциплін до контролю знань і вмінь учнів в умовах диференціації та індивідуалізації навчання розроблено схему поетапної диференціації учнів за змістом навчального матеріалу природничих дисциплін (поділ учнів за критерієм інтересів, здібностей та схильностей до природничих наук; індивідуалізація навчання для кожної з виокремлених груп учнів). Система диференційованого ковзного контролю ґрунтується на результатах послідовного опанування у сформованих підгрупах учнів за завданнями (графічне, кількісне, програмоване, довідкове, експериментальне тощо). Такий підхід є важливою складовою диференційованого контролю знань і умінь учнів з природничих дисциплін.
It is substantiated that in the conditions of differentiation of the control of the content of education, students can qualitatively master the basics of natural science knowledge and skills, skills of independent work. At the same time, gaps in students' knowledge are identified in a timely manner, and the optimal schedule of classes is ensured. In order to prepare the teacher of science disciplines to control the knowledge and skills of students in the conditions of differentiation and individualization of education, a scheme of step‐by‐step differentiation of students according to the content of the basic material of science disciplines has been developed. The initial stage was the conditional division of students into naturalists and non‐naturalists, during which the principles of pedagogical ethics were preserved as much as possible. The first stage of differentiation (external) provided for the division of students according to the criterion of interests, abilities and inclinations to natural sciences, and the second stage (internal) provided for the individualization of education for each of the separate groups of students. Differentiation in the educational process should be applied at all its stages and steps, relying on tasks differentiated by the level of complexity: programmed, graphic, experimental, evaluation, etc. If during the study of a topic, natural scientists perform creative tasks, assessment tasks, then non‐natural scientists write mini‐works, describe, work with algorithms. Both subgroups use their handouts depending on the type of experimental task: notes, pictures, tables, models, tests from magazines, etc. The system of differentiated sliding control is based on the results of mastery in the formed subgroups of students. Each subgroup in turn receives a corresponding group task: graphical, quantitative, programmed, reference or experimental. Each student in the subgroup, in accordance with his abilities and achievements at a given stage, performs tasks of a certain complexity. Thanks to the differentiated approach to the content of the educational material, the types and forms of checking its assimilation, it is possible to control several times every six months of all types of knowledge and skills of each student. This is not yet a complete solution to the problem of assessing knowledge and skills, but this approach is an important component of differentiated sliding control of knowledge and skills of students in natural sciences. Preparation for conducting such control is necessary in the professional training of future science teachers.
It is substantiated that in the conditions of differentiation of the control of the content of education, students can qualitatively master the basics of natural science knowledge and skills, skills of independent work. At the same time, gaps in students' knowledge are identified in a timely manner, and the optimal schedule of classes is ensured. In order to prepare the teacher of science disciplines to control the knowledge and skills of students in the conditions of differentiation and individualization of education, a scheme of step‐by‐step differentiation of students according to the content of the basic material of science disciplines has been developed. The initial stage was the conditional division of students into naturalists and non‐naturalists, during which the principles of pedagogical ethics were preserved as much as possible. The first stage of differentiation (external) provided for the division of students according to the criterion of interests, abilities and inclinations to natural sciences, and the second stage (internal) provided for the individualization of education for each of the separate groups of students. Differentiation in the educational process should be applied at all its stages and steps, relying on tasks differentiated by the level of complexity: programmed, graphic, experimental, evaluation, etc. If during the study of a topic, natural scientists perform creative tasks, assessment tasks, then non‐natural scientists write mini‐works, describe, work with algorithms. Both subgroups use their handouts depending on the type of experimental task: notes, pictures, tables, models, tests from magazines, etc. The system of differentiated sliding control is based on the results of mastery in the formed subgroups of students. Each subgroup in turn receives a corresponding group task: graphical, quantitative, programmed, reference or experimental. Each student in the subgroup, in accordance with his abilities and achievements at a given stage, performs tasks of a certain complexity. Thanks to the differentiated approach to the content of the educational material, the types and forms of checking its assimilation, it is possible to control several times every six months of all types of knowledge and skills of each student. This is not yet a complete solution to the problem of assessing knowledge and skills, but this approach is an important component of differentiated sliding control of knowledge and skills of students in natural sciences. Preparation for conducting such control is necessary in the professional training of future science teachers.
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Ключові слова
майбутній вчитель, контроль знань і вмінь, учні, природничі дисципліни, принцип індивідуалізації, принцип диференціації, підготовка, future teacher, control of knowledge and skills, students, natural disciplines, principle of individualization, principle of differentiation, preparation
Бібліографічний опис
Козловський Ю. Підготовка майбутнього вчителя до контролю знань і вмінь учнів з природничих дисциплін на основі принципів індивідуалізації та диференціації [Текст] / Ю. Козловський // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 1-2 (135-136). – С. 42–52. – DOI: 10.24139/2312‐5993/2024.01‐02/042‐052