Аннотация современная система специального образования в республике Казахстан претерпевает существенные изменения. следуя мировой практике обеспечения равного доступа к образованию, школы для детей с нарушениями слуха осуществляют переход на учебные программы обновленного содержания, тематика и требования которых приравнены к обычным школам. их успешное освоение неслышащими и слабослышащими детьми требует качественных преобразований в формах и методах педагогического воздействия на обучающихся. однако определить эффективность учебного процесса традиционными методами в данном случае затруднительно, так как возникает необходимость реализации коррекционного компонента в новых условиях. в данной статье авторы раскрывают понятие эффективности обучения в рамках школы для детей с нарушениями слуха. определяется ряд качественных показателей, влияющих на учебный процесс детей с особыми образовательными потребностями, в том числе обосновывается необходимость использования современных информационных технологий. предлагается разработанная математическая модель оценки педагогической эффективности в специальной школе, описывается технология ее применения, для подтверждения функциональности представляются результаты апробации. ключевые слова: специальное образование, нарушения слуха, информационные технологии, школа, эффективность обучения, технология оценки, коррекция. AbstractThe modern system of special education in the Republic of Kazakhstan is undergoing significant changes. following the global practice of ensuring equal access to education, schools for hearing impaired children are switching to updated curricula, the topics and requirements of which are equivalent to those of ordinary schools. The successful learning of deaf and hearing-impaired children requires qualitative changes in the forms and methods of pedagogical influence on students. However, to evaluate the effectiveness of the learning process by traditional methods in this case is difficult, since it is necessary to implement a correction component in the new environment. This 93 Образование и саморазвитие. Том 14, № 2, 2019 тип лицензирования авторов -лицензия творческого сообщества cc-BY article shows the concept of learning effectiveness within a school for hearing-impaired children. it identifies a number of qualitative indicators that affect the learning process of children with special educational needs, including the need to use modern information technologies. The paper proposes a developed mathematical model for evaluating pedagogical efficiency in a special school, describes the technology of its application and testing results to confirm the functionality. Введениепроцессы глобализации и модернизации системы образования республики Казахстан, происходящие в настоящий момент, обуславливают острую необходимость обеспечения условий качественного и эффективного образовательного процесса в школе для детей с нарушениями слуха. закон «об образовании» декларирует основные положения и подходы образовательной политики нашей страны, особый акцент при этом сд...
This paper aims at the characterization of conditions and factors, which influence the present-day functional literacy in the context of human capital development in Kazakhstan. At present, in the conditions of modern, dynamic development, the problem of the modernization of education is being actualized as a fundamental factor in the development of a competitive nation. The main direction of the global trends in the school education system was the transition from the traditional reproductive teaching method to a new constructive, competency-based educational model. It is designed to ensure the development of cognitive activity and independence of thinking in schoolchildren, that is, it is aimed at the formation and development of the personality itself, educated, creative, competent and competitive. The paper discusses the educational improvements in Kazakhstan through developing human capital and the development of the functional literacy of schoolchildren. The authors designed and presented examples of Kazakhstan's human capital development in comparison with other countries.
National education systems, reacting to the ongoing global socio - economic changes, subject the content of secondary education to constant updating. Factors are the part of the educational system that contribute to the development of the student's educational experience. The article considers theoretical studies of a number of authors devoted to the essence of updating the content of education. The authors propose to take into account a systematic approach to updating the content of education, the interconnection of the curriculum's components, including the goals and objectives of the education's content, which are concentrated the interests of society and the individual.
This article describes the results of experimental research work on studying the impact of integrative approach to the quality of teaching children with hearing disabilities. Examples of establishing interdisciplinary relationships with various academic disciplines from the personal practice of the doctoral student are given and their methodological significance are substantiated. The process of integrating computer science lessons with other academic disciplines, combining practical orientation, new technologies, and the establishment of interdisciplinary connections, is substantiated. It is argued that this approach is justified as an interesting and promising area of pedagogical activity in a special school. The methodology of increasing the cognitive activity of students with the help of computer modeling of physical processes and phenomena is given, the efficiency of applying such methodology at a special school is determined. Options of applying information technologies at integrated classes are considered.
Introduction. А new model of education introduced in general education schools of the Republic of Kazakhstan, is characterized by a criterion system for assessing the student’s knowledge (involving the student, his self-esteem), stimulating the student’s activity in obtaining knowledge and communication skills. These processes can be challenging for children with hearing impairment. The issue of the psychological and pedagogical readiness of students with hearing impairments to switch to new curricula is examined in this study using the example of the Republic of Kazakhstan. Materials and Methods. Pursuant to the objectives of the study, the sample of children with hearing impairments, was formed without exclusion of children with concomitant impairments similar to the structure of this group present in overall population. In the general sample, which includes 138 children and adolescents 10–15 years old who were divided into four experimental and four control groups in accordance with their educational level, the emotional-volitional, intellectual and cognitive characteristics of deaf and hard-of-hearing children and their success in performing tasks in classic and updated programs were studied. Results.In the children with hearing impairments, visual attention, hearing and speech memory, and conceptual thinking were reduced. The volitional regulation of complex actions and visual memory corresponded to the age norm. Children with hearing impairments performed the educational tasks less well, whereby they performed the tasks of the updated programs significantly more efficiently in comparison to classical tasks. Conclusions are drawn about the effectiveness of the updated educational programs for teaching this group of children. Discussion and Conclusion. Our psychological and pedagogical study of this problem reveals that children with hearing impairments perform better at some tasks compiled in accordance with updated educational programs, indicating their effectiveness for this category of students. At the same time, a decrease in the number of cognitive processes of students in correctional schools with hearing impairments compared to their peers is also shown, namely in visual attention, auditory-speech memory, and thinking with the development of volitional processes corresponding to age. It is necessary to take into account the level of development of these processes in the formation and implementation of training programs.
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