The article highlights possibilities of ICT in the implementation of the “flipped learning” technology in the professional training of future mathe- matics teachers. Flipped learning technology has been analyzed as a mixed learning model that has a different look at the organization of the educational process. The model of realization of “flipped learning” using ICT while study- ing the topic “Functions” in the course “Elementary mathematics” is developed. Given examples of the use of interactive learning technologies based on the use of modern information and communication technologies, including cloud and mobile. The lesson scheme of training on the technology “flipped learning” is described in detail using the system of Moodle, a shared virtual board, the use of QR codes during interactive technology “Bingo”. The peculiarities of using the Mentimeter online resource to conduct student surveys during reflection are disclosed. The results of student survey are analyzed and presented regarding the expediency of using this technology in future professional activity. It is es- tablished that the use of innovative teaching technologies in the process of professional training of future mathematics teachers contributes to the students’ awareness of the need to create and use of educational areas, which should be- come a powerful tool for students to develop critical thinking, self-disclosure of creative abilities, research skills, self-knowledge.
This paper focuses on the instructional design, its functions, approaches and principles. Instructional design plays a significant role in ensuring coherent, relevant and effective educational process and must be considered in more depth by modern teachers and educators. Today, without radical changes in educational trends, the process of personal development will continue to be monotonous and impoverished. Authors suggest, that nowadays special attention should be paid to the educational function of the school, aimed at developing a person because the assimilation of knowledge by students must pass through a pre-determined system of educational work. It is important to broadly involve students in planning the process, as well as in the actual implementation of creative ideas. The type of communication within the class group, the student's progress, behaviour within the school and outside it will largely depend on the nature of the activities of students. An important element of work in this area is the involvement of schoolchildren's families, active cooperation with them, the realization of a common goal, mutual understanding. To design the work plan of the class group in relation to specific educational objectives and tasks of personal development of students means to create at the level of personal development of students the most optimal system of activities, where methods and organization will be oriented towards the development of all subjects of interaction.
Уманський державний педагогічний університет імені Павла Тичини ДО ПРОБЛЕМИ ФОРМУВАННЯ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ УЧНІВ: СУЧАСНІ ПІДХОДИ Анотація. Визначено актуальність даної проблеми та сутність понять «компетенція», «компетентність». На основі психолого-педагогічної літератури розкрито визначення підприємницької компетентності у нормативних документах та у працях науковців і подано власне твердження поняття «підприємницька компетентність». Окреслено теоретичну складову формування підприємницької компетентності-підходи, принципи. Проаналізовано чотири групи форм та методів формування підприємницької компетентності. Розкрито особливості використання як традиційних, так і нетрадиційних методів формування даної компетентності. Ключові слова: компетентність, підприємницька компетентність, учні, підходи, принципи, методи формування підприємницької компетентності.
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