АННОТАЦИЯВведение: статья посвящена применению различных средств и технологий сети Интернет на уроках технологии. Как показывают авторы статьи, в последнее время появилось множество сайтов, применимых для организации совместного поля деятельности, так называемых средств Web 2.0. Многие из них могут облегчить труд учителей, сделать материал более наглядным, быстрее проконтролировать выполнение домашних заданий и т.д. Авторы уверены, что такие сервисы, как google-таблицы и google-презентации, могут сократить организационное время на уроке, которое так дорого при проведении практических занятий, и позволяют разобрать больше нового материала, увеличить эффективность и скорость выполнения заданий. Материалы и методы: в статье рассматриваются различные методики организации урока с применением сервисов сети Интернет: при изучении новой темы, при работе над проектом, при дифференцированной работе на уроке и т.д. Результаты: в статье описаны сервисы сети Интернет, которыми могут воспользоваться в своей профессиональной деятельности именно учителя технологии: графический сервис для создания планировки и интерьера дома Планоплан, сервисы, позволяющие создавать схемы для вышивки и делиться уже созданными схемами с другими вышивальщицами (igolki.net, x.fanreal.ru, crosti.ru) и другие Обсуждение и заключения: в статье обсуждается сложность применения виртуальных сервисов при изучении предмета «Технология», а именно то, что школьника необходимо обучить ручным операциям, использовавшимся веками, отработанным не на одном поколении учеников практически без изменений в методике. К тому же практически нет сервисов, разработанных именно под методику обучения предмету «Технология». Интернет-технологии прочно заняли свои позиции в жизни современного общества. Авторы приходят к выводу, что учителя должны использовать все инструменты, которые способны привлечь внимание нового поколения, чтобы обучить их своему предмету. The article is devoted to the use of various means and technologies of the Internet on technology lessons. As the authors of the article show, recently a lot of sites, applicable for joint work, so-called Web 2.0 tools have been developed and put into operation. Many of them can facilitate the work of teachers, make the material more visible, more quickly monitor the performance of homework, etc. The authors are sure that such services as google-tables and googlepresentations can reduce the organizational time in the lesson, which is so expensive for practical classes, will make it possible to disassemble more new material, increase the efficiency and speed of the practical work. Materials and methods:The article examines different methods of organizing a lesson using Internet services: when studying a new topic, when working on a project, with differentiated work in a lesson, etc. The results of the research: The article describes the Internet services that the technology teachers can use in their professional activities: a graphical service for creating the layout and interior of the house Planoplan, services that allo...
Scientific and technical progress in the modern world is increasing its pace and is actively being introduced into educational process. Accordingly, the impact of information and communication technologies on the younger generation cannot be avoided. The level of educational needs of modern students in the system of additional education of children is qualitatively new, so there is a need to create informational and educational environment as an effective means to meet educational needs of students in modern conditions.The purpose of the work is to develop and determine the effectiveness of the method of using modern information technologies in educational process of additional education for children. Therefore, the article discusses the use of information and communication technologies in education, theoretical foundations of the method of using modern information technologies in additional education of children. The article assesses the effectiveness of information and communication technologies implementation into the system of additional education for children. The authors conducted an experiment in which 26 children from the third year of study in the Navigation Circle of the city of Nizhny Novgorod took part. In order to investigate classes’ effectiveness at the Center providing "Navigation" course from the inside, the authors carried out a rapid survey. The authors found that students tend to positively perceive the general nature of navigation lessons at the Center. The Center developed a method for conducting practical work using multimedia simulators, after introduction of which the survey among students was repeated. The authors obtained the following results: high levels of interest and student assessment of these classes is obvious for all selected items. The students began to take a more positive view of the lessons at the Center by navigation, responded to their novelty and non-traditional character, which effectively expressed itself in increasing learning motivation.The developed method of using information and communication technologies in the system of additional education of children can be proposed for implementation in the activity of a navigator teacher, taking into account the advanced methodological recommendations.
The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.
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