The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.
Анотація. В статті аналізується поняття вітчизняна математика; розглядається внесок у розвиток вітчизняної математики академіка НАН України, доктора фізико-математичних наук А. Самойленка. Ключові слова: вітчизняна математика; розвиток математичної освіти в Україні; академік А. Самойленко.
У статті подано визначення основним дефініціям: математична задача, сюжетна задача, задача на рух, комікс, е-ресур си для створення коміксів. Проаналізовано вітчизняний та зарубіжний досвід застосування коміксів в початковій школі на уроках математики; наведено приклад застосування коміксу на уроках математики та обґрунтовується необхідність використання нових підходів у процесі навчання математики в початковій школі. Відображено практичні аспекти застосування коміксів на уроках математики в початковій школі, а саме: наведено фрагмент уроку математики в початковій школі за допомогою коміксу на е-платформі Comic Master та Pixton.
The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing the necessary information; interactive activity; reflection; evaluating the results of the lesson. Interactive technologies are selected and classified according to their didactic aim and function and are appropriate for use at mathematics lessons of the New Ukrainian School.
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