9 research outputs found
CONCEPT OF PERSONAL KNOWLEDGE MANAGEMENT AS A PART OF E-LEARNING
Π ΡΡΠ°ΡΡΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ²ΠΎΠ»ΡΡΠΈΠΎΠ½Π½ΡΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΡΠ΅ΡΠΌΠΈΠ½Π° Β«ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ Π·Π½Π°Π½ΠΈΡΠΌΠΈΒ». Π¦Π΅Π½ΡΡΠ°Π»ΡΠ½ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠ²ΡΠ·Ρ Ρ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠ΅ΠΉ ΠΠ΅Π± 2.0, ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠΉ ΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΡΡ. ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ ΡΠ²ΡΠ·Π°Π½Π½ΠΎ Ρ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ Π°ΡΠΏΠ΅ΠΊΡΠ°ΠΌΠΈ, Ρ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ΠΌ ΠΌΠ΅ΠΆΠ΄Ρ Π²ΡΠ΅ΠΌΠΈ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, Π³Π΄Π΅ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠ΅ Π½Π°Π²ΡΠΊΠΈ, ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΡ, Π½Π°Π²ΡΠΊΠΈ ΡΠ°ΠΌΠΎΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠΎΠ·Π΄Π°ΡΡ ΡΠ»ΠΎΠΆΠ½ΡΠΉ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡ ΠΌΠ΅ΡΠ°ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ Π²ΡΠ΄Π΅Π»Π΅Π½Ρ Π±Π°Π·ΠΎΠ²ΡΠ΅ Π½Π°Π²ΡΠΊΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ ΠΈ ΠΏΡΠΎΠ΄Π²ΠΈΠ½ΡΡΡΠ΅ Π½Π°Π²ΡΠΊΠΈ. Π‘ ΠΎΠΏΠΎΡΠΎΠΉ Π½Π° Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΠΈΡΠ°Π½ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°Π²ΡΠΊΠΎΠ² ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ.The article focuses on the consideration of the concept of personal knowledge management in the context of pedagogy. It is shown that personal knowledge management is an evolutionary development of the term βknowledge managementβ. Central importance is given to the consideration of personal knowledge management in the context of e-learning relationship with the concept of Web 2.0, electronic and digital literacy. Stresses that personal knowledge management related to social aspects, with the interaction between all participants of pedagogical process, where communication skills, reflection, self-management skills create a complex meta-cognitive skills and conceptual knowledge. On the basis of the literature highlighted the basic personal knowledge management skills and advanced skills. With support for foreign study describes the process of personal knowledge management skills
METHODICAL MAINTENANCE SYNERGISTIC AND RATIONAL APPROACHS TO TEACHING CHEMISTRY IN HIGH SCHOOL
Π Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ ΠΌΡ ΠΌΠΎΠΆΠ΅ΠΌ ΠΊΠΎΠ½ΡΡΠ°ΡΠΈΡΠΎΠ²Π°ΡΡ ΠΏΠΎΠΈΡΠΊ Π½ΠΎΠ²ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΠ°ΠΆΠ½Π΅ΠΉΡΠΈΠΌ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΡ
ΡΠ΅Π°Π»ΠΈΠ·ΠΎΠ²Π°ΡΡ ΡΠ΅Π»ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π³ΠΈΠ±ΠΊΠΎΡΡΠΈ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, Π΄Π°ΡΡΠ΅Π³ΠΎ ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠ΅ Π²ΠΈΠ΄Π΅Π½ΠΈΠ΅ ΠΌΠΈΡΠ°.Β Π ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ ΡΠΏΠΎΡΠΎΠ±ΠΎΠΌ Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΡΠΈΠ·Π½Π°Π΅ΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅, ΡΠ²ΠΎΡΡΠ΅ΡΡΠ²ΠΎ, ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠΌ ΡΠ²ΠΎΠ΅Π³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π°Π²ΡΠΊΠΎΠ² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠΉ. ΠΠΎ Π½Π°ΡΠ΅ΠΌΡ ΠΌΠ½Π΅Π½ΠΈΡ, Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΡΡΡΠΏΠ°ΡΡ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊΠ°ΠΊ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊΠ°ΠΊ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠΌ ΡΠ²ΠΎΠ΅ΠΉ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ Π½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ²ΠΎΡΡΠ΅ΡΡΠ²Π°. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΡΠ΄ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ Π²ΡΠ·Π°, ΠΊΡΠ°ΡΠΊΠΎ ΠΎΠΏΠΈΡΠ°Π½ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ ΠΊΠ°ΠΊ ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΊΠ°Π·Π°Π½Π½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² Π² Π²ΡΡΡΠ΅ΠΌ Ρ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ.At present, we can say the search for new forms and methods of teaching. The most important area of research is to create a teaching environment that allows to realize the goal of building an effective learning process, contributing to the development of flexibility of thinking, giving a holistic view of the world. In the context of the modernization of higher education the main way of activization of educational activity of students of recognized research work, the development of self-learning, self-development of students of the learning process, the development of skills of social interactions. In our view, as an innovative component of modern education are the synergetic approach as a condition for the development of the modern self-organization of students and rational approach as a condition for the rational organization of student learning activities and their research work. The article discusses some aspects of the implementation of synergistic and rational approach to the educational process of high school, briefly described the experiment as a result of the use of these approaches in higher chemical education
ΠΠ‘ΠΠ₯ΠΠΠΠΠ-ΠΠΠΠΠΠΠΠΠ§ΠΠ‘ΠΠΠ ΠΠΠ’ΠΠΠ« ΠΠ‘Π£Π©ΠΠ‘Π’ΠΠΠΠΠΠ― ΠΠΠ’ΠΠ ΠΠΠ¦ΠΠ Π ΠΠΠΠΠ -ΠΠ ΠΠ‘Π’Π ΠΠΠ‘Π’ΠΠ
Informatization of Education are necessary psychological and pedagogical study and theorizing. This article aims to identify the psychological and pedagogical motivations for social interactions in the context of creating the conditions for self-learning, their self-development for the formation of a distinctive personality, ready to solve vital problems. Is a small excursion into consideration the quality problems of social interaction on the Internet, as well as problems of deviant behavior on the Internet. Briefly grounded state of readiness user activity to facilitate social interactions in a cyber-environment. Elaborates on the different groups of motives interactions in cyberspace: intrinsic motivation in the online environment; motivation, referred to the competence of the faith in the online environment; motivation in relation to media; motives prosocial behavior. Particular attention is paid to the motives of self-determination, self-efficacy, based on the prosocial behavior and a number of others.ΠΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π±ΡΠ΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΠ΅ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΠ·Π°ΡΠΈΡ. ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π° Π½Π° Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠΎΡΠΈΠ²ΠΎΠ² ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠΉ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΠΉ Π΄Π»Ρ ΡΠ°ΠΌΠΎΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ, ΠΈΡ
ΡΠ°ΠΌΠΎΡΠ°Π·Π²ΠΈΡΠΈΡ, Π΄Π»Ρ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠ°ΠΌΠΎΠ±ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π³ΠΎΡΠΎΠ²ΠΎΠΉ ΠΊ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΆΠΈΠ·Π½Π΅Π½Π½ΠΎ Π²Π°ΠΆΠ½ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ. ΠΠ΅Π»Π°Π΅ΡΡΡ Π½Π΅Π±ΠΎΠ»ΡΡΠΎΠΉ ΡΠΊΡΠΊΡΡΡ Π² ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π² ΡΠ΅ΡΠΈ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ Π΄Π΅Π²ΠΈΠ°Π½ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ Π² ΡΠ΅ΡΠΈ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ. ΠΡΠ°ΡΠΊΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΠ΅Π»Ρ ΠΊ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠΉ Π² ΠΊΠΈΠ±Π΅Ρ-ΡΡΠ΅Π΄Π΅. ΠΠΎΠ΄ΡΠΎΠ±Π½ΠΎ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ Π³ΡΡΠΏΠΏΡ ΠΌΠΎΡΠΈΠ²ΠΎΠ² ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠΉ Π² ΠΊΠΈΠ±Π΅Ρ-ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅: Π²Π½ΡΡΡΠ΅Π½Π½ΡΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ Π² ΠΎΠ½Π»Π°ΠΉΠ½ ΡΡΠ΅Π΄Π΅; ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ, ΠΎΡΠ½Π΅ΡΠ΅Π½Π½Π°Ρ ΠΊ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π²Π΅ΡΡ Π² ΡΡΠ΅Π΄Π΅ ΠΎΠ½Π»Π°ΠΉΠ½; ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ Π² ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΌΠ΅Π΄ΠΈΡ; ΠΌΠΎΡΠΈΠ²Ρ ΠΏΡΠΎΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΠΌΠΎΡΠΈΠ²Π°ΠΌ ΡΠ°ΠΌΠΎΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ, ΡΠ°ΠΌΠΎΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, ΠΌΠΎΡΠΈΠ²Π°ΠΌ ΠΏΡΠΎΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΈ ΡΡΠ΄Ρ Π΄ΡΡΠ³ΠΈΡ
.
FORMS OF STUDENTS INTERACTION IN COMPUTER-MEDIATED EDUCATION
One of the most important questions in computerization and Informatization of education are computer-mediated communication between students and teachers. At the present time such communication is considered as a dynamic process with a wide spectrum of strategies and technologies. Interaction is not limited to text-based dialogue with computer or Web sites. Mentoring between teacher-student and student-student are represent new promising aspects of examination of computer-mediated communication. The purpose of this chapter is summarize four different types of interaction in computer-mediated communication: learner-content, instructor-learner, learner-learner, and learner-interface. In the process of work of the used methods of empirical knowledge: theoretical analysis, inductive and deductive methods, theoretical methods, study of literature, etc. The results can be used for organization of distance learning, online learning, massive online open courses, in design of open educational resources
THE USE OF LEARNERβFOCUSED APPROACH WHEN DESIGNING OF MASSIVE OPEN ONLINE COURSES
Π ΠΏΠΎΡΠ»Π΅Π΄Π½Π΅Π΅ Π²ΡΠ΅ΠΌΡ Π²ΡΠ΅ Π±ΠΎΠ»Π΅Π΅ ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΡΠΌΠΈ ΡΡΠ°Π½ΠΎΠ²ΡΡΡΡ ΠΌΠ°ΡΡΠΎΠ²ΡΠ΅ ΠΎΡΠΊΡΡΡΡΠ΅ ΠΎΠ½Π»Π°ΠΉΠ½ ΠΊΡΡΡΡ. ΠΠΎΠΏΡΠΎΡΡ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΠΌΠΈΡ
ΠΌΠ°ΡΡΠΎΠ²ΡΡ
ΠΎΡΠΊΡΡΡΡΡ
ΠΎΠ½Π»Π°ΠΉΠ½ ΠΊΡΡΡΠΎΠ², ΠΊΠ°ΠΊ ΠΈ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ ΠΏΠΎΠ΄ΠΎΠ±Π½ΡΡ
ΠΊΡΡΡΠΎΠ² ΠΎΡΡΠ°ΡΡΡΡ Π΄ΠΈΡΠΊΡΡΡΠΈΠΎΠ½Π½ΡΠΌΠΈ. ΠΠΎΠ½Π΅ΡΠ½ΠΎ, ΠΌΠ°ΡΡΠΎΠ²ΡΠ΅ ΠΎΡΠΊΡΡΡΡΠ΅ ΠΎΠ½Π»Π°ΠΉΠ½ ΠΊΡΡΡΡ Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·Π½Ρ Π΄Π»Ρ ΡΠΎΠ³ΠΎ, ΡΡΠΎΠ±Ρ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΎ Π΅Π΄ΠΈΠ½ΠΎΠΌ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π΅ ΠΊ ΠΈΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΄Π½Π°ΠΊΠΎ ΡΠ»Π΅Π΄ΡΠ΅Ρ Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΡΠ΄ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΠΈ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π΄Π»Ρ Π²ΡΡΠ°Π±ΠΎΡΠΊΠΈ Π΅Π΄ΠΈΠ½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³Ρ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° Π΄Π°Π½Π½ΡΡ
ΠΊΡΡΡΠΎΠ², Π½ΠΎ ΠΈ ΠΊΠ°ΠΊ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΠ΅ Π²Π΅Ρ
ΠΈ Π² ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ°ΠΌΠΎΠ³ΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΠ½ΡΠ΅ΡΠ½Π΅Ρ ΠΊΡΡΡΠΎΠ². ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ°ΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΠΏΠΎΠ΄ΡΠ°Π·ΡΠΌΠ΅Π²Π°Π΅Ρ, ΠΏΠΎΠΌΠΈΠΌΠΎ ΠΎΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠΈ ΠΊΠ°ΠΊ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ²ΠΎΠ΅ΠΉ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠ»Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ΄Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ, Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΡΡ
Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠ΄Π΅Π»Π°Π΅Ρ ΠΏΡΠΎΡΠ΅ΡΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π½Π° ΠΎΠ½Π»Π°ΠΉΠ½-ΠΊΡΡΡΠ΅ Π±ΠΎΠ»Π΅Π΅ ΠΎΡΠΎΠ·Π½Π°Π½Π½ΡΠΌ, Π½ΠΎ ΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ Π°Π²ΡΠΎΡΠ°ΠΌ-ΡΠ°Π·ΡΠ°Π±ΠΎΡΡΠΈΠΊΠ°ΠΌ ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΊΡΡΡΠ° ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ ΠΈΡ
Π΄Π»Ρ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠΎΠ½ΡΠ΅Π½ΡΠ°.Recently become increasingly popular massive open online courses. Design issues themselves massive open online courses as approaches to the assessment of such courses remains debatable. Of course, massive open online courses are diverse enough to talk about a unified approach to their design. However, you should identify a number of basic principles and approaches that can be used not only for the development of common approaches to monitoring the quality of these courses, but also how certain milestones in designing the content of the online courses. One of them is learner-focused approach, which implies, among other things, the use of reflection as a mechanism for assessing its training activities. For the realization of learner-focused approach, the article suggests a number of methods, the inclusion of which will not only make the learning process in the online course more aware, but will also allow the authors-developers of electronic course use them for critical evaluation of content
CONTEXT ASSESSMENT OF MASSIVE OPEN ONLINE COURSES
Π ΠΎΡΡ ΠΏΠΎΠΏΡΠ»ΡΡΠ½ΠΎΡΡΠΈ ΠΌΠ°ΡΡΠΎΠ²ΡΡ
ΠΎΡΠΊΡΡΡΡΡ
ΠΎΠ½Π»Π°ΠΉΠ½ ΠΊΡΡΡΠΎΠ² ΡΡΠΈΠΌΡΠ»ΠΈΡΡΠ΅Ρ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΊ ΡΠ΅ΠΎΡΠΈΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΡΠΎΠΉ ΡΠΈΠ»ΠΎΡΠΎΡΠΈΠΈ (ΠΠΠΠ). ΠΠΠΠ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Ρ Π½Π° ΡΠΈΡΠΎΠΊΠΎΠ΅ ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΡΠ»ΡΡΡΠ΅Π½ΠΈΠ΅ ΠΈΡ
ΡΡΠΏΠ΅Π²Π°Π΅ΠΌΠΎΡΡΠΈ, ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ Π²ΡΠ΅ΠΉ ΠΆΠΈΠ·Π½ΠΈ, ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ²ΠΎΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΈ Ρ.Π΄. ΠΠ΄Π½Π°ΠΊΠΎ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΡΠΈΠ»ΠΎΡΠΎΡΠΈΠΈ ΠΠΠΠ ΠΎΡΡΠ°ΡΡΡΡ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ Π΄ΠΈΡΠΊΡΡΡΠΈΠΈ. Π ΡΡΠ°ΡΡΠ΅ Π΄Π°Π΅ΡΡΡ ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΠΏΠΈΡΠ°ΡΡ ΠΠΠΠ ΠΊΠ°ΠΊ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ° Π½Π΅ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΠΠΠ Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ½ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ ΡΠ»ΡΡΡΠΈΡΡ ΠΎΠ±ΡΠ΅Π΅ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ ΠΠΠΠ; ΠΎΠ± ΡΡΠΎΠΌ ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠΉΠ΄Π΅Ρ ΡΠ΅ΡΡ Π² ΡΡΠ°ΡΡΠ΅.The growing popularity of massive open online course stimulates the circulation of tea-chers to the theory and practice of this philosophy (MOOC). MOOC are aimed at the involvement of students, improving student achievement, the implementation of the principles of continuous learning throughout life, support and develop their professional competence, etc. However, the mechanisms for the implementation of the basic principles of the philosophy of MOOC remain a subject of debate. In the article an attempt to describe MOOC as a tool of non-formal and informal learning. In addition, design of moocs from the position of the context evaluation will improve the overall quality of moocs; this is also discussed in the article
Professional Communication Strategies in the Design Process of an Open Education Tutor
The article describes the professional communication strategies in the design activities of an open
education tutor and the process of mastering these strategies. This process is based on the close
relationship between the tutor's professional-oriented goals and his/her design levels in open
education. Communication strategies allow the tutor to implement successfully professional activities
in open education. Nowadays the problem of tutorsβ mastering the professional communication
strategies is very relevant due to the increasing opportunities of open education.
The article presents the progress and results of the experimental work on the testing of the
effectiveness of the proposed model of mastering the professional communication strategies by open
education tutors. This model is aimed at developing communication skills in the process of their
professional activity. In particular, the model is thought to achieve the necessary level of motivation
for mastering the professional communication strategies in open education.
The article presents the results of experimental work processed by methods of mathematical statistics.
The results presented in the paper confirm the proposed provisions
Development and implementation of blended courses for Russian language teachers in Russia and abroad
The growing popularity of massive open online courses (MOOC) stimulates teachers to appeal to the theory and practice of this philosophy. MOOCs are aimed at widespread involvement of students, improvement of their progress in studies, implementation of the principles of lifelong learning throughout life, support and development of their professional competence, etc. However, the mechanisms for implementing of the basic principles of MOOCs philosophy remain a subject of discussion. The article deals with theoretical approaches to solving a number of MOOCs problems connected with the use of a training video. The models for using a video content described in the article are given in the context of a blended Russian language learning project implemented at Kursk State University
Professional communication strategies in the design process of an open education tutor
The article describes the professional communication strategies in the design activities of an open
education tutor and the process of mastering these strategies. This process is based on the close
relationship between the tutor's professional-oriented goals and his/her design levels in open
education. Communication strategies allow the tutor to implement successfully professional activities
in open education. Nowadays the problem of tutorsβ mastering the professional communication
strategies is very relevant due to the increasing opportunities of open education.
The article presents the progress and results of the experimental work on the testing of the
effectiveness of the proposed model of mastering the professional communication strategies by open
education tutors. This model is aimed at developing communication skills in the process of their
professional activity. In particular, the model is thought to achieve the necessary level of motivation
for mastering the professional communication strategies in open education.
The article presents the results of experimental work processed by methods of mathematical statistics.
The results presented in the paper confirm the proposed provisions