Дидактичні умови застосування інформаційно- комунікаційних технологій в організації самостійної навчальної діяльності студентів технолого-педагогічних спеціальностей

Abstract

У дисертації подано результати теоретико-експериментального дослідження з обґрунтування дидактичних умов застосування ІКТ в організації самостійної навчальної діяльності студентів технолого-педагогічних спеціальностей. Установлені зміст, сутність та структура, здійснено класифікацію видів, форм і методів, визначено етапи і логіку самостійної навчальної діяльності студентів технолого-педагогічних спеціальностей, критерії, показники та рівні ефективності її організації із застосуванням ІКТ. Досліджено новітні інформаційно-технологічні підходи, обґрунтовано дидактичні умови, розроблено функціонально-структурну модель, висвітлено зміст педагогічного експерименту з перевірки ефективності дидактичних умов застосування інформаційно-комунікаційних технологій в організації самостійної навчальної діяльності студентів.

В диссертации представлены результаты теоретико-экспериментального исследования по обоснованию дидактических условий применения ИКТ в организации самостоятельной учебной деятельности студентов технолого- педагогических специальностей. Установлены содержание, сущность и структура, осуществлена классификация видов, форм и методов, определены этапы и логика самостоятельной учебной деятельности студентов технолого-педагогических специальностей, определены критерии, показатели и уровни эффективности ее организации с применением ИКТ. Исследованы новейшие информационно- технологические подходы, обоснованы дидактические условия, разработана функционально-структурная модель, освещено содержание педагогического эксперимента по проверке эффективности дидактических условий применения ИКТ в организации самостоятельной учебной деятельности студентов.

The results of the conducted theoretical and experimental research on determining, grounding and testing didactic terms of the use of information and communication technologies in the process of organizing students’ independent study activities of technological and pedagogical areas of expertise have been presented in the paper. The content, essence and the structure have been defined. The classification of types, forms and methods of students’ independent study activities has been undertaken. The stages, criteria, indicators and levels of its successful organization via the use of information and communication technologies have been specified. It has been determined that according to its content students’ independent study activities are individual, group, collective and are implemented within the process of education under the condition of no lecturer’s direct involvement. They comply with the requirements of the curriculum and syllabus and are aimed at students’ acquisition of some societal practices in accordance with the learning objectives of vocational training and are characterized by determining the level of their cognitive independence. The organizational and psychological structure constitutes the interconnection and reciprocal link of motivational-needing, processual-substantive and monitoring-evaluative components. Independent study learning activity is considered to be a multidimensional systematic object, however, it is not equal to self-study, self-education, self-learning and non-formal education as it is a logical continuation of the training activity and it represents the cognitive and training minimum which guarantees students’ acquisition of a certain level of professional competence. The definition of information and communication technologies as a systematic range of techniques and forms of knowledge acquisition and ways of learning on the basis of lecturer-student and means of information and communication technologies interaction aimed at the achievement of expected accomplishments of the educational process has been formed. In the study information and communication technologies have been represented in two formats: as didactic technologies and as multimedia technologies which constitute the basis of modern information and communication means of education. The essence of information and communication technologies has been represented as a system which includes: technical, methodological, substantive environment and software and hardware which accompany and support different aspects of the organization of students’ independent study activities via appropriate ICT tools. The didactic terms of the use of information and communication technologies in the process of independent study activities have been identified and substantiated. They are the following 1) the formation of informational educational environment of higher educational establishments functioning on the basis of the same educational principles in the process of organizing students’ independent study activities with the use of modern ICT-tools; 2) motivational conditionality, equality of subjective positions of lecturers and students in managing independent study activities via the computer-oriented means; 3) integration of traditional and electronic technologies of education which secures consistency, planning, optimal organization and monitoring and also strengthening of diagnostic procedures of students’ self-learning. The mechanism of the identification, theoretical justification and implementation of didactic terms is ensured through the development and introduction of the dynamic structural-functional model which performs directional, managerial, forming and analytical functions in the effective organization of students’ independent study activities with the use of ICT. The thesis provides the insight into the essence of the conducted pedagogical experiment on the assesses of the effectiveness of didactic terms of the use of information and communication technologies in the process of organizing students’ independent study activities. The conducted quantitative, qualitative and statistical analyses have identified a positive and statistically significant dynamic in the levels of the effectiveness of the organization of students’ independent study activities together with the use of ICT. The outcomes may assist in the practice of learning which has been represented while testing the paper in question in higher educational establishments.