Қазақстан республикасы бiлiм және ғылым министрлiгi
Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
жүктеу/скачать 5.79 Mb. Pdf көрінісі
|
| Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
18 sider the stages of studies in terms of their scientific organization. Learning a new precedes the identifica- tion of how firmly assimilated before the acquired knowledge, skills are fixed and formed. Having been in- formed about the readiness of students to the study of new material, there are two important organizational issues: the organization of training material and the organization of learning activities of students in a class. The organization of educational material is primarily the task of didactic and methodical. The organi- zational aspect is, that is already used in the process of preparing for each topic, is introduced: a) the system of concepts, laws, subject to compulsory assimilation; b) a set of facts, arguments, evidence necessary for deep reflection; c) the system of practical action that produces the necessary skills the ability to establish a connection with the practice of science and life. The scientific organization of the material immediately whole blocks that make up the structure of knowledge, facilitates their perception and memory, allows students from the mass of information to allo- cate the main, to form a system of knowledge. Such organization of the educational process involves the development and uses the computer programs. Program can be divided into four levels. The first level - a program that contains question-answer of presenting educational material. The second level - a program that allows students to choose the correct answer from several proposed. The third level - a program that requires a student production of free-designed response to the questions and input them into the computer. The fourth level - a program for those who want to learn to “excellent.” The using of computer pro- grams in the classroom saves time. Given these advantages, the teacher must master these technologies and actively introduce them in the educational process This problem have been engaged by many scientific figures such as V.V. Vedenskyi, V.G. Vorontsova, I.A. Zimnyaia, N.V. Kuzmina, A.K. Markov, L.A. Petrovskaya, G.S. Suhobskaya and others. Researchers distinguish between 3 and 37 kinds of competences and competence of teachers. According to the most concise definition of I.A. Zimnyaia “Competence is a successful action in a particular situation.” Competence approach - an educational process based on providing stakeholders (educational, informa- tive, games, etc..) The right to self-realization, the acquisition and use of expertise. L.M. Mitina considers, the professional competence of the teacher are: activity, communicative and social. N.V. Kuzmina distin- guishes: a special and professional competence of the teacher in the discipline being taught; methodical in the way of knowledge and skills of trainees formation; social - psychological processes in the field of communication; differential in psychological motives and abilities of students; and autopsychological in the strengths and weaknesses of their own activities and personality. [5] After analyzing several classifications for the implementation of competence-based approach in the educational system can be taken as a basis for the classification of V.N. Vedenskyi. In his opinion, making the professional competence of the teacher is following: • communicative competence is professionally meaningful, integrative quality, the main components are: emotional stability; extraversion; the ability to design and direct feedback; speech skills; listening skills;delicacy; the ability to make communication “smooth”; • informational competence includes the amount of information (knowledge) about yourself, the ex- perience of other teachers; • the regulatory competence of the teacher assumes his skills to manage its own behavior. It includes: goal-setting, and the mobilization of stable activity, performance measurement, reflection. The main deter- minants of the activities are moral values; • intelligent teaching is a set of skills in analysis, synthesis, comparison, abstraction, generalization, concretization, as the quality of intelligence: an analogy, imagination, flexibility and critical thinking; • an operational competence is defined by a set of skills necessary for the implementation of teacher professional activity: forecasting, planning, subject - methodical, organizational, pedagogical improvisa- tion expert. The basis of the teacher professional culture formation is to speak about his general culture, which manifests itself in: • versatility, broad outlook, erudition; a high level of spiritual interests and needs, aesthetic and moral needs in dealing with art, people, nature; • a culture of thinking, emotional, cultural identity, culture, labor, communication, legal and environ- mental culture, etc. One of the main common cultural properties of man is his versatility. “If a person takes |