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USE OF THE VIRTUAL PRACTICAL WORK AS MEANS OF FORMATION OF THE INFORMATION COMPETENCE

AT STUDENTS OF CHEMICAL SPECIALITIES

Golodova I. V., Sabieva K.U., Ritter E. S., Ritter D.V.

The North Kazakhstan state university of a name of M. Kozybaeva

Changes in system of public relations actively influence formation, demand from it mobility and the adequate decision of the problems put at a new stage of historical development of the country. The problem of definition of strategic directions formations is extremely actual in all countries.

The society of information technology, or postindustrial society, unlike an industrial society of last century, in much bigger degree is interested in that its citizens were capable to operate, make independently and actively decisions, flexibly to adapt for changing living conditions. In formation transition from an is substantial-subject paradigm to orientation to development of readiness and ability of the person to effective ability to live is swept up.

According to the approach of UNESCO accepted now the concept of formation includes concept of competence. Formation represents process of socialization of the individual in which course there is a formation of its abilities to the self-development, connected with formation communicative, world outlook competence. The competence — intellectual quality of the person competence in practice it is accepted to name use competence.

One of key is the information competence assuming ability to own by information technology, to work with all types of information [1]. In this connection, leading high schools of republic have started for a long time already development of new information technology. Among them the special place occupies creation of electronic grants: electronic textbooks, virtual practical works, various electronic test materials. Now principles of their creation are almost developed and now aspects of their application in educational process are studied.

Computer educational technologies give high potential for working out of essentially new complexes of didactic methods and the receptions used for transfer of the educational information from its source to the consumer. The virtual practical work (VP) is the training program which is carrying out a didactic cycle of process of training, providing interactive educational activity thanks to active participation trained and control of their level of knowledge. Differs from the electronic textbook that has possibility of imitating modeling [2].

The virtual practical work is not only complex, but also complete didactic, methodical and interactive program system. She allows to state the difficult moments of a teaching material with use of a rich arsenal of various forms of visualization of the information, and also to provide guidance on methods of scientific research by means of imitation of the last by means of multimedia. Availability of training at the expense of more clear, bright and evident representation of a material thus raises. Training process passes more successfully as it is based on direct participation in carrying out of experiences and supervision of objects and the phenomena. The didactic aspects, concerning the most general laws of training, and the methodical aspects defined by specificity of teaching of those or other concrete disciplines or groups of disciplines, are closely interconnected among themselves and with questions of program realization of a virtual practical work.

The maintenance of the virtual practical work created by us, is defined typical by the program on specialities 5В011200 Chemistry and 5В060600 Chemistry on section «Kachestvenyj the chemical analysis».

At realization of a virtual practical work following principles were considered: structure, completeness, interactivity, presentation, branching, a collecting. The created virtual practical work consists of following sections: a theoretical part, questions to the theory, a practical part, problems and exercises, testing on themes separately, the general examination. The structure of a practical part includes qualitative reactions of cations and anions according to the acid-basic classification.

Structure VP is developed so that the trained could move freely by means of hyperlinks on various blocks. The theoretical, practical and supervising material is accurately structured, has strict hierarchy to three levels. Moving ways on levels are constructed logically that provides the most comfortable work with a practical work, limits and allocates its semantic blocks, allows to be guided accurately in the studied information. As one of semantic blocks the electronic textbook in the analytical chemistry, generated on the basis of the textbook under J.A.Zolotova's edition «Basis of analytical chemistry» is used[3].

Theoretical material VP is broken on themes and presented in the form of separate semantic parts. The equations of reactions are separated from the basic theoretical material and taken out in the next block that allows to diversify ways of use VP at training.

The practical block is the most important structural unit VP. It is presented in the form of the three-level accurately divided structure. The basic material is located at the third level. The given representation promotes the best perception and mastering of a studied material, allows to move easily on the block. All described experiences are issued according to the educational standard, contain the basic points: the equipment and reactants, a work course, a conclusion. Also references to corresponding theoretical sections are had. The material of the practical block is presented in the form of text and photo-information. Pictures display used reactants and the equipment, high lights at carrying out of chemical experiments: an initial condition of substances, end-products and where it is necessary, the experience intermediate stages. On the basic page of the description of experience tiny facsimiles are resulted. They are located as experience performance that allows to compare and do them corresponding conclusions. By pressing by the left button of the mouse on them, the new window containing the given picture at its maximum permission opens. It allows to consider the observable phenomenon most in details.

Speaking about an electronic embodiment of a laboratory practical work, it is necessary to notice that for many future researchers-chemists skills of work with the experimental equipment first of all are important. The best computer experience never can replace real chemical experiment. It is erroneous to think that in due course the virtual practical work will force out the traditional. To transfer on the computer follows those experiments which on any of listed above the reasons can't be spent in the usual way. The most favourable approach is the combination of a traditional practical work with electronic.

The used practical work contains the illustrations created on the basis of really spent experiments. In case of a divergence of analytical signals of the same reaction (various coloring of a deposit: yellow, orange or deposit formation/dissolution) all cases are resulted whenever possible. The situations arising at infringement of conditions of carrying out of analytical reactions (рН, stirring ions, temperature, etc.) are especially noted.

Taking into account the maintenance of the practical block the virtual practical work was used for formation of the information competence as follows:

1) computer "training apparatus" for preparation for practical work performance in real laboratory (the program of computer and physical experiments is identical);

2) addition to the real practical work, providing such computer experiments which can't be realized owing to time lack;

3) a basis for supervising tasks of nonconventional character («Learn reaction», «Pick up pair» (reaction-image), etc.;

4) independent studying of theoretical questions on the basis of results of experiment with attraction of other electronic educational products: the electronic textbook, the complete set of slides;

5) a basis for creation of methodical recommendations about a subject.

It is noticed that use VP as computer "training apparatus" allows trained to be prepared better for carrying out of physical experiment, to understand investigated effects more deeply. Nonconventional supervising tasks cause heightened interest, bringing elements of the game approach (in reasonable limits). Positions 2 and 4 are recommended at work with students of correspondence mode of study. They allow to reduce duration of performance of a practical work in real laboratory in stay in educational institution walls, to study a theoretical material during the intersessional period.

Thus, the virtual practical work as didactic means allows to form the information competence at students of chemical specialities already at realization of one of positions. The increase in number of used positions naturally leads to result achievement at decrease in time and labor expenses.

The literature:

1. Hutorskoj A.V. «Definition общепредметного maintenances and key компетенций as the characteristic of the new approach to designing obrazovatelnyh standards». - the Report on Russian Open Society branch. April - 23rd, 2002.

2. Bashmakov A.I. Razrabotka's boots of computer textbooks and training systems. M.: Филин, 2003.

3. Kozhamkulov T. A., Ulman A.A. Teory and practice of creation of electronic textbooks//TO formationе in Kazakhstan – 2001.