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Tatiana V.
Safonova, doctor of pedagogic, professor
Marina
V. Berezina, Associate Prof.
The Glazov - Korolenko State Pedagogical Institute,
Russia
Organization of polycultural education through information and communication
technologies
Today there are constant changes in all spheres of Russian society,
including the education system. While these processes are based on general trends
in world development. One of these is registration of
interests of the society, saving and development of national cultures,
languages and traditions, cultural and political integration of the society
with other countries.
Providing such purpose is only
possible in
the conditions of polycultural education that takes into
account the interests of the state, national and ethnocultural characteristics of the
population, the conditions of intercultural dialogue. One of the criteria
for the effectiveness of such education is its practical orientation, which
assumes the possession of modern technics, different languages, etc.
Information and
communication technologies in education have a significant influence on the
modern information world view, on the development common educational, cultural
and professional skills to work with information. Pedagogical purposes of use
of information and communication technologies in the context of such education
are:
- development of
student's personality, his preparation for life in the conditions of the information society of mass communication
and globalization;
- realization of
the social order in the conditions of
the modern society: training of professionals and specialists, competitive at
world level;
- increase of
efficiency and quality of the educational process through the implementation of
possibilities of information and communication technologies;
- activation of
cognitive activity;
- flexibility in
the educational process through the great choice
of the content and methods of teaching and learning, the simultaneous
combination of different methods for
different groups of students, including groups belonging to different cultures,
nationalities, etc.;
- opportunities for
immediate communication with native speakers of other cultures (remote
projects, e-mail, Internet contest, video conferencing, etc.).
An electronic
educational-methodical complexes take a special place among such means, which
are the source of knowledge for students, contains the world experience, allow
to involve students in a situation of intercultural communication, expands
language competence, etc.
Modern psychological and pedagogical
researches show that questions of introduction information and
communication technologies in education is relevant. In
the Russian pedagogy the idea of realization for
the content of the discipline within educational-methodical
complexes finds its origins
in works of V.P.Bespalko,
D.D.Zuev, J.G.Tatur and other researchers, and in research of
A.A.Andreev, I.V.Robert, V.M.Ryabov, E.S.Polat and
other scientists with development of computer software.
An electronic
educational-methodical complex means a system of
the tutorials intended to present a
structured educational material of
discipline, all the components of which are electronic documents or electronic editions
and based on didactic
principles (a principle of integrity, a
principle of recurrence, a principle of problematical character, a principle of
visualization, a principle of
individualization, a principle of availability and a principle of
self-education) and specific model of
construction.
An electronic
educational-methodical complex serves as
a way of the organization of independent work of students, which conducive
to achieving effective results.
For the teacher an electronic
educational-methodical complex is ready to package for teaching a
particular discipline, in which teacher
can includes other components
in addition further. The
student refers to an electronic
educational-methodical complex as an original
"tutorial" which contains all the
information on existing requirements for
skills and knowledge, and, most importantly,
information where this knowledge can be
received. Consequently, an electronic
educational-methodical complex must provide an intelligent
and productive activity of
students and training to
achieve purposes
with the greatest possible effective result. The
composition and structure an electronic
educational-methodical complex can be variations
in dependence on
whether a substantial component of it accompanies.
On this
basis, a model of organization of work by
students through electronic
educational-methodical complex in secondary school includes:
1)
Task block: purpose and the methodological basis;
2) Technology
block: didactic principles of organization
of students’ work using electronic educational-methodical complex, pedagogical conditions of organization of work in class, forms and methods
of teaching;
3) Program
and informative block: the
process of organizing work of
students through electronic
educational-methodical complex presented in 5 blocks of teaching: the teacher and the teaching, the student and the learning process, programmatic, theoretical, practical and controls;
4) Resulting
block: the competence, criteria of
formation of skills of
independent work of students in
the classroom through electronic
educational-methodical complex, predictable results, levels of development of the skills of independent work of students in the classroom.
The
purposes of application an electronic educational-methodical complex in this model are directed to provide
the student with full
training materials for individual studying
of discipline, teacher must consult them and control their knowledge. The principles
of its operations have been defined such as
a principle of integrity, a principle of recurrence, a principle of
problematical character, a principle of visualization,
a principle of individualization, a principle of availability and a principle
of self-education at designing an electronic educational-methodical complex. Content and structural components of an electronic
educational-methodical complex are represented by such interrelations as the
teacher and the
teaching process, student and learning
process, program, theoretical/ practical and supervisory units. Forms of organization of the students
which are used in the application of
an electronic educational-methodical complex are
aimed at an individualized learning and
a self-organization of students. The model also
identifies predicted results
of training, namely improving the
efficiency of management of educational
process and the independent work of
students, by means of modern information and
communication technologies.
Specific content of each element depends on the teacher and may vary depending
on the changing requirements
of the educational process, their own teaching
methods, level of
students’ knowledge, occurrences of the new means
based on occurrences of the new means based on,
etc. The choice of software
which helps to develop this model of an electronic
educational-methodical complex is prerogative
of the authors.
Thus, a
systematic, a competent and a
purposeful use of information and
communication technologies in the educational
process (in particular, an electronic
educational-methodical complex) as a tutorial
and a way of the organization of
students’ work in the conditions of polycultural education is actual
and useful, that will create conditions for a comprehensive and
harmonious development of personality, capable to creative self-development and
to the dialogue of cultures, to the competitiveness in today's society.
Notes:
1. Andreev, A.A. An
educational-methodical
complex for e-Learning: problems of
structure and design [electronic
resource]. - http:// museum.seun.ru.
2. Pryadyokho,
À.N. Educational-methodical
complex as a
didactic means [Text]
/ À.N Pryadyokho,
A.A Pryadyokho
// Vestnik of State
University of Bryansk. 2008. ¹ 1. - p. 49-54.
3.
Robert, I.V. Modern
information technologies in education: teaching
issues, and prospects of use / I.V Robert. - Moscow School Press,
1994. - 321.