There is no universal technology for creating an electronic textbook (ETA). Each manufacturer uses its own technology. This section provides some guidelines that can be adapted to create any type of e-learning tool.
The creation of an e-learning tool depends on factors such as funding source, didactic purpose, team experience, knowledge of the subject, type of subject matter (technical is very different from humanities), existing means, etc.
When creating an EUP, one has to face two polar opinions on the methodology of their creation. The first of them is that it is enough for the author to correctly prepare the necessary materials, and converting them into a computer form will not be a particular problem. According to the second opinion, a skilled programmer can take any traditional textbook and, without the help of its author, turn it into an effective teaching tool. In the first case, the substantive part is absolutized, in the second? its software implementation.
The truth, as always, lies in the middle. Creation of computer e-learning courses? is an iterative process of interaction between the authors of educational materials and developers, and the link and organizers of this process should be specialists in the methodology for preparing DL funds? Methodists.
Certification of training programs is a confirmation of their quality. It is carried out by accredited state or non-state organizations that establish the compliance of the EUP with the requirements fixed in the regulatory documents. The federal software certification system is ROSINFOCERT. (for more details, see Romanov A.N., Toroptsov V.S., Grigorovich D.B. Distance learning technology in the system of correspondence economic education)
One of the forms of certification of the EUP is the assignment of recommendatory stamps of the Ministry of Education of the Russian Federation. (for more details, see Romanov A.N., Toroptsov V.S., Grigorovich D.B. Distance learning technology in the system of correspondence economic education)
Support
Methodological support
Training of technical staff and teachers is carried out by developers. After that, they themselves will be able to advise students in case of difficulties when working with the EPM.
Technical support tutorials usually include a hotline phone number (or email address) for contacting the developer in the documentation. In principle, EUPs are created for a sufficiently long life. It is necessary to provide for updates of content and form.
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For the development of creative symbolic activity, we took as a basis the following types of tasks, which are based on the classification of D. Tollingerova: solving problem situations; posing questions and formulating tasks; problem solving based on your own thoughts. This group of tasks includes those that require independence in solving. Work with the use of special tasks was organized in the following way. Stage 1. At the first lessons of studying the topic "Non-metals", students were offered tasks for homework.
Stage 3. In subsequent lessons, tasks were offered to be completed in the class, in groups.
Stage 4. Fulfillment of individual tasks on cards in the class.
The technique was tested in the course of chemistry of the 9th grade (O.S Gabrielyan's program) on the basis of school No. 48 in Omsk. The results of the pedagogical experiment carried out testify to a significant increase in the proportion of students who completed creative tasks that require operating with chemical symbols.
List of used literature:
1. Pak M.S. Didactics of chemistry. - M.: Vlados, 2004. - 315 p.
2. Tollingerova D., Goloushkova D., Kantorkova G. Psychology of designing the mental development of children.
M.: Prague, 1994. - 48 p.
3. Filatova O.V. Chemical symbolism as a means of developing the creative activity of schoolchildren// Abstract: Russian State Pedagogical University named after A.I. Herzen.
St. Petersburg, 2000. - 19 p.
© Makarova N.A., 2016
NOT. Otekina,
Senior Lecturer FGBOU VO "GAU Northern Trans-Urals", Tyumen, Russian Federation
USE OF THE ELECTRONIC TEACHING AID IN THE EDUCATIONAL PROCESS
annotation
The article considers the use of an electronic textbook in distance education.
Keywords Electronic educational edition, distance education.
The modern education system is increasingly using information technology and computer telecommunications. The distance education system is developing especially dynamically, which is facilitated by equipping educational institutions with powerful computers and the development of the Internet community.
The lecture-seminar form of education has long lost its effectiveness - practice has proven that almost 50% of study time is wasted. Studying foreign experience, one can single out the following important aspect: the teacher does not act as a distributor of information (as is traditionally accepted), but as a consultant, adviser, sometimes even a colleague of the student. This gives some
INTERNATIONAL SCIENTIFIC JOURNAL "INNOVATIVE SCIENCE" №11-2/2016 ISSN 2410-6070
positive aspects: students actively participate in the learning process, learn to think independently, put forward their own points of view, simulate real situations.
The development of information technology has provided a new, unique opportunity for conducting classes - the introduction of distance learning. It, firstly, allows the learner himself to choose both the time and the place for learning; secondly, it gives an opportunity to receive education to persons who are deprived of traditional education for one reason or another; thirdly, to use new information technologies in teaching; fourthly, to a certain extent, reduces the cost of training. On the other hand, distance education enhances the opportunities for individualization of learning.
As a rule, electronic textbooks are used in distance learning. The advantages of these textbooks are: their mobility; availability of communication with the development of computer networks; adequacy to the level of development of modern scientific knowledge. On the other hand, the creation of electronic textbooks also contributes to solving such a problem as the constant updating of information material. They can also contain a large number of exercises and examples, illustrated in detail in the dynamics of various types of information. In addition, with the help of electronic textbooks, knowledge control is carried out - computer testing.
The practice of using electronic textbooks has shown that students qualitatively assimilate the material presented, as evidenced by the test results. Thus, the development of information technology provides ample opportunity for the invention of new methods of teaching methods in education and thereby improve its quality.
An electronic publication is a collection of graphic, text, digital, speech, music, video, photo and other information, as well as printed user documentation. An electronic publication can be executed on any electronic medium - magnetic, optical (CD-ROM, DVD, etc.), as well as published on the Internet.
Educational electronic publication should contain systematized material on the relevant scientific and practical field of knowledge, provide creative and active mastering of knowledge, skills and abilities by students and students in this area. The textbook should be distinguished by a high level of execution and artistic design, completeness of information, quality of methodological tools, quality of technical execution, clarity, logic and consistency of presentation.
An electronic textbook is the main educational electronic publication, created at a high scientific and methodological level, fully consistent with the federal component of the discipline of the State Educational Standard of Specialties and Directions, determined by the didactic units of the standard and the program.
Usually, an electronic textbook is a set of teaching, controlling, modeling and other programs placed on magnetic media of a PC, which reflect the main scientific content of the academic discipline. An e-textbook often complements a regular textbook and is effective when it: Provides near-instantaneous feedback; helps to quickly find the necessary information (including contextual search), which is difficult to find in a regular textbook; significantly saves time with repeated references to hypertext explanations; along with a short text - shows, tells, models, etc.
An electronic educational edition is an addition to traditional forms of education. This "electronic lecturer" is intended not only to preserve all the advantages of an ordinary book (textbook), but also to fully use modern information technologies, multimedia capabilities provided by a computer.
Any e-learning tool should include the following mandatory components:
Means of studying the theoretical foundations of the discipline;
Practical training support tools;
Knowledge control tools;
Means of interaction between the teacher and students;
Means of managing the process of studying the discipline.
Now, when there is a widespread introduction of new information technologies in higher education and the educational process in general, there is an acute shortage of software tools. To enhance the effectiveness of this process, it is necessary to have developed and multi-purpose software, on the basis of which new approaches to learning using SNIT will be built. List of used literature:
1. Abdullaev S. G. Evaluation of the effectiveness of the distance learning system // Telecommunications and informatization of education. - 2007. - N 3. - S. 85-92.
2. Aleshkina O. V. The use of electronic textbooks in the educational process [Text] / O. V. Aleshkina // Young scientist. - 2012. - No. 11. - S. 389-391.
3. Bobrova I. I. Methods of using electronic educational and methodological complexes as a way to transition to distance learning. Informatika i obrazovanie. - 2009. - N 11. - S. 124-125.
4. Vymyatnin V.M., Demkin V.P., Mozhaeva G.V., Rudenko T.V. Multimedia courses: methodology and technology of development
5. Grigoriev S.G. and [others] The concept of educational electronic publications and resources - a step towards quality education / Grigoriev S.G., Grinshkun V.V., Demkin V.P., Krasnova G.A., Makarov S.I., Robert I.V. // Portal "Information and Communication Technologies in Education" - (http://www.ict.edu.ru/vconf/index.php)
6. Zimina O.V. Printed and electronic educational publications in modern higher education: Theory, methodology, practice / O.V. Zimin. - M.: Iz-vo MPEI, 2013.
© Otekina N.E., 2016
Yu.M. Pakhomov, A.A. Polukarova, N.V. Gileva Kurgan State University
Kurgan, Russian Federation
FEATURES OF PROSODIC SPEECH OF OLDER PRESCHOOL CHILDREN WITH DYSARTRIA
annotation
The scientific article investigated the state of the components of the prosodic side of speech in preschoolers with dysarthria. The features of the components of prosodic speech are determined. Directions for corrective work are indicated.
In speech therapy, the development of the prosodic side of speech has so far received much less attention than the formation of speech sounds. Meanwhile, the features of the development of prosody in speech pathology must be studied, since it is not only closely related to all components of the language, but is also an essential, relatively independent element of speech behavior.
The problem of studying the prosodic organization of speech is the subject of research in linguistics, psycholinguistics (V.A. Artemov, V.I. Beltyukov, L.P. Blokhina, L.V. Bondarko, E.A.
An electronic textbook (ET) is a software and methodological training complex that corresponds to a standard curriculum and provides the student with the opportunity to independently or with the help of a teacher master the course or its section. This product is created with a built-in structure, dictionaries, search capability, etc.
An electronic textbook can be designed for independent study of educational material in a particular discipline or to support a lecture course for the purpose of its in-depth study.
In addition to the different media, the EU has a number of fundamental differences from the textbook made in a typographical way:
multimedia capability;
provision of virtual reality;
high degree of interactivity;
the possibility of an individual approach to the student.
The introduction of multimedia elements into the structure of the electronic textbook allows for the simultaneous transmission of various types of information. This usually means a combination of text, sound, graphics, animation and video.
Many processes and objects in the electronic textbook can be presented in the dynamics of their development, as well as in the form of 2 or 3-dimensional models, which gives the user the illusion of the reality of the depicted objects.
Interactivity allows you to establish feedback from the user of information (student) to its source (teacher).
Interactive interaction is characterized by an immediate response and visually confirmed reaction to an action, a message.
An individual approach to the student's personality is formed after psychological testing. The result of such testing allows students to be divided into certain groups and offer the most adequate models for studying educational material.
Psychological testing is performed automatically if the elements of the tests are built into the menu on page 1 of the electronic textbook, or separately before starting to study the material. According to the results of the test, the user can be offered the most convenient option for studying the relevant sections of the textbook.
An electronic textbook has certain advantages over traditional types of textbooks:
The study of the material may not be related to the time frame (classroom schedule).
Allows students to develop independent work skills.
The structure of the textbook helps to establish control over the study of certain blocks of topics.
Electronic textbooks may have additional features compared to the paper version. One of these possibilities is the use of hyperlinks, with the help of which a quick transition from one section of the textbook to another is possible.
Despite the fact that the creation of an electronic textbook is a free creative process of a teacher and a programmer, it is still necessary to adhere to certain methodological requirements.
An electronic textbook (even the best one) cannot and should not replace a book. Just as the film adaptation of a literary work belongs to a different genre, so the electronic textbook belongs to a completely new genre of educational works. And just as watching a movie does not replace reading the book on which it was based, so the presence of an electronic textbook should not only not replace reading and studying a regular textbook (in all cases, we mean the best examples of any genre), but, on the contrary, encourage the student to undertake for the book.
That is why, to create an electronic textbook, it is not enough to take a good textbook, provide it with navigation (create hypertexts) and rich illustrative material (including multimedia tools) and display it on a computer screen. An electronic textbook should not turn into text with pictures or a reference book, since its function is fundamentally different.
An electronic textbook should make it as easy as possible to understand and memorize (and active, not passive) the most essential concepts, statements and examples, involving in the learning process other than a regular textbook, the possibilities of the human brain, in particular, auditory and emotional memory, as well as using computer explanations.
The text component should be limited - after all, there remains an ordinary textbook, paper and pen for in-depth study of the material already mastered on the computer.
An electronic textbook is necessary for independent work of students in full-time and, especially, distance learning because it:
facilitates the understanding of the material being studied due to methods of presenting material other than in printed educational literature: inductive approach, impact on auditory and emotional memory, etc.;
allows adaptation in accordance with the needs of the student, the level of his training, intellectual abilities and ambitions;
frees from cumbersome calculations and transformations, allowing you to focus on the essence of the subject, consider more examples and solve more problems;
provides the widest opportunities for self-checking at all stages of work;
makes it possible to beautifully and accurately arrange the work and hand it over to the teacher in the form of a file or printout;
fulfills the role of an endlessly patient mentor, providing an almost unlimited number of explanations, repetitions, tips and more.
A textbook is necessary for a student, because without it he cannot obtain solid and comprehensive knowledge and skills in this subject.
An electronic textbook is useful in practical classes in specialized classrooms because it
allows you to use computer support to solve more problems, frees up time to analyze the solutions obtained and their graphical interpretation;
allows the teacher to conduct a lesson in the form of independent work at computers, reserving the role of a leader and consultant;
allows the teacher with the help of a computer to quickly and effectively control the knowledge of students, set the content and level of complexity of the control event.
An electronic textbook is convenient for a teacher because it
allows you to bring to lectures and practical classes material at your own discretion, perhaps smaller in volume, but the most significant in content, leaving for independent work with the ES what was outside the classroom;
frees from the tedious checking of homework, standard calculations and tests, entrusting this work to the computer;
allows you to optimize the ratio of the number and content of examples and tasks considered in the classroom and given at home;
allows you to individualize work with students, especially in terms of homework and control activities.
Electronic and non-electronic textbook: similarities and differences
"Electronic textbook". This term is currently the most stable, and this type of development includes more or less complete computer courses for educational purposes.
A textbook, in the classical sense, is a book for pupils or students in which material is systematically presented in a certain field of knowledge at the modern level of scientific and cultural achievements. Consequently, the textbook, both electronic and printed, has common features, namely:
- * educational material is presented from a certain field of knowledge;
- * this material is covered at the modern level of scientific and cultural achievements;
- * the material in the textbooks is presented systematically, i.e. is a whole completed work, consisting of many elements that have semantic relationships and connections between themselves, which ensure the integrity of the textbook.
There is an opinion that the term "electronic textbook" is not entirely appropriate, since there is also a printed textbook. These authors propose the term "electronic edition". But the word "edition" also implies printed matter. Do not be afraid of new terms that include well-known concepts. Life changes, technologies change. And all changes must be treated with understanding.
It is necessary to clearly define the distinguishing features of an electronic textbook from a printed one. They are as follows:
- 1. Each printed textbook (on paper) is designed for a certain initial level of students' preparation and assumes the final level of education. For many general education subjects there are regular (basic), advanced complexity, elective, etc. textbooks. An electronic textbook for a specific academic subject may contain material of several levels of complexity. At the same time, it will be all placed on one laser CD, contain illustrations and animations for the text, multivariate tasks for testing knowledge in an interactive mode for each level.
- 2. Visualization in an electronic textbook is much higher than in a printed one. So, in a textbook on the geography of Russia on paper, about 50 illustrations are usually presented, a multimedia textbook for the same course can reach up to 800 slides. .P.
- 3. The electronic textbook provides multi-variant, multi-level and variety of verification tasks, tests. The electronic textbook allows you to give all tasks and tests in an interactive and learning mode. In case of an incorrect answer, you can give the correct answer with explanations and comments.
- 4. Electronic textbooks are open systems in their structure. They can be supplemented, corrected, modified during operation.
- 5. To ensure multifunctionality during use and depending on the development goals, electronic textbooks may have a different structure. It is possible to develop electronic textbooks without reference to thematic planning, but simply following the curriculum for a specific course. You can use electronic textbooks on the principle of vertical study of educational material. On paper, there are four textbooks for the corresponding courses, each of which, along with other topics, also has educational material on functions and schedules. Such an electronic textbook can also be used for self-study, to prepare for exams, in the classroom.
Sections: Economy
The competitiveness of a person in the labor market largely depends on his ability to master new technologies and adapt to changing working conditions. In a situation of dynamic socio-economic development of the country, an analysis of community requests, students' requests and the state's existing order makes it possible to identify the need for new educational outcomes.
Modern society, according to many researchers (D. Bell, A. Toffler, V.N. Zinchenko, etc.), is at the stage of transition from the industrial type to the information one.
The issue of human adaptation to life in a highly dynamic society is becoming very relevant in our time. The information society requires information literate people. That is why the informatization of society dictates the need for significant changes in education, as it is the foundation for all areas of human activity. Modern humanity has joined the general historical process called informatization.
Informatization of education is the most important condition for the development of a post-industrial society, in which the objects and results of the work of the vast majority of the population are information resources and scientific knowledge. Informatization of education is the most complex and urgent material and technical, scientific and methodological, pedagogical, social and organizational problem. Informatization of education is a rather complicated process and requires a certain amount of time and phased implementation:
- mass development of new information technologies - the creation of computer classes, telecommunications, operational printing, interactive video systems, databases and software through basic training of teachers and students;
- active introduction of new information technologies in traditional academic disciplines, revision of the content of education, development of software, computer courses; video and audio materials on CDs and DVDs;
- radical restructuring of continuous education, the introduction of distance learning, a change in the methodological basis of education, the replacement of verbal education with audiovisual.
Modern Russian society today is on the verge of a change in educational paradigms. Teachers are already facing the need to master the latest teaching technologies, such as teleconferences, e-mail, video books, teaching aids, educational games, etc. on laser disks, video lessons using satellite TV, multimedia systems, and much more. It is necessary, and has already begun, to revise the organizational forms of the educational process in the direction of increasing the share of independent, individual and collective work of students, the volume of practical and laboratory work of a search and research nature, and a wider holding of extracurricular activities.
The introduction of new information technologies in the educational process leads to a fundamental change in the functions of the teacher, who, together with the students, is increasingly becoming a researcher, programmer, organizer, and consultant.
The use of electronic learning tools in the educational process allows the teacher to achieve the following results:
- simplify the process of planning the individual work of the student and reduce the time for preparation, through the use of software;
- draw up a system of tasks for each student, taking into account his individual characteristics, increase the volume of tasks used, significantly reduce the time for their selection and replication;
- offer students additional visual and auditory information from multimedia media and from the Internet;
- when using the online version of the electronic manual in the lesson, it becomes possible to control the individual work of each child, make adjustments and evaluate his activities. Students can work at a pace appropriate to their natural inclinations and level of preparedness.
Our school has been working for the fourth year on the topic “Innovation-oriented education while maintaining the best traditions of the school – the way to improve the skills of the teacher and increase the knowledge of students”. We have accumulated some experience in introducing new information technologies into the educational process:
- The teachers of our school are the authors integrated exam informatics - other general education subjects (economics, technology, chemistry, physics, literature, geography, etc.) for 11th grade students in the form of an electronic textbook approved by the City Information and Methodological Center on 20.05.02. This initiative has spread among teachers of the city in various areas.
- To increase the effectiveness of educational activities, together with the student teachers of the school, more than 30 electronic manuals on economics, the basics of consumer knowledge, technology, chemistry, physics, computer science, literature, geography, etc. have been developed. Including the ABC of consumer knowledge, electronic textbooks on economics : "Fundamentals of Marketing", "Fundamentals of Management", "Fundamentals of Entrepreneurship", according to the technology "Secrets of Culinary", "Fashion from A to Z", "Professor (to help the graduate)", "Handbook of organic chemistry", "Periodic system DI. Mendeleev”, “Red Book of the Irkutsk Region” and others that are actively used in the educational process.
- A system of integrated lessons has been developed: computer science - other general education subjects. Particularly interesting and memorable are “Virtual tour of the city of Bratsk”, “Afghan experiment”, “Virtual makeup”, “Apartment design”, an electronic version of the business game “Price and demand”, etc.
- An information technology center has been created and is successfully operating (including: two computer classes, an Internet center and a video lecture hall equipped with satellite TV, video, DVD and computer equipment).
- School teachers constantly improve their professional and methodological level through refresher courses. 43 teachers completed short-term advanced training courses at the school under the guidance of the GIMNTs on the topic: “Development and implementation of pedagogical design, search and research activities and experimental work methodology”, 37 teachers and 3 administrators completed courses on the basis of the Bratsk State Pedagogical College No. 1 on the topic “Information-communication and pedagogical technologies in professional activity”.
Increasing the methodological and informational culture of teachers has a positive effect on the educational process and allows you to reach a new level of use of new information technologies.
This academic year, a group of teachers began work on the creation and implementation of electronic teaching aids in the educational process, in order to increase the share of independent work of students and test forms of distance learning to improve the quality of education.
To create manuals, case technology was chosen, which is one of the forms of independent work of students using electronic learning tools and additional sources of information. When choosing this technology, an approximate set of courses and modules was determined.
As an example, let's consider in more detail the electronic educational and methodological manual "Fundamentals of Economics and Entrepreneurship". This manual contains a systematic presentation of the main sections of the comprehensive adapted program "Fundamentals of Economics and Entrepreneurship", which consists of five elective courses: "Fundamentals of Economics", "Fundamentals of Entrepreneurship", "Fundamentals of Management", "Fundamentals of Marketing" and "Fundamentals of Accounting".
It is those sections that are outside the curriculum of a comprehensive school for students in grades 8-9 and may affect the choice of a profile of education in grades 10-11.
This electronic manual is designed to help students learn the basic issues of economics and entrepreneurship, broaden their general horizons and help form a holistic view of the essence of economic activity and its application in the professional field, as well as contribute to the formation of economic thinking and information culture of students.
The training material of the manual is grouped into five main sections:
- A comprehensive program of elective courses in economics “Fundamentals of Economics and Entrepreneurship”;
- Guidelines for working with the electronic manual;
- Elective courses: "Fundamentals of Economics", "Fundamentals of Entrepreneurship", "Fundamentals of Management", "Fundamentals of Marketing" and "Fundamentals of Accounting";
- Dictionary of economic terms;
- List of used and recommended literature;
- Information about the authors of the benefit.
Each elective course, in turn, is divided into seven main subsections:
- Thematic course planning;
- Theoretical basis;
- Practical basics;
- Questions for self-consideration;
- Tasks for self-fulfillment;
- Recommended literature and other sources of information for self-study and deepening knowledge in this course.
This electronic manual is designed for a wide range of people interested in economic theory and practice, as well as teachers of technology, economics, social science and geography. When conducting training sessions as an independent teaching aid, and as additional material.
The advantages of this electronic teaching aid is that the information in it is presented non-linearly, and, therefore, you can open sections of the content in any order. The combination of text, the use of different fonts, color highlighting, the presence of graphic images contribute to better assimilation of the material.
Using this manual is quite simple: to do this, select the section you like in the content (section names are hyperlinks) and click the left mouse button to go to the material of the selected section.
For the convenience of the user, the training material of the manual is grouped into five main sections, and each elective course, in turn, is divided into seven subsections.
The theoretical sections reveal the content of the main theoretical issues of these courses in an accessible, understandable form using examples from life, which facilitates the understanding of the factual material.
The implementation of practical tasks helps students to better understand the theoretical material, and contributes to the optimal choice of the profile of education in high school.
The developed teaching aid is being tested on the basis of the school as part of elective courses among 9th grade students. 50% of students who chose elective courses in economics chose this form of independent work. These are those students who successfully master information technology and have a computer at home.
Based on the above, the following can be done conclusion that the introduction of case technology as a form of independent work of students contributes to:
- Individualization of the educational process, taking into account the level of preparedness, abilities, individual typological features of mastering the material, interests, employment and needs of students;
- Stimulating the desire of students for continuous self-improvement and readiness for independent learning;
- Strengthening interdisciplinary links in teaching, complex study of phenomena and events;
- Increasing the flexibility, mobility of the educational process, its constant and dynamic renewal.
Literature: