Approaches of Modular technology in Education

Moldabaeyeva K.E senior teacher of English languages

Kazakhstan, Almaty

Modular technology education were given the status of independent didactic system gradually, based on a number of essential aspects of programmed instruction: an individualized pace of teaching cognitive-inflammatory activity, the constant reinforcement learner's own actions of self-control, consistency, and consistency of these actions.[2]

In the Modular Training integrated theoretical and practical results and generalization of problem-oriented, principles of individualization and differentiation of instruction. Features reflexive approach contributed significantly to creating the foundations of Defense, to define the principles and rules of its construction, the methods and forms of its realization.

Modular technology, teaching systems, some courses on the basis of a modular training, set up and operate at many colleges and high schools, universities in the U.S. and Western Europe. They are just common in our country: in secondary school, in primary, secondary and higher education, introducing in the educational system of adult education - in the training and retraining and advanced training.

The idea of modular training originated and gained popularity in educational institutions in the USA, Germany, England and other countries.
Despite the fact that the theory of modular training in our country has been actively developed in the 90 years of the twentieth century, there are different points of view to understand the module and its construction technology, both in terms of structuring the content of education, and in the aspect of development of forms and methods.

A number of foreign authors (Goldschmidt, Goldschmidt and others) mean by self-forming unit planned unit training activities, helping to achieve the defined objectives. Others determine the nature of the module slightly differently: as a stand-alone portion of educational material. [1]

Module is from the Latin word «modulies» - «measure", "way". The developers of the problems of modular technology highlights its correlation with an understanding of the definition of didactic modules in the hard sciences, in technology: it is - a kind of integrated functional system, limited in scope, that ensures that a specific function from the beginning to the end. That is - it is functionally and structurally independent unit that can be relatively independent part - the object as part of another more complex object or as individual products, aggregate object.

There are a lot of advantages of Modular technology education:

• Improving the quality of education by the fact that all the training is aimed at practical skills;

• Competence determines the necessary personal qualities;

• Reduction of the training;

• Individualization of instruction is actually realized in the real possibility of creating individual training programs;

• Rapid adaptation training and methodological material to changing conditions, flexible response.

AA Verbitsky introduces the "concept" active unit "as a unit as specified by the transition to the professional training, from the real challenges of classroom", emphasizing contrast active module of the course, which is understood as a part of the course content with teaching materials to him.[4]

The module can include several units, each of which contains a complete description of the operation or administration.

It should be noted the following advantages and features of the technology unit of study:

-A breakdown of the disciplinary policy of finished parts (modules and elements) of independent significance.

- Sifting material used as an "extra" for the particular type of work.

-Maximum promotes individualization of learning.

The module can be represented as a set of components, which can vary depending on the discipline. These components are:

-Precisely formulated educational purpose;

-List of equipment, materials and tools;

-List of related educational elements;

-Proper study material in the form of a summary of a particular text, accompanied by detailed illustrations;

-workshops for developing skills related to this educational element;

-specific reference work, which adheres to the objectives, set in this training element.
The goal is to develop modules of the dismemberment of the course content of each topic into its component parts in accordance with professional, pedagogical and didactic tasks defined for all components of the various forms and types of education, coordination of their time and the integration in a single complex.

The rating system for monitoring and evaluation of educational achievements in the technology of modular training is one of the main elements of a modular training system for monitoring and evaluation of student achievement.

One form of such a system is the individual communicative index (rating), which aims - to focus the students to receive the maximum score in the study module.

In addition, the rating system of control along with the positive (+) points, there are negative (-), which is deducted from the amount typed (see table below)
In the ranking system of control set lower limit (Rmin) - 40% of the maximum possible number of points for each problem module. A student who did not quite get this lower boundary points are considered as not having learned the content of the problem module.

The maximum number of points that a student can receive for performing the test is 30 points.

The maximum possible score is calculated on the following formula:
Rmax = [T + T + T +1 / 2 (+ Tlab TCAM)] x5

Where

Rmax - maximum rating,

T - The number of hours (in high school)

T - Training hours (lessons)

Ts - Seminar hours (in high school)

Tlab - time for labs

TIW - time for independent work.

Estimates that the ratio (in% of the maximum possible points):

Unsatisfactory - 0-40;

Fair - 40-70;

Good - 70-90;

Excellent - 90-100.

There are several advantages of a rating system for monitoring and evaluation

-Active participation of students in the monitoring and evaluation of their performance;

-Motivation of students striving for success in learning and cognitive activity;

-Promote independence in learning;

-Accounting for individual characteristics of students;

-Ability to provide individual rate for the program.
But the rating system can be identified and disadvantages:

-Excessive autonomy of students;

-The liberalization of the discipline;

-Domination written verification of an oral examination.

One of the scientists which contributed to the development of this technology in Kazakhstan is M.Zhanpeysova. Her program in modular technology is widely used in high schools of our country.

In conclusion I want to say that the technology of modular training is adaptive, helps to preserve the level of mental and physical health, reduce anxiety, and increase self-sufficiency and quality of education. It is actual science: it combines new teaching approaches and traditions accumulated since the beginning of the usual combined lesson. The technology has a wide range of internal self-development; it contains a constantly evolving energy system. Experience of its use inevitably leads to an increase in the competence of students and teachers. [1]

References

1. Culbertson, C. E., Daugherty, M. K., & Merrill, C. (2004). Effects of modular technology education on junior high students’ achievement scores. Journal of Technology Education,

2.Чошанов М.А. К вопросу о проблемно-модульном обучении. // Среднее специальное образование. - 1991. - №. 3.

3.Юцявичене П.А. Теория и практика модульного обучения. - Каунас: Швиеса, - 1989.

4.Бородина Н.В., Эрганова Н.Е.. Основы разработки модульной технологии обучения: Учеб. Пособие. - Екатеринбург: Изд-во Урал. гос. проф-пед. ун-та, - 1994.