FORMATION AND DEVELOPMENT OF INFORMATION COMPETENCE OF STUDENTS

Zhumagalieva AE - Ph.D., Associate Professor of 'Physics and Mathematics "West-Kazakhstan State University. M. Utemisov

Netalieva FS - Master, lecturer of "Physics and Mathematics" West-Kazakhstan State University. M. Utemisov

Modern education quickly adapts to the tasks dictated by the dominant culture in the style of thinking and actively introducing innovative - identity information into their practice.

In the Letter Head of State Nursultan Nazarbayev "Socio-economic modernization - the main vector of development of Kazakhstan" noted that "the main criterion for the success of educational reform is to achieve a level where every citizen of our country, having received appropriate training and qualifications, can become an expert in demand anywhere in the world. "For this reason, before the formation of the task of "forming the foundations of a" smart economy ", and" to create it should be, above all, to develop their human capital and promote the process of learning modern techniques and technology. "[ 1]

An important element in the implementation of these requirements is a system of higher pedagogical education, which is based on the requirements of modern schools, should focus on the creation of new product quality: a modern master, above all, innovative and creative mindset.

Of course, that learning in the modern school, high school is under the flag of innovation focused on the formation of core and specialized competencies of students, that is, to develop intelligence on the formation of a student's readiness and ability to creatively develop and rebuild new ways of working in any area. [ 2]

Analysis of lists of key competencies introduced in Europe, America and Asia, shows that they can be grouped into three basic (communicative, information and problem solving). [3]

Isolation of a set of core competencies rather arbitrary since in real activity while the activity of several complex skills that isolate in pure form impossible. [3] But we are adhering to this group painted the relative degree bachelor of mathematics as follows:

- Information competence (the ability of using modern information and communication technologies on their own to find, analyze, produce selection, process information, using logic, and use information for planning and implementation of their professional activities in teaching mathematics, develop mathematical models of processes and phenomena in science, technology and scientific research in the areas related to the use of mathematics);

- The communicative competence (which includes a verbal and written mathematical literacy, the ability to provide the processed information in writing, possession of different styles and genres of pedagogical communication, respect for rules and regulations of public speaking, the use of various means of communication, visual aids, as well as the organization of individual work and work in groups);

- Solve problems (a set of methods and technology utilized a special profession: the ability to identify and analyze the issues highlighted in view of the psychological characteristics of students of different age categories and patterns of development in learning mathematics, the ability to plan and organize professional work, using modern innovative teaching methods and new information technology aimed at the development of intelligent, creative and mathematical abilities of students, and working with a special category of children (with gifted children and those lagging behind in math)).

In accordance with the foregoing, we wish to consider the formation and development of information competence of students, and for this we have set ourselves the following objectives:

-Develop students' understanding of the place and role of mathematics in modern culture and history;

- Teach students to acquire new knowledge, with the help of modern educational technologies, and on a scientific basis to organize your work;

-Be able to construct a variety of mathematical models for describing and programming of various phenomena and facts of reality, to conduct qualitative and quantitative analysis;

- To be able to projective active in the professional sphere, based on a systems approach.

In order to implement the tasks all learning activities should build a whole new way: lectures in the form of interviews, discussions with prepared questions, practical exercises - solution of the problem tasks, tasks of applied nature of the application of theoretical material. In our work, we do not touch upon these forms of employment, and want a more detailed description of the shape and control of independent work of students on taught discipline, because the credit technology of education and competence - based learning focused on the formation and development of autonomy and mobility of students.

Competence-oriented job on the theme: "A comparison of infinitesimal functions."

Expertise: Information competence.

Aspect: Initial processing of information.

Level: 1

Aspect: Information Processing.

Level: 2

Stimulus: You have been subject to mathematical analysis entitled "Limit of a function at a point. Comparison of the infinitely small and large. " To consolidate the knowledge on the subject you need to do the job.

Formulation of a problem: Carefully read the source of information. Use the information to decision assignments.

Task I. Determine whether the following functions in the infinitely small and fill up the number 1

_{1. 2. 3. 4.}

Task II. Compare the following infinitesimal quantities with magnitude and short (1 - 2 sentences) Justify your answer.

_{1. 2. 3.}

Set ІIІ. Compare infinitesimals and fill in the blog number 2:

and , if

and , if _end a positive rational number.

Quest IV. Of the proposed functions are equivalent, and then fill in the model answer number 3:

Quest V. Think of and write down an example of an infinitesimal

for which , if

Source of information:

Comparison of the infinitesimal functions.

The number A is called the limit function at the point , if any sequence converging to the sequence the corresponding values of the function converges to A

This is denoted by f(x)=A or f(x) A for хх₀

We assume_, infinitely small quantities, which will be functions of the same variable Х tends to a finite or infinite limit as

If =0, is an infinitesimal quantity of higher order than the infinitesimal means and =0().

If a =m (m , m integer), the endless small infinitesimal and quantities are considered the same order.

If =1, then and said to be equivalent

If =m (k>0), there will be an infinitesimal k-th order with respect to,

Answers:

Form number 1

The field of model answers: 1 assignment

№ Number of the function	1	2	3	4
Answer (yes, no)

The key answer to the 2nd job

1, x and y - equivalent to

2, y 2 is of order higher than x

3, y in the order of higher than x

Form number 2 response to the third set

1 =0()

2, equivalent to

Form number 3

The field of model answers to the four orders

Functions	1 and 2	1and 3	1and 4	1and 5	2 and 3	2 and 4	2and 5	3and 4	3 and 5	4 and 5
Equivalence (Yes / no)

The model response to 5 job:

Note: A 5-second job may be others. Students should substantiate their answers.

Specific job evaluation scale:

№ job	1	2	3	4	5
Criteria
Not completed	0	0	0	0	0
Responses were obtained, but there is an error	3	10	10	10	18
Extracted from the source of information is not fully utilized	5	15	15	15	25
The task is fully	10	20	20	20	30
The maximum score for the performance of tasks	10	20	20	20	30

References:

[1] Message from the President of the Republic of Kazakhstan - The leader of the Nation, NA Nazarbayev of Kazakhstan, "Socio-economic modernization - the main vector of development of Kazakhstan" dated January 28, 2012

[2] The State Compulsory Education Standard of the Republic of Kazakhstan / BA / Astana - 2006.

[3] GB Golub, EY Cohen, IS Fishman, "Assessing the level of formation of key professional competencies of graduates of UNPO: approaches and procedures." "Education Matters" 2008, № 2, pp. 161-183