Pedagogic sciences/5.Modern methods of teaching

E.Z.Zharlygasova

Kostanai State University named after A. Baitursynov, Kostanai

Informatinal-communicative technologies in contemporary IHE

This stage of scientific-technical progress can be characterized with very fast speed of the development in computer technology, high-speed data transfer tools and various software for the realization of mounting technical potential and the solution of all kinds of tasks, and accordingly, essentially increases communicative capabilities of people. Most of all, it highly influences the intellectual spheres of humanity, and education as means of technology of accumulation and spreading knowledge to be exact.

Using computers in education has led to the process of emerging informational educational technologies of a new generation, which allow raising the quality of education, creating new means of upbringing impact, contributing to more effective cooperation of teachers and students with the computer technics. According to the opinion of many specialists, innovative educational technologies on the basis of computerized tools allow advancing the efficiency of lessons to 20-30%. Active and effective implementation of informational-communicative technologies (ICT) is one of the most important factors in creating a system of education that meets the requirements of the informational support of society and the process of reforming conventional educational system in relation with the demands of contemporary industrial society. ICT have influence with the process of learning and upbringing a student to the extent that they alter the scheme of knowledge transfer and methods of teaching. The implementation of ICT in system of education not only affects educational methodology, but also introduces new technologies into educational process. They are connected with the exploitation of computers and telecommunication, special equipments, system of information processing as well as creating new tools of teaching and preserving knowledge, which are related with:

· Electronic textbooks and multimedia projects;

· Global and local educational networks and electronic libraries and archives ;

· Information-retrieval and informative inquiry systems;

· Service software;

· Study case and interface to uninstalled virtual laboratories;

· Tools of professional activities’ automation;

· Tools of mathematical and imitative modelling.

A classical format of educational process consists of three fundamental blocks:

· Lectures, including counselling. Multimedia technologies such as slides, presentations with the use of media projector and interactive whiteboard are very effective for raising the quality of teaching in this block.

· Practices and seminars, laboratory work. Here it is appropriate to use electronic books, tools of mathematic and imitative modelling, means of automation of professional activities as help for a teacher as well as foe a student.

· Academic performance rating: examinations and pre-tests. Various systems of testing, including distance ones and online tests are found their use in this sphere.

In our time electronic and paper educational resources (EER) mutually fill in each-other. A book is preferable for methodically adjusted presentment of stable knowledge, and an electronic publication is for providing information about dynamically developing objects and processes in the light of highly intense flexibility of demands for the completeness and depth of materials’ presentment. Specifically it is in educational resources, where the contents of teaching process are concentrated. The importance of electronic resources in teaching process is higher than in those of usual paper aids as new educational technologies assume the reduction of personal contacts of a teacher and a student with the enlargement of a self-training part. But here one finds an inconvenient moment. Reading from a monitor screen is less pleasing process in comparison with reading books. However, electronic resource allows the realization such didactic schemes and forms of representing material that are totally inaccessible for conventional teaching aids. Therewith success of an electronic teaching resource depends on what extent it has been able to project methods and technics of teaching into informative capabilities of a computer.

Electronic educational resources play a key role in modelling the basic stages of a teaching process in case of distance, independent work of a student within a system of not only open, but also a conventional education.

As for a distance self-tuition, it diminishes a factor of intercommunication between a teacher and a student in a considerable degree. It means that another replacement of this interactive process should be appointed. And in this case a big piece of responsibility falls on electronic educational resources. At the expense of informative means these resources must partly compensate the absence of the intercommunication between a teacher and a student. For example, electronic books are designed to replace mainly lectures, while informative inquiry systems can be used as a model of counselling.