Pedagogiczne nauki

Candidate of Philosophical Sciences Karmanova Zh.A., Yurlova A.V.

Karaganda State University, Kazakhstan

Psycho-pedagogical conditions of informatization in the high school educational process

Summary. The article provides the description of psycho-pedagogical conditions of informatization in the high school educational process. It shows the advantages of information computer technologies in foreign language learning, such as higher degree of self-development and self-realization, development of creative thinking and “space” vision; and despite some disadvantages like possible mechanical thinking, it proves that e-learning improves the efficiency of linguistic competence formation in a foreign language.

Key words: information technology, creative thinking, student-centered approach, foreign language, high school

I Introduction. Information technology is a tool which helps us successfully solve the problems of intensification and optimization of education, upbringing of the personality adapted to life in the information society. It should be noted that no matter what concepts and theories are created, each of them should be based on the individual personality of a student, so the introduction of information technologies in the educational process is only possible by combining the achievements in information technology, psychology and pedagogy into one coherent unit. [1]

II Problem statement. It is extremely important for the process of education computerization not to turn a person into a machine solving complex problems using the developed programs and algorithms, but it should encourage him to self-education, self-development and self-realization. Therefore, the main purpose of the integration of ICT in foreign language teaching is a gradual adaptation of the student to the use of computer technology, suggesting the formation of student’s linguistic competence, taking into account individual features of his mental abilities and psychological readiness to use a computer, and keeping his motivation to learn.

III Results. Many authors: I.V. Robert, B.S. Gershunsky, O.K. Tikhomirov regarding the optimization and intensification of the teaching process with the help of computer technology, pay special attention to the analysis of psychological and pedagogical foundations of rational computer use in the process of learning [2, 3].

An American scientist P. Norton argued that the nature of communication in some way influences the formation and development of human mental structures, including thinking [4]. Sound and a visual representation of the information create a model of recognition. Computer environment creates a tendency for experimentation, flexibility, coherence, structure thinking. Working with images leads to intensification of associative relationships. In general, wide opportunities of e-learning help to promote creative thinking. E-learning implements organization of a nonlinear transmission of educational material, according to O.K. Tikhomirov it increases the usage of creative thinking, along with the logical, makes human thinking harmonious, promotes a holistic perception of the world reality [3].

Almost any form of visual information contains problematic elements, the resolution of which is based on the analysis, synthesis, folding or deployment of information. Thus, visualization of educational information through IT promotes more intensive assimilation of the material; a student focuses on the search for systemic connections and patterns.

Not only to the concept of thinking should be regarded here, but also understanding of other mental functions: perception, memory, emotions, etc. New learning technologies through ICT significantly change the meaning of the verb "to know." The concept of "to receive and store information in memory" is transformed into "the process of finding and gaining access to information."

The usage of ICT in education is aimed to:

- develop visual-figurative, creative, intuitive, theoretical thinking;

- form a "space" vision, the ability to carry out the analysis, synthesis, abstraction, generalization;

- train in making better decisions;

- form the skills of independent experimental research.

The most of ICT’s potential can be produced only if psychological characteristics of students are taken into consideration. According to the existing forms of perception people are divided into three: audials, visuals, and kinesthetics. Audials receive information as they hear it, volume and tone of the presented material are very important for them. Visuals need images, in speech and text key words are very important to help quickly restore the picture of the subject. For kinesthetics sense convenience and comfort are of primary dominance. The use of multimedia educational programs, in which information is transmitted with graphics, animation, audio and video illustrations, allows to make a more successful education with different representational systems.

Teaching a foreign language should not be limited to learning just a language system or acquisition only of a linguistic competence, and must be accompanied by becoming familiar with culture and specific features of a target language. Only in this case, students have an opportunity to be identified with another culture, different from the native. Thus, there is a necessity of understanding the language as a social and cultural phenomenon of reality, as a product of civilization. [5]

It’s extremely important to implement it through the use of ICT. It is known that the natural language environment is created directly in the country where this language is spoken. Thus, there appeared a need to create an artificial language environment at school. It became possible thanks to the authentic online resources, as well as various information technology tools (e-mail, newsgroups, chat, video conferencing, etc.), which represent an opportunity to intensify the learning process and make it more enjoyable, informative, motivating, providing new content and forming valuable attitude to the foreign language studying.

The following most important aims from the perspective of pedagogical and psychological principles can be achieved through the use of ICT more effectively than with any other educational technologies: individualization and differentiation of the educational process, maintaining its integrity; encouraging independent cognitive activity of students, increasing awareness of the educational process; realization of self-control and self-correction of the educational results; decreasing training time without compromising the quality of learning; strengthening of motivation in learning (for example, through the use of game situations, immersion to the information environment, creation of your own information products); the possibility of creative and research activities through the creation of own educational material: educational projects, resources, presentations, decision-making tasks, etc.

IV Conclusion. The psychological consequences of computerization are controversial and not yet fully understood. Some scientists fear that the people who use the computer as a model, begin to think mechanically, but others argue that IT strengthens logical thinking and contributes to the development of cognitive needs of the individual, giving a powerful impetus to the development of motivation.

But in spite of the above controversy, the role of information technology in the process of linguistic competence formation cannot be underestimated. The psychological and pedagogical conditions of the usage of new IT to improve the efficiency of linguistic competence formation in a foreign language allowed us to conclude that the use of ICT is possible and quite promising.

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