Современные информационные технологии/ 2. Вычислительная техника и программирование

ст.преподаватель, Биктимирова В.Б.

Костанайский государственный университет им. А.Байтурсынова, Казахстан

Development of an interactive handbook for the teaching of reading

Our society widely use computer technologies, not only in science, education, manufacturing, economics and management, but also in everyday life, that is why it’s necessary to bring computer in the world of the child, thus preparing him or her for he life in the society. The introduction of the computer makes it possible to get some educational skills, to improve orientation in the information space, to think logically, having a relatively high self-esteem.

The modern teacher-tutor plays a huge role in the development of the child, this development is not only social, but also intelligent. A computer can be an indispensable tool in this process. If you take into account the child's age and his abilities, you can achieve brilliant success in training and education, and raise a personality, focused on success in later life.

In order to avoid future psychological barrier between the child and the computer, you must acquaint him with the computer from an early age. Whether we like it or not, the computer draws children's attention, because it can be used as playing the wonderful game on the screen. Preschoolers who have the opportunity use the computer, get huge amount of positive emotions, increases their cognitive interest, the desire to study. The introduction of computer to preschool children begins with computer games, so to their choice should be paid great attention. Children's computer games are rarely focused on the child's mind, they are just someone's commercial project, not a way of raising children. Computer technologies should not affect the mental development of children, they should contribute to the development of self-confidence, independence, positive attitude, emotional manifestation during communication with other children and adults.

Having a look at practical usage of computer in kindergartens in our time we can see three ways of using computer tools. The first area allows you to explore a computer and its capabilities, and also to build skills in programming at the level which is accessible to the children's understanding. The second direction is selected in the case if it is decided to use the computer directly as a learning tool, whose main purpose - the use of computer applications in the teaching of reading, arithmetic and other subjects. Using the computer as a mean of cognitive development of the child is released in the third direction. In our study we are interested in the second direction.

Domestic scientists recently began to conduct their research in this area of research. Foreign researchers are engaged much more often and longer. About 25 years, scientists from Germany, England, Greece, the United States carefully are developing and studying computer technologies, using them not only in the teaching reading, but also in the various fields of knowledge: mathematics, writing, etc. At the same time, characteristics of pupils are also diverse - children with hearing impairments, autism, dyslexia, children without developmental disorders.

How to teach a child to read, how to make lessons interesting and unobtrusive is a big challenge for all the parents and preschool teachers, especially before the child starts school. The child becomes tired easily, because he can not concentrate if we overload or train him not properly. In order to help in this difficult matter, it was decided to create a multimedia guide for learning reading preschoolers. The objective of our research: to develop a multimedia manual "Learning to read from 3 years" for pre-school institutions.

The object of our study is the process of development of multimedia teaching manuals for pre-school children. The subject of the study we can call the creation of a multimedia tool for pre-school education.

In order to proceed with the development of manual it is necessary to identify the main tasks that it must solved.

Among them: phased training, but there is an opportunity to work with any block of the program at any time; colorful interface, in order to energize the visual-figurative thinking of children and thus increase the availability of the material; the use of sound, motions and image techniques to attract the attention of children.