Педагогические науки/ 2. Проблемы подготовки специалистов

Sarbassova A.Zh.

Kostanay State University named after A.Baytursynov

Methods and problems of teaching technical subjects

Today the following basic methods of teaching subjects are used: explanation, demonstration, visualization and illustration.

Explanation uses traditional approach in teaching where a teacher reveals the material through dialogue and discussions.

Demonstration allows to present the material most efficiently using multimedia projector. This method is the most useful one when teaching technical subjects since the presentation of the material includes charts, drawings, graphs, diagrams, examples of program made in different programming environments, working in various software products. Visualization and illustration is similar to the demonstration where the teacher presents the material on paper.

Considering the problems of teaching technical subjects and methods of their elimination today we can mark out five key ones.

The first problem is the significant heterogeneity of the initial training of students in terms of these subjects. As the technical subjects are not specialization for the Humanities and Social Department, Department of Law, Department of Economics, then there is no natural selection of students for knowledge in this area.

The consequence is the fact that one group can include students who is excellent at computer, i.e. experienced users and those who are not. This problem is solved as follows: firstly, differentiated approaches to the tasks, i.e. more experienced students get more complex individual tasks;

Secondly, differentiated approach in explaining the task. It means that more experienced students do not receive manipulative methodological material. Their task is to find the right solutions independently.

Thirdly, the work of a more experienced student with the so-called "workload". That is, every experienced user is assigned non-experienced one who should be taught certain operations by the experienced one. Good answer of non-experienced student adds additional point to the experienced one. Thus, each student has its own stimulus.

The second problem that is faced at the beginning of teaching and that with the right approach is usually eliminated after the second or third laboratory class is the poorly prepared students' fear of technology. The students are afraid of doing an action without the prior consent of the teacher, because of fear of irreversible effects. Such students must be guided to read messages and prompts given by the system. Also they should be aware of "cancel previous action" button. This allows the student to feel more confident as in the case of improper action he can always restore the workspace.

The third problem that can be faced by the teacher is student’s abstracting from the subject. That means that some students do not consider knowledge of computer technology as necessary to achieve success in their professional activity.

In this case the teacher should show the effectiveness of such software. For example: the use of translation software, quick count of the results of tests using Excel, simple way to solve mathematical tasks in Excel. The use of Power Point to demonstrate any products. I.e. it is necessary to take into account the professional area of the student in development of individual tasks and explaining new topics. Show the student how he can "make technology to work for him".

The fourth problem that can be said is the large amount of elementary actions and the need for actions sequences rote memory. This problem arises from the fact that during explanations students seem everything clear and simple, self-evident, and in the next lesson many of them do not remember how, for example, to copy a piece of text. This problem is solved in three ways: a) recurrence during one lesson devoted to the actions; b) availability of detailed guidelines; c) implementation of creative homework.

The fifth problem is that the majority of students have a humanitarian way of thinking which is the cause that makes it difficult for them to master the principles of data organization in the study of certain software products. Here the only way to eliminate the gaps in the knowledge of the students is repeated explanation of the material being studied.

References:

1.

M.P. Lapchik and etc. Methods of teaching computer science: Textbook for pedagogical universities. M: Akademiya, 2001. - 624 p.

2.

A.I. Bochkin Methods of teaching computer science: Textbook. - Minsk, 1998.

3.

V.P. Bespalko Education and teaching with computers (pedagogy of the Third Millennium) Teaching and methodological textbook M. -Voronezh: RAO, 2002.