About "recommendations on the use of computers in elementary school." The use of laptops in the lessons in the elementary school computer in the lessons in elementary school
Sanitary and hygienic requirements for using ICT in elementary school.
I. Sanitary and hygienic requirements for using ICT.
According to the standards and requirements of Sainpin, the recommended continuous duration of work associated with the fixation of the gaze directly on the screen, it should not exceed 10 minutes for students in the first class - 10 minutes, in 2-4 classes - 15 minutes, listening to audio recordings - 20 minutes. It is possible to use the computer by fragments for 2-3 minutes, distributing the time of interaction of children with computer programs in the mode of front activity throughout the lesson. The optimal number of classes using PCs during the school day for students of grades 1-4 is 1 lesson extracurricular classes using PCs are recommended no more than 2 times a week with a total duration for students in grades 1-4 - no more than 60 minutes.
Circles in circles using a PC should be organized no earlier than 1 hour after graduating schools at school. This time should be removed for recreation and meals.
For students of primary school classes in circles using computer equipment should be carried out no more than two times a week. The duration of one classes is not more than 60 minutes. After 10-15 minutes of continuous classes for the PC, it is necessary to take a break for physical attacks and gymnastics for the eyes.
It is no doubt that fatigue depends on the nature of computer classes. The most tedious for children computer games, calculated mainly on the speed of the reaction. Therefore, the time of all classes should not be allocated to carry out this game. Long scene at a computer can lead to an overvoltage of the nervous system, sleep disruption, deterioration of well-being, eye fatigue. Therefore, for students of this age, computer games are allowed only at the end of the exercise lasting not more than 10 minutes.
To reduce the visual stress, it is important to ensure that the image on the computer screen is clear and contrast. It is also necessary to exclude the ability to illuminate the screen, as it reduces the contrast and brightness of the image. When working with text information, preference should be given to a positive contrast: dark signs on a light background. The distance from the eye to the computer screen should be at least 50 cm. At the same time, one child should be engaged at the computer, since for the side of the viewing, the conditions for viewing the image on the screen deteriorates sharply.
The optimal parameters of the microclimate in the display grades are as follows: Temperature - 19-21 ° C, relative humidity - 55-62%.
Before starting and after each academic hour of training sessions, computer classes must be carried out, which will ensure the improvement of the quality of the air. Acquisition of children to a computer should be started with learning the rules of safe use that should be respected not only at school, but also at home.
There is an effect of the frequency of using audiovisual means on the effectiveness of the learning process. It is due to the fact that ICT funds affect the estimated motivational sphere of personality. If ICT funds are rarely used, each of their use turns into an emergency event, again creates in students an increased emotional arousal that interferes with the perception and absorption of educational material. On the contrary, it leads to a loss of interest in them for many lessons in a row.
The optimal frequency and the duration of the use of ICT tools is determined by the age of students, the nature of the educational subject and the need to use them in the cognitive activity of students.
The efficiency of ICT is also dependent on the lesson stage. The use of them at the beginning of the lesson (for 5 minutes) reduces the preparatory period from 3 to 0.5 minutes, and fatigue and loss of attention occur 5-10 minutes later than usual. The use of ICT in the intervals between the 30th and 35th minute allows you to maintain the sustainable attention of students almost during the entire lesson. This is due to the fact that during each lesson, students periodically change the characteristics of visual and auditory perception (their sharpness, thresholds, sensitivity), attention, fatigue. With monotonous use of one means of learning a new material in students, by the 30th minute there are proceedable braking, almost completely eliminating the perception of information. At the same time, the correct alternation of funds and teaching methods can exclude this phenomenon. Periods of intense mental labor and volitional efforts should be alternating with emotional discharge, relaxation of optic and auditory perception.
For the prevention of visual and overall fatigue in the lessons, the following recommendations must be followed.
The optimal duration of continuous classes with a computer for students 2-4 classes should be no more than 15 minutes.
In order to prevent the visual fatigue of children after working on personal computers, it is recommended to carry out a set of exercises for the eyes, which are running or standing, turning away from the screen, with rhythmic breathing, with the maximum amplitude of eye movements. For greater attractiveness, they can be carried out in a game form.
Exemplary Eye Exercise Complex.
1. Close your eyes, strongly straining the eye muscles, at the expense of 1-4, then reveal the eyes, relax the muscles of the eyes, look into the distance to the account 1-6. Repeat 4-5 times.
2. To look at the nose and delay the gaze to account 1 -4. Before the fatigue of the eye do not bring. Then open your eyes, look into the distance to account 1-6. Repeat 4-5 times.
3. Without turning the heads, see the right and fix the view to the account 1-4, then see the distance directly to the account 1-6. Similarly, exercises are carried out, but with the fixation of the glance left, up and down. Repeat 3-4 times.
4. Translate the view quickly diagonally: right up - left down, then right away to account 1-6; Then left up - right down and look into the distance to account 1-6. Repeat 4-5 times.
Holding gymnastics for the eyes does not exclude the conduct of physical attacks. Regular exercises for eyes and physical attacks effectively reduces visual and static stress. Classes with PCs regardless of age children should be carried out in the presence of an educator or teacher.
When developing a lesson using computer technology, special attention is paid to the care of student health. ICT should perform a specific educational function: to help the child to figure out the flow of information, perceive it, remember, and in no case to undermine health. Computerization should concern only the part of the educational process where it is necessary.
Use of computer technologies in elementary school.
One of the results of training and education at the first stage school should be the readiness of children to master modern computer technologies and the ability to update the information received with their help for further self-education. To implement these purposes, it is necessary to apply the primary classes of information and communicative technologies in the educational process.
The inclusion of ICT into the educational process allows the teacher to organize different forms of educational and cognitive activity in the lessons, to make students active and targeted independent work. ICT can be viewed as a means of access to educational information, providing the possibility of searching, collecting and working with a source, including on the Internet, as well as a means of delivering and storing information. The use of ICT in the educational process allows you to improve the quality of learning material learning and strengthen educational effects.
The use of ICTs on various lessons in elementary school allows:
develop the ability of students to navigate the information flows of the surrounding world;
develop the skills that allow communicating with the help of modern technical means;
intensify cognitive activity of students;
master practical ways to work with information;
conduct lessons at a high aesthetic level; Individually approach the student, using multi-level tasks.
The computer allows the teacher to significantly expand the possibility of preventing a different type of information. In the Didactically correct approach, the computer activates the attention of students, strengthens their motivation, develops cognitive processes, thinking, attention, develops imagination and fantasy.
Most ICT development is devoted to electronic training benefits. Teachers who apply e-learning materials in lessons demonstrate a number of positive trends, namely:
reducing the number of didactic difficulties in students;
improving the activity and initiative of schoolchildren;
the positive dynamics of the doctrine motivation;
formation of the skill of using new information technologies for self-education of schoolchildren.
A modern multimedia lesson is built by the same structure as traditional: the actualization of knowledge, the explanation of the new, consolidation, control. The same methods are used: explanatory-illustrative, reproductive, partially search and others.
One of the most successful forms of preparation and presentation of educational material to the lessons in elementary school can be called the creation of multimedia presentations. This is a convenient and spectacular way of presenting information using computer programs. It combines the dynamics, sound and image, i.e. Those factors that have long to hold the attention of the child. Methodological force Multimedia is just that the student is easier to interest and teach when he perceives the agreed flow of sound and visual images, and not only information, but also an emotional impact. Moreover, the presentation allows the teacher to independently compound the training material based on the characteristics of a particular class, themes, subject, which allows you to build a lesson to achieve a maximum learning effect. When developing a presentation, it is taken into account that it quickly and intelligibly depicts things that cannot be conveyed by words; causes interest and makes a variety of information transfer process; Enhances the impact of the performance.
You can use presentations at all stages of the lesson. More efficient use of multimedia in each lesson will be when we use not the entire lesson, but fragments of more complex questions.
The use of rich graphic, sound and interactive capabilities of the computer creates a favorable emotional background in classes.
Possible directions of pedagogical use of computers in elementary school are diverse. Here are just some of them:
1. Use of new information technologies to enhance the doctrine motivation thanks to the novelty of the computer. It helps to reveal the practical significance of the material being studied, to show its originality, ask questions and suggest their own solutions.
2. Individual work of the child at a computer creates conditions of comfort when performing the tasks provided for by the program: Each student works with the optimal load for it, since it does not feel the effect of others.
3. Information technologies allow not only to recreate the real situation, but also to show the processes that cannot be seen in reality. As a result, the cognitive development of the child is carried out.
The use of computers in school practice contributes to the improvement of the traditional learning process, increasing its effectiveness in the field of simulation of the processes and phenomena, management of the learning process, training activities, and automation of knowledge control.
The information competence of schoolchildren is necessary for the qualitative development of all training items. Mastering a computer culture, the formation of information competence of schoolchildren - the necessary condition for the inclusion of the younger generation into the world information space.
Thus, the introduction of new information technologies in the educational process of primary school allows in an accessible form to use cognitive and game needs of students for the development of individual qualities.
State educational institution
additional vocational education
Transbaikal Institute of Enhancement
qualifications of educators
Center for pre-school and primary general education
ESSAY
Using a computer in elementary school as a means of increasing motivation to learning
Students
Further Kravtsova Olga Nikolaevna,
primary school teacher
MOU SOSH No. 30.
Chita, 2009.
Introduction ..................................................................................3
Chapter 1. Essence and features of information technology ...... .... 6
1.1. Information technologies as a pedagogical phenomenon .................................................................................... .6
1. 2. Features of information technologies in the educational process ................................................................................................10
Chapter 2. Computerization of the educational process in elementary school ...... .. ................................................................................. ... 15
2.1. Organization of work using a computer. ............................................................................................................ 15
2.2. The attack formation of informational literacy .............................................................................. 17
2.3. Applying a computer in mathematics lessons as a means of increasing the level of motivation to learning students of primary school .................................................................................................
Conclusion…………………………………………………………………...34
……………………………………..38
application
Introduction
At the beginning of the XXI century, a fundamental change in the role and place of information technologies in society occurred. From the subject of professional activities, the narrow circle of specialists in the field of accurate sciences, they turned into a tool used in all sectors of modern production, in everyday life and public life. The ownership of information technology is placed in the modern world in one row with such qualities as the ability to read and write. Man, skillfully and efficiently using information technology, has another, new style of thinking, fundamentally otherwise approaches the assessment of the problem arising, to the organization of its activities.
The need to introduce new information technologies is no doubt. XXI century - the era of the information society. The relevance of the ability to independently receive new knowledge, increasing information literacy, contributed to the emergence of a new type of education - innovative, in which information technologies are designed to play a system-forming, integrating role of knowledge.
Modern society characterizes the process of active use of the information resource as a social product in the functioning of the world information network, which allows access to information without any significant restrictions on the volume and speed of translated information. The emergence and widespread dissemination of multimedia and Internet technologies allows using "information technology as a means of communication, education, integration into the world society."
The use of information and communicative technologies opens up fundamentally new opportunities in the field of education, in educational activities and the work of the teacher and students. When using information and communicative technologies, it is necessary to strive to implement all the potentials of the person - cognitive, moral, moral, creative, communicative and aesthetic.
It is indisputable that information technology affects the development of the personality, and on the professional self-determination and self-sustainment of the student. In the school learning process, with the help of information and communication technologies, the child will learn new ways to collect information and learns to use them, its horizons expand. When using information and communication technologies, the lessons increases the motivation of the teaching and the cognitive interest of students is stimulated, the effectiveness of independent work increases, and, consequently, increases motivation level To learning.
There is a need to include in the educational process of informational and communication technologies not only as a means of learning, education and development, but also means of ensuring the professional activities of the teacher. Education no longer depends on the capabilities of the teacher, the presence of a textbook or reference book in the school library. It is rather limited by the value, the level of curious student. These new educational models turn teachers in assistant, mentor and conductor through numerous curricula with their many multi-level items, whose duties do not only enable the student to hold the prescribed time in certain classrooms. The Internet now gives access to world libraries from the most remote corners and individual houses. Technologies have accelerated the emergence of various definitions and species of the "non-traditional" student.
Age of information technology. What should a person who lives in this time should be? How should the goals and objectives of the modern lesson should change? As practice shows, without new information technologies it is already impossible to imagine modern school.
The foregoing allows us to conclude the relevance of the problem of using information and communicative technologies at the initial level of education as a means of increasing the level of motivation to schoolchildren's training.
Chapter 1. Essence and features of information technology.
1.1. Information technology as a pedagogical phenomenon
Significant contribution to the theory and practice of computerization of Russian education was made by scientists under the leadership of Academician A. P. Ershov, who carried out work on the methodological and software of a computer community. When developing computer learning technologies, especially at the initial stage, they relied on the principles and techniques of programmed training D. Brison, B. Skinner, N. F. Talyzina, P. Landa.
Today there are new technical means with colossal training resources that fundamentally affect the organization of the educational process, increasing its capabilities. New technical, informational, printing, audio visual funds become an integral component of the educational process, which contributes to it in the form of irregularities of methods and means. This quality already allows you to say (in aggregate) on peculiar teaching technologies based on the use of modern information and computer products.
Informatization of education in Russia is one of the most important mechanisms affecting all the main directions of upgrading the educational system. Its main task is to efficiently use the following most important advantages of information - computer technology:
The ability to organize the process of knowledge;
Individualization of the educational process "
A fundamental change in the organization of the process of knowledge by shifting it towards systemic and thinking;
The possibility of building an open education system;
Creating an effective management system for information and methodological support for education.
The application of new and newest information means leads to the appearance of new concepts in the pedagogy. In practice, information technologies are called all technologies using special technical information funds (computer, audio, movies, video).
When computers began to be widely used in education, the term "New Information Technology" appeared. Generally speaking, any pedagogical technology is an information technology, as the basis of the technological process of learning is information and its movement (transformation). A more successful term for learning technologies using a computer is computer technology.
From the standpoint of an information approach, any pedagogical technology can be called information, since the essence of the learning process is motion and transformation.
The formation of information culture at school occurs primarily with the help of ICT. In the process of studying, diverse use and use of ICT tools, a person who can act not only on the sample is formed, but also independently receiving the necessary information from the maximum number of sources; able to analyze it, put forward hypothesis, build models, experiment and draw conclusions, make decisions in difficult situations.
In the process of using ICT, the study of the student, the preparation of students for free and comfortable life in the conditions of the information society, including:
Development of visual-shaped, visual-effective, theoretical, intuitive, creative types of thinking; - aesthetic education by using the capabilities of computer graphics, multimedia technology;
Development of communicative abilities;
The formation of the ability to make an optimal solution or to propose solutions in a difficult situation (the use of situational computer games focused on optimizing the decision-making activities);
Formation of information culture, skills to process information.
ICT leads to the intensification of all levels of the educational process, providing:
Improving the efficiency and quality of the learning process due to the implementation of ICT funds;
Providing incentive motives (incentives), which determine the activation of cognitive activity;
The deepening of interdisciplinary links due to the use of modern means of processing information, including audiovisual, when solving problems from various subject areas.
The computer acts as a personal assistant person who is responsible to almost all human senses. The relatively trouble-free splicing of the computer with various technical means (telephone, radio, video and photo seats, diagnostic equipment, etc.) provides computer hearing, vision, touch, the ability of speech playback.
The computer allows you to significantly change ways of management of educational activities, involving students in active work.
In the conditions of mass introduction of computing equipment to the school and the use of computers in teaching all school disciplines, starting with junior classes, the skills that make up computer literacy of schoolchildren, acquire the nature of general scientific and form in all school training subjects.
The above allows you to conclude The fact that the cultural level of a modern young man characterizes the concept of information culture, which, by virtue of the fundamental constituent of its concepts, should be formed at school, starting from the first school lessons. Therefore, it is necessary to organize the process of continuous education of children with information and communicative technologies with I by the XI class.
1. 2. Features of information technologies in the educational process.
Scientific and technical progress caused technical re-equipment and led to the rapid replaceability of equipment and technologies used in various fields. The appearance of fundamentally new funds and technologies in the production of fundamentally new tools and technologies is characteristic of the current use of the latest achievements of science and technology.
Change in the course of scientific and technological progress of the foundations of modern production, the use of new machines and technologies leads to an increase in the share of intellectual labor, the creative function of the worker in labor, to his professional mobility and, of course, cause the knowledge system, skills and skills to be transformed. at school.
The characteristics of competence in the field of information technology can be called: the ability to evaluate and integrate experience in modern info; the desire for the development of personal creative qualities; the presence of a high level of common communicative culture, theoretical ideas and experience of organizing information interaction; availability of self-reflection needs; Mastering the culture of obtaining, selection, storage, reproduction, transformation of ways to represent, transmit and integrate information.
The development of information and communication technologies led to the emergence information and Computer Environment . In training, the information and computer environment creates all the conditions for education and self-education, as well as its necessary component of diagnosis - self-diagnosis. In addition to multimedia training and diagnostic technologies, network technologies that provide access to a single information space (training and methodological materials, tests, conferences) are increasingly used; The possibilities of implementing a number of projects are expanding. This allows central testing and implement remote learning.
In addition, to apply the resources of the Internet as a source of information to conduct research at different levels, it is advisable in connection with its huge information potential at different levels of training.
As telecommunications develops and creating global information networks, the need for training the rules and navigation skills in the information space, allowing to find, analyze the necessary information. In addition, such competence is not just desirable, but necessary due to the fact that the application of the information and computer environment develops a critical-constructive perception of the surrounding world and contributes to the development of a systematic approach to objectively existing reality, both at the teacher himself and his pupils. These technologies allow not only to study, create and efficiently use knowledge, but also to analyze the information received individually, given the features of almost every student, since such technologies contribute to active independent learning activities.
Information culture is the key competence of a modern student, and the informatization of the educational process is one of the priority directions of the modernization of education. This will allow you to transfer the learning process to a qualitatively new level, since new opportunities arise to build a teacher's work system on the organization of the educational process, both in the lesson (explanation of the new material, consolidation, knowledge control) and after school hours (testing of missed material, preparations for lessons, delivery of debts).
The use of electronic learning tools in the lessons provides
save time with the explanation of the new material;
presentation of the material in a more visual, accessible to perception;
the impact on different system of perception of students, thereby ensuring the best assimilation of the material;
differentiated approach to learning students with different levels of readiness to perceive material; permanent operational control over the assimilation of the material by students;
the variability in the work of a teacher who owns modern computer technologies when creating effective training systems, depending on its pedagogical and methodological preferences, the age of students, the level of their preparation, profile and the characteristics of the material base of the educational institution.
Information technologies today organically fit into any scope of human activity and become one of the main means of adapting a person to life in the information society. Computerization has covered all parties to human life: production and culture, life and science, art and education.
Psychological readiness for life in the information society, initial computer literacy, the skill use of a personal computer is needed to each person. The user of the computer can be any person. Every year the number of schoolchildren with their personal computer is growing. It makes it possible to in-depth study of individual items of the school program, which puts students before the need to be his competent user. Personal computer is successfully used on the most diverse in the content of training sessions. At the same time, he fits into the framework of traditional learning, contributes to the intensification of children in the educational process, improving interest in the subject, improves understanding and memorization. The use of a computer helps to provide feedback and an individual approach, improve visibility, organize collective and group work. One of the main advantages of the computer is modern methods for finding information. And therefore, in elementary school, you must teach the child to use the computer so that in the future it was easy and easy to find the necessary information, be able to take advantage of it. Students of primary classes are easier and faster than high school students, master new technologies, as they have not yet developed a stereotype of thinking.
Under the term information Technology Meals a combination of technical means and information processing methods. The development of the abilities of the student in elementary school depends on the set of factors, including on how visual and convenient for his perception is the training material.
Progress in this area allows you to include multimedia technology in training, allowing information to provide information in a variety of forms - textual, graphic, video and audio, which significantly increases their didactic value. To take into account the individual characteristics of students in the course of training using computer programs, various tasks options are used. Each child independently chooses a task, and performs it in its pace, if necessary, returns to the beginning of the task.
Modern education involves the transfer of an accent from objective knowledge, skills and skills as the main objective of training for the formation of common technological skills, on the development of independence of educational actions. In the light of the modernization of Russian education, communicative and informational competence are most relevant and in demand in public life. . And the formation of these competencies contributes to work aimed at raising the level of motivation to learning students.
I believe that the most successfully organized student's activities helps the use of information and communication funds. After all, today there are new technical means with colossal training resources that fundamentally affect the organization of the educational process, increasing its capabilities. New technical, informational, printing, audiovisual agents become an integral component of the educational process, which contributes to its specificity inseparalization of methods and means.
so, this is integrative learning quality Already allows us to talk about peculiar pedagogical technologies based on the use of modern information and computer products, the main advantages of which are:
The possibility of organizing the process of knowledge, which supports an activity approach to the learning process;
Individualization of the educational process while maintaining its integrity due to programmability and dynamic adaptability of curricula;
A radical change in the process of knowledge by shifting it towards systemic thinking;
The possibility of building an open education system, providing each individual its own trajectory of learning and self-study.
Chapter 2. Computerization of the educational process in elementary school.
2.1. Organization of work using a computer.
In our school, ICT implementation began with 2002-2003 academic year (today MOU SOSH No. 30, having received a diploma of the Ministry of Education of the Russian Federation, is a basic school of forming IT - competence). The primary school teachers were actively involved in the experimental work of the school. This became possible due to the fact that our children are engaged in computer science, starting from the second class.
On the first stage We have mastered the basics of computer literacy, learned how to edit texts, scan, work on the Internet. After receiving the necessary knowledge, it began to apply a computer on their lessons. Working on the creation of slides in Microsoft Power Point, you feel a screenwriter and artist-designer. I have the opportunity to make any scenario of the lesson, what I need. Animation capabilities allow you to successfully demonstrate the essence of the rule and much more. Creating a collection of animated pictures, photos taken from the Internet, and using the effects of animation, you can imagine any visibility.
The computer is applied by three levels of learning:
At the level of perception;
At the level of comprehension and consolidation;
At the generalization and repetition level.
When presenting a new material in the lesson (illustrative method, the illustrative method) uses illustrations, photos, portraits, video phrases of the processes and phenomena, demonstration of experiments, video and video, as well as tables and schemes, using their projection on the screen, if necessary, accompanied by additional explanations. The advantage of working using computer slides is that you can always return to the desired slide, stay on separate fragments, talk and discuss further actions. It is also necessary to pay attention to the distribution of educational material on slides, it must be served by portions, convenient for perception. It is not recommended on one slide to place a lot of information. When using new technologies, it is important to use vision and hearing as a visual manual. Therefore, part of the information is demonstrated on the slide, and the part is pronounced by the teacher. This technique increases the productivity of the lesson.
When fixing and repetition, we use simulators with tasks aimed at working out the necessary skills. To verify the assimilation of the topic, I consider the use of a program that is optimal, which allows you to independently develop the multi-level tests necessary to verify the assimilation of this topic. Various types of testing are used:
to identification (the answer is required or "no");
multiple response selection (from several replied responses you need to choose the right one);
exception of superfluous (it is proposed to eliminate unnecessary items from the proposed);
substitution of the desired element (fill out the missed places).
Undoubtedly With the effectiveness of lessons using ICT, it turns out very high, each student works actively and enthusiastically. The guys develop curiosity, cognitive interest, the motivation increases, and, therefore, develops and information and communicative competence (see Appendix No. 4).
2.2. The attacks of information literacy.
Training to any subject in school should be organized so that the disciple is interested in the lesson so that he himself want to receive new knowledge, and the teacher did not have to make him assimilate the training material.
Often, elementary school students associate a computer with games, so my task as a teacher is to teach children to use a smart car not only for game purposes, but also for training.
In order for the student productively and actively worked in the lesson, you need to use active learning methods. They differ from other high involvement in the learning learning process, encourage to be active, stimulate thinking, ensure memorization of the main one. Unconventional methods, classes Allow the guys of elementary school learn to make decisions in various situations. After all, it is at this stage that you can prepare students to use in the training activities of information sources, form elementary skills and acquire skills to work with the computer. And its use opens up great opportunities when you can show what you can show on the board and do not seem to be described. In my opinion, this will be the first step of students in the informational educational space.
Present system of work, You can select the following main stages of the computer:
I. stage – preparatory: Acquaintance with the theme, problem of task.
II. stage – discussionblocks of questions and lists of addresses sites on the Internet for the necessary information.
III stage - Search and collecting information:
Tasks for finding information in reference books, Internet, by surveys, working with literary sources, in museums, libraries, etc.;
Tasks with excess information;
Tasks with lack of information.
IV stage - data processing:
Task for streamlining information;
Drawing up plans to the text;
Preparation of issues to the text;
Tasks for the generalization of materials of the considerable discussion.
V. stage - Transfer of information:
Preparation of messages on the topic;
Preparation of training cards on the topic;
Preparation of wall newspaper, stands, etc.
The use of information and communicative technologies implies special methodsformation of information skills:
Information learning projects (individual and group).
Educational work involving various research methods.
All forms of the training dialogue.
Role and business games.
Discussions, discussions.
Conducting lessons using information technologies is a powerful incentive in training. Through such lessons, mental processes of students are activated: perception, attention, memory, thinking; Much more actively and faster the excitement of cognitive interest. The man in nature trusts more eyes, and more than 80% of the information is perceived and remembered by it through the visual analyzer.
Didactic advantages of lessons using information technologies - creating an effect of presence ("I saw it!"), Pupils appear interest, desire to learn and see more. The computer becomes a means of distributing and exchanging information between an adult and a child, and will contribute to the development of an increased interest in the subject (see Appendix No. 1).
When using a computer in the educational process, the following didactic capabilities should be taken into account:
expansion of the opportunity for independent creative activities of students, especially in the study and systematization of educational material;
vague self-control skills and self-correcting your own errors;
development of educational abilities of students; integrated learning subject;
motivation development in students.
At the same time, the computer may represent:
source of educational information;
visual material;
training apparatus;
diagnostic and control tool.
increase motivation, form cognitive interest, which contributes to self-education, raising the level of training and pupil;
contribute to the formation of a holistic scientific picture of the world:
systematize knowledge;
contribute to the development of oral and written speech;
contribute to the development of imagination, memory, thinking;
form rational skills of study labor.
For a successful organization of lessons using information technologies, a primary school teacher should be able to:
1) process textual, digital, graphical and sound information using appropriate processors and editors to prepare didactic materials (task options, tables, drawings, schemes, drawings) to work with them in the lesson;
2) create slides on this educational material using the MS POWER POINT presentation editor and demonstrate a presentation in the lesson;
3) use the available ready-made software products in their discipline;
4) to organize work with an electronic textbook in the lesson;
5) apply learning software (training, fixing, controlling);
6) search for the necessary information on the Internet in the process of preparing for lessons and extracurricular activities.
To perform a performance using multimedia presentation, the computer acts as a visual manual. Here is its capabilities in this area:
The creation of bright slides and slides series, which easily replace each other with the possibility of their operational editing;
The use of various animated effects;
The ability to play video and audio materials;
Creating interactive visual benefits, hypertexts.
The presentation involves a demonstration on the big screen accompanied by the author. It contains the names of the partitions of performances and the main theses; Fixed and moving illustrations.
Increasing the effectiveness of the educational process is characterized by the fact that the perception of students is intensified through the use of vision and hearing and allocating the main provisions of the performance on the screen. At the same time, the stock of the visual and video material is more limited in advance by the school units or prepared by the teacher with significant costs posters and slides. And during the speech of the teacher, time is not spent on writing out theses or text fragments on the board; The time spent by the teacher to prepare the speech close to the time spent on the preparation of the performance without ICT. But when updating and processing performances, appeal to the previous material, the time to prepare the performance is significantly reduced. It is much easier to talk to the student in the case when it can rely on the visual row and the displayed performance plan.
In this wayWith the active use of information technologies, in elementary school, the goals of training are more successful, the skills in the field of communication are easier: the ability to collect facts, compare them, express their thoughts, logically talk, listen and understand oral speech, open something new, make a choice And make a decision.
2.3. Application of a computer in mathematics lessons as a means of increasing the level of motivation to teaching primary school students.
One of the main tasks of the teacher is the organization of educational activities in such a way that students have formed needs to implement the creative potential of the educational material in order to master new knowledge. It means to work on the activation of cognitive activity - this means to form a positive attitude of schoolchildren to educational activities, develop their desire to deep knowledge of the subjects under study.
Information technologies are able to solve many pedagogical tasks, provide completely new opportunities for creativity, acquisition and consolidate professional skills, allow us to implement fundamentally new forms and learning methods.
The ability to plan work in accordance with the didactic goals educational sessions In lessons using a computer - the essential characteristic of the identity of the modern teacher. Pedagogue, by organizing work A student with a computer helps him not only to learn the material studied in the lessons But also awaken the need for self-development.
Training then successfully when it qualitatively solves its main task - awakens child aspiration to conscious personality positive self-implantation. Teacher interested in the personal growth of each schoolchild, and, using information technology in the educational process, contributes to solving new problems and discoveries of their pupils.
The use of information technologies in the lessons allows you to form and develop cognitive motivation Schoolchildren to receive new knowledge helps to create the conditions for the success of each student in the lesson, significantly improves the clarity in organizing the work of a class or group of students. Allows you to create an information environment, stimulating the interest and toastness of the child.
One of the funds promoting increase the level of motivation Is use in the process of learning the Internet capabilities. At the first stage, the teacher conducts preparatory work, introduces the topic, forms the problem. Next, the teacher offers students of tasks, which are separate blocks of questions and lists of addresses of sites on the Internet, where you can get the necessary information. Questions are formulated so that when visiting the site, students were forced to make a selection of material, analyze it, to allocate the main thing from the information he finds.
At the stage of completion of the task, research skills are formed. When searching for answers to the questions raised among a large number of scientific information, critical thinking is developing, the skills to compare and analyze, classify objects and phenomena, think abstract.
Discussion of the results of work can be carried out in the form of a presentation of reports so that the students had the opportunity to submit their information found on the Internet, realizing its significance. At this stage of the work, such features of personality are formed as responsible for the work performed, self-analysis, communicativeness and ability to perform in front of the audience. The use of new information technology discloses unlimited opportunities for the individualization and differentiation of the educational process, ensuring intellectual development of thinking and imagination, an effective organization of cognitive activity of students is ensured.
To prolong the deep interest of students to mathematics, the development of their cognitive activity requires a search for additional funds that stimulate the development of general activity, independence, personal initiative and creativity of students of different ages.
In order for children in modern school to be interesting to mathematics, it is possible to use elements of information technologies in the lessons and additional classes. And in order to effectively use the computer, you need to be able to rather not program, you need to be able to own efficient ready-made programs that allow you to solve very different tasks. The school, as a rule, is mainly used in the mainly classroom and lecture-seminary forms of education, which exist practically unchanged for a very long time. And the educational process, and even the absorption of the educational material at the same time is subject to the influence of the professional and personal qualities of the teacher. Someone we are pretty, and some student may simply not like our manner of a material presentation, or he believes that the teacher does not object to it when control. Attempts to solve these problems only with the help of traditional methods no longer give the desired result, do not contribute to the development of a creative personality. After all, usually a lesson is often reduced only to the "passage" of the program, and mostly using the explanatory and illustrative method: do as I (see - repeat - remember). Therefore, in these cases, with the explanation of the new material, most students are passive listeners. If the explanation is detailed and affordable, then students enter a favorable environment that does not require self-searching solutions, deprives the possibilities of each student to achieve their goals. And our goal is to raise a person who can independently make decisions, adapt to new conditions, to show the smelting, find the necessary information. Good is not the teacher who gives ready-made recipes for all occasions, and one that helps to look for them.
The circle of methodological and pedagogical tasks that can be solved using a computer is diverse. The computer is a universal remedy, it can be applied as a calculator, simulator, means of controlling and evaluating knowledge and means of modeling, which is the perfect electronic board.
Changing the technology of obtaining knowledge on the basis of such important didactic properties of the computer, as individualization and differentiation of the educational process while maintaining its integrity; leads to a root change in the role of the teacher. The computer practically solves the problem of individualization of training. Usually, students, slower than their comrades, assimilate the explanations of the teacher, are shy to raise their hands, ask questions. Having a computer as a partner, they can repeat the material in a tempo convenient for themselves and control the degree of assimilation.
The computer significantly expands the possibility of presenting information. The main methodological problem of teaching is shifting from whether it is better to tell the material ", to the" how best to show ". The use of color, graphics, animation, sound, all modern video equipment allows you to recreate the real activity. The computer allows you to strengthen the motivation of the exercise. With the help of educational programs, the student can simulate real processes, which means to see the causes and effects, understand their meaning. The computer allows you to eliminate one of the most important reasons for a negative attitude to study - failure, due to a misunderstanding of the essence of the problem, significant gaps in knowledge, etc. On the computer, the student gets the opportunity to bring the solution to any problem to the end, relying on the necessary assistance.
In connection with the limited technical capabilities of the school, I use computer technologies in a complex with traditional learning methods. For example, for oral account, it is convenient to use the fragments of the program "". Each particular lesson uses certain fragments of this program. Each student works individually, with samples and errors comes to the correct answer. As a result, there is no in the class of such a child who would not cope with the task, or would be passive and waited for, when, finally, the teacher will pay attention to him. Computer graphics allows children imperceptibly to absorb training material by manipulating various objects on the display screen.
When fixing the material being studied, I use computer presentations. Each set of slides allows you to work out strong skills on the topic under study. In addition, slides can be used during verification. Use animation, colors, sound keeps the attention of students. In such lessons, guys are an increase in the subject. They passionately answer the questions of the teacher, perform independent work with the subsequent test, and their own preliminary estimates. In traditional training, children are often waiting from the teacher or leading tips, or a detailed explanation of the solution to the problem. With the use of a computer, each student begins to disassemble the assigned tasks on its own. Each student works in its pace, and only having mastered one task, it will turn to another. The form of training in this program is an individual work with a variable degree of independence. The program is easy to use. A student familiar with the technology of work on a computer can work without a teacher. You can use computer programs at any stage of the lesson: when studying a new material, fixing, on generalizing lessons, when repetition. The main task of the teacher is to properly organize the work of students. The inclusion of the lesson of information and computer technology makes the learning process in interesting and entertaining, creates in children cheerful, working mood, facilitates the overcoming of difficulties in the assimilation of educational material. The computer may and should be considered as a powerful lever of the child's mental development, and therefore contributes to an increase in the level of motivation.
Based on the foregoing, we concluded that information technologies affect the development of cognitive activity of students ( see Appendix No. 5). At the same time, there is a great interest of children in repetition, consolidation, explaining the material using a computer, which makes it easy and with interest to absorb the material.
Research results allow you to see a visual picture. changes in the development of motivation students ( see Appendix No. 2, 3). Reducing inconsecrated motives and an increase in cognitive motif and a wide social, which directly affects the intensification of cognitive activity of students, the development of interest in classes
In this paper (see Appendix No. 7), the development of mathematics lessons is presented using information technologies on topics:« Composition of numbers 6-10.» (Grade 1) and "The division of a multi-valued number on the unequivocal" (4th grade).
Conclusion
In the modern information world, the phrase "teach learning" acquires a very deep meaning. This means to arm children with free work skills as traditional sources of information (book, reference book, dictionary, encyclopedia) and new information technologies (computer, media machinery).
One of the most important directions of Russian education is its informatization. It is designed to ensure the intensification and optimization of the educational process, the implementation of the ideas of developing learning and improving the forms and methods of its organization.
One of the priorities that teachers of the primary classes of our school set up in front of him is the intensification of the cognitive activity of students. It is difficult to imagine a modern lesson without the use of information and communicative technologies. The widespread use of computers, the development of pedagogical software, selection and training of educational information change the technique of work of the teacher, develop a system of mediated pedagogical impact.
In my work, I use a computer not only as an individual learning tool, but also as a means of organizing control of the learning material, rapid assessment of the success of students and obtaining information on difficulties experienced students in the lesson.
The use of information and communicative technologies is also powerful. motivational aneg , I contributes to the activation of the learning process and upbringing. With the introduction of information technology, a broader understanding of learning management is associated, aware of not only as a school management, but also as the management of the learning process of each student.
This work is aimed at improving the level of student performance, and most importantly - an increase in the level of their motivation for learning.
In primary classes, testing is carried out for a variety of topics.
Analysis of conducted lessons, student test results indicate that the use of modern computer technologies allows to improve the development of the material being studied, reduce the amount of homework, while reducing learning training, improves learning efficiency, helps to develop visual-shaped thinking. In addition, the quality and intensity of working with gifted children and motivation to learning all students are increased.
I believe that the use of information and communicative technologies in the school system looks quite natural from the point of view of the child and is one of the effective ways improving motivation and individualization of his teachings, the development of creative abilities and creating a safe emotional background.
The computer naturally fits the life of the school and is another effective technical means, with which you can diversify the learning process. Each lesson has an emotional rise in children, even the lagging students willingly work with a computer, and the unsuccessful course of the game due to gaps in knowledge encourages some of them to seek help to the teacher or independently seek knowledge in the game. On the other hand, this learning method is very attractive for teachers: helps them better evaluate the abilities and knowledge of the child, understand it, encourages to look for new, non-traditional forms and training methods. This is a big area for manifestation of creative abilities for many: teachers, methodologists, psychologists - all who want and knows how to work, can understand today's children, their requests and interests who love them and gives them themselves.
The main argument in favor of use information and communicative technologiesfor students of primary classes is the principle of equal access to education. If the task is set to teach children to use the capabilities of computing equipment, the study of computers cannot be the case of only high school students.
A number of teachers doubt the reality of achieving computer literacy purposes in junior classes. Some of them believe that computers are nothing but another means of distracting the attention of children in the classroom. Others insist that it is impossible to prepare teachers for the use of computers in the lesson and competent training of computer literacy children without serious vocational training in the field of computational technology. Third express the fear that the constant use of computers in the school will lead to this provision that the whole generation of people will not be able to add and subtract numbers if there is no computers nearby. One of the serious arguments against the inclusion of computers in the content of school learning is such a rapid development of computing equipment that even a constantly updated program will chronically lag behind it. An even more serious objection is the fact that children will be much less to communicate with each other, since a considerable part of the time they will be held at the computer. In this regard, it is concerned that children who are accustomed to communicating with computers will prefer such forms of communication, which are characteristic of accuracy and clarity, and not intuition or ambiguity that are necessary for art and humanitarian activities.
However, the school has no other choice, except for adapting it to the information century. Acquaintance with computing equipment is only part of such adaptation. The main purpose of adaptation is that children need to teach processing information, solve problems, communicate with people and understand the essence of the changes needed by society. If computers have the powerful intellectual qualities that are attributed to them, they can be used to achieve and this goal. The objectives of computerization of training and the content of educational activities in school should be integrated in the lessons of mathematics, public disciplines, natural science, native language.
Such integration cannot be completed within one year or become the result of the implementation of a project or one-time revision of the training course program.
On the contrary, this is a process that has no end. It contains a combination of the general objectives of the computerization of the educational process, the implementation of which is possible as a result of the joint work of the administration, teachers and teachers specializing in the development of training programs. The implementation of these goals will vary from school to school, from one school subject to another, from the teacher to the teacher, from one year of studying to another. But it is important to note that all these variations will occur within the framework of the common goals considered in a certain sequence, which will allow each student from year to replenish its knowledge and form new practical skills to work on computers based on previously acquired experience.
List of used literature
1. Burlakova A. A. Computer in the lessons in primary classes. - Primary school plus before and after. - 2007. - №7
2. Gunnenkova E. V. What is the computer at the lesson? - Primary school plus before and after. - 2007. - №7.
3. Internet resource.
four. . Kolesnikova Yu. A. First place - computer. - Primary school plus before and after. - 2007. - №7.
5. Ksenzov G.Yu. - promising school technologies .- Educational and methodical manual. - M.: Russian Pedagogical Society. - 2001.
6. Kukushin V.S. Pedagogical technologies. Tutorial for students of pedagogical specialties. - series "Pedagogical education". - Rostov N / D: Publishing Center "March", 2002.
7. Kukushkin V.S. Modern pedagogical technologies. Primary School. Manual for teacher. Rostov
8. Kulnevich S.V, Lakozennik T.P. Unconventional lessons in elementary school (in 2 parts). Rostov-on-Don: "Teacher", 2002.
9. Kurganov S.Yu. Baby boy and adult in the educational dialogue. - M.: Enlightenment. 1989.
10. Lailo V.V. Memory development and literacy increases. - M.: Drop. 1999.
11. Leontiev A.A. Continuing education: initial, basic and senior school. - M.: 2001.
12. Molokov Yu. G. Information technology in traditional elementary school - primary education. 2003. №1
13. Molokova A.V. Informatization of primary school (conceptual positions) -pod. ed. THEM. Bobko, Yu.G. Molotova - Novosibirsk, 2004.
14. Novokshonova M.Yu. Your information culture. Pedagogical workshop.-2005. - Number 3.
15. Fishyakova O.V. Information technologies in the lessons in elementary school. - Volgograd. - Teacher. 2008.
16. Savchenko E.M. The computer replaced all technical means of learning the last century. Pedagogical workshop. - 2005. - №3. .
17. Skhatkin M.N. Improving the learning process. M.: Enlightenment. 1971.
18. Stepanov N.M. Technology as a means of forming common technological skills. Primary school plus before and after. - 2008. №9.
19. Surovseva I. V. We produce knowledge using a computer. - Primary school plus before and after. - 2007. - №7
20. Sukharevskaya E.Yu. Technology integrated lesson. - Publisher "Teacher", 2003.
21. Talyzina N.F. Formation of cognitive activity of younger schoolchildren. - M.: Enlightenment. 1988.
22. Ukolov A.M. A new stage of the informatization of Russian education. Lyceum gymnasium education. - 2004. - №3.
23. The federal component of the State Standard of General Education.
24. Fedoseenko OM The use of information technologies in the educational process and in managerial activities. School. - 2001.- №443.
25. Fomenko V.T. Building a learning process on an integrated basis. Rostov-on-Don. 1994.
26. Zuckerman GA. Types of communication in training. - Tomsk. 1993.
27. Zuckerman G.A. Transition from elementary school to the average as a psychological problem. - Questions of psychology. 2001.- №5.
Appendix No. 1.
Levels of development of creative abilities
in the process of using ICT
Development levels
Creative skills
Formulation of the problem
Search for solutions
Grade 2 (2007)
Grade 3.
(2008)
4th grade
(2009)
Grade 2.
(2007)
Grade 3.
(2008)
4th grade
(2009)
Tall
Middle
Low
Appendix No. 2.
The level of communicative learning skills
(Method "Q - Sorting")
Text technique
I have a lot of friends in the classroom.
I like to play one.
I have an alarm when the conflict begins in the class.
I tend to follow the advice of the leader.
I do not tend to create too close relationships with comrades.
I like friendly relationships in the classroom.
I tend to contradict the leader.
I feel sympathy for some comrades.
I am ready to get up on someone else's dispute.
Everyone is annoying me.
I am glad to communicate with friends.
With the manifestation of hostility, I externally calm.
I would like to get close to some classmates.
I prefer not to argue.
I can't hold back.
Appendix No. 3.
Monitoring the level of students' motivation for learning
Criteria
2006-
2007
Grade 2.
2007-2008
Grade 3.
2008-
2009
4th grade
Interest in school
Like to communicate with peers and teachers
I am interested in the lessons using the computer
Interest in the knowledge that I get in the lessons
I like to share knowledge
I like to get knowledge yourself
Appendix No. 4.
The need of children in communication and real communication (in percent)
Partners
Communication
Need
real communication
Parents and close relatives
Teacher
Close-up peers
Other peers
A computer
Appendix No. 5.
Dynamics of learning quality
2006-2007
2 Class
2007-2008 Composition of numbers 6-10.
Objectives:
1
)
consolidate students' knowledge of the number of the first ten;
2) to form an account skill, continue to work on the objectives of the study;
3) develop logical thinking, attention stability, skill
connected statement;
4) to educate positive motivation to teaching, interest in
subject.
During the classes.
I. Organizational moment.
Name the number, month, day of the week.
What is the lesson on account?
Verbal counting.
- Guess the riddle.
Boldly in the sky swims, overtakes birds flight, man controls them.
What? (Airplane) Tell me, in which part of the board is the plane?
Today we will go travel by plane. And now we will listen to what you learned the houses of the new on the plane, using encyclopedias, dictionaries, the Internet, on the questions that I gave you in the previous lesson.
- When did the first aircraft appear in the sky? (at the beginning of the last century)
- What parts of the aircraft do you know?
Name a very important part of the aircraft. (chassis)
- With which part of the aircraft, the pilot can change the height and direction of flight? (Rules directions and heights)
- What is the name of the aircraft hull? (fuselage)
Happy you fly, guys.
1. Work on the table before the takeoff is counting.
Slide1
The numbers from 1 to 20 of different sizes and different colors are recorded in the scatter. - Calculate from 1 to 20, from 1 to 10 through one, from 15 to 8, from 20 to 10.
Fizminutka (Flight Immiment)
2. The game "Circular examples".
Slide 2.
Show where our aircraft will fly.
3. Correction of knowledge of the numerical series.
Slide 3.
Work with delicate students.
- We will buy tickets on the plane, you are cashiers: spread in ascending order, in descending order, what numbers are missing?
III. Fastening learned.
1. Game "Arithmetic scales"
Slide 4.
So that our plane is easier to take off, we must
weigh the luggage that took with you (box, bidon, suitcase,
briefcase, bag, handbag)
10 - how much and how much? (children's responses), etc.
The equality appeared on the screen is pronounced by the choir. As children answers are answered, an addition table appears on the slide.
1+5=6 1+6=7 1+7=8 1+8=9 1+9=10
2+4=6 2+5=7 2+6=8 2+7=9 2+8=10
3+3=6 3+4=7 3+5=8 3+6=9 3+7=10
4+2=6 4+3=7 4+4=8 4+5=9 4+6=10
5+1=6 5+2=7 5+3=8 5+4=9 5+5=10
6+1=7 6+2=8 6+3=9 6+4=10
7+1=8 7+2=9 7+3=10
8+1=9 8+2=10
9+1=10
2. Working with the textbook (p. 88).
We flew safely. In flight, it is impossible to walk by the plane, and so that we do not scatter, let's look at the portholes that are located on the sides, at the top below (gymnastics for the eyes).
And now let's consider on the textbook:
Put the bookmark so that the first example is open. Consider how much will it work?
We can say that 6 is 1 and how much?
How to fill skips in the first example?
Move the bookmark another string down. How much will it turn out if you add 5 to 2?
K 1 add 6? etc.
How is it more convenient to add 1 + 9 or 9 + 1?
What rule we use?
Work on the task number 1. The task condition reads the teacher.
Repeat the condition.
Repeat the question.
How old is your brother?
How old is the sister older?
What does "older" mean?
What you need to find out in the task?
How will we solve the task?
Why add?
How would the task be solved if the sister would be 2 years later?
3. Independent work in Tetradi №1 p. 14.
Fill empty cells so that a specified number is in total.
10 - is it 7 and how much?
10 - is it 5 and how much?
Continue work yourself.
IV. The outcome of the lesson.
Our plane went landing.
What did you study in flight?
What task liked? What was hard for you?
Mathematics lesson (4th grade)
Program "School of Russia"
Theme: "The division of a multi-valued number on the unequivocal."
Objectives:
1) introduce students with the algorithm of written division of a multi-valued number to unambiguous;
2) repeat the ability to share with the residue; improve the skills to solve problems for finding values \u200b\u200bfor their sum and difference;
3) intensify the mental activity of students by using ICT;
4) contribute to the development of attention, memory and thinking.
I. Organizing time.
Long-awaited dance call
The lesson begins.
I add, take it,
I multiply and share.
Mathematics I know
And so I love.
II. Actualization of knowledge.
What are the numbers when dividing?
What is the result of multiplication?
Name the action, reverse division.
How to divide the number 78?
Slide №1
78: 3
60 18
(The number 78 must be replaced by the sum of convenient terms of 60 and 18, then each term is divided into 3, the results fold.)
We folded this number without a residue. And if we had the task of dividing the number with the remnant, what rule should we have remembered? (The residue should be less than the divider.)
Give examples of dividing the unique number to the unequivocal with the residue. (7: 2; 8: 3, etc.)
Individual work (for computers 4 children)
Tasks:
1) Choose examples in which division is performed with the residue:
16:4 17:6
18:9 12:5
2) Choose examples in which division is performed with the residue:
54:8 55:9
56:8 54:9
3) Choose examples in which the division with the residue is performed correctly:
39: 6 \u003d 5 (OST.9) 38: 9 \u003d 4 (OST. 2)
37: 19 \u003d 2 (OST. 1) 31: 24 \u003d 1 (OST. 7)
4) Delivery with the residue:
36: 5 \u003d ... (Ost. ...) 53: 8 \u003d ... (Ost ....)
38: 11 \u003d ... (Ost ....) 46: 13 \u003d ... (Ost ....)
Front work: Solution of examples on the screen
28:3 39:5 33:4 73:8
58:9 40:7 49:6 88:9
III. Definition of the topic and lesson tasks.
So, we shared an unequivocal number on the unequivocal, divided a two-digit number to unambiguous, and how it is convenient to divide the three-digit number to unambiguous? (In the column.)
How to formulate theme lesson? ( Children formulate themselves) .
On the screen Record: Theme of the lesson: "The division of a multi-valued number on the unequivocal."
One student performs at the board.
Similarly, a solution is performed with a check of another 5 examples.
Conclusion: what did you learn today in the lesson? Did you like to share a column?
The solution of the problem.
Task text on the screen: 152 banana collected from two palm trees. From the second palm tree was collected on 28 bananas more than from the first. How many bananas have collected from each palm tree? (The task is illustrated.)
Explain what is the number 152 and number 28? Thimmed scheme. Task analysis. Solving the task in notebooks and on the board. When dividing the number 124: 2, the division algorithm appears on the screen.
IV. The outcome of the lesson.
What new learned in the lesson? What did you like most? Who experienced difficulties in division? Who would like to continue today's lesson?
Cherepovets State University
Essay by TSO
Using a computer in the educational process
Student Group 9-FI-51
Mironov E.N.
Cherepovets
Using a computer in educational activities.
Personal computer is a universal training tool that can be successfully used on a wide variety of content and organization of educational and extracurricular activities. At the same time, he fits into the framework of traditional learning with the wide use of the entire arsenal of learning tools. PC can contribute to the active inclusion of the student in the educational process, maintain interest, help understand and memorize the educational material.
The programming language must be convenient to describe the condition and analysis of the task, planning its solution, including the preparation of the program to solve problems with the help of a computer, on the one hand, contributed to the development of thinking, and on the other - did not cause additional difficulties. The language should be convenient for human communication with a computer.
If the computer is used only as a means of learning activities, then its functions are not much different from those that it performs within the framework of other activities. The possibilities of application are significant: from the reference system to the means of modeling some situations.
Performing the learning function is the most significant characteristic of the application of a computer in learning.
Objectives of using a computer in learning:
1. Ensuring feedback in the learning process;
2. Ensuring the individualization of the educational process;
3. Improving the clarity of the educational process;
4. Search for information from the widest sources;
5. Modeling the studied processes or phenomena;
6. Organization of collective and group work.
For purposes and tasks, training computer programs are divided into illustrating, advising, program-training programs, training programs, operating environments.
Some of them are designed to consolidate knowledge and skills, others are focused on the assimilation of new concepts. There are training programs that allow students to become direct participants in discoveries, composers or artists.
Greater features have programs that implement problem learning. In labor and vocational training, programs simulating and analyzing specific situations are particularly useful as they contribute to the formation of the ability to make decisions in various circumstances.
Gaming programs contribute to the formation of the motivation of the exercise, stimulate the initiative and creative thinking, develop the ability to jointly act, subordinate their interests with common goals. The game allows you to go beyond a certain educational subject, encouraging students to acquire knowledge in related fields and practical activities.
Often, several modes (learning, training, control) are connected in one program. Working in learning mode The program displays the display of training information, asks a question for understanding the information proposed. If the answer is incorrect, the car or tells how to find the right answer, or gives an answer and asks a new question. IN simulator mode Only texts of questions are displayed, with an erroneous response comes; Responses are not remembered, the time of their thinking is not limited. IN monitoring mode Task options are selected by the computer, the thinking time is limited, the results of the responses are fixed, the correct answer is given and comment. At the end, a list of topics on which an error was allowed and which should be repeated, a mark is set.
Thus, the computer in the educational process performs several functions: He serves as a means of communication, creating problem situations, a partner, tool, source of information, controls the actions of the student and provides him with new cognitive opportunities.
Methods of using a computer As a learning tool, this is the work of all class and groups, and individual work. The listed methods are due not only to the presence or shortage of a sufficient number of hardware, but also didactic purposes. So, if there is only a teacher's computer in the class or if the teacher sets itself the task of organizing collective work on finding solving problems, setting the problem, etc., it organizes a class work on the basis of a teacher's computer. Such an approach in some cases is even more productive than the individual work of students with a computer.
In the pedagogical process, the choice of a method of using a computer is directly dependent on the didactic task.
The main aspects that must be guided by analyzing the educational computer program and its application:
psychological - How this program will affect the motivation of the exercise, to the relationship to the subject, will increase or will reduce interest in it, whether students will not have disbelief in their forces due to difficult, incomprehensible formulated or non-traditional requirements for the machine;
pedagogical - As far as the program meets the general orientation of the school course and contributes to the work of students from the right ideas about the world environment;
methodical - Whether the program contributes to a better assimilation of the material, whether the choice of tasks proposed by a student is justified, the material is properly applied;
organizational - Lessons and new information technologies are rationally planned to be planned, whether the disciples are enough for their disciples to perform independent work.
Computers in learning should be used only when they provide knowledge that is impossible or difficult to get enough with uncommicompute technologies. But it is very important to build training in such a way that the student understands that the task decides, and not the car, that only he is responsible for the consequences of the decision. Schoolchildren lose interest in work if the fruits of their labor are destroyed at the end of the lesson, so it is necessary to use work performed by them in the lessons when creating software products or the development of methodological materials.
The most valuable in the educational process is the software without the unequivocal logic of actions, harsh orders, funds providing students to the freedom to choose which method of studying the material, the rational level of complexity, independently determining the form of assistance in the event of difficulties.
Of all the TSO types used to the present, only the computer solves such problems as:
a) the adaptability of the educational material (depending on the individual characteristics of students);
b) multi-terminality (simultaneous operation of a group of users);
c) interactivity (TSO interaction and student imitating natural communication to a certain extent);
d) controlling the individual work of students in extracurricular time.
Computers are largely able to solve the same methodical tasks as traditional TSOs. But in terms of computer learning, this is done on a more powerful, perfect and high-speed technique. The computer implements training in the dialogue (TSO - student) mode. Computerized training materials (training computer programs) are able to fully and deeper adapt to the individual characteristics of students.
This is due to the specifics of the computers of the new type of TSO, which is as follows.
1. A significant amount of memory of modern computers, which allows you to store and promptly use large arrays
educational information (formulations of tasks, texts, exercises, examples and samples, reference - corrective and consulting - information, various remarks - reactions to those or other student actions).
2. High speed of the computer (hundreds of thousands of operations per second). This allows you to significantly increase the reactivity of this type of TSO. On average, the speed of the computer response to the request or the student's response is 1-3 seconds.
3. The ability to analyze answers and queries of students.
4. The dialogue mode of the communication material (computer program) with a trainee, which is conducted by imitating some functions of the teacher. Only the computer is capable of carrying out so diverse in shape and content with learning (informative, reference, consulting, efficient, verbal, non-verbal - graphics, color, sound alarm).
5. The presence of feedback, i.e. the possibility of the correction of the trainee themselves with a support for advising information. Advising information is selected from the computer's memory or the students themselves, or based on the automatic diagnostics of errors allowed by students during the work. The method of presenting this kind of information depends on the type of training computer program.
6. Adaptability. A computerized lesson takes into account the individual characteristics of students. Studies (learning, training, repetition and control) of the same material can be carried out: with varying degrees of depth and completeness,
In an individual pace, in the individual (often selected by the students) of the sequence.
7. The ability to automatically hold multifactor collection and analysis of statistical information about the work of the class obtained in the process of computerized occupation, without disrupting the nature of the lesson. At the same time, the computer is capable of fixing a sufficiently large number of parameters:
· The time spent by students to work with the entire program, a group of tasks or with any particular task or exercise;
· The number of faithful / incorrect answers and their systematization;
· The number of appeals to reference information, as well as the nature of the most frequently requested help by those or other groups of students;
· The number of attempts when performing tasks.
These data help the learner to make adjustments to their training activities, and the teacher is an individual, approach both to a separate trainee and to the group as a whole.
The problem of including a computer in the learning process is associated not only with the material possibilities of a particular educational institution, but also with the decision of the age, from which the child begins to master the computer. Training to work with PC and multimedia technologies with 9-10 classes almost crosses all the didactic capabilities of using a computer in an educational process at earlier stages. For example, in kindergartens, only an educator can apply the computer, the computer is practically turning almost into a normal technical means with a slightly more expanded features. Attach children to a computer, apparently, it is advisable from preschool age, but it is impossible to allow even the earlier introduction of computer science to study the computer itself and the principles of its work. It is necessary to form information culture of students, allowing them to use computer technologies when studying all school disciplines, in extracurricular and leisure activities. Schoolchildren must learn to assess the resources of computer equipment and distinguish between the possible possible and appropriate in its use.
Many authors of computer science programs believe that at the initial stage of training, it is necessary first of all to develop thinking capable of perceiving the logic of machine programs. "Developing with the development of thinking is late for forever. Therefore, to prepare children to life in a modern information society, first of all, it is necessary to develop logical thinking, ability to analyze (decay the structure of the object, identifying relationships, awareness of the principles of the organization) and synthesis (creating new schemes, structures and models) "1. In connection with such a point of view, many programs, methodological developments of educational, books-coloring and other materials intended for the development of logical and algorithmic thinking of preschoolers and younger students.
In the above-mentioned assembly of programs, there is a special program for children of 5-7 grades according to the algorithm, pursuing similar goals (authors S. K. Lando, A. L. Semenov). "Under the ability to algorithmically thinking it means the ability to solve problems of various origins, requiring the preparation of an action plan to achieve the desired result" 2.
In elementary school, as it follows from what has been said, you need to teach children the elementary skills of using the computer and develop algorithmic thinking from them.
Among those programs for children who are directed not only to their entertainment, but also on development, several software and methodological complexes or training programs can be distinguished. The first for personal computers appeared integrated Packages Robotland and Kid (computer and children). Robotland system Focused on children starting to explore a personal computer, on the younger age group (usually it is an elementary school). Children learn to manage a universal robot, developing algorithmic thinking and producing the simplest skills and computer skills. Robotland is equipped with methodical materials for the teacher. Second system - Kid, Just like the program of Nikita, includes training and educational games. The meaning of the Games is to teach children alphabet, account, simplest mathematical operations. Thus, the KID system is used mainly for computers with microprocessors to rayshp and focused on the DOS operating system, but in the Association of KID, the development of new software products suitable for use not only with preschoolers for which they were originally created, but also in elementary school . Nikita manufactures games that have a learning-developing subtext and are oriented both on the DOS operating system and on Windows. Examples are the Birthday program - the game about the birthday of Winnie Pooh, in which the simplest words of the English language are dealt; Or the program "Magic Sleep", a multimedia fairy tale game with various built-in mini-games aimed at mastering musical notes, the simplest graphic editor, Sharad, puzzles, etc.
In all such programs, the concept of the Contractor is introduced on the game material. As part of the software there are several computer performing models - "Robot", "Turtle", "Draftsman", etc. - with various functions, command sets and applications.
Current classes pursue goals:
a) develop the idea of \u200b\u200bthe way of movement of a person in space;
b) Test students to get acquainted with planning when drawing up a program, editing, correcting errors as an integral and very important part of the teaching process.
The language of this program is not important as a programming language, but as a means of personality development, knowledge of the world. A child learns to analyze any problem, treat any error not as a catastrophe, but as to what should be found and fixed. The turtle allows children the most natural way to master the space and movement, develop the skills and skills necessary to analyze the content and structure of the source data. Students, having mastered the direct and software modes of working with a turtle, receive an idea of \u200b\u200bthe algorithm as an organized command sequence. Such activities forms in children the skills and skills necessary to solve problems requiring a well-thought-out sequence of actions, analyzing the content and structure of the source data. Working with the logo, children learn to create procedures, record them on the disk and call from the disk, find and correct errors in the program, design from simple geometric figures complex, master such elementary concepts as programming, performing operations, etc. In the process of learning, adaptation occurs Child to a computer medium, studying the elementary basics of computer literacy.
The Logo language was developed by American scientists by Seymour Peipet in the 1980s, together with colleagues as a constructive environment for teaching elementary school children. Logo concept: The child is studying various training subjects, teaching a turtle. Some varieties of turtles have the ability to change their appearance, turning into anything, by choosing their creator. In the Logo media inhabited by a large number of turtles, complex animated pictures and games are created. Logowriter program has become a further development containing text editing capabilities. In the mid-1980s, a new product appeared in this series - LEGO LOGO. This is a system in which the logo matches with the blocks of the "Lego" constructor, equipped with engines, sensors and drives. Children, holding out a robot, car, a different technical device or an animal, start to manage them. They can explore the behavior of artificial organisms in various habitats and their interaction with other beings.
Schoolchildren of 4 ~ 5 classes using this environment can not only familiarize themselves in the game form with the basics of geometry and algorithmic thinking, but also to master the tank literacy, which in teaching traditional ways causes great difficulties.
In the mid-1990s, another product appeared from the Logo -Logomir series (the Russian version was developed by the Institute of New Education Technologies). Logomiers contain many additional funds: drawing and drawing tools, form editor, device for writing music and import graphics and sound, the possibility of multi-tasking mode, which allows you to create multimedia projects, games and imitation, animated plots with two or more actors. StartLogo system is a version of the Logo using parallel processes in a wide scale: thousands of turtles can function in parallel, interacting with each other and with elements of their medium. There are still a number of upgraded versions of the medium family. A set of projects based on the primary software has appeared created by Russian developers.
Thus, in elementary school, in the presence of software, the computer can be used almost on all training items, starting with literacy training before writing and printing their own writings, studying mathematics, foreign language and mastering the computer itself. There are programs that learn to recognize and understand the text at the reading stage. On the screen depicted a simple picture and under it a sentence.
For example: in the picture Sea and bathing girl. Offer: "The boy bathes in the river." If the picture and proposal coincide, the student introduces "yes" if they do not coincide - "no". If the discrepancy is detected, the child must correct the proposal.
And such programs are already sufficient. The specific technology of the application of the computer is determined based on the above-mentioned common psychological and pedagogical provisions and on the basis of the content and techniques laid down by the developers in the program itself.
All classes you can use various computer software products. So, using text processing systems, teachers can prepare test work and other materials for their students. In this case, you can make different options, include many additional questions and tasks that are subsequently easily expanded, updated, change. Pupils can give deformed texts: with missed pieces, errors, incorrectly used words. Students on a computer in a text editor will edit the text. There are programs that can be launched only if you enter a correctly written word.
Or such an interesting task.
Children are invited to download a finished fragment from any highly artistic work (A.hehkhova, F. Nitsche, F.Dostoevsky, etc.). Then you need from the existing text to make a new one according to a given or selectable topic, observing the following rules: the noun is replaced with a noun, verb - to the verb. Texts are accepted only in a normal formatted form, after automatic control of spelling errors.
Such work can be used to work out art schoolchildren.
Pupils can jointly execute written work. Working on the same story or article, schoolchildren independently make changes to each other, print their versions and compare them with what happened to their co-authors.
You can create programs helping schoolchildren to work on the texts of the original sources in the literature lessons.
In a foreign language lessons, you can use translation programs, apply text processing system to write stories in the language studied.
Widespread use in the learning process may have computer graphic features. Computers created images and animation are used in films, television shows, advertising, games. Machine graphics are not limited in its capabilities: graphics objects can appear and disappear, change colors, movement direction, turn into other objects, etc. On the screen you can simulate any object - From the simplest to the most difficult - and check its capabilities, to undergo tests for the reality of functioning. With the help of graphic programs, draw tables, graphs, diagrams, etc. The spreadsheets allow us to solve problems in which the computer acts as a computing machine, which makes it possible to process significant amounts of information. There are graphic editors that allow cards to draw cards.
All these possibilities of computer graphics make it possible to use PCs and mathematics, geography, physics, drawing, when studying the economy, to achieve a wide variety of didactic purposes: from introducing into new material to generalization and monitoring the learning and development of skills and skills.
The computer can be widely used in music lessons. It has already been said that with the help of a computer you can learn a touch of music, to deal with the sound of music and musical instruments, play them, compose music, understand different musical styles. In addition to its own capabilities for creating sounds, computers can manage special musical instruments connected to them. With the help of a computer, you can create a wide variety of sound effects: the noise of the sea, the growl of the beast, the singing of birds, the hum of the aircraft, etc.
With the opportunity broadcast through computer video information Program and methodological means began to include fragments of documentary and feature films, musical fragments. The training programs reproduce works of literature, painting, music (for example, in the series "Hermitage", "Kremlin Museums", "Big Theater", etc.), which contributes to humanitarianization of modern education.
When studying natural sciences, you can use various modeling programs.
Pupils using a computer can create any environmental model with FLORA and fauna, and then, polluting with water, industrial waste, and the atmosphere - Harmful emissions, observe the tragic consequences of this. Then they can develop a rescue program and the protection of the created natural corner.
There are training programs in mathematics and physics created as virtual designers. The software package "Live geometry" is a medium in which students can carry out their own mathematical research, to put experiments, formulate hypotheses, to prove them or reject. A similar software product in physics is "Live Physics".
To study physics in high school, a software-methodical complex is developed according to one of the largest sections of the School Course "Electrodynamics", which includes 6 basic demonstrations (electric current in electrolytes, work and power of alternating current, etc.); 10 laboratory work (study of capacitors, power and efficiency of the real electrical circuit, etc.); 2 Experimental and 11 solution-oriented tasks using a computer. This complex allows us to conduct training experiments within the framework of the software material, to implement realization of training in the process of working with experimental tasks with a constant time resource, get rid of numerous routine operations, etc.
Simulation of chemical reactions allows schoolchildren to conduct experiments on mixing various solutions and substances. Modeling in astronomy will give the opportunity to place stars in the sky in accordance with their position at different times of the year. Together with the teacher, students can develop interesting models on history.
In the lessons and at night-current time on the computer you can create games: competitions, adventures, puzzles, fictional worlds, write fantastic stories. In the games, the computer counts points, monitors the execution of the rules, conducts technical preparatory work. Many games can be educational and used on various subjects. Entertaining material can develop both teachers and children. These programs take into account the flexibility of computers and their ability to interact.
However, it should be noted that the development of a program for referring a lesson is a rather difficult task, requiring special knowledge and joint efforts of teachers, psychologists, software developers and programmers.
In the second chapter, such auxiliary devices were described, used in conjunction with the computer or in addition to it, as a scanner, digital camera and a camera, devices for laminating and stalling, printer, xerox. All of them will help solve a number of problems arising during the training process in a short time, and sometimes at the lesson.
But no matter how exciting and multifunctional new information technologies, the role of the teacher remains still leading in the educational process, and the student is truly turning into a subject of the pedagogical process. All computer programs are designed with the obligatory active participation of teachers, which predetermines the influence of the teacher even in case of independent work with a computer program. The immediate significance of the teacher does not decrease in the process of communicating a student with a computer. A student without a teacher is difficult to imagine what needs to be learned. The teacher decides on the basis of the individual characteristics of the student, which nature of the program is more appropriate to use on one or another stage of training - the productive or problematic, training or simulators, etc. Computer, released the time of the teacher, performing many routine work, allows him more Attention to devote individual work with students, creatively approaching the educational process. The student will always be more valuable smile and lively encouraging the teacher than an image of a smiling person on a computer screen or formal inscription: "You are well done!"
Carrying out personal-oriented training using a computer and new information technologies, one must remember that it is necessary to provide student The possibility of implementing personal aspirations, individuality, initiatives and independence. Of particular importance is the formation of the ability to critically refer to the results, interpret them, make generalizing conclusions and make independent decisions. BUT teacher It is important to obtain quite complete and objective information about the processes of the student's personality formation, in every way contributing to this process.
It is very important that the student near the computer does not feel depending on it, crushing them. He must realize and accept the idea that man controls the computer by controlling the process from start to the end.
Elena Sokolovskaya
Application of computer technology in elementary school
Our century - a century of high computer technology. A modern child lives in the world of e-culture. The role of the teacher in information culture is changing - he must become the information flow coordinator. Consequently, the teacher needs to own modern techniques and new educational technologyTo communicate in one language with a child.
Ownership information technology put in the modern world in one row with such qualities as the ability to read and write. Man, skillfully owning technologies and information, It has another, a new style of thinking, fundamentally otherwise approaches the assessment of the problem that has arisen, to the organization of its activities.
Today in the traditional scheme "Teacher - Pupil - Tutorial" A new link is introduced - a computer, and B. school Consciousness - Computer Training. One of the main parts of informatization of education is the use of information technology in educational disciplines.
Information technologies Everyone is deeper into the life of a person, and the information competence More or more determines the level of its formation. Therefore, to develop information culture is necessary with elementary school, after all primary School - This is the foundation of education, from what this foundation will depend on the further success of the student, and then a graduate in the modern world, which will live and work in the present millennium in the post-industrial society. He must be able to independently actively act, make decisions, flexibly adapt to changing living conditions.
Lesson using information technology It becomes more interesting for students, a consequence of what, as a rule, becomes more efficient learning of knowledge, the level of visibility is improved in the lesson.
For teacher a computer - This is no longer a luxury is a necessity.
After all, it was now that the teacher had the opportunity together with students to plunge into the bright colorful world of knowledge, not only the power of imagination spread the walls school CabinetBut also using ICT resources.
ICT lessons - in my opinion, is one of the most important results of innovation in our school. Almost anyone school subject can apply computer technology. It is important that one is to find the face that will make a lesson to truly develop and informative. Students on example Teachers should know that a computer - Smart car is designed not only for games. With help computer You can get a lot of interesting information, create books, newspapers, new textbooks, programs, writing letters, writings, etc.
First of all, it computer techologieswho have immense opportunities in terms of rationalizing educational activities and stimulate the cognitive interests of children. Communicating S. computer, children want to learn how to draw, write, look for their information, enjoy compact-disci and the Internet. In order for a student elementary school Could in accordance with his desires to use a computer As an assistant study, we must take care of the universality of its user skills. Children have the right to use modern workforce today.
Huge help in conducting such lessons I have electronic applications to textbooks in CMD "Perspective". Throughout the course we are accompanied by EP (Electronic applications) In Russian, technologies, mathematics, the surrounding world. In the 4th grade there is EP and reading. These applications are very comfortable, fascinating. Working with these EP, the guys quickly mastered computer The keyboard and now easily type texts. And it is already impossible to present a lesson without it. When learning reading in grade 1 in literacy learning lessons I use an electronic study guide "ABC". The manual contains a diverse interesting illustrated and voiced material for sound-letter analysis of the word, syllated structure of the word, studying some orfogs. Bright drawings, unusual, interesting tasks included in "ABC", contribute to improving interest in the native language in the younger schoolchildrenAllowed in games form to get acquainted with the educational material, provide ample opportunities for self-control and training reflection.
One of the most successful forms of preparation and presentation of educational material to the lessons in primary school You can call the creation of multimedia presentations. In grade 2, I spent several lessons, the classes wizards showing the guys how to create an elementary presentation in the Microsoft Power Point program. They were hooked by I. started It is not much to create the simplest presentations to the lessons of the surrounding world, Russian. Next, I introduced them to the animation, the ability to insert the sound-and presentations went to another level. Even parents became interested. Today, when my children learn in the 4th grade, we have collected a collection of presentations in all subjects. The guys with great pleasure prepare for the lessons of the surrounding world and the joy of them answer. In reading lessons, students draw pictures to read poems, and then they create Filters in the Power Point program.
Our extracurricular activities always have computer accompaniment. One of these events with the presentation "Daily thanks to parents" We have published on an informational and educational portal "Methodical Piggy Bank of the teacher".
Computer Support allows us to take into account the individual features of students and intensify the educational process, and also makes it possible to combine different means and expands the possibility of presenting educational information. Thus, the program in mathematics allows you to quickly and effectively develop oral computing skills, working with geometric material and arithmetic values. I use a computer In lessons when studying the surrounding world, in the lessons of informatics, mathematics, the Russian language when working out basic knowledge, skills and skills. for example, working out knowledge, skills and skills in the Russian language I apply Interactive tests "Defended the decline of nouns", "Insert the letter" and. etc. The fulfillment of such a test is of great interest among the guys, and the most important student immediately receives the result. The program he itself puts an assessment for execution. Here it is an independent examination.
Modern psychologists, teachers-didactics, determining the educational culture of the personality, allocate key competencewhich are characterized by knowledge, mastered ways of activity and experience in implementing this activity, positive motivation, personal qualities that contribute to the effective solution to the problem. One of the main key competences of the schoolchildren is competence educational and informative and informational.
It is very important to teach a child today to work with information. You can get it from different sources - from the textbook, from the teacher, from additional literature, from the media. Now there are multimedia encyclopedia. Important to teach schoolchildren Choose the necessary specific information, aiming students to find the right information, for which it is necessary to teach them to use the search program, work in multimedia programs.
I think that already in primary school You can use items design technologiesallowing you to create conditions in which students independently and willingly acquire knowledge from different sources, learn to use acquired knowledge to solve cognitive and practical problems, acquire communicative skills to work in various groups, develop research skills, systemic thinking. Project learning method encourages schoolchildren To the search and design of collected information, to gain the ability to cooperate in the group, teaches to negotiate, distribute responsibilities, to put forward ideas, draw conclusions.
Project training I consider as a developing, based on a consistent implementation comprehensive Training projects and the opportunity to make pauses to search for information in order to master basic theoretical knowledge.
As a result of project activities, class students, parents and teachers were created, decorated and presented projects:
"My pedigree" (The guys together with their parents constituted a pedigree tree, determined with whom from their relatives have common features in appearance, in character).
"History of military photography" (Project materials were transferred to the museum "Fatherland Soldiers")
"Epics"
"Goyati Russian land"
"Compound a fairy tale" other.
So, in my opinion gives me application ICT?
Firstly, application ICT in lessons strengthens the positive learning motivation, activates the cognitive activity of students.
Secondly, the use of ICT allows you to conduct lessons on a high aesthetic and emotional level; Provides clarity, attracting a large number of didactic material.
Thirdly, the amount of work performed at the lesson is 1.5-2 times; A high degree of learning differentiation is ensured (almost individualization).
Fourth, the possibility of independent activity is expanding; The skills of truly research activities are formed.
Fifth, access to various reference systems, electronic libraries, other information resources is provided.
And all together, of course, contributes to improving the quality of education.
So, I was convinced that with application ICT in lessonsThe educational process is aimed at developing logical and critical thinking, imagination, independence. Children are interested, introduced to the creative search; The mental activity of each is activated. The process becomes not boring, monotonous, but creative. And the emotional background of the lesson becomes more favorable, which is very important for the educational activities of the child.
It should notice that the effectiveness of using ICT is already tangible in grade 1. I am pleased with the successes of my students, their desire and willingness to learn, to learn, and this is the main thing in learning. They are interested! And interest is the engine of knowledge.
But it should not be immensely carried away computer resources. After all, unprepared application of computer affects the health of children. The continuous duration of classes with PC should not exceed students: 1 classes - 10 minutes; 2 - 5 classes - 15 minutes.
We must always remember that ICT is not a goal, but a means of learning.
Computerization It should concern only the part of the educational process where it is really necessary.
Thus, the use of information and communication technologies in elementary school - This is not just a new trend of time, but the need and search for a new meaning of the lesson. As a teacher actively implementing multimedia lessons in his daily work, I can say that younger schoolchildren are active, creative and purposeful.
