FEATURES OF STUDENTS’ INDEPENDENT WORK ORGANIZATION USING CLOUD TECHNOLOGIES WITHIN COMPETENCE APPROACH
DOI: 10.23951/1609-624X-2019-3-86-95
Introduction. Based on the substantiation of the relevance of the search for ne w tools and technologies for the organization of independent activities of students, the problem of building a modern methodology for its organization in the system of professional training is highlighted. Aim and objectives. Building a methodology for organizing independent activities of students in the modern educational paradigm for the vocational training system. Material and methods. A clarification of the conceptual apparatus has been proposed: independent work is understood as a set of independent target activities, each o f which is composed of a system (base) of actions. At the same time, the ability of independent work in the process of learning is understood as the ability of the learner to perform (rep roduce) the construction of a system of independent activities and to carry out the actions included in these activities for the reliable achie vement of the set educational goal. The characteristic features of independent work in the vocational education system are highlighted on the basis of analysis and comparison of the totality of the used independent actions and the structure of the system of independent activity when performing independent work. Results and discussion. The characteristic features of independent work in the modern educational paradigm are: 1) individualization, which will manifest itself and be recorded in the set of available actions used by the student, constituting independent activity, and feature s of the structure of independent work as a system of independent activities, 2) the need to ensure corporate professional communication. It is proposed to use the interaction of cloud personal educational environment of a teacher and personal learning environments of students as the main means of forming the skills of independent work and the formation of the information field of independent activities. Taking into account the formulated provisions, a structural-functional model of the organization of students’ independent work using cloud technologies has been developed. Conclusion. From the standpoint of the proposed methodology in the implementation of the competence approach for building a methodology for independent work, the levels of ability for independent work are proposed to be determined as follows: the level of knowledge of actions; the level of ability to perform actions; the level of knowledge of activities with the actions that make up the independent work; the level of implementa tion of activities with actions constituting the independent work (including the design and modeling of the system of activities).
Keywords: independent work, independent activity, learning activities, information and communication technologies, cloud technologies, personal educational environment, personal learning environment
References:
1. FGOS srednego obshchego obrazovaniya [Federal State Educational Standard of secondary general education] (in Russian). URL: http://docs.cntd.ru/document/902350579 (accessed 5 October 2018).
2. FGOS SPO [Federal State Educational Stan dard of secondary vocational education] (in Russian). URL: http://www.edu.ru/abitur/act.86/index.php (accessed 5 October 2018).
3. FGOS VO novogo pokoleniya [Federal State Educational Standard of Higher Education of the new generation] (in Russian). URL: http://www.edu.ru/abitur/act.82/index.php (accessed 5 Octob er 2018).
4. Gosudarstvennaya programma Rossiyskoy Federatsii “Razvitiye obrazovaniya” 2013–2020 (utverzhdena rasporyazheniyem Pravitel’stva Rossiyskoy Federatsii ot 15 maya 2013 g. no. 792-p) [The state program of the Russian Federation “Development of education” for 2013–2020 (approved by the decree of the Government of the Russian Federation of May 15, 2013 No. 792-p)] (in Russian). URL: http://minobrnauki.rf/dokumenty/3409/fayl/2228/13.05.15 (accessed 13 September 2018).
5. Memorandum neprery vnogo obrazovaniya Evropeyskogo soyuza [Memorandum of continuing education of the European Union] (in Russian). URL: http://www.znanie.org/docs/memorandum.html (accessed 19 September 2018).
6. Neformal’noye obrazovaniye: memorandum [Non-formal education: memorandum] (in R ussian). URL: http://www.unesco.org/ bpi/pdf/memobpi55_NFE_ru.pdf/ (accessed 13 September 2018).
7. Konovodova Yu. A. Otlichiye samostoyatel’noy deyatel’nosti uchashchikhsya ot samostoyatel’noy raboty uchashchikhsya [The difference between independent activity of student s and independent work of students]. Materialy mezhregional’noy nauchno-praktichskoy konferentsii “Problemy i perspektivy razvitiya obrazovaniya”. T. I [Materials of the interregional scientifi c and practical conference “Problems and prospects of development of education”. Vol. 1]. Perm, Merkuriy Publ., 2011. Pp. 173–176 (in Russian). URL: https://moluch.ru/conf/ped/archive/17/318/ (accessed 16 October 2018).
8. Veber M. Osnovnyye sotsiologicheskiye ponyatiya. Izbrannyye proizvedeniya [Basic sociological concepts]. Moscow, Progress Publ., 1990. Рp. 602–630 (in Russian).
9. Leont’ev A. N. Izbrannyye psikhologicheskiye proizvedeniya: v 2 tomakh. T. 2 [Selected psychological works: in 2 volumes. Vol. 2]. Moscow, 1983. 320 p. (in Russian).
10. Semenova I. N. Methodology of teaching mathematics methods designing in the modern educational paradigm. Yelm, WA, USA, Science Book Publishing House, 2014. Рp. 101–104.
11. Semenova I. N. Modelirovaniye informatsionnoy obrazovatel’noy sredy, soderzhashchey oblachnyye servisy, dlya podgotovki studentov k professional’noy pedagogicheskoy deyatel’nosti [Simulation of an informational educational environment containing cloud services to prepare students for professional pedagogical activity]. Obrazovatel’nyye tekhnologii, 2016, no. 4, pp. 54–62 (in Russian)
12. Slepukhin A. V., Starichenko B. E. Modelirovaniye komponentov informatsionnoy obrazovatel’noy sredy na osnove oblachnykh servisov [Modeling of cloud-based information educational environment components]. Pedagogicheskoye obrazovaniye v Rossii, 2014, no. 8, pp. 128–138 (in Russian).
13. Slepukhin A. V. Komponenty metodiki obucheniya studentov pedagogicheskikh vuzov proyektirovat’ individual’nuyu obrazovatel’nuyu deyatel’nost’ sredstvami personal’noy obrazovatel’noy sredy [Components of teaching methods of students of pedagogical universities to design individual educational activities by means of personal educational environment]. Materialy mezhregional’noy nauchno-prakticheskoy konferentsii “Informatizatsiya obrazovaniya: teoriya i praktika” [Materials of the Interregional Scientifi c and Practical Conference “Informatization of education: theory and practice”]. Omsk, OmSPU Publ., 2017. Рp. 168–171 (in Russian).
14. Slepukhin A. V., Shcherbina I. A. Didakticheskiye i tekhnologicheskiye vozmozhnosti oblachnykh servisov pri organizatsii samostoyatel’noy raboty studentov SPO [Didactic and technological capabilities of cloud services in organizing independent work of students of open source software]. Aktual’nyye voprosy prepodavaniya matematiki, informatiki i informatsionnykh tekhnologiy [Actual issues of teaching mathematics, computer science and information technology]. Yekaterinburg, Ural State Pedagogical University Publ., 2018. Pp. 99–105 (in Russian).
15. Slepukhin A. V., Sergeeva N. N. The diagnostics’ methods of students’ readiness for professional pedagogical activity within information educational environment. Smart Education and Smart e-Learning. V. L. Uskov, R. J. Howlet, L. C. Jain. Smart Innovation, System and Technologies, 2015, vol. 41, pp. 333–343.
16. Semenova I. N., Slepukhin A. V. Metodika ispol’zovaniya informatsionno-kommunikatsionnykh tekhnologiy v uchebnom protsesse. Ch. 2. Metodologiya ispol’zovaniya informatsionnykh obrazovatel’nykh tekhnologiy [Methods of using information and communication technologies in the educational process. Part 2. Methodology for the use of information educational technologies: a tutorial]. Yekaterinburg, Ural Stae Pedagogical Universtiy Publ., 2013. 144 p. (in Russian).
17. Starichenko B. E. Pedagogicheskiy podkhod k otsenke rezul’tativnosti ispol’zovaniya IKT v reshenii obrazovatel’nykh zadach [Pedagogical approach to assessing the effectiveness of the use of ICT in solving educational problems]. Pedagogicheskoye obrazovaniye v Rossii, 2018, no. 8, pp. 151–162 (in Russian).
18. Starichenko B. E., Sardak L. V., Slepukhin A. V. On Interaction of Educational Environments of Different Levels. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy, 2015 vol. 6, no. 5, pp. 486–496.
19. Ganeyev Kh. Zh. Puti realizatsii razvivayushchego obucheniya matematike: uchebnoye posobiye [Ways to implement developmental learning of mathematics: tutorial]. Yekaterinburg, Ural State Pedagogical University Pbul., 1997, 102 p. (in Russian).
( 1.15 MB ) 
( 1.14 MB )
Issue: 3, 2019
Series of issue: Issue 3
Rubric: COMPETENCE APPROACH IN EDUCATION
Pages: 86 — 95
Downloads: 776