INFORMATION TECHNOLOGIES AS THE TOOL OF EFFICIENCY IMPROVING OF FUTURE PHYSICS TEACHERS TRAINING TO LABORATORY SESSION IN OPTICS
DOI:
https://doi.org/10.14308/ite000656Keywords:
information technologies, training effectiveness, future physics teacher, laboratory session in OpticsAbstract
The analysis of the problem of the use of information technologies implementation as the tool of the efficiency improving of future physics teachers training to execution of laboratory session in Optics is considered in the article. The problems and contradictions concerning ICT tools use in higher education institutions, the work of which is aimed at future physics teachers training are described.
Due to the specifics of future teachers training in higher education institutions, labor market requirements and public procurement, the main ICT tools are identified, that are effective in students’ self-activity work to laboratory session execution. The developed list of electronic resources is divided into blocks according to the topics of laboratory works in Optics. The methodology of using of ICT tools at future students training for laboratory session on the example of individual topics is considered.
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Zhaldak, M. I (2003). Pedagogical Potential of Computer-Oriented Mathematics Training Systems. Computer-Oriented Learning Systems, 7, 3 – 16. Retrieved from http://ii.npu.edu.ua/files/Zbirnik _KOSN/7/1.pdf.
Mehed, D. B. (2013). Main requirements for development and use of information technology in high school educational process. Bulletin of Chernihiv National Pedagogical University, Pedagogical Sciences, 113, 132 – 135.
Mizyuk, M. L. (2015). Physical experiment and its role in Physics study. Retrieved from http://rogvetkoledg.in.ua/?p=1185.
Negoda, Yu. V. (2017). Use of ICT in the management of a school. Materials of International Interdisciplinary Conference (30.06 – 07.02.2017, Warsaw, Republic of Poland), 43 – 47.
Solodovnik, A. O. (2012). Mind-mapping as a tool of self-activity organization of cadets in Physics. Information Technologies in Education, 12, 201 – 205.
Spivakovskiy, O. V. (2004). Theoretical and methodological basis of higher mathematics training of future mathematics teachers using information technologies (Doctor's dissertation).
Spivakovskiy, O. V. (2003). Theory and practice of information technologies using in the training process of students of mathematical specialties (monograph).
Shaklein, I. O. & Shevchuk, I. S. (2014). Information technologies as a tool of students’ self-activity organization in Physics study. Formation of students’ independent cognitive activity in the study of physical and mathematical discipline, 147 – 150. Retrieved from http://esnuir.eenu.edu.ua/ handle/123456789/4492.
Zhaldak, M. I (2003). Pedagogical Potential of Computer-Oriented Mathematics Training Systems. Computer-Oriented Learning Systems, 7, 3 – 16. Retrieved from http://ii.npu.edu.ua/files/Zbirnik _KOSN/7/1.pdf.
Mehed, D. B. (2013). Main requirements for development and use of information technology in high school educational process. Bulletin of Chernihiv National Pedagogical University, Pedagogical Sciences, 113, 132 – 135.
Mizyuk, M. L. (2015). Physical experiment and its role in Physics study. Retrieved from http://rogvetkoledg.in.ua/?p=1185.
Negoda, Yu. V. (2017). Use of ICT in the management of a school. Materials of International Interdisciplinary Conference (30.06 – 07.02.2017, Warsaw, Republic of Poland), 43 – 47.
Solodovnik, A. O. (2012). Mind-mapping as a tool of self-activity organization of cadets in Physics. Information Technologies in Education, 12, 201 – 205.
Spivakovskiy, O. V. (2004). Theoretical and methodological basis of higher mathematics training of future mathematics teachers using information technologies (Doctor's dissertation).
Spivakovskiy, O. V. (2003). Theory and practice of information technologies using in the training process of students of mathematical specialties (monograph).
Shaklein, I. O. & Shevchuk, I. S. (2014). Information technologies as a tool of students’ self-activity organization in Physics study. Formation of students’ independent cognitive activity in the study of physical and mathematical discipline, 147 – 150. Retrieved from http://esnuir.eenu.edu.ua/ handle/123456789/4492.
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