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2 Педагогічні науки: теорія, історія, інноваційні технології

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ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІН ЕКОНОМІЧНОГО ЦИКЛУ В УМОВАХ ПЕДАГОГІЧНОГО КОЛЕДЖУ

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Земка О.

nr 1(45)

260-268

The problem of increasing relevance preparation of the new generation teachers, having strong economic knowledge that can quickly navigate according to the flexible market conditions and actively participate in the socio-economic transformation is examined in the article. It is noted that the current level professionals must not only have a certain amount of knowledge and skills, but also be able to freely navigate in the economic environment, critically interpretate and transform the information, to be proactive, to strive for self-education and self-improvement. It is emphasized that the formation of thinking, advanced, creative personality is complicated by the traditional conditions and approaches to learning activities. The effectiveness of the innovative educational technologies implementation to the educational process during the study subjects of the economic cycle «Economics theory», «Economics of production» in Teachers College is proved. The questions of the use of innovative methods, forms of work is highlighted, including such as integrated classes; a questioningly-appropriate interview; demonstration of electronic, computer presentations and science reports of students; test ratings; methods «Microphone», «Brainstorm», «Take a Position», «Unfinished sentence», «Continue an opinion», «We know – we want to know – we know», «Board of Questions», «Associative bush», «Searching the interesting questions», «Sharing the problems» and others; various forms of discussion –«round table», «meeting of the expert group», forums, symposia, debates. The use of the role-play game is presented as an example of the practical lesson «Business activity». Such sessions are preceded by the thorough training of the students: they decide what type of business will be engaged in their firm, which specialize products, coming up with the name of the company, determine the form of an ownership and issue a report in the form of computer presentations. The individual tasks are performed in accordance with the distributed roles. The role-playing game starts in the class with the representations of the experts and rivals. Simulating business activities the role-playing game awakens the interest in the subject classes, enhances teaching and learning activities, deepening knowledge, forming business style communication, teamwork skills. It is necessary to emphasize the importance of mobile students navigate the flow of scientific information via the Internet; find, analyze, structure and highlight the main in economic writings, analytical reports, etc; perform the students’ teaching and research projects.

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В КОНТРОЛЬНО-ОЦІНЮВАЛЬНІЙДІЯЛЬНОСТІ ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

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Світлана П. , Інна Д.

2017

nr 5(69)

148-159

The article is devoted to the analysis of pedagogical evaluation and controlling of primary school pupils. There was conducted a comparative analysis of the traditional system of education and educational system using interactive technologies in the context of control and assessment activity. The research used methods of theoretical analysis, comparison and synthesis of sources. The term “control” means the identification, measurement and assessment of results of educational cognitive activity of pupils. Verification is the procedure of the identification and measurement. In turn, verification is a complex component of control. The control provides feedback between the teacher and the pupil, as well as getting by the teacher objective information about the degree of assimilation of educational material, well-timed identification of shortcomings and gaps in knowledge of children. The purpose of verification of knowledge in the modern school is the definition of the quality level of educational achievements of pupils. Evaluation of educational achievements of the primary school pupils is an integral structural component of the teaching and educational process, which involves consideration of such indicators: the volume and quality of acquired knowledge; the ability to apply this knowledge in practice; the activity of the pupil in gaining knowledge; educational motivation. Unlike traditional system, the use of interactive technologies in training assumes control not so much of the degree of assimilation of ready knowledge, as of creative deviation from them. The main evaluation criterion is the pupil’s personal growth. Reasoned evaluation by the teacher contributes to the most complete disclosure and growth of potential and motivational forces of the child. As a consequence, happens not only the promotion of pupils in the space of knowledge, but also the development of their abilities, skills, emotional and value orientations. Summarizing the theoretical, pedagogical and practical approaches to the system of estimation, it can be concluded that it should give the possibility to objectively evaluate the academic achievement of each student and to create an additional mechanism for activation of the potential in all types of educational-cognitive activity.