Pedagogical technologies based on information and communication tools of the State Educational Institution of Further Professional Education "Nizhny Novgorod Institute for Educational Development"© N.I. Gorodetskaya, 2008
Contents 1. Forms and methods of organizing classes using computers 2. Designing a lesson using ICT tools 3. Computer testing as one of the forms of knowledge control 4. Organizational and pedagogical conditions for the implementation of health-saving technologies in lessons using ICT 5. Technology for preparing teachers for computer classes
1. Forms and methods of organizing classes using computers
Lessons using a computer are conducted along with regular classes in the subject. Computer support for the lesson (presentations, assignments, control tests) must be compiled in accordance with the content of the subject and the methods of teaching it. Students must be able to handle a computer at the level necessary to complete the computer tasks of the lesson. . Basic provisions
Frontal form of training Basic forms of organizing classes with a computer
Group form of training - training in cooperation Basic forms of organizing classes with a computer
Individual form of training Basic forms of organizing classes with a computer
Extracurricular form of educational activities Publishing printed publications School and Internet projects Internet competitions Virtual excursions “Science Days” Basic forms of organizing classes with a computer
General didactic teaching methods: explanatory and illustrative, reproductive, research, correction of students’ knowledge, stimulation and motivation of learning, project method, game teaching methods, etc.
New educational methods: integrative method, distance patronage method, immersion method, associative network method
2. Designing a lesson using ICT tools A lesson is a mirror of the teacher’s general and pedagogical culture, a measure of his intellectual wealth, an indicator of his horizons and erudition. V. Sukhomlinsky
Lesson stages Organizational stage Testing stage homework Stage of comprehensive knowledge testing Stage of preparing students for active and conscious assimilation of new material Stage of assimilation of new knowledge Stage of consolidation of new knowledge Stage of informing students about homework, instructions on how to complete it
Compliance with the principle of visualization of learning. When introducing information and communication technologies into the lesson scenario, the teacher must, first of all, remember to provide students with maximum clarity and comfort in learning new material. The main requirement for the lesson script
ICT in the classroom can be considered: as a source of additional (didactic) information on the subject; as another research tool; as a knowledge control tool; as a means of implementing a person-oriented approach in the educational process; as a way of self-organization of work and self-education, both student and teacher; as a means of increasing the individual activity of the subject of the educational process.
Organizational stage: friendly attitude of the teacher and students; quick start class in a business rhythm; organizing the attention of all students; short duration of the organizational moment; complete readiness of the classroom and equipment for work. Role Play: System Administrator
The stage of checking homework is identifying the fact that the whole class has completed homework in a short period of time (5-7 minutes), eliminating typical errors; Electronic self-assessment Warm-up tests
Stage of comprehensive knowledge testing As a rule, a comprehensive knowledge testing is carried out by the teacher in the form of a survey. The survey should be interesting to students, and for this, known factual material should be considered in a new light, theoretical knowledge should be applied in practice. “Electronic responses” “Electronic reviews”
Stage of preparation for the active and conscious assimilation of new knowledge At this stage of the lesson, the teacher needs to: set the goals and objectives of the lesson for the students; show the practical significance of the material being studied. Author's presentations Electronic textbooks Electronic visual aids (videos, graphics, etc.)
Lesson form: Correspondence travel. An excursion into the past. Additional visual material for the lesson: Photographs and drawings that help the child feel the topic and understand the characters. STAGE OF PREPARING STUDENTS TO LEARN NEW MATERIAL. Example
Stage of assimilation of new knowledge At this stage of the lesson, the teacher needs to: set the goals and objectives of the lesson for the students; show the practical significance of the material being studied. Author's presentations Electronic textbooks Electronic visual aids (videos, graphics, etc.)
Stage of consolidation of new knowledge At this stage, the results of the lesson should be clearly indicated. Teacher presentations with designated lesson results Electronic questionnaires and tests Crossword puzzles Electronic reviews, etc.
Stage of student information about homework At this stage, the student’s home learning activity on the topic of the subject is designed. Teacher’s presentation demonstrating: the task itself and the time frame for its completion, instruction completing the task, execution example, a project for implementing materials prepared at home in the next lesson.
At this stage, the student’s home learning activity on the topic of the subject is designed. A teacher’s presentation demonstrating: the task itself and the time frame for its completion, instructions for completing the task, an example of implementation, a project for the implementation of materials prepared at home in the next lesson.
The effectiveness of any lesson is determined not by what the teacher gives the children, but by what they took from the learning process
3. Computer testing as a form of knowledge control
The advantages of computer testing technology are greater objectivity and, as a result, a greater positive stimulating effect on the student’s cognitive activity; the impact of negative influence on the test results of the teacher’s personal factors is excluded; focus on modern technical means, for use in the environment of computer training systems; universality, coverage of all stages of the learning process.
Types of computer control of children's educational work Current - carried out during the educational process; Milestone - carried out during the training period upon completion of the training topic; Final – upon completion of the curriculum; Final certification test
Kinds test tasks selecting an answer (single or multiple) entering an answer from the keyboard determining a match
Methodology for including control computer testing in a lesson When organizing computer testing in elementary school, do not forget that students should work with the test for no more than 15 minutes. Before starting work, the teacher must instruct students in detail, talk about the technology for composing tasks and the rules for entering answers to tasks of various types.
Methodology for including control computer testing in a lesson At the end of the work, statistics about the student’s work are displayed: the teacher receives the results of the work for each student on the display screen. At the request of the teacher, the score may not be shown to the student, but the teacher must provide the student with detailed information about passing the test.
Methodology for including control computer testing in a lesson Computer control of knowledge can be carried out by the teacher both frontally and in the form of group or individual testing. Computer control cannot replace traditional forms of control of students’ knowledge and skills and therefore, it is more appropriate to talk about an integrated approach to assessing students’ knowledge and skills.
4. Organizational and pedagogical conditions for the implementation of health-saving technologies in lessons using ICT
Hygienic requirements for using a PC If hygienic requirements are not observed when working with a computer, a harmful effect occurs primarily on the visual analyzer, causing visual impairment and psychophysical fatigue. In terms of ensuring the safety of students when using educational informatization tools in the educational process, the Sanitary and Epidemiological Rules and Standards SanPiN 2.2.2/2.4.1340-03 are currently in force
For schoolchildren, when working with a “student computer” it is necessary to ensure the best values for the visual parameters of the screen. They must be indicated in the technical documentation. When organizing a rational lighting environment, it is necessary to prevent a child working on a PC from being blinded by oncoming light by rationally turning the computer screen towards the light (the light should fall from the left)
The optimal number of classes using a computer during the school day for students in grades I-IV is 1 lesson. The continuous duration of computer classes for 1st grade students (6 years old) should not exceed 10 minutes, for 2nd-4th grade students - 15 minutes.
Extracurricular activities using a computer are recommended to be conducted no more than 2 times a week with a total duration of no more than 60 minutes for students in grades II-IV. The time for computer games with an imposed rhythm should not exceed 10 minutes for students in grades II-IV and it is recommended to play them at the end of the lesson.
Independent work of elementary school students on the computer should be carried out at an individual pace and rhythm. The teacher needs to help the student develop a pace of work that is suitable for him. For teachers of secondary schools, the duration of work in computer classes is set to no more than 4 hours a day. The duration of continuous work of a teacher with a computer without a regulated break should not exceed 2 hours.
5. Technology of teacher training for computer classes
Three global stages Mastering basic user skills; Study and practical development of existing electronic collections educational resources, presented on CD, as well as placed in digital collections on the Internet; Mastering the technology of creating simple computer multimedia educational products to support the educational process.
Designing a specific lesson Select an electronic resource appropriate to the topic of the course; Compile (or develop independently) a “portfolio” of educational and didactic electronic materials for the lesson (videos, graphics, presentations, fragments of educational activities, testing materials); Draw up an educational and methodological lesson plan; Develop a lesson scenario.
Advantages of software developed by the teacher: Methodologically adaptive to the educational material; The presentation of the material strictly corresponds to the curriculum and lesson scenario; Didactic material can be as varied as desired (videos, Internet resources, encyclopedias, dictionaries, reference books); The software developed by the teacher can be updated as needed;
Teacher self-education Familiarity with the latest technologies in the development of pedagogical software; Increasing the level of professional use of existing electronic educational resources Design and creation of your own multimedia educational software product; Acquaintance with the latest developments in the field of educational network technologies.
CONCLUSIONS The inclusion of ICT tools in the school educational process today raises an urgent need to adapt existing educational programs and standards for the conditions of use of digital media. In this situation, the teacher needs not only to equip himself with methods of using new educational technologies, but also to rebuild his understanding of the modern teaching process, assessing the level of control over knowledge acquisition, and the principles of analyzing educational activities
Pedagogical technologies based on the threshing floor and personal orientation of the pedagogical process
Pedagogy of cooperation
Humane-personal technology Sh.A. Amonashvili
System E.N. Ilyina: teaching literature as a subject that shapes a person
Vitagen education technology (A.S. Belkin)
Pedagogical technologies based on activation and intensification of students’ activities (active teaching methods)
Gaming technologies
Technology of modern project-based learning
Technology “Development of critical thinking through reading and writing”
Discussion technology
Technology "Debate"
Training technologies
Technology of communicative teaching of foreign language culture (E.I. Passov)
Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalova)
Pedagogical technologies based on the effectiveness of management and organization of the educational process
Programmed learning technology
Level differentiation technology
Differentiation by level of development of abilities
Technology of differentiated learning based on children's interests (I.N. Zakatov)
Technology of individualization of learning (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
Group activity technologies
Technology S.N. Lysenkova: promising - advanced training using reference schemes with commented control
Pedagogical technologies based on didactic improvement and reconstruction of material
“Ecology and dialectics” (L.V. Tarasov)
“Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
Strengthening didactic units – UDE (P.M. Erdniev)
Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Tylyzina, M.B. Volovich)
Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
Integrated educational technology V.V. Guzeeva
Concentrated learning technologies
Subject pedagogical technologies
Technology of early and intensive literacy training (N.A. Zaitsev)
Technology for improving general educational skills in primary school (V.N. Zaitsev)
Technology of teaching mathematics based on problem solving (R.G. Khazankin)
Pedagogical technology based on a system of effective lessons (A.A. Okunev)
System of step-by-step teaching of physics (N.N. Paltyshev)
Technology of music education for schoolchildren D.B. Kabalevsky
Alternative technologies
Technology for teaching children with signs of giftedness
Technology of productive education
Technology of education probability (A.M. Lobok)
Workshop technology
Technology of heuristic education (A.V. Khtorskoy)
Natural technologies
Nature-appropriate technologies for teaching language (A.M. Kushnir)
Summerhill Free School Technology (A. Neill)
Pedagogy of freedom L.N. Tolstoy
Waldorf pedagogy (R. Steiner)
Self-development technology (M. Montessori)
Dalton plan technology
Technology of free labor (S. Frenet)
School - park (M.A. Balaban)
Holistic model of the free school T.P. Voitenko
Developmental education technologies
Developmental education system L.V. Zankov
Technology of developmental education D.B. Elkonina - V.V. Davydov
Technology of diagnostic direct developmental training (A.A. Vlstrikov)
A system of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
Personally oriented developmental training (I.S. Yakimanskaya)
Technology of self-development of the student’s personality A.A. Ukhtomsky - G.K. Selevako
Integrated technology of developmental education L.G. Peterson
Pedagogical technologies based on the use of new and cutting-edge information media
Technologies for mastering information culture
Computer as a subject and object of study
Brief description of some pedagogical technologies. What is ICT technology. Possibilities for teachers to use modern Internet computer technologies in preparing and conducting lessons and in developing students’ abilities.
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Modern pedagogical technologies. Speech by mathematics teacher Galina Rafailovna Repp Scientific and theoretical seminar on the topic:
What is “educational technology”? the concept of “pedagogical technology” correlates in domestic pedagogy with the processes of teaching and upbringing, a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; organizational and methodological tools of the pedagogical process. (B.T. Likhachev) systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin)
a) conceptual framework; b) content of training: learning objectives - general and specific; content of educational material; c) procedural part - technological process: organization of the educational process; methods and forms of educational activities of schoolchildren; methods and forms of teacher work; the teacher’s activities in managing the process of mastering the material; diagnostics of the educational process. The main structural components of pedagogical technology:
Classification of educational technologies
Any pedagogical technology is information technology, since the basis technological process learning is the receipt and transformation of information. Computer (new information) teaching technologies are the process of preparing and transmitting information to the learner, the means of which is the computer. Information and communication technologies
teachers: source of educational information; visual material; training apparatus; diagnostic and control tool. working tool: a means of preparing texts, storing them; graphics editor; speech preparation tool; computer with great capabilities. The computer performs the following functions:
individualization of training; intensification of students’ independent work; increase in the volume of tasks completed in class; expansion of information flows when using the Internet. increasing motivation and cognitive activity due to a variety of forms of work. Benefits of using ICT
1. Many students and teachers do not have a computer at home. 2. Teachers do not have enough time to prepare for a lesson in which computers are used. 3. Insufficient computer literacy of the teacher. 4. Teachers’ work schedules do not allow time for researching the possibilities of the Internet. 5. It is difficult to integrate a computer into the lesson structure of classes. 6. There is not enough computer time for everyone. 7. With insufficient motivation to work, students are often distracted by games, music, checking PC performance, etc. 8. There is a possibility that, having become interested in the use of ICT in the classroom, the teacher will move from developmental teaching to visual and illustrative methods. Existing shortcomings and problems in the use of ICT
A combination of traditional teaching methods and modern information technologies can help the teacher in solving this difficult problem. It is necessary to teach a child to master, transform and use huge amounts of information in practical activities. It is very important to organize the learning process so that the child actively, with interest and enthusiasm works in class, sees the fruits of his labor and can appreciate them.
On the topic: methodological developments, presentations and notes
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Information and communication
technology (G.K.Selevko)
Professor G.K. Selevko in his work “Pedagogical technologies based on information and communication means” proposes to createinformation and communication environment to implement this approach in the educational process.
Computer technology is based on the use of some formalized content model, which is represented by pedagogical software in computer memory and the capabilities of the telecommunications network.
The main feature of the factual side of the content of education is the multiple increase in “supporting information”, the presence of a computer information environment, including at the modern level information bases, hypertext and multimedia (hypermedia), microworlds, simulation learning, electronic communications (networks). Computer teaching aids are called interactive; they have the ability to “respond” to the actions of students and teachers, to “enter into” dialogue with them, which is the main feature of computer teaching methods.
The introduction of ICT is carried out in the following areas:
1. Creating presentations for lessons.
2. Working with Internet resources.
3. Use of ready-made training programs.
4. Development and use of your own proprietary programs.
ICT capabilities:
creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
creation of monitoring to track the results of training and education;
creation of text works;
generalization of methodological experience in in electronic format and other.
The use of information and communication technologies in the process of teaching and educating schoolchildren increases the overall level of the educational process and enhances the cognitive activity of students.
A teacher needs to possess a number of skills.Basic skills are:
technical – skills necessary to work on a computer as a user of standard software;
methodological - skills necessary for competent teaching of middle and senior schoolchildren;
technological – skills necessary for the competent use of information teaching aids in various types of lessons.
primary goal application of ICT is to improve the quality of learning.
Using information and communication technologies, the following tasks can be solved:
Increasing the intensity of the lesson;
Increasing student motivation
Monitoring student achievements.
ICT technologies can be used at any stage of the lesson:
1. To indicate the topic of the lesson at the beginning of the lesson using questions on
topic being studied, creating a problematic situation.
2. When explaining (introducing) new material
3. As an accompaniment to the teacher’s explanation (presentations, formulas, diagrams,
drawings, video clips, etc.).
4. When consolidated and repeated as information and training
allowance.
5. To control the ZUN.
At the same time, for the child he performs various functions: teacher, working tool, learning object, collaborating team, leisure (game environment).
In functionteachers computer presents:
Source of educational information (partially or completely replacing
teacher or book)
Visual aid (a qualitatively new level with multimedia capabilities
and telecommunications),
Individual information space, - training apparatus,
Diagnostic and control tool.
In functionworking tool computer presents :
A tool for preparing texts, storing them,
Plotter, graphic editor,
A computer with great capabilities (with results presented in various forms),
Simulation tool.
The combination of computer training programs with a telecommunications network is a type distance learning(distance learning).
When creating a lesson using ICT, it is necessary to think through the sequence of technological operations, forms and methods of presenting information on the big screen. The degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.
One of the most successful forms of preparing and presenting educational material for lessons is the creation of multimedia presentations.
“Presentation” is translated from English as “presentation”.
Multimedia presentations are convenient and effective method presentation of information using computer programs. It combines dynamics, sound, image, i.e. those factors that hold the child’s attention for the longest time. Simultaneously influencing the two most important organs of perception (hearing and vision) allows you to achieve a much greater effect.
An English proverb says: “I heard and forgot, I saw and remembered.”
According to scientists, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation.
1. The presentation must contain material that can only be effectively presented by the teacher with the help of ICT.
2. Don't clutter a single slide with too much information.
3. Each slide should have no more than 2 pictures.
4. The font size on slides should be at least 24-28 points.
5. Animation is possible once for 5 minutes and only if it is necessary to use it to present the material.
6. The entire presentation must be in the same style (the same design for all slides: background, title, size, color, font style, color and thickness of various lines, etc.).
The range of use of ICT capabilities in the educational process is quite wide. Computer technology can be used in almost any lesson. It is important to find the line that will make the lesson truly developing and educational. With the use of information technology, it is possible to implement our plans and make the lesson modern.
Psychological and pedagogical diagnostics based on information and communication technologies
Introduction
Conclusion
Literature
Introduction
In any branch of professional activity, a special role belongs to the diagnosis of the condition and quality of manufactured products and the production process. This also applies pedagogical activity, it is not without reason that K.D.’s position is recognized as true by all theorists and practitioners. Ushinsky that “if pedagogy wants to educate a person in all respects, then it must first get to know him in all respects.”
In modern conditions of a gradual transition to diversity in training and education, to the democratization of educational interactions, to an increase in the role of management decisions, accurate, comparable information about the strengths and weaknesses of the phenomena and processes occurring in an educational institution is becoming increasingly important. Such information can be provided by psychological and pedagogical diagnostics.
Today, the achievements of information and communication technologies are being actively introduced into the education system. Many processes associated with determining the qualifications of specialists, selecting and forming a contingent of university students are becoming increasingly computerized. However, teachers’ knowledge and practical application of modern information and communication technologies is at an insufficient level. Until now, the main tools of educational psychologists are paper and pencil. The reasons are not only insufficient equipment of educational institutions computer technologies, the lack of funds for training teachers, but also in the education workers themselves, who are accustomed to working the old fashioned way and are somewhat reluctant to learn more modern methods. In this regard, for teachers in modern conditions actual problem is the mastery of psychological and pedagogical diagnostic methods based on information and communication technologies in the field of education.
Scientific, pedagogical and psychological testing methods raise not only the consideration of children’s character traits, but also the control of knowledge to a new, higher and more technological level. The introduction of modern computer methods.
Purpose of the study: theoretically study the problem of psychological and pedagogical diagnostics based on information and communication technologies.
To achieve this goal, it is necessary to solve the following tasks:
.Select and analyze literature on the topic. 2.Study the concepts of “psychological and pedagogical diagnostics”, “information and communication technologies”. .Determine the tasks of psychological and pedagogical diagnostics. .Consider methods of psychological and pedagogical diagnostics. .Identify the possibilities of computer testing when conducting psychological and pedagogical diagnostics. .Consider the scope of application of computer data processing. The method used in this work is theoretical analysis of literature. The work consists of an introduction, theoretical material, conclusion and bibliography. psychological pedagogical diagnostics information 1. Psychological and pedagogical diagnostics and its relevance in today’s times
Psychological diagnostics as a branch of psychological knowledge is intended to measure, evaluate and analyze the individual psychological and psychophysiological characteristics of a person, as well as to identify differences between groups of people united on any basis. These functions are performed to solve practical problems and are united by the concept of “diagnosis”. The word "diagnosis" (from Greek. diagnosis)means "recognition", "detection". Psychological diagnostics subject goal individual psychological and psychophysical characteristics of a person recognition, assessment and measurement of individual personality characteristics main tasks stages of development and application of diagnostic methods design and testing of diagnostic methods development of rules for conducting a diagnostic examination development of methods for processing and interpreting diagnostic data Statement of the problem Formulation of a hypothesis Selecting methods for testing the hypothesis Interpretation of the obtained data and formulation of psychological diagnosismain areas of practical applicationprofessional selection, vocational training and career guidance clinical psychology and psychological counseling social psychology education Psychological diagnostics involves a comparison, through which criteria are established for assessing the resulting diagnostic indicators and a diagnosis is made, i.e., a conclusion is given either about the presence or absence of a psychological sign (compared to other individuals), or about the degree of severity of the sign (rank, place of its among the others). Thus, psychological diagnostic methods are intended for classification (i.e., dividing a group) and ranking people according to psychological and psychophysiological characteristics. Psychological diagnosis is a structured description of a complex of interrelated psychological properties - abilities, style traits and motives of an individual. Psychological diagnosis is the final result of a psychologist’s activity, aimed at identifying the essence of individual psychological characteristics of a person with the aim of: assessment of their current state, forecast of further development, Psychological diagnosis types of levels (according to L.S. Vygotsky) users diagnosis based on stating the presence (absence) of any sign diagnosis based on determining the place of the subject (group of people) according to the severity of certain qualities symptomatic (empirical) etiological typological psychologists specialists of related specialties (doctors, teachers etc.) the subject (and/or his legal representatives) The object of pedagogical diagnostics in the field of education is defined as the developing personality of the student. In the concept of "pedagogical diagnostics" the adjective pedagogical ,
characterizes the following features of this diagnosis: firstly, diagnostics is carried out for pedagogical purposes, i.e. it is aimed at obtaining, based on the analysis and interpretation of the results, new information on how to improve the quality of education (training, upbringing) and the development of the student’s personality; secondly, it provides fundamentally new meaningful information about the quality of the teacher’s pedagogical work; thirdly, it is carried out using methods that organically fit into the logic of the teacher’s pedagogical activity; fourthly, with the help of pedagogical diagnostics, the control and evaluation functions of the teacher’s activities are strengthened; fifthly, even some traditionally used means and methods of teaching and upbringing can be transformed into means and methods of pedagogical diagnostics. Psychological and pedagogical diagnostics is a complex system, which is, on the one hand, an assessment and measurement of individual psychological characteristics of a person, and on the other, a set of control and evaluation techniques aimed at solving problems of optimizing the educational process, and the tasks it faces are diverse. The main tasks of psychological and pedagogical diagnostics: -determine the child’s development levels; -detect changes in basic characteristics and personality traits for the better or the worst side;
-see the norm and deviation (focusing on the standard); -analyze the obtained facts; -establish the reasons for changes; -develop a plan for further corrective work based on the diagnostic results. According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, today 85% of children are born with developmental disabilities and poor health, of which at least 30% require comprehensive rehabilitation. The number of children who require correctional pedagogical assistance reaches 25% in preschool age, and according to some data - 30 - 45%; at school age, 20 - 30% of children need special psychological and pedagogical assistance, and over 60% of children are at risk. The success of upbringing, training, and social adaptation of a child with developmental disorders depends on a correct assessment of his capabilities and developmental characteristics. This problem is solved by comprehensive psychodiagnostics of developmental disorders. She is the first and very important stage in the system of measures providing special training, correctional pedagogical and psychological assistance. It is the psychodiagnostics of developmental disorders that makes it possible to identify children with developmental disabilities in the population, determine the optimal pedagogical route, and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics. The number of children with borderline and combined developmental disorders, which cannot be unambiguously attributed to any of the traditionally identified types of mental dysontogenesis, is also increasing. Despite the fact that many of these children do not require special educational conditions, the lack of timely correctional and developmental assistance can lead to their maladjustment. Therefore, it is very important to promptly identify not only children with severe developmental disorders, but also children with minimal deviations from normative development. In order to have an effective pedagogical impact on students, one must have objective scientific knowledge about their individual characteristics. Such knowledge can be obtained by using methods of scientific psychological and pedagogical diagnostics. They can be used: .to identify the level of general abilities of children; 2.to identify the level of children's creative abilities; .to assess the level of development of mental and psychophysiological properties of the individual (memory, attention, mental performance, intelligence, emotional state, neuropsychic status, parameters of the morphofunctional system (motility, speed of movement, etc.); .to determine the level of readiness of children to enter kindergarten; .to determine the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors); .for express diagnostics of a child’s fatigue during classes; .during operational and certification control of acquired knowledge; .upon admission to higher education institutions; .in the selection and distribution of personnel; .when motivating staff and drawing up a professional development plan for an employee. 2. Methods of psychological and pedagogical diagnostics
The choice of study methods should not be random - it must be done in accordance with established criteria and indicators. When working with diagnostic techniques, you must adhere to the following rules: .The content of the diagnostic technique should suggest the expected result 2.Diagnostics should be sufficiently informative and create a wide field of research activity .The results of the diagnostic test should be reviewed by competent people .Any research results should serve not for harm, but for good .The need for pedagogical diagnostics should be explained to students and their parents Classifications according to the degree of formalization, taking into account the diagnostic approach, methods of a high level of formalization (characterized by a certain regulation, standardization, reliability, validity; they allow collecting diagnostic information in a relatively short time and in a form that makes it possible to quantitatively and qualitatively compare individuals with each other): tests, questionnaires, projective techniques, psychophysiological methods poorly formalized methods (they are labor-intensive, largely based on the professional experience of the psychodiagnostician himself; indispensable when studying mental processes and phenomena that are extremely variable in content): observation, conversation, content analysis, objective method (diagnosis is carried out based on the success and method of performing the activity): subjective tests method (diagnosis is carried out on the basis of information reported about oneself, self-description of personality characteristics): questionnaires projective method (diagnosis is carried out on the basis of an analysis of the characteristics of interaction with externally neutral material that becomes the object of projection): projective techniques Observation is the purposeful perception of facts, processes or phenomena, which can be direct, carried out using the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation. Observation is a deliberate, systematic perception, the purpose of which is to determine the presence or change of any phenomena or objects. Distinctive features: immediacy of perception when studying Subject of observation: various features of verbal and non-verbal behavior, activity, vegetative reactions Forms of recording observation data: protocol (continuous, structured) diary, “development cards” film, photo, audio, video recording Types of descriptions during observation: qualitative quantitative (scaling) Systematization: Basis for systematization Type of observation by duration longitudinal periodic single (one-time) by purpose selective - continuous by degree of standardization structured - free depending on the situation of observation natural (field) - laboratory depending on the position of the observer open - hidden passive (external) - active (included) Contents observations when studying children Observation when meeting a child (primary perception): appearance, physical development of the child, motor skills, speech features, social behavior (contact, adequacy, etc.) Observation of the child’s process of solving educational and other tasks: features of attention, performance, reaction to approval, reaction to failure, mood features, signs of neurotic tension, Observation of the game: the nature of emotional reactions when seeing toys, choice of toys and interest in them, adequacy of using toys, ability to independently organize the game, nature of game actions, presence of accompanying speech in the game As a result of observation, L-data (Life record data) is obtained. Primary requirements: the traits being assessed must be defined in terms of observable behavior; the expert must be able to observe the behavior of the person being assessed over a sufficiently long period of time; Ranking of subjects should be done by experts only on one trait (characteristic) each time, and not on all of them at once. The survey can be conducted orally (conversation, interview) and in the form of a written or questionnaire survey. The use of conversations and interviews requires the researcher to clearly set goals, main and auxiliary questions, create a favorable moral and psychological climate and trust, the ability to observe the progress of a conversation or interview and direct them in the right direction, and keep records of the information received. Distinctive features: obtaining objective and / or subjective data from the words of the subject; reflection of a person’s attitude to certain statements; Systematization of questionnaires by content; questionnaires - questionnaires; biographical questionnaires; personality questionnaires: personality traits (R. Cattell’s questionnaire “16 personal factors” - 16-PF, etc.) typological (Minnesota Multidimensional Personality Inventory - -MMPI, questionnaires by G. Eysenck, etc.) motives, interests, attitudes ("List of Personal Preferences" by A. Edwards, etc.) states and moods (SAN, etc.) accentuations (questionnaire by G. Shmishek , "Pathocharacterological diagnostic questionnaire" by A. Lichko - PDO), etc. in form group individual written oral form computer Classification of questions by function by form basic (collection of information about the content of the phenomenon under study) control (checking the sincerity of answers) - lie/sincerity scales open (the answer is given in free form) closed (the question is given a set of answer options) direct (appealing directly to the subject’s experience) indirect (appealing to opinions, judgments in which his experience and experiences are indirectly manifested) Lie scale - questions aimed at assessing the test subject's tendency towards socially positive answers (the desire to show oneself in the most favorable light). Based on the questionnaires, Q-data (Questionnaire data) is obtained. This source includes the MMPI (Minnesota Multidisciplinary Personality Inventory), Cattell's 16-factor personality questionnaire, etc. The following distortions of the research results are possible: cognitive (caused by the low intellectual and cultural level of the subjects, lack of introspection skills and the use of incorrect standards); motivational (caused by reluctance to answer and deviation of answers towards “social desirability”). An experiment is a scientifically conducted experience associated with the observation of the phenomena being studied under conditions created and controlled by the researcher. A laboratory experiment is characterized by the fact that the researcher himself causes the phenomenon being studied, repeating it as many times as necessary, and arbitrarily creates and changes the conditions under which this phenomenon occurs. By changing individual conditions, the researcher has the opportunity to identify each of them. A natural experiment (developed by Russian psychologist A.F. Lazursky) is carried out in ordinary conditions familiar to the subjects, without special equipment. The psychological-pedagogical experiment (PPE) was created on the basis of a natural experiment. During the PES, the researcher actively influences the course of the phenomena being studied, changes normal conditions, purposefully introduces new ones, identifies certain trends, evaluates qualitative and quantitative results, establishes and confirms the reliability of the identified patterns. Types of PPE: -A confirmatory experiment is carried out at the beginning of the study. He sets as his task the clarification of the practical state of the phenomenon being studied and the construction of its schematic model. -checking; -The formative experiment is organized on the basis of a preliminary study of the state of the problem and analysis of the results of the ascertaining experiment. In the process of a formative experiment, the researcher makes adjustments to the hypothesis put forward and organizes its testing. To increase the objectivity of the analysis of the obtained data, control and experimental groups are introduced. -control. Testing is a method that uses “standardized” questions, statements, pictures, diagrams, film fragments, tasks (tests) that have a certain scale of values. Testing makes it possible, with a certain probability, to assess the level of development of the test subjects’ personal qualities required for a particular activity. A test is a standardized research method designed for accurate quantitative and specific qualitative assessments of individual psychological characteristics and behavior of a person by comparing these assessments with certain predetermined standards - test norms. Testing differs from other methods of examination: accuracy, simplicity, accessibility, and the possibility of automation. Test (English test - sample, test, check) Distinctive features: each task has a correct solution Components: set of tasks (stimulus material) instructions for conducting registration form keys for checking the correctness of answers test norms (age, etc.) for assessing the completion of the test . Basis for classification Types of tests according to the form of testing according to the number of subjects: individual and group according to the form of the answer: oral and written according to the operating material: form, subject, hardware, computer according to the presence of time restrictions: speed and effectiveness according to the nature of the stimulus material: verbal and non-verbal according to content (direction) intelligence testing of general and special abilities personality achievements according to the peculiarities of interpretation (evaluation) of test results oriented to the statistical norm oriented to the socio-psychological standard criterion-oriented T-data (Objective test data) - objective test data. Test structure: .Instructions are a set of clear and concise instructions on what exactly the subject should do and how he should record the result of his actions. 2.The text of the task (question) must contain one complete thought or an unambiguously understood statement; it should not contain unnecessary words or unintentional clues; It is advisable to avoid negative expressions in the question. .Answer options (except for those cases when you need to formulate the answer yourself). .Correct answer. The standard answer is formulated extremely unambiguously in order to exclude the possibility of manifestations of subjectivity of the person evaluating the test results. In this case, all synonymous options for the correct answer are indicated. Requirements for tasks containing answer options: 3. Implementation of psychological and pedagogical diagnostics using information and communication technologies
Information and telecommunication technologies -
is a general concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information The basis of information and telecommunication technologies used in the field of education is a personal computer equipped with a set of peripheral devices. The computer's capabilities are determined by the software installed on it. software. IN modern systems In education, universal office application programs and information and telecommunications technology tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages, etc. The trend of the modern stage of informatization of education is the general desire to integrate various computer teaching aids and ICT tools, such as electronic directories, encyclopedias, training programs, means of automated control of students' knowledge, computer textbooks and simulators. If we talk about the implementation of various diagnostic methods using ICT tools, then testing and questioning can be completely computerized. The experiment and observation can only be partially transferred to the conditions of using ICT, for example, the data obtained during the experiment or observation are entered and processed in Excel. Next, we will consider the specifics and requirements for computer tests, and focus on computer processing of diagnostic data. Beginning of the 21st century marked by the fact that testing control is increasingly transferred to the computer. If in past years certain stages of the study were automated, for example, presentation of material, data processing, interpretation of results, then at the present stage it is increasingly possible to find programs that take over the entire examination up to the diagnosis, which reduces the need for the presence of a psychologist to a minimum. Tests are generally used for control purposes. In this case, they are used to determine the quality of knowledge of students who have completed studying a topic, one or more training courses. In addition, the use of tests is possible directly during the educational process. In this case, work with test materials is implemented in the form of practical independent work of students and allows for learning according to the principles of “learning by analogy” and “learning from one’s own mistakes.” Finally, test materials can serve as tools used to achieve diagnostic goals. In this case, depending on the test results, some substantive, methodological or organizational measures are taken that can have a positive impact on the quality of training. The general interest in this method of assessing knowledge was predetermined by its positive aspects: · high degree of formalization and unification of the testing procedure, · possibility of simultaneous testing on several computers, · Fast results are essential in areas such as clinical examination or consultation; · the expert is freed from labor-intensive routine operations and can concentrate on solving purely professional problems; · the accuracy of recording results is increased and errors in processing initial data, which are inevitable with manual methods of calculating output indicators, are eliminated (for example, previously, when manually processing the MMPI (Minnesota Multidimensional Personality Inventory), up to 20% of errors were allowed); · the possibility of organizing remote testing via a local computer network, or through a global information network Internet. · subjectivity is excluded; · the ability to avoid “copying” answers. The computer test has disadvantages (features) that must be taken into account when using it. Such features include: · age restrictions · difficulties in analyzing and evaluating non-standard answers, using creative questions (the teacher has more analysis capabilities) · impossibility of controlling “multivariate” knowledge (synonymous terms, different factual data in different literary sources, discrepancy in the definition of one concept by different authors, different points of view, theories and hypotheses on the same issue) · deliberate subjective distortion of test results · danger of “blind” (automatic) errors · loss of individual approach · lack of trust · difficulties in working with non-verbal material, the particular difficulty of translating projective tests into computer form; latency of data processing and interpretation stages (the quality of these procedures depends entirely on program developers) · complexity, labor intensity and high cost of program development Some subjects may experience the effects of a “psychological barrier” or “overconfidence” when interacting with a computer. Therefore, data on the validity, reliability and representativeness of blank tests cannot be automatically transferred to their computer counterparts, which leads to the need for new standardization of tests. The shortcomings of computer tests cause psychologists to be wary of them. Such tests are rarely used in clinical psychology, where the cost of error is too high. Domestic psychologist L.S. Vygotsky identified three levels of psychodiagnostics: ) symptomatic (identification of symptoms); ) etiological (identification of causes); ) typological (a holistic, dynamic picture of the personality, on the basis of which the forecast is based). Computer psychodiagnostics today is at the lowest level - the level of symptomatic diagnosis, providing practically no material for identifying causes and making a prognosis. Nevertheless, computer tests appear to have a bright future. Many of the listed disadvantages of computer psychodiagnostics will certainly be eliminated thanks to further development electronic technology and improvement of psychodiagnostic technologies. The key to such optimism is the growing interest of science and practice in computer diagnostics, which already has over 1000 computer tests in its arsenal. Among the existing computer tests, the following types can be distinguished: ) in structure - analogues of blank tests and actual computer tests; ) by the number of test takers - individual and group testing tests; ) according to the degree of automation of testing - automating one or more stages of the examination and automating the entire examination; ) by addressee - professional psychological, semi-professional and non-professional (entertainment). The user of professional computer tests is a psychologist, so they are developed by specialized laboratories or computer psychodiagnostic centers. These tests have a number of specific features: a) the presence of an archive (database); b) the presence of a password to enter the test or database to ensure the confidentiality of the results; c) detailed interpretation of the results using professional terms, coefficients, with the construction of graphs (profiles); d) availability of information about the developers of the methodology, information about validity and reliability, reference materials about the theoretical principles underlying the methodology. Semi-professional computer tests are aimed at specialists in related professions, for example, teachers and HR managers. Such tests are often provided with a reduced interpretation without the use of special vocabulary, and are easy to learn and use. Tests of this level can also be intended for a non-specialist, an ordinary user personal computer interested in psychology. Finally, there are also a large number of non-professional computer tests aimed at popularizing psychological ideas or for entertainment purposes. In addition, for grouping tests and adequate use of computer test automation tools, there is a level classification of test materials. Level I tests are designed to test students' ability to perform activities with a prompt. These are recognition tests (the task conditions require a “yes” or “no” answer); discrimination tests (determining the correctness of each of several options for the proposed answers); classification tests (solving the problem of matching elements of two sets). Level II tests are intended to identify schoolchildren’s ability to independently reproduce and apply previously learned activities from memory in an algorithmic form. These include: substitution tests (in tasks it is necessary to complete a controlled missing component); constructive tests (the tasks of these tests require independent reproduction of the answer (action) from memory); tests - typical tasks(tasks can be solved by literal, non-transformed use of learned activity algorithms). Level III tests are intended to identify the readiness of schoolchildren for productive actions of the heuristic type; these are atypical tasks and situations (the goal in the task is known, but the situation in which the goal can be achieved is unclear; independent preliminary transformation of the learned rules of the standard action is required and their application to solve given previously unfamiliar situation). Level IV tests are designed to identify the creative skills of schoolchildren - their research capabilities to obtain new information. These are problem tests (tasks, algorithms, the solutions of which are unknown and cannot be directly obtained by converting previously known methods). In addition, in the process of informatization, groups of test materials formed according to their purpose can also be taken into account. The following groups gather: · intelligence tests used to analyze the level of development of cognitive processes and thinking functions of schoolchildren; · aptitude tests designed to assess students' ability to master various types activities; · achievement tests, with the help of which the development of knowledge, skills and abilities of students is assessed based on learning outcomes; · personality tests used to assess the emotional and volitional qualities of a student. At the same time, of all types of tests used in general secondary education, the most numerous and widespread are achievement tests. Test tasks included in the content of ICT tools must meet a system of specific requirements, which, first of all, include the requirements of subject purity of content, certainty, validity, unambiguity, simplicity, reliability, correctness of form, local independence, manufacturability and efficiency. Fulfilling the requirement of certainty (public availability) of the test is necessary not only for each student to understand what he must complete, but also to exclude correct answers that differ from the standard. The requirement for test simplicity means that the test must have one task of the same level and should not consist of several tasks of different levels of mastery. Unambiguity is defined as the same assessment of the quality of test performance by different experts. The concept of test reliability is defined as the probability of correctly measuring the level of assimilation. The reliability requirement is to ensure the stability of the results of multiple testing of the same student. When designing ICT control and measuring tools, it is necessary to take into account a number of recommendations and requirements determined by the provisions of modern didactics. When developing such tools and technologies, it is advisable to provide for: · availability of special means to motivate schoolchildren, maintain their attention and interest; · grading the degrees of difficulty and complexity of educational material, tasks and exercises of the monitoring and evaluation subsystems; · availability of formalization tools and necessary procedures to facilitate generalization processes; · the presence of final generalizing schemes determined based on the results of monitoring and measuring students’ knowledge; · use of icons and other special characters, providing a clear distinction between the components of educational material, types test assignments and exercises; · supporting theoretical descriptions with practical examples, constructing test and measurement materials based on specific examples from practice; · a description of the connection between educational material and material of a control and measuring nature with additional didactic actions to support the independent cognitive activity of schoolchildren (overview explanations of new material, consultations with teachers, video conferences, mailing lists, forums, etc.). · accessibility and friendliness of the language style, its focus on target groups trainees; · ease of navigation through educational material, questions and assignments; components of monitoring and measuring the level of knowledge; · preservation of generally accepted designations and terminology; · reference mode, containing definitions of all used objects and relations; · the possibility for schoolchildren to cancel erroneous actions during independent work, both during the study of content material and in the process of performing relevant control and measurement procedures. Stages of compiling the test: · determining the purpose of testing and the level of control; · determining the testing time and the number of tasks in the test; · selection of test content (from the point of view of the completeness of the test and its significance, 70% of the content or more is necessary); · development of test specifications (content elements are placed in descending order of importance; · selection of test tasks (open, closed) with given didactic characteristics and formation of facets (tasks with the same didactic characteristics); · determination of the results assessment scale; · testing and correction of the test. The content elements of the test are defined as follows. The topic of the discipline is determined and divided into sections. In each section, a topic is determined, and within the topic are those content elements to test the assimilation of which the test will be aimed. For each content element, the number of test tasks that is necessary to check the student’s mastery of this element is determined. Then the complexity and type of these tasks are established. The scale for assessing results can be varied by the teacher depending on the level of control (input, current, thematic, milestone, final certification), and can also be used to create positive motivation for learning and implement a differentiated approach. Databases of tasks in test shells are formed in such a way that it is possible to write different scenarios for the same test, as well as to reuse the same task when creating other tests (training tests, tests focused on repetition of educational material, tests of different levels of control) . In their own subject area, all teachers should be able to independently design and administer a subject test. Because this greatly facilitates the task of routine monitoring of the level of achievements and the dynamics of learning, the introduction of modern computer methods. Therefore, significant attention should be paid to the general culture of compiling and conducting tests. Processing diagnostic results takes a significant part of the time. One of the most effective technologies that facilitate this labor-intensive process is the automation of processing the results of diagnostic studies, which is carried out using special computer programs. The basic system successfully copes with this task. office program Microsoft Excel, allowing you to create automated systems for processing diagnostic results. Developed by Microsoft Excel applications allow you to significantly reduce the time for processing and analyzing results. For example, in one hour you can complete automatic processing of data on the Philips test for an entire class (25 people) with the calculation of all individual and group indicators, which would take at least four hours with manual processing. In addition to reducing time, applications created in Excel for processing results have an additional range of advantages: )They allow you to use the enormous statistical capabilities inherent in the Excel program when processing. 2)Excel processors allow you to present the results in an automated manner. It is possible to design the handler in such a way that it will automatically generate reports, diagrams, individual and group profiles, etc. )Excel processors are easily compatible with other Microsoft programs, which allows you to easily transfer data from one program to another In order to create psychological test processors in Microsoft Excel, it is necessary to consider the general technology of the automated results processing system. )The psychologist enters the names of test participants and their answers to questions into a specially created shell table in Microsoft Excel. 2)Test takers' answers are automatically compared with the test key. )In accordance with the peculiarities of test processing, the scores are summed up in an arbitrary manner, and then the subject’s total score for the test as a whole and its individual subtests (parameters) is displayed. )The final scores are automatically compared with standard indicators. Based on this comparison, information is automatically provided about the level of expression of a particular characteristic in the subject. )Based on the final results of individual test subjects, results for a specific sample are displayed. )Individual results of subjects and generalized results for the sample are presented in text (the program allows you to give a description of the results, recommendations for development or correction) or graphic form (diagrams, graphs, profiles). General group statistical indicators are also calculated. SPSS and Statistica programs are also often used for computer data processing. The SPSS 13.0 software package (SPSS stands for Statistical Package for Social Science) is the most common, powerful and convenient tool statistical analysis. SPSS allows you to enter and edit data, present it in the form of visual reports (the program has the ability to create charts of about 50 types), contains more than 100 statistical analysis procedures, and powerful system help and tips. Computer technologies make it possible to significantly intensify the processing and analysis of applied research data and open up wide opportunities for their use in various branches of science. Conclusion
Organizing a psychological and pedagogical examination of a large number of subjects involves conducting a significant number of primary measurements, which require a lot of time for mathematical processing, which seems difficult without the comprehensive use of methods and means of information and communication technologies. The need and importance of using ICT in psychodiagnostic activities has been noted in the works of many scientists. Yu.M. Zabrodin substantiated the need to automate psychodiagnostic experiments. A.B. Leonova highlighted the opportunities that ICT provides to a psychologist at almost every stage of a psychodiagnostic examination. V.A. Duke and K.R. Chervinskaya used technologies for creating data banks about subjects, expert systems for psychodiagnostic purposes and knowledge bases based on artificial intelligence technologies. A.G. Shmelev used computer games for psychodiagnostic examination of subjects. Computer diagnostic programs can be used to determine the level of general abilities of children; children's creative abilities; assessing the level of development of mental and psychophysiological properties of the individual (memory, attention, perception, mental performance, intelligence, emotional state, neuropsychic status, parameters of the morphofunctional system (motor skills, speed of movement, etc.); determining the level of readiness of children to enter kindergarten; level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors); express diagnostics of a child’s fatigue during computer classes; early diagnosis of deviations in children from normal development. The bibliographic analysis made it possible to highlight the opportunities that the use of ICT can provide at each stage of the diagnostic activity of teachers and psychologists: .At the preparatory stage, with the help of reference information systems, it is possible to select an adequate psychodiagnostic technique and determine the conditions of its applicability 2.At the stage of collecting and accumulating information, electronic databases can be used .At the stage of processing diagnostic information, teachers and psychologists can use parametric and non-parametric methods of mathematical statistics, implemented in static software systems, spreadsheet technologies .At the stage of making a psychological and pedagogical conclusion and providing diagnostic results, it is possible to use expert systems, electronic presentations, multimedia systems. Information and communication technologies expand the possibilities of organizing and managing, diagnosing and monitoring educational activities. They make it possible to realize the potential of promising developments found within the framework of traditional education, to transfer the work of the service of practical psychology and pedagogy in the education system to a qualitatively different level. Literature
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