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SCIENTIFIC NOVELTY AND SIGNIFICANCE OF THE PROJECT (no more than 1500 words)
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- 3.2. Justification of the scientific novelty of the project with a mandatory review of previous scientific studies conducted in the world and the Republic of Kazakhstan.
| 3. SCIENTIFIC NOVELTY AND SIGNIFICANCE OF THE PROJECT (no more than 1500 words)
3.1. Prerequisites for the development of the project. Previous results obtained by the applicant. The scientific research of the project manager is related to the professional training of future teachers, the formation of professional competence through information and communication technologies [4], as well as the introduction of a blended learning model with elements of gamification into the educational process [5-7]. Previously established the following scientific results: Possibilities of formation of digital computer literacy among students are substantiated; developed an information and communication subject environment for training future teachers of computer science; an information exchange structure was created for the exchange of information in the Moodle virtual system; a technology has been developed to form the professional competence of future teachers by involving them in the development of IEE [8]. Methods and ways of creating online ICT courses using blended learning technologies have been studied and analyzed; an online course was created in the Moodle virtual system on the discipline "E-learning on a web platform", used in the preparation of future teachers of computer science; the principles and conditions for the use of online courses based on blended learning technology are defined and substantiated; the technology of blended learning has been developed based on the introduction of an online course on the discipline " E-learning on a web platform " [4-13]. Since this project is a continuation of previous studies in the field of informatization in education, there is full confidence that the experience gained in the previous study will achieve the intended goal of the project. 3.2. Justification of the scientific novelty of the project with a mandatory review of previous scientific studies conducted in the world and the Republic of Kazakhstan. The pandemic has accelerated the transition of future teachers to distance learning in extreme conditions, significantly changing the traditional understanding of education, and how this direction has affected the school system due to the global crisis. The coronavirus pandemic has become the largest for educational systems around the world. According to UNESCO, schools in 186 countries are closed for 1.3 billion students. More than 60 million teachers have switched to online learning. To implement distance learning in each country, national and global LMS platforms were used, and TV and radio lessons were launched. Instructions for distance learning have been developed for teachers, students, parents, as well as online resources for their support. Further, given the peculiarities of training in emergency situations and epidemiological conditions, countries have gradually begun to open schools. The reform of the digitalization of education consists in equipping educational institutions with high-quality software, for example, information systems that allow access to educational resources, the results of modern scientific research and development, and electronic scientific libraries in various languages of the world. The insufficient level of development of educational information technologies is also observed in general education institutions: often the insufficient level of skills development of school graduates is due to training on outdated equipment or its incomplete absence. Digitalization is directly related to the textbooks that digital technologies open for universities and schools and that were previously unavailable. The most distinctive of them can be considered mixed forms of education, that is, online learning. combine video lectures and seminars online at the university, as well as direct online courses - MOOC (Massive Open Online Courses).In order to achieve educational results that meet the new demands of society, new means and new learning technologies based on them are needed. The theoretical foundations for the introduction of information and communication technologies in the educational process were considered in the works of famous Russian scientists and teachers, such as V.P. Bespalko, I.B. Gotskaya, V.V. Kraevsky, T.S. Nazarova, A.M. Novikov, M.N. Skatkin, S.A. Smirnov, I.N. Frolov, A.V. Khutorskaya and others and domestic scientists A.P. Seitysheva, Zh.A. Karaeva, N.D. Khmel, G.Zh. Menlibekova, Sh.T. Taubaeva and their followers. In this direction, separate educational technologies and educational materials have been developed. In addition, in the context of our study, the term "information and educational environment" is used, understood as the environment in which the educational process is carried out, these terms are also considered in the works of S.G. Grigoriev, V.G. Kinelev, E.I. Mashbits, I. V.Robert, E.S. Polat, T.A. Sergeeva, N.F. Talyzina, O.K. Tikhomirova and other scientists of Kazakhstan E.I. Bidaibekov, E.T. Adylbekova. The views of scientists on the information and educational environment of the modern school (A.A. Andreev, Zh.N. Zaitseva, O.A. Ilchenko, I.M. Osmolovskaya and others) are summarized, its features are revealed: the principle of hypertext and hypermedia learning and information retrieval systems; use of the "Student's Educational Navigator", which contains tools for planning one's own development and means for tracking the results of a student's individual progress in educational activities, as well as its assessment; inclusion of various forms of educational communication in the educational process. The issues of organization and methodological support of blended learning are discussed in the works of foreign (J. Rooney, K. Bonk, Ch. Graham, H. Staker, M. Horn, J. Bergman, A. Samz, J. Bailey, etc.) and Russian scientists ( A.A.Andreev, A.O.Krivosheev, V.N.Kashitsin, E.S.Polat, A.N.Tikhonov, A.D.Ivannikov, I.V.Moiseeva, A.N.Gryuntsev, V. G.Domrachev and others. An analysis of the works of these authors allows us to conclude that the teacher's activity not only does not become less important and meaningful, but moves in a new environment to a new, higher level of significance. The above works in many aspects have created scientific and methodological groundwork for solving the problem of preparing a teacher for mastering the means. At the same time, they cover far from all components of the content of the professional activity of an informatics teacher in the conditions of his work in the new information and educational environment. The methodological issues considered in scientific research relate mainly to the use of blended learning, means of monitoring learning outcomes, educational presentations, videos and game simulators, electronic and digital educational resources. At the same time, the methods being created are one-sidedly based on the analysis of the didactic capabilities of the IEE tools and practically do not affect the design of the educational process based on the analysis of the planned educational results, the corresponding educational activities supported by the IEE tools. The new elements of the activity of a computer science teacher for blended learning have not been adequately highlighted. It can be said that the key components of the teacher's professional activity in this situation using elements of gamification in blended learning remain largely out of sight. With the introduction of new state mandatory standards, the most important component of the new education system is the information and educational environment, which is based on modern information technologies that provide: • rapid growth of the information and resource base, • free access to various information resources, • distance, • mobility, • the possibility of forming social educational networks and educational communities, • interactivity, • possibility of modeling and animation of various processes and phenomena. Thus, there is a need for scientific and methodological support for future teachers to create an information and educational environment, but at the same time, the content of the development of the information and educational environment in the theory and methodology of teaching the subject is insufficiently represented, the developed methodological recommendations are general. Therefore, the relevance of the study is due to the need to create a methodology for preparing future computer science teachers to create an information and educational environment. Under these conditions, it seems urgent to improve and develop the training of a future computer science teacher, taking into account the fact that his professional activities will be carried out in a new information and educational environment using elements of gamification in blended learning. The solution of the tasks set for the education system is unattainable within the framework of the traditional education system. Therefore, a new approach is needed to the choice of pedagogical technologies, the combination of different teaching methods, educational models and styles. All of the above served as the basis for choosing a scientific study, the purpose of which was to study and develop an information and educational environment for the course "Online learning in education" with elements of hemimification in blended learning. жүктеу/скачать 132,81 Kb. Достарыңызбен бөлісу:
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