Іі халы аралы ылыми-тůжірибелік конференциясы а

жүктеу/скачать 41,48 Mb.

Pdf көрінісі

бет	75/129
Дата	15.03.2017
өлшемі	41,48 Mb.
	#9638

1 ... 71 72 73 74 75 76 77 78 ... 129

ФИЗИКА САБА ТАРЫНДА О ЫТУ БАРЫСЫН ЖА САРТУДА ЖЕТІ МОДУЛЬДІ ОЛДАНУ Б а а Ж. Н.

Abstract

The report deals with the obligations of schooling process, the introduction of online teaching and internet

technologies throughout the learning activities. The ﬁ nal data of used implementations show us the high level

creativity of students. Hence it follows the report opens the wide range of possibilities to develop student’s creative

skills and the ways how to turn them to communicate in English without any preparation by sitting in front computer

with internet connection.

As civilization is becoming more and more intelligent there are various ways to make lessons as interesting as

possible. In 21

century, which is called an internet epoch, teachers can optimize any approach using computer,

web, and multimedia technologies. Technologies exist in schools to enhance instruction and to support student

learning. In any modern teaching process in the creation and application of information technology there is always

applied computer science. In the ﬁ eld of development of information systems the teaching was formulated as the

following:[1,p.35].

-Development and adaptation of software systems based on learning multimedia

-Elaboration of data bases and knowledge bases

-Training and retraining of teachers

-Integration into regional and other external network

Each of these tasks has its own sub-task on the ﬁ eld of information. Technology of education is the informational

if it relies heavily on computer tools and methods for receiving, processing, and transmission and displays

educational information. The effects of computerization is almost identical with the sources of the intensiﬁ cation

of the educational process: the speed of handling extensive and easily updated knowledge bases and data banks in

friendly dialogue, the possibility of inference, the ability to simulate games, personalization, and the possibility

of collective learning in local and global networks. These and other features of media naturally stimulate learning

processes at all stages of learning. The use of interactive information systems increases the dynamics of teaching

and learning tasks, the process of their implementation, as well as self-control, self-assessment and evaluation of

the success of training. Computerization and Informational technologies, being powerful teacher skills, are at the

same time a new source and a stimulus to self-improvement.[2,p.32]. The positive effects of informative education

are mostly clearly shown in:

- Studying basis of complex patterns of discipline and algorithms, dynamic processes;

- The implementation of games and simulations;

- Organization of research and training processes;

- Automation of self-control, monitoring, evaluation of training;

- Documenting the most signiﬁ cant operational results;[3,p.112]

In my attempts to improve classroom work mainly seeking ways and ideas for students’ involvement, I turned

to onlie interaction teaching and tried out many of its principles. My efforts in the past year seemed to have

worked. The major characteristics of interactive online teaching can be found in the following. If the cultivation

of communicative skills in the target language is the goal of education, then online interaction must be present

in the learning process. Since real communication is interaction between people and linguistic interaction is a

collaborative activity, some learning activities must be interactive in web. So, because of limited time of teaching

English (In Kazakh Pedagogical College named after Zhanaidar Mussin lessons traditionally last 80 minutes).We

took extra-curricular tasks in form of online interaction. The missions were to make an overview on the themes

they had just learned. The following social networks helped students in production their replies.

Create a “mail.ru” “group” (private/invite only)and use the wall as the class discussion board. Students

are notiﬁ ed by home page notiﬁ cation when someone replies to their thread.

Message all members of your Facebook group with one click; this will reach your students much faster

than an email, because most of them check Facebook regularly.

332

Fan Page - An alternative to a group is a “fan” page, which has the advantage that your “status updates”

will show up for students on their Live Feed. Disadvantage: some students turn off Live Feed and only see status

updates of their friends.

Direct Facebook Friendship - Allowing your students to “friend” you will give you unfettered access to

them (unless they’ve set up a special role for you), but more

importantly, your status updates will be visible to them on the home page (unless they

block you manually). Disadvantage: too much information will be revealed on both sides, unless both you

and the students set up “lists” with limited access allowed.

Report from the Field – Students use smart phones to record their observations while witnessing an event/

location related to the course of study, capturing more honest and spontaneous reactions

8. Twitter Clicker Alternative - In large classes, a hash tag can amalgamate all posts by your students in

one place, giving them a free-response place to provide feedback or guess at a right answer. Also useful for

brainstorming.

9. Backchannel Conversations in Large Classes – unlike a whispered conversation, a Twitter conversation

(searchable by agreed-upon hash tag) becomes a group discussion. Students may also help out other students who

missed a brief detail during the lecture.

10. Follow an Expert – Luminaries in many disciplines, as well as companies and

governmental agencies, often publish a Twitter feed. Reading such updates provides a

way to stay current.

11. Tweeted Announcements - Instead of Blackboard, they used Twitter to send out announcements like

cancelled classes.

12. Student Summaries - Make one student the “leader” for tweets; she posts the top ﬁ ve important concepts

from each session to twitter (one at a time); other students follow her feed for discussion/disagreements

13. Quick Contact - Since sharing cell phone numbers is risky, instructors may wish to let students follow

them on Twitter and send Direct Messages that way.

14. Community-Building - A Twitter group for your speciﬁ c class creates inclusiveness and belonging.

15. Twitter Projects – Tweet works and other apps can enable student groups to communicate with each other

more easily.

16. Brainstorm - Small Twitter assignments can yield unexpected brainstorming by students, since it’s

happening “away” from the LMS.

17. Twitter Poll – Poll Daddy and other apps enable Twitter to gather interest, information, attitudes, and

guesses.

18. Post Links - News stories and other websites can be linked via Twitter (services such as bit.ly will shorten

URLs).

19. Video Demonstrations - Using a webcam, record a demonstration relevant to your topic and post it to

YouTube.

20. Interactive Video Quizzes - Using annotations (text boxes) and making them

hyperlinks to other uploaded videos, instructors can construct an on-screen “multiple

choice” test leading to differentiated video reactions, depending on how the student

answers. Requires ﬁ lming multiple videos and some editing work.

21. Movie Clips - Show brief segments of popular movies to illustrate a point, start a

conversation, have students hunt for what the movie gets wrong, etc.

22. Embed Into PowerPoint - YouTube videos can be embedded into PPT as long as there is an active Internet

connection; create a Shockwave Flash object in the Developer tab, and add the URL for “Movie” in the properties.

Alternative: use one-button plug-in from iSpring Free.

23. Shared Account – Instructor creates a generic YouTube username/account and gives the password to

everyone in the class, so student uploads all go to the same place.

24. Group Wiki Projects - Instead of emailing a document back and forth,

333

student groups can collaborate in real time with a free wiki such as wikispaces.com

25. Wiki Class Notes - Offering a class wiki for the optional sharing of lecture notes aids students who miss

class, provides a tool for studying, and helps students see the material from more than one perspective.

26. Questions to Students - Use the blog to “push” questions and discussion prompts to students like you

would email, but in a different forum.

27. Provide Links - The native HTML nature of the blog makes it easy to give links to news stories and

relevant websites.

28. Substitute for Blackboard Discussion Board - Students can comment on each post (or previous comment)

and engage in a dialogue that is similar to Blackboard, but while out in the Internet in general.

29. Electronic Role Play - Students create their own blogs, and write diary-type entries while role-playing as

someone central to one’s content.

Ways of interaction

Online Chat

Online Evaluation

Pre-Class Writing

E-Mail Feedback

For classes meeting

at least partially in an

online

e n v i r o n m e n t ,

instructors

can

simulate the beneﬁ ts

gained by a chat-room

discussion

(more

participation

from

reserved instructors)

without

requiring

everyone

meet

in a chat room for

speciﬁ c

length

of time. The day

begins with a post

from the instructor

in a discussion board

forum.

Students

respond to the prompt,

and continue to check

back all day, reading

their peers’ posts and

responding multiple

times

throughout

the day to extend

discussion.

To gauge a quick

response to a topic or

reading assignment,

post a question, and

then allow students to

chat in a synchronous

environment for the

next 10 minutes on

the topic. A quick

examination of the

chat transcript will

reveal a multitude

opinions

and

directions for further

discussion. In online

environments, many

students can “talk” at

once, with less chaotic

and more productive

results than in a face-

to-face environment.

For those teaching in

online environments,

schedule a time which

students can log on

anonymously

and

provide

feedback

about

the

course

and your teaching.

Understand, however,

that anonymity online

sometimes

breeds

a more aggressive

response

than

anonymity in print.

A few days before

your

computer-

mediated class begins,

have students respond

in an asynchronous

environment

a

prompt about this

week’s topic. Each

student should post

their response and at

least one question for

further

discussion.

During

the

face-

to-face

meeting,

the

instructor

can

address some of these

questions or areas

not addressed in the

asynchronous forum.

Instructor

poses

questions about his

teaching via e-mail;

students

anonymously.

Then students brought the paper sheets printed out from the web archive to the classroom. I examined the

dialogues carefully out of class. Day by day pupils used much more words, ﬁ nally become a bit better ﬂ uent in

English

During the next phase of the lesson, one group of six children was designated to work together on a task at the

interactive white board. The group task was similar to the one in the whole-class activity, except that the starting

temperature was indicated by a bar on the temperature scale and the value by which the temperature will rise or fall

was given. The student was expected to use the interactive white board pen to indicate the resulting temperature on

the scale, and feedback was given (a pop-up message onscreen together with an audible ‘hoorah’ if correct or ‘uh-

uh’ if incorrect). In either case, the software immediately provided another question with randomly chosen values

334

constrained to give answers within the range -10 to 10. The goal was to maximize the number of correct answers

in 2 min, and a score was shown continuously, together with the time remaining.

The group was briefed to discuss the answer to each question before entering a response. This strategy proved

effective in gaining correct answers and the feedback sound for an incorrect answer was never heard.

Students involved in interactive methods by implementation web sources for teaching action potentials had

signiﬁ cantly higher correct responses on the assessment when compared with students who had been exposed to

the material through traditional interactive methods.

Student responses from evaluations indicated that they found the incorporation of new technologies in

interactive teaching methods to be a positive experience that improved their ability to understand and retain

class material. In addition, students seemed to prefer this type of teaching when compared with instruction using

traditional interactive activities.

The major principles of interactive online language teaching have worked in my classrooms. Our students have

beneﬁ ted a lot although I found it a bit demanding. The teacher talk was reduced, and the students’ talking time is

increased.

Another peculiarity of usage the interactive is that students are put in the centre of the action, where they use

the language and practice communicative speech. For instance in our case it is the interactive activities, its purpose

is to encourage the learners to work things out for themselves. It is an extended language activity, focusing on

the topics, themes. As well as computer, interactive white board, audio-visual aids also facilitate the work of the

teachers.

In our work we just mentioned some of the problems that teachers with large classes face when teaching

communication in the classroom. We must say that it is impossible to cover all the details of the current issue in

one work, we made an attempt to look at the English teaching from another angle and offered our own possible

solutions above.

New technologies have the potential to enrich both the teaching and learning process. Within the teaching and

learning of English new technology can be used in a range of ways. We came to the conclusion that interactive

activities promote:

•

Collecting student work on the Internet (Twitter, Facebook, You tube, ICQ) as a bank of resources

•

Having an extra-curricular part with book, theatre reviews etc.

•

Using email to mail shot those interested with new resources, ideas etc.

Teachers all over the world continue to face the same hurdles, but any teacher who has overcome these

difﬁ culties and now has a large class of energetic students talking and working in English in groups together will

tell you it is worth all the trial and error and effort at the outset.

What is signiﬁ cant is that the students are encouraged to think in the target language, to discover, to research,

and to be creative individuals. Apart from the ﬁ ndings and suggestions presented above, we propose that language

teachers take a humanistic approach and trust their learners genuinely. They should be able to enhance learning and

to stimulate learners into meaningful, communicative use of the target language. Their own maintenance of a lively

attention and active participation among learners in the classroom is also of vital importance.

Analyzing the beneﬁ ts of interactive approach I came to conclusion that it is a teaching strategy that could

stimulate imaginative and conceptual thinking amongst students. Also children get more interested if the interactive

new technologies are introduced in their learning process.

The interactive online methods for teaching action potentials increased understanding and retention. Therefore,

ﬁ rst of all provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative

teaching methods into their instruction.

Importantly, it is anticipated that a method of this nature will be appreciated in Kazakhstani schools. It will be

quite exciting especially for students who are hitherto used to the traditional lecture method which is sometimes

quite less interactive.

335

References

а А.Т К

а.

: Б

-О

, 2006.

а А.Б. М

: В

, 2006.

Nunan. D. Language Teaching Methodology. UK: Prentice Hall International, 2001.

ФИЗИКА САБА ТАРЫНДА О ЫТУ БАРЫСЫН ЖА САРТУДА ЖЕТІ МОДУЛЬДІ  ОЛДАНУ

Б

а

а Ж. Н.

№1

а

а

а  ǩ

а

Ба

  а а

а

, О а   а а

а а

а  Р

а

А

а

а

Ба

а а а

а  а а

а

а

  а а

  а

а а

а

,

а

а а

а

а

а а .  Б

  а а

а

а

а

а а а

,

  ǩ

  а

,

а

а

а

а

,

а

а а

а

а

а

а ,  а а

а

а

а а

.

А

а

, а

а а

. Э

а ,

а,

а.

Abstract

In article ideas of seven modular techniques at physics lessons in the course of training and use way in the

practical activities, developing thoughts of the being trained are mentioned. These modules which are skillfully

applied by the teacher at lessons, lift interest of pupils to a subject, increase creative activity, cooperation of the

teacher and the pupil, it reaches efﬁ ciency of a lesson.

–

а а

а ,

. Бi i

а а

а

а

i i

а i

–

а а e

а а

. ů

. Б а «

» а

а а

. О

а а

. М

, ǩ

а а

, ǩ

а а

. К

«М

а а

а ǩ

. О

а а а

! Е

а а,

? М

а ǩ

а а

а ǩ

- ǩ

. Жа а

а а

. Б

а ǩ

а а

«Б

а а а

336

», «Ф

а а а

. С

а а а

»,

«Са а

а а а а

», «Ма а

а а

, а а - ǩ

».

а а а

а а ǩ

а а а

а а а а а ,

а а ǩ

«Д а

« а а

» а а а а

а ǩ

а а

. Д а

а а

. « а а

а а а

а а

а а а

а а

а а а

.[1, 12- ]

Са а

а ǩ

а ,

а а а

. М

, а

а «а

а а

»,

« а

а а

: а

а а, ǩ

«К

а а

. Б

?»,

а ,

а а

а «Ж

», «Ма а -

а а

а »

а а

а а а

,

а

а

а

а

а

а

а а

.[1, 40- ]

Т

а а

а а а а

а ,

а а

. М

«М

а а

. О

а ? Д

а а

, ǩ ,

а а

.

С

а

а

а

а а

.[1, 41- ] М

а

а

«Ж

», «С а а

. Н

?» . . ǩ

а (Н

а а

?),

(Га

а а

а

а а

а

а

а

а «С

а а

а?»

Д а

а а а

а а ǩ

а а

а ,

, а

а а а

« а а

а а

. О

а ,

а а

. Б

а а

а а а а

а а

.[1, 44-45- ]

а а

а а а

а а

. Д

а а

. М

а а

(

. .), Н

? Н а

? О

337

? «Ж

. Ж

а а

» а

а ǩ

, «Н

? Н

а ?»

а а

а а,

а а а а,

а,

. О

, а а а а а

а а

. Я

а а а

а а

а а а а а а а

. С

а,

а , а а

а ,

–ǩ

–

а ,

а а

.С

а ,

. [2, 15-18- ]

а а

а, а

а а

а а,

а а

а а а

а а а а а

, а а

а а

а а а

а а а –

а а

, а

а а

а ǩ

а а

.[1, 57- ]

а а

а а а

а а а а

. Б

а а а

а а

. О

а а

а а а а а

а а а

. Та

а а а

а а

. Б

а а а

а а

а а а ǩ

. Б

.[1, 58- ]

а а

а а а а

. О

а а а

а а

, а а а

а а а

. О

а а а а

а,

а а а

а а

, ǩ

Са

а а а

а а

. И

а а а

а а

а ,

а а а

Activote

а а а

а Р

GLX- а

а а

АКТ-

а а

, ǩ

а,

. Ф

–

а а а

а,

а а

а,

.[3,49- ]

АКТ-

а а

а,

а а

а , ǩ а

а а а

«Ж

а » а а

а а

а а а

а а

«Б

- а

а » а

а ,

а а

, ǩ

338

АКТ

- ǩ

АКТ

, ǩ

а а

. О

а а а

АКТ-

а а а

а а

а,

а а

а,

а а

Та а

а а а

а а

а Э

А а а а

а а

а – а

, а

а а

–

а а а

Б а а а

. А

а а

. С

а ǩ

а а а а

а а

, а

а а

а ,

а , а

а ǩ а

. М

а а

. «Ж

. Ж

а а

» а

, «За

а » а

. О

а а

а - а

, а

а ,

. а

а ǩ

. С

а а «Ж

» а

а а , Power point

а а а

а ,

. Жа

а а а

а а

, ǩ

, а

. С

, а а

, а

В.А.С

: «М

- ǩ

а а

а . ů

а а

а , а а

, а

–

а а

- а

а, а а

а а

. Е

а а

а а а

а а

а а - а

–

а а

а а .

– а а

а а

. Дǩ

а,

а -а

а ,

а ǩ

а а

. А а

а а а

а а

а а а

.[1, 78- ] Б

а а

а а а

а а а а

а а

а а а а

а а

Жа

а а а

. Б

. М

а а

а ǩ

а а

а ,

а а

а а а

а ǩ

а . М

. М

- а

а а

. Б а , ǩ

а а

339

а а

а ǩ

. Б

а а

.[1, 88- ]

а а

а ǩ

.[1, 90- ] М

а а

а «Ба а а . Ба а а

», «О

а а а

», «Са а

» а

а а

а а ǩ

- ǩ

а а

а а а

а а

. М

а а

. О а а а

а ,

а а

а , а

а а а

–

, ǩ

а а а а а а

а а

–

, а

– а

а а

Н. На а

«Б

а а

–

а а ǩ

а а

. С

а а

...[4] Б

а а

а а. а

а а

а а а а

а а

а ,

а а

а а а

а ,

а а а

а , а

а ,

а а

а а а а

жүктеу/скачать 41,48 Mb.

Достарыңызбен бөлісу:

1 ... 71 72 73 74 75 76 77 78 ... 129