Пленарлық баяндамалар
ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
жүктеу/скачать 9,68 Mb. Pdf көрінісі
|
Халықаралық пед. оқу. жинагы 10-11.04 2024 (1)
| ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
ЖӘНЕ ПЕРСПЕКТИВАЛАРЫ НЕПРЕРЫВНОЕ ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ 93 the Web). Kovalenko, as well as many other teachers, believes that Internet technologies at the present stage can be recognised not only as an auxiliary, but also as an independent means of learning. The rapid development of technical means suggests that in the near future the ratio between books and electric educational versions will change significantly in favour of the latter. At the present stage, the occasional use of the Internet in English language teaching is not yet realistic. In the near future, the means of information transfer to the Internet will develop, the distribution of Internet resources in educational activities will become more widespread, and the number of existing Internet technologies will increase Further development of information technologies will also lead to an increase in computer literacy of the general population. A technologically literate generation is being prepared and it is expected that English teachers' attitudes towards technology will change over the next few years. Specific methods for planning and delivering English lessons using online technology. Let's look at what resources to use, how to plan online lessons and how to analyse the skills and equipment needed to deliver online lessons. Once an online resource has been selected, it is necessary to assess its suitability for use with students. To achieve the desired outcome, firstly, identify the aims and objectives of the lesson. Web resources can serve as the basis of the lesson, otherwise they are only given the opportunity to supplement the textbook material and provide additional material to the classic lesson. Preparing a lesson with the use of web materials requires some preparatory work from the teacher [9]. The use of web-based materials should be convenient to use in the classroom, should not undermine the lesson content defined by school standards, should ensure successful learning of the curriculum material by all students, guarantee the intellectual and ethical development of students, etc. If teachers are not convinced of the effectiveness of an Internet resource, they will not be able to use it fully. The main task at the moment is to convince teachers of the necessity and effectiveness of using Internet technologies. In the world there are the following criteria for evaluating websites: 1. accuracy: check whether the information on the author's page comes from an expert in the field, whether the information is accurate, linguistically correct and whether the facts are not distorted. It is also recommended to check information from other sources. 2. the credibility of the material. Check the date of the last update of the site. 3. design-check that it is visually appealing, easy to navigate, logical and easy to follow links, and that it is not flashy.1 Too many adverts and pop-up banners can damage your computer and also contain information that may be inappropriate for students. 4. functionality-check to see if the site is working and does not contain outdated or invalid links. Check all pages and hyperlinks available to students. A large number of multimedia files can slow down page loading, but multimedia files should be easy to play and not interfere with normal use. In general, websites that can last for a long time are recommended. A website developed by a large organisation is better than a website developed by an individual creator. Lesson planning using the Internet. \Painstaking preparation for the lesson will free you from the technical and other problems of being online. To achieve the desired result it is essential to think carefully about the session of work at the computer: visit all the websites that will work with students. Evaluating Internet web sites, Makarevich advises to make notes about each of them, save addresses with the help of inventory "bookmarks" in the Internet browser, thus a little bit collecting the base of closely tested sites. [Makarevich2007:26]. Planning a web lesson is not radically different from planning a traditional lesson; |