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ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
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Халықаралық пед. оқу. жинагы 10-11.04 2024 (1)
| ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
ЖӘНЕ ПЕРСПЕКТИВАЛАРЫ НЕПРЕРЫВНОЕ ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ 94 Hockly describes web-lessons in three stages ("WWW")[Dudeney, Hockly 2008:170]. This warm-up is similar to a traditional lesson: it sets the student up for the lesson, familiarises the learner with the aims and means of the task, performs the task, removes language difficulties, etc. During the basic computer phase, students should not spend more time1 than they have to complete all the tasks. Pupils should be able to recognise the purpose of online work and be critical of the material used. It is important that students understand the reasons for using the Internet in the classroom. A preliminary oral or written survey should show how familiar pupils are with computers, use them as often as possible and what specific programmes they use. In some cases, pupils may have negative attitudes towards using computers. It is important to set clear objectives and deadlines. Debriefing sessions should be conducted without the use of a computer. It is not necessary to have constant access to the Internet; it may be sufficient to download the necessary information to a computer, save a copy of a web page or print it out. The choice of sites depends on the teacher's goals. [Authentic materials may be more challenging for children, but they can also be used when working with complex texts, for example, when looking for specific vocabulary units or grammatical structures. Authentic sites can be used to develop detailed reading comprehension skills or, alternatively, to work on tasks such as finding the main idea or specific information. They can also help students practise the skill of retrieving relevant information. Look at the skills and equipment needed to use the Internet in English lessons. [Stanley 2013: 108] It is enough to work with students if they know how to use a standard word processor (Microsoft Word) and can send emails. They need to know how to connect to the internet, be able to navigate the web and have at least a basic understanding of how the internet works. However, introducing ICT into the teaching/learning process requires teachers to be constantly aware, to constantly analyse their teaching practice and to invest considerable time in lesson preparation. Labour-intensive lesson preparation. Depending on how teachers plan their lessons and what exercises they develop, the different forms of online work can be quite different. A sense of self worth in the lesson will stimulate the work and motivate the students. To fully utilise the possibilities of Internet resources in the classroom, you need at least one computer in the classroom and a projector (ideally one computer for every one or two students with Internet access). The key is to involve all students in the process. If there is only one computer in the classroom, group or frontal work is usually used. The arrangement of computer desks in the classroom is of fundamental importance. The most convenient arrangement is along the wall, with students sitting against the wall and the teacher's desk in the centre of the room. The open space in the centre of the room allows for gathering to discuss collaborative assignments and teamwork. М. Kornienko highlights didactic requirements for Internet technologies in the educational process [Kornienko 2012]: жүктеу/скачать 9,68 Mb. Достарыңызбен бөлісу:
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