A MODEL OF DIGITAL EDUCATION FOR THE FORMATION OF AN INFORMATION CULTURE OF STUDENTS IN THE CONDITIONS OF A RURAL SCHOOL IN YAKUTIA

Barakhsanova E.A., Malgarov I.I.
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Abstract

In connection with the orientation of the educational paradigm to the development of the student's personality, there is a need to solve problems related to the formation of the student's information culture of personality, which allows him to understand the nature of information processes, their importance for self-improvement and the development of society, as well as to become a creator in his information behavior. The formation of the information culture of the personality of a student of a secondary school is impossible without the use of digital educational environment. This is particularly relevant in remote and hard-to-reach rural schools, since a digital educational environment can be built regardless of geographical location. This study is devoted to the practical implementation of the digital education model for the formation of students' information culture in the educational activities of the A.L. Bakhsyrov Killakh secondary School of the Olekminsky district of the Republic of Sakha (Yakutia). The model contains the following structural components (blocks): targeted, meaningful, organizational and activity, evaluative and effective. The methodological foundations of the organization are system-activity, environmental and cultural approaches. When implementing the model, didactic principles of activity, continuity, integrity, variability and creativity are used. The paper presents the didactic possibilities of the digital educational environment (digital educational resource, online excursions, digital books, developing mobile computer games, animated films, school television, a school channel in a messenger, a mobile application for self-development), a structural and content model of digital education and a list of created products. The developed and implemented model of digital education for the formation of the information culture of schoolchildren has proven its effectiveness and can be implemented in other rural schools in Russia, provided that the digital infrastructure is sufficiently formed and innovations are accepted by teaching teams.
在雅库特农村学校条件下为培养学生的信息文化建立数字教育模式
由于教育模式以学生的个性发展为导向,因此有必要解决与学生个性信息文化形成相关的问题,使学生能够理解信息过程的本质、信息过程对自我完善和社会发展的重要性,并成为信息行为的创造者。如果不使用数字教育环境,就不可能形成中学生的个性信息文化。这对于偏远和交通不便的农村学校尤为重要,因为无论地理位置如何,都可以建立数字教育环境。本研究致力于在萨哈共和国(雅库特)奥列克明斯基区 A.L. Bakhsyrov Killakh 中学的教育活动中,实际实施培养学生信息文化的数字教育模式。该模式包含以下结构组成部分(模块):目标、意义、组织和活动、评价和效果。该组织的方法论基础是系统-活动、环境和文化方法。在实施该模式时,采用了活动性、连续性、完整性、可变性和创造性的教学原则。本文介绍了数字教育环境的教学可能性(数字教育资源、在线游览、数字图书、开发移动电脑游戏、动画电影、学校电视、信使中的学校频道、用于自我发展的移动应用程序)、数字教育的结构和内容模型以及创建的产品清单。事实证明,为培养学生的信息文化而开发和实施的数字教育模式是有效的,并且可以在俄罗斯其他农村学校实施,但前提是必须充分建立数字基础设施,而且教学团队必须接受创新。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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