实施远程教学员工素质提升形式存在的问题

Maxim Davidovsky, I. Sokol, Kira Stadnychenko
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引用次数: 1

摘要

国家的现状对教育领域产生了决定性的影响,这导致远程学习的引入和普遍实施,不仅用于教学学生,而且用于教师培训。远程学习的特点是一种获取知识、技能、能力和人类认知活动手段的个性化过程,这种过程基本上是通过教育过程的远程参与者在基于现代心理学、教育学和信息和通信技术的专门环境中的间接互动进行的。文章显示,许多科学和方法论的工作分析了远程学习的积极方面(例如,移动性,不断获取材料,混合和/或翻转学习,涉及大量参与者的能力,效率,新的教师角色,同步和/或异步模式的工作等)。本研究揭示了远程教育中存在的问题,特别是现代科学著作对教师远程教育的覆盖不足(信息和传播能力水平低、缺乏互联网、设备落后、学生自组织能力差、缺乏“现场”交流、个性化问题、侵犯版权等)。本文描述了自18世纪以来远程教育发展的主要阶段。验证了在研究生教育体系中引入教师远程学习的有效性。我们探讨和分析了教师继续专业教育、教师专业发展和教师资格提高等问题的教学、方法和科学工作。本文对研究生师范教育系统中实施远程教学工作者资格提升形式存在的问题进行了调查和阐述。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EXISTING PROBLEMS OF IMPLEMENTING THE DISTANCE FORM OF PEDAGOGICAL EMPLOYEES QUALIFICATION IMPROVEMENT
The current situation in the country has a decisive impact on the field of education, which leads to a more significant introduction and ubiquitous implementation of distance learning not only for teaching students, but also for training of teachers. Distance learning is characterized as an individualized process of acquiring knowledge, skills, abilities and means of human cognitive activity, which basically occurs through indirect interaction of distant participants of the educational process in a specialized environment based on modern psychological, pedagogical, and information and communication technologies. It is shown in the article that many scientific and methodological works analyze positive aspects of distance learning (e.g., mobility, constant access to materials, blended and / or flipped learning, the ability to involve large numbers of participants, efficiency, new teacher role, work in synchronous and / or asynchronous mode, etc.). The presented research revealed the insufficient coverage of existing problems in distance learning, especially distance learning of teachers by modern scientific works (low level of information and communication competence, lack of Internet, outdated equipment, poor self-organization of students, lack of «live» communication, the problem of personalization, copyright violations, etc.). In the paper, the main stages of the history of distance learning beginning from the XVIII century are described. The effectiveness of introducing distance learning of teachers in the postgraduate system of education is substantiated. We explore and analyze pedagogical, methodological and scientific works devoted to the problems of continuous professional education of teachers, professional development of teachers and their qualification improvement. The problems of implementing the distance form of qualification improvement of pedagogical workers in the system of postgraduate pedagogical education are investigated and described in the article.
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