创新的教育技术是未来数学教师系统化现代化的基础

T. Hodovaniuk, Tatiana Makhometa, I. Tiahai
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引用次数: 1

摘要

在高等学校的教育过程中引入创新的教育技术,是未来数学教师系统化培养现代化的首要方向之一。本文概述了通过引入研究性和创造性学习技术,使未来数学教师的方法论准备现代化的问题。分析了研究性学习技术(基于探究的学习)的特点和Go-Lab生态系统对研究性学习的机会。描述了Go-Lab研究周期的五个主要阶段的模型。介绍了由Go-Lab门户和grasp环境组成的Go-Lab生态系统的结构。Go-Lab门户网站包含可用的虚拟实验室列表,可用于创建研究学习空间的应用程序。grasp环境旨在创建和使用研究性学习空间(探究学习空间- ILS)。以研究性学习空间“普通分数”的工作为例,说明了该方法的实现。值得注意的是,未来数学teachersКТЦОН Кt НОvОlШЩТЧР stuНОЧts ' skТlls ТЧ Мritical与创造性思维、自主性和专业技能形成的创新教学技术之一是称为创客空间的创造性学习技术。在系统地培养未来的数学教师过程中使用创客空间的要素有助于形成教师创新者、教师实践者,他们准备在数学教育过程中进一步引入stem教育的要素,并能够使教育环境现代化,使学生想要自己动手,热情学习,积极向上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
INNOVATIVE EDUCATIONAL TECHNOLOGIES AS A BASIS FOR MODERNIZING THE METHODICAL PREPARATION OF THE FUTURE TEACHER OF MATHEMATICS
One of the most prioritized directions of modernization of methodical preparation of future mathematics teachers is the introduction of innovative educational technologies in the educational process of higher educational institutions. The article outlines the problem of modernizing the methodological preparation of the future teacher of mathematics through the introduction of research and creative learning technologies. The features of research learning technology (Inquiry Based Learning) and Go-Lab ecosystem opportunities for research learning are analyzed. A model of the Go-Lab research cycle with five main stages is described. The structure of the Go-Lab ecosystem with the components of the Go-Lab portal and the Graasp environment is presented. The Go-Lab portal contains a list of available virtual laboratories, applications that can be used to create research learning spaces. The Graasp environment is intended to create and use research learning spaces (Inquiry Learning Spaces – ILS). The implementation of the proposed approach is demonstrated on the example of the working of the research learning space "Ordinary fractions". It is noted that one of the innovative teaching technologies of future mathematics teachers КТЦОН Кt НОvОlШЩТЧР stuНОЧts’ skТlls ТЧ Мritical and creative thinking, autonomy and the formation of professional skills is the technology of creative learning called makerspace. It is established that the use of elements of makerspace in the methodical preparation of the future teacher of mathematics contributes to the formation of a teacher-innovator, a teacher-practitioner ready to introduce further the elements of STEM-education in the educational process of mathematics and capable of modernizing the educational environment in which students want to do something with their own hands, study with enthusiasm, be positive.
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