沉浸式技术在小学教师专业远程培训中的应用

N. Yaremchuk
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引用次数: 0

摘要

本文分析了在高等院校教育环境数字化条件下,沉浸式学习技术在小学教师培训中的应用特点。分析了利用数字化工具对小学教师进行专业活动绩效培训的特点。基于“沉浸”在替代现实(增强现实(AR)、虚拟现实(VR)、混合现实(MR))中的特点,总结了沉浸式学习技术作为最新形式的可视化和学习技术的解释;它涉及在不断变化的图像感知背景下的教育材料的可视化。介绍了增强现实、虚拟现实和混合现实技术在软件和技术资源潜力方面的功能特点。重点介绍了沉浸式学习技术的分类方法,并提出了作者的科学观点。确定了在教育实践中使用沉浸式学习技术的利弊。沉浸式学习技术的组织和教学、教学、方法和心理因素作为影响在教学过程中使用数字技术的条件和杠杆形成。确定了数字技术条件下教学过程组织的基本原则。定义了在初等教育内容和软件中使用沉浸式技术的特点及其呈现的技术可能性。这些研究的结果指出了在新乌克兰学校(NUS)的条件下应用增强现实技术的重要性,以及小学教师准备使用适当的工具和资源建立数字教育环境的观点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
IMMERSIVE TECHNOLOGIES IN PROFESSIONAL DISTANCE TRAINING OF PRIMARY SCHOOL TEACHERS
The article analyzes the peculiarities of the use of immersive learning technologies of primary school teacher training in the conditions of digitization in the educational environment of higher education institutions. The features of the using digital tools for training of primary school teachers for the performance of professional activities are analyzed. The interpretation of immersive learning technologies as the newest form of visualization and learning technology based on the features of "immersion" in alternative reality (augmented (AR), virtual (VR), mixed (MR)) are summarized; it deals with the visualization of educational material in the context of changing image perception. Peculiarities of the functioning of augmented, virtual and mixed reality technologies in the potential of software and technical resources are presented. The approaches to the classification of immersive learning technologies are highlighted and the author's scientific views are presented. The advantages and disadvantages of using immersive learning technologies in educational practice are determined. The organizational and pedagogical, didactic, methodical, psychological factors of immersive learning technologies as conditions and levers of influence on the use of digital technologies in the pedagogical process are formed. The initial principles of the organization of the pedagogical process in the conditions of digital technologies are determined. The peculiarities of the use of immersive technologies in the content of primary education and software and technical possibilities for their presentation are defined. The results of these studies point to the opinion on the importance of the application of augmented reality technologies in the conditions of the New Ukrainian School (NUS) and the readiness of primary school teacher to build a digital educational environment with the use of appropriate tools and resources.
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