MEANS OF FORMATION OF VISUAL AND INFORMATION CULTURE OF PRE-SERVICE MATHEMATICS AND COMPUTER SCIENCE TEACHERS (CONTINUATION)
DOI:
https://doi.org/10.31110/2413-1571-2021-032-6-004Keywords:
visual and information culture, pre-service mathematics and computer science teachers, learning means, scribing, infographics, virtual physical laboratoryAbstract
Formulation of the problem. Modern mathematics and computer science teacher must have a high level of formation of visual and information culture, ie must have values, aspirations for development in the field of visualization and informatization of education; have computer and mathematical, psychological, pedagogical and technological knowledge; ability to perceive, analyze, compare, compare, interpret, produce using information technology, structure, integrate, evaluate visually presented educational material. This depends, among other things, on the method of cognitive theoretical and practical activities of teachers and students, which involves setting goals, the necessary system of actions, appropriate means and the result - a high level of visual and information culture of pre-service mathematics and computer science teachers.
Materials and methods. The study was based on scientific research of national and foreign scientists studying the training of pre-service mathematics and computer science teachers. To achieve this goal, the methods of the theoretical level of scientific knowledge were used: analysis of scientific literature, synthesis, formalization of scientific sources, description, and comparison.
Results. In order to form a visual and information culture of pre-service mathematics and computer science teachers, the teaching means we use can be divided into groups: printed materials (teaching means, textbooks, training software, task systems for laboratory work), computer tools (subject orientation software, dynamic mathematics software, cloud-oriented services, virtual laboratories), interactive means (visualized tasks, interactive applets, cognitive and visual models). This article substantiates the feasibility of using such teaching means as scribing, infographics and virtual physical laboratories.
Conclusions. As a result of the introduction of these means in the training of pre-service mathematics and computer science teachers, there was an increase in the levels of formation of visual and information culture in all components: professional and motivational, cognitive, operational and activity, reflective.
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