Volgograd, Russian Federation
Stat'ya posvyaschena izucheniyu interaktivnyh tehnologiy obucheniya s cel'yu vyyavleniya kachestvenno novyh harakteristik sovremennoy obrazovatel'noy sredy. V stat'e rassmotreny processy transformacii sovremennyh metodov obucheniya s uchetom razvitiya cifrovyh tehnologiy, opredelyayuschih mirovozzrenie, potrebnosti i zhiznennye zaprosy sovremennogo molodogo pokoleniya. S uchetom poslednego faktora predlozhena tipologiya interaktivnyh tehnologiy, kotorye mogut byt' ispol'zovany prepodavatelem na lekcii ili studentami v kachestve podgotovki k lekcii po gumanitarnym disciplinam. Aktivnaya integraciya obrazovaniya v internet-prostranstvo stavit pered sovremennym pedagogom ryad zadach: 1) sam pedagog, pomimo professionalizma, dolzhen obladat' vysokoy mobil'nost'yu, kommunikativnost'yu, sposobnost'yu k samoobucheniyu i pereobucheniyu, vzaimodeystviyu so studentami na ravnyh; 2) prepodavatel' dolzhen zanimat' poziciyu moderatora po otnosheniyu k studentam, davaya im pravo vybora i vozmozhnost' samostoyatel'no proyavlyat' sebya ne tol'ko na prakticheskih, no i na lekcionnyh zanyatiyah. Sam student stanovitsya aktivnym translyatorom znaniy, poskol'ku glavnoy cennost'yu dlya sovremennogo pokoleniya yavlyaetsya znanie, prichem poluchennoe sobstvennym opytnym putem, a ne dannoe prepodavatelem izvne. Sovremennuyu model' obucheniya, postroennuyu na interaktivnyh metodah obucheniya kak na samih zanyatiyah, tak i v internet-prostranstve, mozhno uslovno nazvat' «sinhronnoy», to est' mobil'noy i konstruiruemoy nastol'ko, chtoby kazhdyy student mog proyavit' sebya i svoi znaniya s uchetom sobstvennyh potrebnostey i zhiznennyh zaprosov.
tehnologii obucheniya, interaktivnye metody prepodavaniya, obschekul'turnye kom- petencii
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