Ученый XXI века • 2020 • № 6-2 (65)
73
the development of pedagogical technologies, i.e. methods and forms of training, train-
ing of coordinating teachers or tutors.
The simple conversion of lecture texts, textbooks, teaching aids into electronic
analogues does not solve the problem, but only complicates the distance learning pro-
cess, since only the form of delivery of educational materials changes. All other compo-
nents of the system continue to function in the context of the ideology of distance learn-
ing. Therefore, theoretical studies, experimental checks, and serious research work are
required. Unfortunately, what we see today on the Internet and on most CDs does not
meet the basic pedagogical requirements.
Currently, so far, a primitive approach to creating distance learning courses is
prevailing. For example, the proposed distance courses, with rare exceptions, have the
following scheme: the student is sent material, he studies it, performs the proposed
control tasks and sends them back. Distance teachers or developers of distance learning
courses usually offer their own textbooks or lectures translated into electronic form
without fundamental structural, substantive, and targeted changes, and the entire
teaching technology is that students should study this material using telecom commu-
nication networks. As a result, a reproductive distance learning technique is formed,
which has the same negative consequences as the corresponding full-time learning
technique.
Thus, the analysis of the main pedagogical methods of modern education, based
on computer and telecommunication technologies and used in DO, shows that the con-
tent of pedagogical activity in the new educational system is significantly different from
the traditional one.
Distance education the peculiarity of the modern pedagogical process is that, in
contrast to traditional education, where the teacher is the central figure, the center of
gravity is gradually transferred to the student studying who is actively building his ed-
ucational program when using new information technologies process by choosing a
specific trajectory in a developed educational environment. An important function of
the teacher is to support the student in his activities: to promote his successful promo-
tion of educational information in the sea, to facilitate the solution of emerging prob-
lems, to help master a large and varied information. the provision of educational mate-
rial, involving the communication of the teacher and the students, requires more active
and intensive interactions between them in modern education than in the traditional
classroom, where generalized feedback of the teacher with the whole class prevails, and
the teacher’s interaction with the individual student is quite weak.
Modern communication technologies allow making such interaction much more
active, but this requires special additional efforts from the teacher.
References:
1.
Дистанционное обучение / Учебное пособие под ред. Е.С. Полат. – М.: Гуманит.
изд. центр ВЛАДОС, 1998. Чупрова Л.В. Сущность образовательного процесса в
вузе с позиций социального и психолого-педагогического знания //Сборники
конференций НИЦ Социосфера. – 2011. – № 41. – С.47 – 49.
2.
Вильялес Р., Макле К. Компютеры в школе: перевод с английского языка. Общая
редакция и вступ. ст. В.В.Рубцова. - М.: Прогресс,1998.
3.
Полат Е.С., Бухаркина М.Ю., Моисеева М.В. и др. Новые педагогические и инфор-
мационные технологии в системе образования: Учебное пособие для студентов
педагогических ВУЗов и системы повышения квалификации педагогических
кадров; Под редакцией Е.С. Полат. - М.: Издательский Центр «Академия», 2003.
4.
Полат Е.С. Интернет на уроках иностранного языка. Иностранные языки в
школе. 2001. - №2 – с. 20-23.
5.
Чупрова Л.В. Студент как субъект образовательного процесса //Сборники кон-
ференций НИЦ Социосфера. – 2012. – № 8. – С.228 – 231.
©
N.I. Shermatova, 2020.
___________________________________________________________________________________________________
Do'stlaringiz bilan baham: 
