Does not apply to information and communication technologies. Modern problems of science and education. Negative impact of ICT tools on students

Information and communication technologies (ICT) - a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information for the benefit of its users.
As noted by E.I. Vishtynetsky and A.O. Krivosheev, the use of ICT used in the field of education should aim to achieve the following tasks, such as:

• support and development of the student’s systematic thinking;
• support for all types of cognitive activity of the student in the acquisition of knowledge, development and consolidation of skills and abilities;
• implementation of the principle of individualization of the educational process while maintaining its integrity.

Educational ICT tools can be classified according to a number of parameters:

1. Regarding the pedagogical tasks to be solved:

• means providing basic training (electronic textbooks, training systems, knowledge control systems);
• practical training tools (problems, workshops, virtual constructors, simulation programs, simulators);
• aids(encyclopedias, dictionaries, anthologies, educational computer games, multimedia training sessions);
• comprehensive tools (distance learning courses).

2. By functions in the organization of the educational process:

• information and educational (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, educational computer programs, Information Systems);
• interactive (e-mail, electronic teleconferences);
• search engines (directories, search engines).

3. By type of information:

• electronic and information resources with text information (textbooks, study guides, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, software and educational materials);
• electronic and information resources with visual information(collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video excursions; statistical and dynamic models, interactive models; symbolic objects: diagrams, diagrams);
• electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of living and inanimate nature, synchronized audio objects);
• electronic and information resources with audio and video information (audio and video objects of living and inanimate nature, subject excursions);
• electronic and information resources with combined information (textbooks, teaching aids, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).

4. According to the forms of application of ICT in the educational process:

• lesson;
• extracurricular

5. According to the form of interaction with the student:

• technology of asynchronous communication mode – “offline”;
• technology of synchronous communication mode – “online”.

Several aspects of the use of various educational ICT tools in the educational process can be highlighted:

1. Motivational aspect. The use of ICT helps to increase the interest and formation of positive motivation of students, since the following conditions are created:

• maximum consideration of individual educational opportunities and needs of students;
• a wide choice of content, forms, pace and levels of training sessions;
• disclosures creative potential students;
• students' mastery of modern information technologies.

• when creating interactive tables, posters and other digital educational resources on individual topics and sections of the academic discipline,
• to create individual test mini-lessons;
• to create interactive homework and exercise equipment for independent work students.

3. Educational and methodological aspect. Electronic and information resources can be used as educational and methodological support for the educational process. The teacher can use various educational ICT tools in preparation for the lesson; directly when explaining new material, to consolidate acquired knowledge, in the process of monitoring the quality of knowledge; to organize students’ independent study of additional material, etc. Computer tests and test tasks can be used to carry out various types of control and assessment of knowledge.
In addition, the teacher can use a variety of electronic and information resources when designing educational and extracurricular activities.

4. Organizational aspect. ICT can be used in various options training organizations:

• when teaching each student according to an individual program based on an individual plan;
• in frontal or subgroup forms of work.

5. Control and evaluation aspect. The main means of control and evaluation educational results students in ICT are tests and test tasks that allow for various types of control: input, intermediate and final.
Tests can be carried out in on-line mode (carried out on a computer in interactive mode, the result is evaluated automatically by the system) and off-line mode (results are evaluated by a teacher with comments and work on errors). Thus, the use of ICT in teaching Russian language and literature significantly increases not only the effectiveness of teaching, but also helps to improve various forms and methods of teaching, and increases students’ interest in in-depth study of program material.
It should be noted that ICT is not only a computer, it is also the ability to work with information. And then it is necessary to highlight communication technology.
Communication technology is based on interconnected comprehensive training in all types of speech activity:

• listening;
• speaking;
• reading;
• letter.

The main thing in communicative teaching technology is the content of speech behavior, which consists of:

• speech actions;
• speech situation.

Communication technology provides for the functionality of learning (student activity):

• the student asks;
• confirms the idea;
• encourages action;
• expresses doubts and in the process updates grammatical norms.

At the same time, the novelty of the situation must be ensured:

• new speech task;
• new interlocutor;
• new subject of discussion.

The main way to master communicative competence is through different types of activities, because in activity there arises:

• awareness of the need for communication;
• need to use speech;
• speech behavior is formed.

Activities in which communication technology is implemented can be:

• educational;
• gaming;
• labor

The unit of organization and the core of the learning process using communication technology is the situation. Using the situation:

• a system of relationships between those who communicate is established;
• communication is motivated;
• speech material is presented (presented);
• speech skills are acquired;
• Children’s activity and independence of communication develops.

In communication technology, the selection of educational material meets the child’s needs:

• speech structures necessary for the child to communicate are selected;
• it is possible to use a simplified model of speech communication (even a non-verbal form of communication).

Education should influence not only the thinking of children, but also their feelings and emotions:

• bring joy to children;
• accompanied by positive emotional experiences.

The material was prepared by I.A. Igusheva, a methodologist at the Central Regional Educational Institution of the Prosveshchenie Publishing House.
(based on sites:

Information and communication technology tools are software, hardware and software and technical tools and devices operating on the basis of microprocessor, computer technology, as well as modern means and systems for transmitting information, information exchange, providing operations for collecting, producing, accumulating, storing, processing, transmitting information and the ability to access information resources of local and global computer networks.

The most commonly used ICT tools in the educational process include:

• 1) electronic textbooks and manuals demonstrated using a computer and a multimedia projector;
• 2) electronic encyclopedias and reference books;
• 3) simulators and testing programs;
• 4) educational resources on the Internet;
• 5) DVDs and CDs with paintings and illustrations;
• 6) video and audio equipment;
• 7) research works and projects;
• 8) interactive whiteboard.

Methodologists identify several classifications of ICT tools. In accordance with the first classification, all ICT tools used in the education system can be divided into two types: hardware (computer, printer, scanner, camera, video camera, audio and video recorder) and software (electronic textbooks, simulators, test environments, information websites, Internet search engines, etc.).

The current breakthrough in ICT is forcing us to reconsider organizational issues. information support cognitive activity. Thus, the second classification of ICT tools allows us to consider the possibilities of using information technologies in educational activities:

• 1) to search for literature on the Internet using browsers such as Internet Explorer, Mozilla Firefox, etc., various search engines and programs for working online (Yandex.ru, Rambler.ru, Mail.ru, etc.) and work with it (summarying, note-taking, annotating, quoting, creating slide presentations online);
• 2) to work with texts using the package of basic Microsoft Office applications: Microsoft Word allows you to create and edit texts with graphic design; Microsoft Power Point allows you to create presentation slides for a more colorful presentation of the material; Microsoft Excel lets you perform calculations, analyze and visualize data, and work with lists in tables and web pages; Microsoft Office Publisher allows you to create and modify booklets, brochures, etc.;
• 3) for automatic translation of texts using translator programs (PROMTXT) and electronic dictionaries (AbbyLingvo7.0);
• 4) for storing and accumulating information (CDs, DVDs, Flash drives);
• 5) for communication (Internet, email, Skype, Hangout, etc.);
• 6) for processing and reproducing graphics and sound (Microsoft Media Player, zplayer, image viewing programs CorelDraw, PhotoShop), programs for creating diagrams, drawings and graphs (Visio, etc.).

The listed ICT tools create favorable opportunities in foreign language lessons for organizing students’ independent work. They can use computer technology both to study individual topics and to self-monitor the acquired knowledge. Moreover, the computer is the most patient teacher, capable of repeating any tasks as much as necessary, achieving the correct answer and, ultimately, automating the skill being practiced.

Multimedia presentations are widely used by almost all teachers. They are convenient for both teacher and students. Having basic computer literacy, you can create original educational materials that captivate, motivate and target students for successful results. The educational potential of multimedia presentations can be effectively used in foreign language lessons to provide visual support for speech learning.

The benefits of multimedia presentations are as follows:

• -combination of various textual audio and video visualizations;
• - the possibility of using for presentation as an interactive, multimedia board, which allows you to more clearly semantize new lexical, grammatical and even phonetic material, as well as provide support for teaching all types of speech activity;
• - the ability to use individual slides as handouts (supports, tables, charts, graphs, diagrams);
• - activating the attention of the whole class;
• - ensuring the effectiveness of perception and memorization of new educational material;
• - monitoring the assimilation of new knowledge and systematization of the studied material;
• - a combination of classroom and extracurricular independent work of students; saving study time;
• - formation of computer multimedia competence of both teachers and students, development of their creative abilities in organizing educational work.

The advantages of introducing Internet technologies into the process of teaching a foreign language are currently beyond doubt. There is also no doubt about the positive influence of various forms of synchronous and asynchronous Internet communication (email, chat, forums, web conferences) on the formation of foreign language communicative competence of students.

Network resources are an invaluable basis for creating an information and subject environment, education and self-education of people, satisfying their personal and professional interests and needs. However, the mere availability of access to Internet resources does not guarantee fast and high-quality language education. Methodically illiterate work of students with Internet resources can contribute to the formation of not only false stereotypes and generalizations about the culture of the country of the language being studied, but even racism and xenophobia.

Educational Internet resources should be aimed at the comprehensive formation and development of:

• - Aspects of foreign language communicative competence in all the diversity of its components (linguistic, sociolinguistic, sociocultural, strategic, discursive, educational and cognitive);
• - Communicative and cognitive skills to search and select, generalize, classify, analyze and synthesize the information received;
• - Communication skills to present and discuss the results of work with Internet resources;
• - Ability to use Internet resources for self-education in order to get acquainted with the cultural and historical heritage of various countries and peoples, as well as act as a representative of one’s native culture, country, city;
• - Ability to use network resources to satisfy one’s information and educational interests and needs.

In didactic terms, the Internet includes two main components: forms of telecommunications and information resources.

The most common forms of telecommunications (i.e. communication via Internet technologies) are email, chat, forum, ICQ, video, web conferences, etc. Initially they were created for real communication between people located at a distance from each other , and now they are used for educational purposes in teaching a foreign language.

Internet information resources contain text, audio and visual material on various topics in different languages. Educational Internet resources (IR) are created exclusively for educational purposes.

In English-language literature, there are five types of educational Internet resources:

• 1) hotlist;
• 2) treasure hunt;
• 3) subject sampler;
• 4) multimedia scrapbook;
• 5) webquest.

These terms are translated into Russian using transliteration. The structure and methodological content of each of these IRs is as follows:

Hotlist (list by topic) - a list of sites with text materials on the topic being studied. To create it, you need to enter a keyword into the search engine.

Multimedia scrapbook (multimedia draft) is a collection of multimedia resources, unlike a hotlist, in addition to links to text sites, a scrapbook also contains photographs, audio files and video clips, graphic information, animated virtual tours. These files can be easily downloaded by students and used as informative or illustrative material when studying a specific topic.

Treasure hunt (treasure hunt), in addition to links to various sites on the topic being studied, also contains questions on the content of each site. With the help of these questions, the teacher directs the students’ search and cognitive activity. In conclusion, students are asked one more general question for a holistic understanding of the topic (factual material). A detailed answer to it will include answers to more detailed questions about each of the sites.

The sample subject is the next level of complexity compared to the treasure hunt. Also contains links to text and multimedia materials on the Internet. After studying each aspect of the topic, students need to answer questions posed, but the questions are not aimed at actually learning the material, but at discussing controversial topics. Students need not only to familiarize themselves with the material, but also to express and argue their opinion on the controversial issue being studied.

Webquest (Internet project) is the most complex type of educational Internet resources. This is a scenario for organizing student project activities on any topic using Internet resources. It includes all the components of the four materials above and involves a project involving all students. One of the scenarios for organizing PD may be as follows. First, the whole class is introduced to general information on the topic, then students are divided into groups, each group gets a certain aspect of the topic. The teacher needs to select for each group necessary resources in accordance with the aspect being studied. After studying, discussing and fully understanding a specific problem in each primary group, students are regrouped so that each new group has one representative of the primary group. During the discussion, all students learn from each other all aspects of the problem being discussed.

Each of the five types of educational Internet resources follows from the previous one, gradually becoming more complex and thereby making it possible to solve more complex educational problems. The first two are aimed at searching, selecting and classifying information. The rest contain elements of problem-based learning and are aimed at enhancing the search and cognitive activity of students.

The possibilities of educational Internet resources are most fully manifested in specialized training and elective courses, when it is foreign language communicative competence, and not language knowledge, plays a leading role in the educational process.

The latest information and communication technologies are occupying an increasingly important place in life. modern man. Their use in foreign language lessons increases the motivation and cognitive activity of students, broadens their horizons and allows the use of student-oriented technology of interactive teaching of a foreign language, i.e. learning through interaction.

The use of information and communication technologies in the educational process helps to intensify and individualize learning, helps to increase interest in the subject, and makes it possible to avoid subjective assessment.

The use of computers and digital educational resources in teaching English helps students overcome the psychological barrier to using a foreign language as a means of communication.

Information and communication technologies are both a means of presenting material and a means of control. They provide high quality presenting material and using various communication channels (text, audio, graphic, touch, etc.). New technologies make it possible to individualize the learning process based on the pace and depth of the course. Such a differentiated approach gives a great positive result, because creates conditions for the successful activity of each student, causing positive emotions in students, and thus influences their learning motivation.

Unlike traditional methods when using interactive forms During the course of learning, the student himself becomes the main character and opens the way to the acquisition of knowledge. The teacher acts as an active assistant in this situation, and his main function is to organize and stimulate the educational process.

The following digital educational resources are used in foreign language lessons: presentations in Power Point (PP), text editors, spreadsheets, tests, training programs on CD-ROM, electronic textbooks, educational Internet resources.

Multimedia presentations, electronic training programs and educational Internet resources have great educational potential.

Thanks to the use of new information technologies in the process of teaching a foreign language, new opportunities are opening up for creating conditions close to the conditions of real communication in the country of the language being studied: authentic, relevant, multimedia or text information to be learned in a foreign language can be obtained at any time and in anywhere. At the same time, it is quite easy to organize written or oral communication with native speakers or other language learners. Thus, there is an integration of electronic media into a traditional foreign language lesson: teaching aids are increasingly supplemented with relevant, authentic texts or relevant audio, video, and graphic material.

ICT (information and communication technologies) are processes and methods of interaction with information that are carried out using computer devices, as well as telecommunications.

The role of ICT in modern society

Currently, one can observe a constant increase in the influence of media technologies on humans. They have a particularly strong impact on children: twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., are increasingly disconnected from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If similar phenomenon continues to be observed, children will soon completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing schoolchildren’s interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, a child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data presented in the lesson with the help of media (in connection with this, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the coin of such an educational process is that children stop communicating with the teacher, which means their ability to think decreases. It is much better to restructure the educational process so that it is not boring and always maintains the child’s thirst for new knowledge. But this question will have to be left to the conscience of officials.

Concept of communication and information technology

Informatization processes in modern society, as well as the closely related reform of educational activities, are characterized by improvement and mass distribution modern ICT. They are actively used to transmit data and ensure interaction between teacher and student in the modern system of distance and open education. Today, a teacher is required to possess skills not only in the field of ICT, but also to be responsible for the professional use of information and communication technologies in his immediate activities.

The term “technology” comes to us from the Greek language, and translated it means “science”. The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific problems. practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In essence, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, and methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second, but no less important, equipment is the means of communication with information posted on them.

ICT tools used in the modern education system

The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). System software primarily includes operating software. It ensures the interaction of all PC programs with the equipment and PC user. This category also includes service and utility software. Application programs include software that represents information technology tools - working with texts, graphics, tables, etc. The modern education system widely uses universal applied office software and ICT tools, such as word processors, presentation preparation, spreadsheets, graphics packages, organizers, databases, etc.

Development of information and communication technologies

With the organization of computer networks and similar means, the education process has moved to a new quality. First of all, this is due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storage, databases, etc.) is now possible. This popular resource has published more than two billion different multimedia documents. The network provides access and allows the use of other common ICT technologies, these include email, chat, lists, and mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, image and various files. Such software makes it possible to organize joint communication between remote users and software running on a local personal computer.

The emergence of new information compression algorithms available for transmission over the Internet has significantly improved sound quality. Now it has begun to approach the quality of regular telephone network. As a result, there was a leap in the development of a relatively new ICT tool - Internet telephony. Using special software and peripheral devices, audio and video conferences can be organized via the network.

Information and communication technology and its capabilities

To organize an effective search in telecommunication networks, automated search programs, the purpose of which is to collect data about various resources on the World Wide Web and provide the user with quick access to them. Thanks to search engines, you can find documents multimedia files, address information about people and organizations, software. The use of ICT allows for wide access to educational, methodological and scientific information; in addition, it becomes possible to quickly organize consulting assistance, as well as simulate scientific and research activities. And, of course, conducting virtual classes (lectures, seminars) in real time.

Video training

Today, information and communication technologies of education provide several classes of material delivery that are significant from the point of view of distance and open education. One of them is television and video recordings. Video files and related ICT tools allow a large number students get acquainted with the content of lectures by the best teachers. Video recordings can be used both in specially equipped classrooms and at home. An interesting fact is that in European and American training courses the main material is presented on videotapes and in printed publications.

Television ICT

Television is the most common ICT in the classroom; it plays a huge role not only in the modern educational process, but also in people’s lives, because almost every home has a TV. Educational television programs have been used all over the world for a long time and are a very striking example remote method training. Thanks to this ICT tool, it became possible to broadcast lectures to a wide audience in order to increase their overall development without subsequent monitoring of knowledge acquisition.

Electronic educational publications

Electronic educational publications are a very powerful technology that allows you to transfer and store the entire volume of information being studied. They are distributed both on computer networks and recorded on optical media. Individual work with such material provides a deep understanding and assimilation of the data. This technology allows (with appropriate modification) the use of existing courses and self-testing of acquired knowledge. Electronic educational publications, unlike traditional printed material, allow you to present information in a graphic, dynamic form.

Classification of ICT tools by areas of methodological purpose

ICT tools are:

1. Educational. They impart knowledge, form practical skills or ensure the required level of mastery of the material.

2. Exercise equipment. Designed for practicing various skills, consolidating or repeating a lesson.

3. Reference and information retrieval. Provide information on systematizing information.

4. Demonstration. Visualize the studied phenomena, processes, objects for the purpose of studying and researching them.

5. Imitation. They represent a certain aspect of reality, allowing the study of its functional and structural characteristics.

6. Laboratory. Allows you to conduct experiments on existing equipment.

7. Modeling. They make it possible to create a model of an object or phenomenon for the purpose of studying and researching it.

8. Calculated. Automate calculations and various routine operations.

9. Educational games. Designed to create a learning situation in which the activities of students are implemented in a playful way.

Didactic tasks that are solved using ICT

1. Improving the organization and increasing the individualization of training.

2. Increasing the productivity of students’ self-training.

3. Individualization of the teacher’s work.

4. Acceleration of replication, as well as access to the achievements of teaching practice.

5. Increasing motivation to learn.

6. Activation of the educational process, the ability to attract students to

7. Ensuring learning flexibility.

Negative impact of ICT tools on students

Information and communication technology, introduced into everything, leads to a number of negative consequences, including a number of negative psychological and pedagogical factors influencing the health and physiological state of the student. As already mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this is a serious disadvantage associated with total individualization. Such a program entails the curtailment of the already scarce live dialogical communication of the participants in the educational process: students and teachers, students among themselves. It essentially offers them a surrogate of communication - a dialogue with a computer. Indeed, even a verbally active student becomes silent for a long time when working with ICT tools. This is especially typical for students of distance and open forms of education.

Why is this so dangerous?

As a result of this form of learning, throughout the entire lesson the student is busy silently consuming the material. This leads to the fact that the part of the brain responsible for the objectification of a person’s thinking turns out to be turned off, essentially immobilized during many years of study. It is necessary to understand that the student already does not have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As shown psychological research, without developed communication, the student’s monologue communication with himself, precisely what is commonly called independent thinking, will not be formed at the proper level. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of learning, you may miss the very opportunity to form a creative process in a person, the origin of which is built on dialogue.

Finally

To summarize, we can note another significant drawback of information and communication technologies, which stems from the main advantage - the general availability of information resources published on the Internet. This often leads to the student following the path of least resistance and borrowing ready-made essays, problem solutions, projects, reports, etc. from the Internet. Today, this already familiar fact confirms the low effectiveness of this form of learning. Of course, the prospects for the development of information and communication technologies are high, but they must be implemented thoughtfully, without manic totalization.

I. Efremov

In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, cinema, video).

When computers became widely used in education, the term “new educational information technology” appeared.

Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological learning options related to unique opportunities modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the learner, the means of which is the computer.

The use of information technology increases the effectiveness of the lesson, developing learning motivation, which makes the learning process more successful.

Information technology not only opens up possibilities for variability educational activities, its individualization and differentiation, but also make it possible to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activities.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, contributing to the widest development of their abilities and activation of mental activity.

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Information and communication technologies

Requirements for the level of training of participants in the educational process for the use of information and communication technologies.

Pedagogical lesson design using ICT.Main directions of using computer technologies in the classroom

The power of the mind is limitless.

I. Efremov

In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, cinema, video).

When computers became widely used in education, the term “new educational information technology” appeared.

Computer technologies are developing the ideas of programmed learning, opening up completely new, not yet explored technological learning options associated with the unique capabilities of modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the learner, the means of which is the computer.

The use of information technology increases the effectiveness of the lesson, developing learning motivation, which makes the learning process more successful.

Information technologies not only open up the possibility of variability in educational activities, their individualization and differentiation, but also make it possible to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activities.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, promoting the widest development of their abilities and the activation of mental activity.

Teachers of Russian language and literature are especially cautious about the use of ICT in the classroom for obvious reasons.

The tasks facing a language teacher differ in many ways from the goals and objectives of other subject teachers. We turn to issues of morality more often than other subject teachers, we are more responsible for the formation and development of the child’s inner world, and we more often turn to the soul. By by and large our the main objective– the formation of linguistic competence as the most important means of socialization of the individual, and at the same time the development of a creative personality.

All this, of course, presupposes, first of all, working with the text, with the literary word, with the book. Therefore, a language teacher who is going to use the capabilities of ICT in his lessons always faces the question of the advisability of using them in Russian language and literature lessons.

When using ICT in your lessons, you must, first of all, be guided by the principle of expediency.

It is advisable to use ICT in the classroom, firstly, in order to solve special practical problems:

Secondly, it is advisable to use ICT to organize students’ independent work to develop fundamental knowledge of the school course, to correct and take into account students’ knowledge.

Students are interested in working with simulator programs, practicing topics studied in lessons, with monitoring programs and tests.

Each student works at an individual pace and with individual program, the principle of differentiation can easily be applied here. A weak student can, if desired, repeat the material as many times as required, and he does this with greater desire than in ordinary lessons on working on mistakes. Strong students get more difficult options assignments or counseling the weak.

Test control and the formation of skills and abilities with the help of ICT implies the ability to quickly and more objectively than with the traditional method, identify the degree of mastery of the material and the ability to apply it in practice. This method of organizing the educational process is convenient and simple for assessment in a modern information processing system.

Thirdly, the use of information technologies, in particular multimedia,allows for increased visibility. Let us recall the famous phrase of K. D. Ushinsky: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But connect twenty of these words with pictures - and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t look for such classes to become), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of ICT in preparing and conducting lessons makes it possible to increase students’ interest in the subject, academic performance and quality of knowledge, save time on questioning, allows students to study independently not only in class, but also at home, and helps the teacher improve the level of their knowledge.

Another aspect should be touched upon: conducting the lesson itself using ICT. No matter how well a lesson is designed, much depends on how the teacher prepares for it. Masterfully conducting such an activity is akin to the work of a showman on a television show. The teacher must not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think about changing the rhythm, diversifying the forms of educational activities, thinking about how to take a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the use of ICT, a teacher saves up to 30% of teaching time compared to working at a blackboard. He should not think that he will not have enough space on the board, he should not worry about the quality of the chalk, whether everything written is clear. By saving time, the teacher can increase the density of the lesson and enrich it with new content.

Didactic material, presented in a computer version, solves several problems:

• increases the productivity of teachers and students in the classroom;

• increases the use of visuals in the lesson;

• saves the teacher time when preparing for the lesson.

Extremely interesting work using PowerPoint programs. It leads to a number of positive effects:

• enriches the lesson with clarity;
• psychologically facilitates the process of assimilation;
• arouses keen interest in the subject of knowledge;
• expands the general horizons of students;
• increases the productivity of teachers and students in the classroom.

Abundance of additional material on the Internet Internet allows you to create a bank of visual and didactic materials, tests, critical articles, abstracts, etc.

Listening to artisticliterature in electronic versionserves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word to instill a love for native language and literature.

Electronic dictionaries and encyclopediasallow you to gain additional knowledge on the mobile and use it in the classroom.

Every teacher knows how to bring a lesson to life.use of video materials.

The use of ICT in literature lessons leads to a number of positive results:

• creation by teachers and students of a media library, including presentations on biographies and works of writers;
• improves the quality of learning;
• increases learning motivation and motivation for success;
• makes it possible to rationally distribute lesson time;
• helps to clearly explain the material and make it interesting.

The use of ICT is effective when a teacher prepares and conducts various forms of lessons: a multimedia school lecture, an observation lesson, a seminar lesson, a workshop lesson, a virtual excursion lesson. Organization of such excursions is possible to nature, to a museum, to the writer’s homeland.

The use of computer technology allows:

• fill lessons with new content;
• develop a creative approach to the material being studied and the world around us, and students’ curiosity;
• form elements information culture and information competence;
• instill skills in rational work with computer programs;
• maintain independence in mastering computer technologies.

Requirements for the level of training of participants in the educational process for the use of information and communication technologies

Knowledge of ICT greatly facilitates lesson preparation, makes lessons unconventional, memorable, interesting, and more dynamic. The integration of ICT and modern pedagogical technologies can stimulate cognitive interest in the Russian language and literature, creating conditions for motivation to study these subjects. This is a rational way to increase the efficiency and intensify training and self-study, and improve the quality of education.

When using multimedia technologies, knowledge is acquired through different channels of perception (visual, auditory), therefore it is better absorbed and remembered for a longer period. K. Ushinsky also noted that knowledge will be stronger and more complete the more big amount they are perceived by the sense organs.

Today, with minimal classroom equipment, it is quite difficult to maintain the constant interest of students. Often the equipment in a lesson is texts, a textbook, a notebook, reproductions, which we clearly lack, and their appearance leaves much to be desired. ICT can provide significant assistance in solving this problem, as it makes it possible to enliven the lesson and arouse interest in the subjects. And what is very important: lessons using multimedia technologies are a process of conscious assimilation of the material.

Practice shows that students today are ready for lessons in a variety of disciplines using information and communication technologies. For them, neither working with various editors (for example, MS Word, MS Excel, Paint, MS Power Point), nor using Internet resources, nor computer testing is new or unknown. Most students have both an idea of ​​the capabilities of certain information and communication technologies and specific practical skills. Consequently, the use of this knowledge and skills is advisable to ensure a unified approach to solving the problems presented to the school.

But to implement a unified approach, it is necessary that the subject teacher be able to:

1. process text, digital, graphic and audio information to prepare didactic materials (task options, tables, drawings, diagrams, drawings) to work with them in the lesson;

2. create slides based on this educational material using the MS Power Point presentation editor and demonstrate the presentation in class;

3. use existing ready-made ones software products according to your discipline;

4. use educational software (training, reinforcing, monitoring);

5. search necessary information on the Internet in preparation for lessons and extracurricular activities;

6. organize work with students to find the necessary information on the Internet;

7. independently develop tests or use ready-made shell programs, conduct computer testing.

In the course of mastering information and communication technologies, the teacher improves his professional level and masters (sometimes simultaneously with the students) new tools for acquiring knowledge.

Based on the children’s existing skills, the teacher can and should gradually introduce the following forms of using ICT into his lessons:

Already from the 5th grade, you can use forms that do not require students to have special knowledge of ICT, for example, computer forms of control (tests). During this period, the teacher can conduct lessons based on presentations created by himself or by high school students.

Next, you can practice working with multimedia teaching aids on the subject at different stages of preparing and conducting a lesson. During this period, electronic educational resources on subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various types of ICT in preparation for tests and exams.

A lesson using computer forms of control involves the possibility of testing students’ knowledge (at different stages of the lesson, with different purposes) in the form of testing using a computer program, which allows you to quickly and effectively record the level of knowledge on a topic, objectively assessing its depth (the mark is set by a computer).

In high school, an examination in a subject can be carried out in the form of defending a project, research, or creative work with mandatory multimedia accompaniment.

Working with multimedia aids makes it possible to diversify the forms of work in the lesson through the simultaneous use of illustrative, statistical, methodological, as well as audio and video material.

Such work can be carried out at different stages of the lesson:

As a form of checking homework;

As a way to create a problematic situation;

As a way of explaining new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

Lessons using a computer presentation include lessons explaining new material interactively, a lesson-lecture, a lesson-generalization, a lesson-scientific conference, a lesson-defense of projects, an integrated lesson, a lesson-presentation, and a lesson- discussion via Internet conference.

A lesson in defending design work is a unique way to realize the creative potential of students, a way to creatively translate their knowledge and skills into practice. The use of ICT in lessons of this type is one of the forms of presentation of material, a way to activate students, and a reflection of the structure of the speech.

In all cases, ICT performs the function of a “mediator”, “which makes significant changes in a person’s communication with the outside world.” As a result, the teacher and student not only master information technology, but also learn to select, evaluate and apply the most valuable educational resources, as well as create their own media texts.

Pedagogical lesson design using ICT

In scientific and pedagogical literature and in specialized periodicals, articles and entire brochures about the use of multimedia technologies in the educational process are appearing more and more often. Lists electronic textbooks and other benefits for the school are already in the hundreds. Their undeniable advantages are obvious. Really,multimedia technologies are the practical implementation of methodological and theoretical foundations formation of a teacher’s information culture.It is becoming more and more difficult for a modern teacher to see himself in the educational process without the help of a computer.

Most teachers prefer to use one computer and a multimedia projector in order to maximize visualization of the educational process. This path is in many ways more advantageous: the problem is solvedhealth saving(a large screen eliminates the problem of limiting a student’s work in front of a monitor screen); Using a projector also allows you to more effectively manage the learning process.

However, the analysis of a significant number of multimedia lesson presentations, usually made in PowerPoint, as well as taken from electronic teaching aids fragments show their extremely low learning effect.The developers of such lessons are not familiar with the featuresa completely new form of teaching.

Instructional design – the systemic use of knowledge (principles) about effective educational work (teaching and learning) in the process of design, development, evaluation and use of educational materials.

Meanwhile, the lesson, as a direct tool for implementing the basic ideas of information and communication technologies, requires the most careful development. It is the lessons that are the litmus test that shows the effectiveness of a particular development. This is both the final result and the last stage of design and implementation of the ideas laid down by the developers of certain technologies.

Preparing such lessons requires even more careful preparation than usual. Concepts like lesson script, direction lesson - in in this case not just newfangled terms, but an important part of preparing for a training session. When designing a future multimedia lesson, the teacher must think through the sequence of technological operations, forms and methods of presenting information on the big screen. It is worth immediately thinking about how the teacher will manage the educational process, how pedagogical communication in the lesson, constant feedback with students, and the developing effect of learning will be ensured.

Let's define a few more terms.

"Lesson with multimedia support". It is quite obvious that this is the name of the lesson, wheremultimedia is used to enhance the learning effect.

• In such a lesson, the teacher remains one of the main participants in the educational process, often the main source of information, and
• He uses multimedia technologies to enhance clarity, to simultaneously connect several channels of information presentation, and to explain educational material in a more accessible way.
• For example, the technology of V. F. Shatalov’s supporting notes acquires a completely new quality when fragments of the “support” appear on the screen in a given mode. At any time, the teacher can use hyperlinks to go to detailed information, “revive” the material being studied using animation, etc.

It is quite obvious that the degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.

When designing a future multimedia lesson, the developer should think about what goals he pursues, what role this lesson plays in the system of lessons on the topic being studied, or everything training course. What the multimedia lesson is for:

• to study new material, present new information;
• to consolidate what has been learned, to practice educational skills;
• for repetition, practical application of acquired knowledge, skills;
• for generalization and systematization of knowledge.

You should immediately determine what will enhance the teaching and educational effect of the lesson, so that conducting a multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, pedagogical techniques.

A multimedia lesson can achieve maximum learning effect if it is presented as a meaningful whole product, rather than a random collection of slides. A certain list of oral, visual, textual information turns a slide into educational episode . The developer should strive to turn each episode into an independentdidactic unit.

Cooking Slide educational episodeand considering it asdidactic unit, the developer must clearly understand

• what educational objectives does he pursue with this episode,
• by what means he will achieve their implementation.

One of the obvious advantages of a multimedia lesson isincreased visibility. Let us recall the famous phrase of K. D. Ushinsky: “Children's nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But connect twenty of these words with pictures - and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t look for such classes to become), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of visualization is all the more relevant since schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. In this case, a projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for presentation of clarity are met.

1. Recognition clarity, which must correspond to the written or oral information presented
2. Dynamics presentation of visibility. The demonstration time should be optimal, and correspond to what is being studied in this moment educational information. It is very important not to overdo the effects.
3. Thoughtful algorithm video sequence images. Let us remember the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the required moment. This was extremely inconvenient, took up the teacher’s time, and lost the pace of the lesson. Multimedia provides the teacher with the opportunity to present the necessary image with instantaneous accuracy. It is enough for the teacher to think through in detail the sequence of presentation of images on the screen so that the learning effect is as great as possible.
4. Optimal sizevisibility. Moreover, this applies not only to minimum, but also to maximum sizes, which can also have a negative impact on the educational process and contribute to students’ fatigue more quickly. The teacher should remember that the optimal size of the image on the monitor screen in no case corresponds to optimal size large screen projector images.
5. Optimal quantity presented images on the screen. You should not get carried away by the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

When preparing an educational episode, the teacher will definitely face the problem of presenting a printed text . Please note the following text requirements:

• structure;
• volume;
• format.

Screen text should act as a unit of communication. He wears or

• subordinate character, helping the teacher to strengthen the semantic load,
• or is an independent unit of information that the teacher deliberately does not voice.
• It is quite natural when definitions appear on the screen terms, key phrases . Often on the screen we see a kind of thesis plan for a lesson. In this case, the main thing is not to overdo it and not to clutter the screen with text.

It has long been obvious that a large amount of written content is poorly perceived from the screen. The teacher should strive, if possible, to replace printed text with visuals. In essence, this is also a text, but presented in a different language. Let us recall the definition text in encyclopedic reference books asa sequence of graphic or auditory linguistic signs limited to a single purpose(lat . Textus - connection...).

It is also important how the printed text will be presented on the screen. Just like clarity, the text should appear at a time predetermined by the teacher. The teacher either comments on the presented text or reinforces the oral information presented to him. It is very important that the teacher under no circumstances duplicates text from the screen. Then students will not have the illusion of an extra piece of incoming information.

Although there may be cases when duplication of printed text by a teacher or studentdidactically justified. This technique is used in elementary school when the teacher reaches integrated approach in learning, connecting various channels of perception. Reading skills, mental arithmetic, etc. are improved.

Duplication of printed text is also mandatory at any age when conducting multimedia didactic games. By doing this, the teacher achieves equal conditions for all students: both those who perceive oral information more easily, and those who more easily assimilate information from printed text.

When preparing a multimedia lesson, the developer must have at least a basic understanding of color, color scheme , which can successfully affect the designcolor scripteducational episode. One should not neglect the recommendations of psychologists and designers about the influence of color on the cognitive activity of students, about the combination of colors, the optimal number of colors on the screen, etc. You should also pay attention to the fact that color perception on a monitor screen and on a large screen are significantly different, and A multimedia lesson must be prepared primarily with the projector screen in mind.

It is also important to use it in the classroom sound . Sound can play a role

• noise effect;
• sound illustration;
• soundtrack.

As noise effectsound can be used to attract students' attention and switch to another type of learning activity. The presence of a multimedia collection of Microsoft Office sound effects does not necessarily mean their use. The noise effect must be didactically justified. For example, in the case of a multimedia educational game, an abrupt noise effect can become a signal to begin a discussion of the question posed or, conversely, a signal to end the discussion and the need to present an answer. It is very important that students are accustomed to this so that the sound does not cause them undue stimulation.

Plays an important rolesound illustration, How additional channel information. For example, a visual image of animals or birds may be accompanied by their growling, singing, etc. A drawing or photograph of a historical figure may be accompanied by his recorded speech.

Finally, sound can play a teaching rolesoundtrackvisual image, animation, video. In this case, the teacher should carefully consider how rational it will be to use sound in the lesson. What will be the teacher's role during the audio presentation? It would be more acceptable to use sound as educational text during independent preparation for the lesson. During the lesson itself, it is recommended to reduce the sound to a minimum.

Modern technologies, as we know, make it possible to successfully use video fragments in multimedia lessons.Use of video information and animationcan significantly enhance the learning effect. It is the film, or rather a small educational fragment, that most contributes to the visualization of the educational process, the presentation of animated results, and the simulation of various processes in real-time learning. Where a still illustration or table does not help in learning, a multidimensional moving figure, animation, frame plan, video and much more can help. However, when using video information, one should not forget about saving tempo lesson. The video fragment must be extremely short in time, and the teacher must take care of ensuring feedback with students. That is, video information should be accompanied by a number of developmental questions that invite children to dialogue and comment on what is happening. Under no circumstances should students be allowed to turn into passive observers. It is preferable to replace the audio of a video fragment with live speech from the teacher and students.

Another aspect should be touched upon: the conduct of the multimedia lesson itself. No matter how a lesson is designed, much depends on how the teacher prepares for it. Masterfully conducting such an activity is akin to the work of a showman on a television show. The teacher must not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think about changing the rhythm, diversifying the forms of educational activities, thinking about how to take a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to multimedia accompaniment of classes, the teacher saves up to 30% of teaching time than when working at a blackboard. He should not think that he will not have enough space on the board, he should not worry about the quality of the chalk, whether everything written is clear. By saving time, the teacher can increase the density of the lesson and enrich it with new content.

Another problem is also resolved. When a teacher turns away from the board, he involuntarily loses contact with the class. Sometimes he even hears noise behind him. In multimedia support mode, the teacher has the opportunity to constantly “keep his finger on the pulse”, see the reactions of students, and respond in a timely manner to a changing situation.

One of the most significant changes in the structure of education can be characterized as a shift in the center of gravity from learning to doctrine . This is not an ordinary “coaching” of students, not an extensive increase in knowledge, but a creative approach to teaching all participants in the educational process, and, above all, its main traditional tandem: teacher - student . Cooperation between students and teachers, their mutual understanding is the most important condition education. It is necessary to create an environment interactions and mutual responsibility. Only if there is high motivation for all participants in educational interaction, a positive lesson outcome is possible.

Information and communication technologies in Russian language and literature lessons

Main directions of using computer technologies in the classroom

• Visual information (illustrative, visual material)
• Interactive demonstration material (exercises, reference diagrams, tables, concepts)
• Training apparatus
• Testing

Basically, all these areas are based on the use of the program MS Power Point. What does it allow you to achieve in the classroom?

• Stimulating the cognitive activity of schoolchildren, which is achieved through the child’s participation in creating presentations on new material, preparing reports, independently studying additional material and drawing up presentations - supporting notes, when reinforcing the material in the lesson;
• Promoting a deep understanding of the material being studied through modeling basic learning situations;
• Visualization of educational material;
• Integration with related disciplines: history, world artistic culture, music
• Increasing the motivation of schoolchildren to study and strengthening interest in the subject being studied;
• A variety of forms for presenting educational material, homework, and assignments for independent work;
• Stimulating the imagination of schoolchildren;
• Promoting the development of a creative approach when completing educational tasks.

Possibilities of media resources at the stage of preparation for the lesson

Let's look at specific examples of using media resources on lessons .

A modern literature lesson is impossible without comparing literary works with other forms of art. This organic synthesis helps the teacher control the flow of associations, awaken the imagination of students, and stimulate their creative activity. The concrete visual basis of the lesson makes it bright, spectacular and therefore memorable. The methodological literature has accumulated a lot of experience in working with illustrations, reproductions, portraits and photographic materials, but the teacher always faces the problem of handouts.

Computer information technologies can help us solve this problem, which make it possible to prepare a presentation of illustrative and informational material (a set of illustration slides, equipped with the necessary comments for work in the lesson), create a website and thus summarize the material on the topic. As part of this program, it is possible to organize a comparison of illustrations and a comparison of the works of different artists for the same work in literature, MHC, and speech development classes. During the lesson, students can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts, and even go on a tour of the museum.

Preparing for such a lesson becomes creative process, and the entertainment, brightness, novelty of the computer elements of the lesson, in combination with other methodological techniques, make the lesson unusual, exciting and memorable.

A computer, of course, cannot replace the teacher’s living word in the classroom, studying work of art, creative communication, but can become a good assistant.

Educational computer programs for the Russian language allow you to solve a number of problems:

• increase students' interest in the subject;
• improve student performance and quality of knowledge;
• save time on surveying students;
• give students the opportunity to study independently not only in class, but also at home;
• They also help teachers improve their knowledge.

Having mastery of information and communication technologies, the teacher has the opportunity to create, replicate and store didactic materials for the lesson (tests, handouts and illustrative materials). Depending on the level of the class and the tasks assigned to the lesson, the once typed version of the tasks can be quickly modified (added, compressed). In addition, printed teaching materials look more aesthetically pleasing.

Information and communication technologies significantly expand the range of searches additional information in preparation for the lesson. Through Internet search engines you can find artistic and literary texts, biographical materials, photographic documents, and illustrations. Of course, many works require verification and editorial correction. We do not encourage using them in full, but some fragments of the articles may be useful when developing didactic materials for the lesson, and suggest the form of the lesson.

The most effective form of work is working with an educational presentation.

Presentation is a form of presenting material in the form of slides, which can contain tables, diagrams, drawings, illustrations, audio and video materials.

In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of the presentation in the lesson.

If the presentation becomes the basis of the lesson, its “skeleton,” then it is necessary to highlight the stages of the lesson, clearly building the logic of reasoning from goal setting to conclusion. In accordance with the stages of the lesson, we determine the content of text and multimedia material (diagrams, tables, texts, illustrations, audio and video fragments). And only after that we create slides in accordance with the lesson plan. For greater clarity, you can enter presentation display settings. You can also create notes for the slide, reflecting transitions, comments, questions and tasks for the slides and materials on them, i.e. methodological equipment for the presentation, “score” of the lesson.

If the presentation is only part of the lesson, one of its stages, then it is necessary to clearly formulate the purpose of using the presentation and, based on it, select, structure and design the material. In this case, you need to clearly limit the time the presentation is shown, think through options for working with the presentation in class: questions and assignments for students

If the presentation is the creative work of a student or group of students, then it is necessary to formulate the purpose of the work as precisely as possible, determine the context of the work in the structure of the lesson, discuss the content and form of the presentation, and the time for its defense. It is better if you are familiar with the presentation created by the student in advance, especially if it plays a conceptual role in the lesson.

Typology of literature lessons with multimedia support

The specifics of preparing a lesson using ICT are certainly determined by the type of lesson. In our practice we use:

Lessons-lectures

Information and communication technologies make lectures more effective and enhance class activities. The presentation allows you to organize visual material and attract other types of art. On a large screen, you can show the illustration in fragments, highlighting the main thing, enlarging individual parts, introducing animation and color. The illustration can be accompanied by text or shown against the background of music. The child not only sees and perceives, he experiences emotions. L. S. Vygotsky, the founder of developmental education, wrote: “It is emotional reactions that should form the basis of the educational process. Before imparting this or that knowledge, the teacher must evoke the corresponding emotion of the student and

make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled that has passed through the student’s feelings.”

At the middle level, the presentation allows you to teach how to create supporting diagrams and notes in a more comfortable communicative mode (theses are drawn up on slides, there is an example of creating supporting points for a lecture for students). The problematic nature of the lecture may not be asked by the teacher himself (problematic question), but is independently recognized by the children in the course of working with different materials: portrait, caricature, polar critical assessments, etc. The presentation form allows you to aesthetically arrange the material and accompany the teacher’s words with clarity throughout the entire lesson space.

A presentation for a lecture lesson can be created by the teacher himself or based on small student presentations illustrating their reports and messages.

During such a lesson, the children must take notes in their workbooks. That is, ICT does not cancel the traditional methodology for preparing and conducting this type of lesson, but in a sense facilitates and actualizes (makes it practically significant for students) the technology of its creation.

A well-constructed presentation allows you to implement an integrative approach to learning. When interpreting a literary text, a student can and should see a variety of interpretations of images and themes. Involving fragments of plays, films, operas, various illustrations, supplemented with excerpts from literary works, allows you to create a problematic situation, which can be solved by working together in class. Problem-based research learning becomes the main focus in such lessons. Not only additional material is placed on the slides, but also tasks are formulated, intermediate and final conclusions are recorded.

Unlike lesson-lectures, the presentation does not simply accompany the teacher’s words, but is in some way an interpretation of the literary text. The visual images of the presentation are essentially designed to develop the co-creation of the reader. By comparing video or audio illustrations, the student is already analyzing the text (hidden text analysis technique).

Selecting from a number of proposed illustrations that most adequately reflect the author’s point of view is another technique aimed at developing the reconstructive imagination (both in middle and senior levels). The presentation can use children's illustrations and traditional ways of working with them (titles, comparison with text, description based on illustrations, protection of illustrations).

The presentation for a text analysis lesson should be more thorough.

It must be remembered that in a text analysis lesson, the main thing is always working with the text, and ICT only diversifies the methods, techniques and forms of work that develop different sides the student’s personality, help to achieve the integrity of considering the work in the unity of content and form, to see the content, semantic significance of each element of the form.

General lessons

Using presentations, you can also prepare general lessons. The goal of this type of lesson is to collect all the observations made during the analysis process into unified system holistic perception of the work, but at the level of deeper understanding; go beyond the problems already touched upon, emotionally embrace the entire work. ICT allows us to solve these problems by creating a kind of visual metaphor of the work, combining the emotional, artistic and logical types of creative activity of students in the lesson. Diagrams, tables, thesis arrangement of the material allow you to save time and, most importantly, to understand the work more deeply. In addition, conclusions and patterns can emerge gradually, after discussion or questioning of students. Thanks to the presentation, the teacher can monitor the work of the class at all times.

In the listed types of lessons, presentations are created by the teacher, however, as mentioned above, the student can also participate in creating the presentation.

In high school, the student himself can be the author of a presentation, which becomes his final work on a topic or course, a creative report on the results of research work.

Thus, students develop the key competencies required by the State Education Standards:

Ability to summarize, analyze, systematize information on a topic of interest;

Ability to work in a group;

Ability to find information in various sources;

Communication competence;

Awareness of the usefulness of the acquired knowledge and skills.

When working with presentations, an individual approach to learning is carried out, the process of socialization and self-affirmation of the individual is more active, and historical, scientific and natural thinking is developed.

Solving problems of integrative and problem-based learning using information and communication technologies

In my practice, student presentations are used at one stage of the lesson. The preparation of such a lesson is based on the project method, which is based on the pedagogy of cooperation.

A literature lesson organized in two technologies requires a lot of preliminary preparation. The form of its organization is as follows: the class is divided into several groups of 4-5 people, each of them includes students with different levels of training. The same group can work from one lesson to several months. Groups are given specific tasks. Each student should, using various sources, prepare information to answer your question. Representatives of the group prepare a presentation to visually and emotionally present their assignment in the lesson, using fiction and fantasy.

Of course, a lesson from the beginning of its creation to its logical end is created under the guidance of a teacher who, if necessary, helps students start working in groups, observes how the cooperation between children proceeds, without interfering in the course of the discussion, and at the end evaluates the students’ work and cooperation in groups. This could be one “reward” for everyone in the form of points, a certificate, or a badge of honor.

What benefits does collaborative learning give to students themselves?

1. Awareness of personal participation and responsibility for the success of teamwork.

2. Awareness of the creative interdependence of group members.

3. The ability to conduct dialogue, compromise, respect the opinions of others.

4. Intensive creative communication between students.

Regular discussion of the interim results of the work by the whole group increases its effectiveness.

And therefore, the methodology for creating design work is actively used in the practice of teaching literature.

This method allows students to achieve a high degree of independence in interpreting literary material: selection of facts, form of presentation, method of presentation and defense. Design work– a good way to personalize the material. This technique can be used at different stages of studying the material - both at the stage of obtaining information, and at the stage of consolidating and testing knowledge, abilities, skills, and can even be a form of exam.

ICT allows for an integrative approach to learning.

Often, during the preparation of a literature lesson, materials are discovered that contribute to the establishment of integrative connections.

All school disciplines have a unique integration potential, but their ability to be combined and the effectiveness of the integrative course depend on many conditions. Therefore, before creating an integration program, teachers need to take into account a number of circumstances.

The deepest basis for unification occurs when teachers identify in the teaching of their subjects such fields of interaction that bring together promising learning goals.

Thanks to integration, a more objective and comprehensive picture of the world is formed in the minds of students, they begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences. Integration of academic subjects leads to a more interested, personally significant and meaningful perception of knowledge, which enhances motivation and allows for more efficient use of study time by eliminating repetitions that are inevitable when teaching a variety of subjects. The integration of literature with history is carried out most closely. This is due to the fact that literature is a written monument that reflects the main milestones in the historical development of society.

An integrative approach to teaching can further expand the boundaries of mutual cooperation between school subjects.

When such work also becomes a reason to use ICT - to realize the creative and intellectual potential of participants in the educational process, to introduce them to modern methods receiving and “processing” information - this contributes to greater mutual enrichment of teacher and student.

Independent search and creative work of students

Computer technologies provide the most ample opportunities to develop the creative potential of schoolchildren. A teacher can teach a child how to use a computer correctly, show that it is not just a toy and a means of communication with friends. With the skillful mentoring of a teacher, a teenager learns to find what he needs among the abundance of information on the Internet, learns to process this information, which is the most important task. We are all already faced with the fact that our students bring essays carefully copied from websites, mindlessly and completely effortlessly retyped reports and abstracts. Is there any benefit to this kind of “work”? Minimal: I still found what I was looking for and managed to get out of the problem. What can a teacher do to ensure that such work is still beneficial? Create a need to process the information found, transforming it, for example, in the form of a reference diagram, presentation, test tasks, questions on the topic, etc.

The most basic use of a computer by children is text editing, typing their own texts. creative works, his poems, compiling collections, creating computer drawings. High school students prepare their reports and abstracts using a computer, make their own drawings, diagrams, help with tests, literature manuals, and didactic material. It should be noted that the children like to complete tasks on the computer. This is the very case when the pleasant is combined with the useful. In addition, the use of computer and information technologies in our lessons allows us to integrate with computer science and implement the skills acquired in this lesson in practical activities. This union is also pleasant for computer science and information technology teachers.

Thus, the use of ICT in the classroom significantly increases not only the effectiveness of teaching, but also helps to create a more productive atmosphere in the lesson and students’ interest in the material being studied. In addition, owning and using ICT is a good way to keep up with the times and your students.

Literature

1. Agatova, N. V. Information technologies in school education/ N.V. Agatova M., 2006
2. Alekseeva, M. B., Balan, S. N. Technologies for using multimedia. M., 2002
3. Zaitseva, L. A. Use of information computer technologies in the educational process / L. A. Zaitseva. M., 2004
4. Kuznetsov E.V. Use of new information technologies in the educational process / E.V. Kuznetsov. M., 2003
5. Nikiforova, G. V. The use of information technology in studying the Russian language in grade 7 // Implementation of the educational initiative “Our New School” in the process of teaching philological disciplines. Materials of the first regional scientific and practical conference / Comp. G. M. Vyalkova, T. A. Chernova; edited by L. N. Savina. M.: Planeta, 2010 – p. 106-111
6. Selevko, G. K. Encyclopedia of educational technologies: in 2 volumes - T. 1. M.: Research Institute of School Technologies - 2006-p. 150-228

MBOU ASOSH named after. A. N. Kosygina, Krasnogorsk district, Moscow region

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

The concept of modernization of modern domestic education places special emphasis on the use of ICT. Information competence is identified as one of the main components of the quality of the educational process.

Target

It consists of developing skills in the field of communication and information technologies. The possibility of its formation is associated with the systematic activity of schoolchildren in the computer information space.

The use of ICT in educational activities is considered an urgent problem in professional domestic education. Such technologies allow the teacher to find new opportunities for teaching their academic discipline.

Significance of technology

The development of ICT opens up great horizons for schoolchildren. They can reflect, be involved in the educational process, and have a positive impact on the formation of cognitive interest in the subject. Inclusion similar technologies in education allows you to increase the efficiency of conducting a training session and free the teacher from routine activities.

Computer science and ICT increase the attractiveness of presenting complex material. The teacher differentiates tasks and uses various forms of feedback.

Relevance

Nowadays, ICT is the need of the hour. It's hard to imagine quality modern lesson no computer presentations. The teacher gets a chance to make positive changes to the planned lesson plan.

ICT is a way to increase the motivation of the educational process, an opportunity to develop the creative personality of both schoolchildren and teachers. This pedagogical technology contributes to the realization of basic human needs: education, communication, self-realization. Nowadays, ICT is a necessity that is dictated by the modern level of development of society.

Functions

Thanks to information technology in the classroom you can:

• increase the content of schoolchildren’s educational activities;
• increase the attractiveness of the educational process for modern students;
• use visual images to make lessons as effective as possible;
• stimulate the desire to learn;
• add dynamism and clarity to the training session

ICT is an excellent option for effective teaching. It is a clear demonstration and simultaneous explanation of the educational material in question.

If you use multimedia presentations and educational software products to accompany integrated and classical lessons, you can significantly deepen and generalize the knowledge and skills of children.

The use of animation in slides helps the teacher give a detailed idea of ​​the material heard in the lesson. The guys are immersed in the subject with great desire. A variety of forms helps to increase cognitive activity, motivation, and increase interest and curiosity. Working with ICT helps teachers, together with their students, enjoy the fascinating process of learning, “go beyond” the classroom, and immerse themselves in the colorful world of living nature.

Advantages of the technique

Even guys with little motivation work with a computer with great desire. Of course, it cannot replace live communication with teachers and peers, but it will certainly increase interest in studying a certain academic discipline.

ICT classes are equipped with modern technology, which greatly facilitates the process of memorizing and understanding information. Among the many advantages of this method, one can highlight the improvement in the quality of knowledge due to the novelty of the activity and interest in the computer.

The teacher gets the opportunity to provide clarity, involve a significant amount of didactic material, and increase the amount of work that is performed twice during a lesson.

The Polish teacher Jan Kamensky called clarity as the “golden rule of didactics.” By using multimedia systems The material is presented by the teacher in a visual and understandable form, thereby stimulating cognitive interest in the learning process and eliminating gaps in knowledge.

GDZ on ICT contain solutions various tasks, not only children, but also teachers use them when preparing for lessons.

Areas of computer technology

Currently, there are several areas of application of ICT within the framework of a training session:

• in the form of visual illustrative material (visual information);
• to control students’ learning skills;
• as a trainer.

Teachers, preparing for a lesson using information technology, do not forget to draw up a lesson plan, indicate goals and objectives. When selecting educational material, teachers use the basic didactic principles: consistency, systematicity, scientificity, differentiated approach, accessibility.

Teachers use electronic resources educational focus: presentations, logic games, test materials.

Distribution by stages

ICT can be used at all stages of a modern lesson:

• in the process of explaining new material;
• when securing the received ZUN;
• for physical exercises;
• during control and repetition.

The use of information resources gives teachers the opportunity to demonstrate unique materials to schoolchildren when organizing lessons about the surrounding world, geography, and biology. Together with their students, teachers get the chance to take exciting trips to museums and art galleries. Without leaving the confines of their classroom, schoolchildren get acquainted with the work and biography of domestic and foreign writers.

Conclusion

The combination of a classic chemistry lesson with a computer allows the teacher to transfer part of his work to the PC, adding variety to the educational process. The process of recording the main points of the lesson becomes faster and more effective. The teacher displays them on the computer screen, which greatly simplifies the process of students’ perception of the material.

The use of innovative technical teaching aids opens up great opportunities for creating new methods and forms of educating the younger generation.

In addition to training sessions, it is necessary to highlight the relevance of the use of information and computer technologies in extracurricular educational activities. After the modernization of Russian education, special attention at all levels of education began to be given to project and research activities. It is difficult to imagine a high-quality project without the use of a computer.

The children, receiving a specific task from the teacher, use ICT to search for scientific and methodological literature on the issue under consideration. When recording their observations and experiments, they also need computer equipment.

Currently, innovation and ICT are being introduced into all areas of production, and the education sector is no exception. In order for graduates of schools, lyceums, and colleges to adapt to the modern world, they must master several special competencies. One of them is computer literacy, which allows children to search and process information.