ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ СТВОРЕННЯ ІНТЕГРОВАНОГОІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

Abstract

With the purpose of determination of the term “organizational-pedagogical conditions” different approaches of native researchers to the explanation of the sense and contents of the terms “pedagogical conditions”, “organizational conditions” and “organizational-pedagogical conditions” are analyzed. The attention is drawn to the versatile contents of organizational-pedagogical conditions: it is the complex of material, financial, personal, technological, organizational, reputable resources which provide a personality’s education; the aimed educational process of a person’s competencies formation, structural-logical scheme of professional preparation as the algorithm of educational program realization for general cultural, professional and personal development of students. The author’s own determination of the term is formed: organizational-pedagogical conditions are referred to as the ways of organization of educational process and the complex of appropriate means, forms, methods, electronic resources which provide the formation of integrated information educational environment. The principles which provide the organizational-pedagogical conditions of integrated information educational environment during future teachers’ preparation in blended learning are outlined. The studies of different approaches to the organization and implementation of pedagogical conditions of information educational environment creation let us outline such organizational-pedagogical conditions of integrated information educational environment creation at a higher educational institution: taking into account the specifics of integrated information educational environment functioning on the basis of blended learning; keeping to the principles of integrated information educational environment organization in blended learning; phasing of integrated information educational environment creation. The conditions of the functioning of integrated information educational environment on the basis of blended learning are described. The principles of successful organization of integrated information educational environment at a higher educational institution are justified. Referring to the model of R.Puenteduro the stages of integrated information educational environment creation are described.