ДЕЯКІ ОСОБЛИВОСТІ ДИСТАНЦІЙНОГО НАВЧАННЯ СТУДЕНТІВ ПРИ ВИВЧЕННІ БІОЛОГІЧНИХ ДИСЦИПЛІН

Abstract

The article examines the theoretical aspects of distance learning of the educational process participants, in particular, the peculiarities of conducting classes for students of biological specialties. The authors outline the main issues of this scientific field; attention is focused on the most convenient, flexible and accessible learning technologies, which allow to realize a full-fledged educational process in tough conditions of military setting. It is noted that the development of information technologies allows to implement fundamentally new approaches to high school students education. It is emphasized that a remote organization of the educational process implies a slightly different approach to learning on the part of students, which is independent research, analysis, systematization and generalization of information, self-management and self-monitoring. Studying natural sciences in general and biology in particular with the help of information and communication technologies enables to perform a number of didactic tasks with sufficient quality. Thus, a wide range of educational and scientific platforms, such as LearningApps, Scilab, e- Anatomy, "Interesting Science", TeamLabBody, makes it possible to study biological phenomena and processes using computer graphics, modeling and simulation of biological processes (PhET interactive simulation platform ) as well as to carry out experiments in virtual laboratories on the platforms Labster, LabsLand, Go-Lab, VirtualBiologyLab, LabBench Activities by Pearson, Classzone. Based on the analysis of numerous research findings, it was noted that when teaching biological disciplines, it is advisable to divide the independent study material into sections, modules or blocks, create clear instructions, develop methodological recommendations for work performing and results presenting, and motivate students to constant self-monitoring. The article stresses the importance of competency-based tasks, which are student-centered and, therefore, focused on the hands-on application of theoretical knowledge. They provide students with the necessary means and tools for their implementation, contribute to increasing cognitive activity, forming skills in the analysis of biological phenomena and processes developing critical thinking, revealing the personality of a future specialist.