РЕЗУЛЬТАТИ ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ З РОЗВИТКУ ПІЗНАВАЛЬНОЇ АКТИВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ У ПРОЦЕСІ МАТЕМАТИЧНОЇ ПІДГОТОВКИ

Abstract

The article deals with the problem of development of the future computer science teachers’ cognitive activity. Emphasis is placed on the importance of mathematical training as a component of professional training of students of specialty 014.09 Secondary Education (Computer Science). The concept of “cognitive activity of the future computer science teacher” is defined and the structure of the investigated quality is given. It is proposed to introduce pedagogical technology in the mathematical training for the development of the future computer science teachers’ cognitive activity, which consists of three interconnected components (methodological and purposeful, organizational and technological and diagnostic) and is implemented in stages (preparatory-informational (involves designing and refining the technology of development of the future computer science teachers’ cognitive activity in the mathematical training), activity-effective (involves practical implementation of the developed technology by the components of cognitive activity (motivational, cognitive-research, personal-reactive), control-regulatory (involves finding out the effectiveness of the technology of investigated quality development)). The stages of pedagogical experiment (ascertaining, forming, controlling), which was conducted in order to check the effectiveness of the developed technology, are characterized. The criteria (motivational, cognitive-research, personality-reflective) and corresponding indicators, which were used to diagnose the level of development of the future computer science teachers’ cognitive activity at the ascertainment and control stages of pedagogical experiment, as well as the methods of their research, are explained. The results of the ascertaining and control stages of the pedagogical experiment are analyzed and the dynamics of changes in the levels of development of cognitive activity in the experimental and control groups is presented. In particular, it was shown that the level of development of cognitive activity in the experimental group after the experiment significantly increased compared with the control group, which indicates the effectiveness of the developed technology.