СТРУКТУРНО-ЛОГИЧЕСКАЯ МОДЕЛЬ ФОРМИРОВАНИЯ ИКТ-КОМПЕТЕНТНОСТИ БУДУЩИХ УЧИТЕЛЕЙ ТУВИНСКОГО ЯЗЫКА В УСЛОВИЯХ ДВУЯЗЫЧИЯ

Abstract

Problem and purpose. The article gives the grounds of the urgency of the problem of the future Tuvan language teachers ICT competence development taking into account the requirements of new Federal State Educational Standards of pedagogical education. The ethno-pedagogical approach was chosen as the basic one for developing the methods of teaching future bachelor-pedagogues Informatics and Information Technologies on the basis of Tuvan-Russian bilingualism. The purpose of the research is to analyze the up-to-date status of the problem of developing ICT competence in future teachers of the Tuvan language and to suggest a structural-logical model for developing ICT competence of future bachelors of the Tuvan language taking into account linguistic, regional, ethno-psychological and national-cultural peculiarities of their professional activities. The methodology. A number of the following initial theoretical justifications served as scientific and pedagogical basis: 1) the provisions of the competence approach in order to describe the nature and structure of competencies as an educational result; 2) the key provisions of the system and personality-activity approaches to describe the nature and types of educational and cognitive activity; 3) technologies of context training, the theory of step-by-step formation of new knowledge and actions, activity models of training for modeling the structure and content of training; 4) the concept of ethno-pedagogical approach to identify patterns of the development of ICT competence of the Tuvan language future teachers in the conditions of Russian-Tuvan bilingualism. Results. As one of the ways of solving the above-mentioned problem the authors propose the structural-logical model of the development of ICT competence under the conditions of bilingualism including the destination block (purposes and objectives), the contextual – methodological block (content, organizational forms, special techniques, methods and tools), and the exploratory block (criteria, exploratory tools, levels of ICT competence development). Each block of the structural – logical model of the development of ICT competence has been thoroughly described. The article presents the structure and the content of ICT competence of the future teacher of the Tuvan language consisting of the motivational, cognitive, and pragmatic components. The common user level, general pedagogical level and subject-oriented level of the development of ICT competence for bachelors have been described. The authors pay special attention to the functions of each block of the structural – logical model of the development of ICT competence and the functions of the development of ICT competence in the future teacher of the Tuvan language. The conclusion. The structural – logical model of the development of ICT competence of the Tuvan language future teachers in the conditions of bilingualism, suggested in the article, has a developmental nature. Eventually, the future teacher of Tuvan must obtain subject-oriented ICT competence, i.e. be able to master special technologies and resources developed in accordance with the requirements to the content of the Tuvan language and philology, as well as develop readiness to implement them effectively into learning activity.