EDUCATIONAL COMPUTER PROGRAM AS A MEANS OF TEACHING STUDENTS-PHILOLOGISTS READING FICTION LITERATURE

Abstract

The article describes the Ukrainian and world experience of using information and communication technologies, namely educational computer programs, for teaching various types of speech activity. The technology of development and the method of application of educational computer programs, including teaching students-philologists reading fiction literature provide the identification of general didactic principles (general and specific), functions (motivational-stimulating, communicative, informative, structurally systematizing, organizational-managerial, training-educational, educational and developing, controlling-correcting) and requirements (recommendations for designation, page text, information functions, the role of the educational computer program) for training using an educational computer program. In modern linguodidactics the following types of educational computer programs are distinguished: linear, internally controlled (branched), and externally controlled. A linear program has the form of didactic material for educational machines and programmable manuals. Machine equipment enables us to enter training information on a card or on a paper tape. In the first case, after a student completes the assignment, the correct answer is provided, whereas in the second case several options are offered. An internally controlled program ensures the differentiation of the learning process, and is compiled in such a way, that in the case of a correct answer, the student proceeds with tasks in the program, and when an error occurs, the student is redirected to the study material necessary for its correction. Extensions and add-ons available in the program enable us to manage learning based on individual program promotion. Differentiation of training is a positive factor for ramified programming. An externally controlled program takes into account all previous students’ responses, unlike linear and internally managed ones. The decision on each of the following steps depends on the execution of the whole program. To implement this type of programming, computers are required. Various models of computer educational programs have been described, including three basic ones, determined among them. The first model contains the introductory, main and final parts. The second model has an introductory, basic, information-reference, and final part. The third model, according to the structure, corresponds to the first one, and its semantic purpose – to the second one. It provides the application of a simplified version of the technical and communicative capabilities of program and pedagogical support.