Abstract
The article deals with an information and activity approach to the process of teaching university students, which is considered as one of the ways to organize joint educational activities of a teacher and a student based on the widespread use of educational information and communication technologies (ICT) in order to form subject motivation. The role and place of information and communication technologies in the process of forming cognitive and professional motives of students in the process of contextual teaching in non-core disciplines is revealed, using the example of teaching mathematics in an agricultural university. The direction and influence of some forms of information and communication technologies on increasing the cognitive interest of students, cognitive activity and cognitive independence in the learning process are substantiated. The article is part of a study on the formation of motivation for studying non-core disciplines among university students by means of contextual learning. The paper presents the experience of using such forms of ICT as a web quest, video material, interactive training systems, video conferencing. These forms of ICT are aimed at updating the reflection of the existing motives and meanings of studying a non-core discipline, identifying a personal interpretation of the importance of the subject in practical and professional activities; development of cognitive and professional motives for learning; activation of independent creative activity of students aimed at studying a non-core subject. The analysis of the research results showed that the use of contextual teaching methods in the educational process, along with the use of various forms of ICT, motivates students to study the educational material in more depth, increases cognitive interest, contributes to the identification, formation and development of subject motivation. The author's conclusion: the information and activity approach to the learning process, which is based on information and communication technologies of teaching, is an important direction of strengthening non-core general education courses, which is determined by its positive role in the formation of subject motivation
Highlights
The article deals with an information and activity approach to the process
a student based on the widespread use of educational information and communication technologies
The paper presents the experience of using such forms of information and communication technologies (ICT)
Summary
В статье идет речь об информационно-деятельностном подходе к процессу обучения студентов вуза, который рассматривается как один из способов организации совместной учебной деятельности преподавателя и студента базирующийся на широком использовании образовательных информационно-коммуникационных технологий (ИКТ) с целью формирования предметной мотивации. Принимая во внимание предмет нашего исследования — мотивация изучения непрофильных дисциплин у студентов вуза средствами контекстного обучения, а также учитывая все возрастающую роль ИКТ в организации учебного процесса целесообразно рассмотреть в процессе развития мотивационной составляющей учебной деятельности студентов информационно-деятельностный подход. Поскольку основная проблема «демотивированности» основной массы студентов к изучению непрофильных дисциплин видится нами в том, что студенты не понимают, «не осознают» роли и места непрофильной дисциплины в процессе собственного профессионального, личностного становления и развития, то в качестве основных методов обучения, направленных на формирование предметной мотивации, были выбраны именно такие методы. Цель данной работы состоит в выявление роли и места информационно-коммуникативных технологий в этом процессе
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