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THE USE OF OPPORTUNITIES OF ICT IN THE TECHNIQUES OF TEACHING CHEMISTRY

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Àáñòðàêò

 ñòàòüå îáîáùàåòñÿ ïÿòèëåòíèé îïûò ðàáîòû ïî ïðèìåíåíèþ âîçìîæíîñòåé ÈÊÒ â ìåòîäèêå ïðåïîäàâàíèÿ õèìèè â îñíîâíîé øêîëå è ãèìíàçèè. Àâòîðû àíàëèçèðóþò ïðîäåëàííóþ ðàáîòó è äîñòèãíóòûå ðåçóëüòàòû, âûÿâëÿþò ñèëüíûå è ñëàáûå ìåñòà ðàçðàáîòàííîé ìåòîäèêè. Äàííàÿ ìåòîäèêà ïðåïîäàâàíèÿ õèìèè àïðîáèðîâàíà íå òîëüêî â ðàìêàõ îäíîé ãèìíàçèè, íî è íåîäíîêðàòíî ïðåäñòàâëÿëàñü íà ãîðîäñêèõ è ðåñïóáëèêàíñêèõ êîíôåðåíöèÿõ ó÷èòåëåé åñòåñòâåííî-íàó÷íûõ ïðåäìåòîâ, à òàêæå íà êóðñàõ, ïðîâîäèìûõ àâòîðàìè ñòàòüè, ãäå îíà ïîëó÷èëà âûñîêóþ îöåíêó êîëëåã è äåïàðòàìåíòà îáðàçîâàíèè Ýñòîíèè.

Ðàññìàòðèâàþòñÿ íàïðàâëåíèÿ ðàáîòû ïî èñïîëüçîâàíèþ ÈÊÒ, èõ îñîáåííîñòè è âîçìîæíîñòè êàê â îáùåì, òàê è íà ïðèìåðå êîíêðåòíûõ êëàññîâ: ñ óãëóáëåííûì èçó÷åíèåì õèìèè è îáùåîáðàçîâàòåëüíûõ. Èç íàïðàâëåíèé ñâîåé ïåäàãîãè÷åñêîé äåÿòåëüíîñòè àâòîðû âûäåëÿþò: 1) öèêëû ìóëüòèìåäèéíûõ óðîêîâ äëÿ 8-11 êëàññîâ ïî îñíîâíûì òåìàì ãîñóäàðñòâåííîé ïðîãðàììû; 2) èñïîëüçîâàíèå ãîòîâûõ îáó÷àþùèõ ïðîãðàìì è âèðòóàëüíûõ ó÷åáíèêîâ íà ýñòîíñêîì, ðóññêîì è àíãëèéñêèõ ÿçûêàõ; 3) âèðòóàëüíûå ïðàêòè÷åñêèå ðàáîòû; 4) èíòåðàêòèâíûé êîíòðîëü è ñàìîêîíòðîëü çíàíèé ó÷àùèõñÿ, ïîäãîòîâêà ê ïðåäìåòíûì îëèìïèàäàì è âèêòîðèíàì; 5) îáðàòíàÿ ñâÿçü ñ ó÷àùèìèñÿ è èõ ðîäèòåëÿìè ïîñðåäñòâîì ýëåêòðîííîé ïî÷òû, web-ñàéòîâ, ôîðóìîâ è ýëåêòðîííîãî æóðíàëà; 6) ïðîåêòíàÿ èññëåäîâàòåëüñêàÿ äåÿòåëüíîñòü ó÷àùèõñÿ.

Ïðîñëåæèâàåòñÿ äèíàìèêà èçìåíåíèÿ ìîòèâàöèè, óñïåâàåìîñòè è ïðèîðèòåòà áóäóùåé ïðîôåññèè íà îñíîâàíèè ðåçóëüòàòîâ äèàãíîñòè÷åñêîãî àíêåòèðîâàíèÿ ó÷àùèõñÿ ãèìíàçèè.  ïåðñïåêòèâå ïðåäïîëàãàåòñÿ ïåðåíåñåíèå íàêîïëåííîãî îïûòà íà ïðåïîäàâàíèå äðóãèõ ïðåäìåòîâ åñòåñòâåííî-íàó÷íîãî öèêëà ñ ïîñëåäóþùèì ñîçäàíèåì åäèíîãî êîìïëåêñíîãî ïîäõîäà ê ïðåïîäàâàíèþ è åäèíîãî áàíêà çíàíèé ãèìíàçèè.

Êëþ÷åâûå ñëîâà: èíôîòåõíîëîãèè, õèìèÿ, ìåòîäèêà ïðåïîäàâàíèÿ, âèðòóàëüíàÿ ñðåäà, ìóëüòèìåäèéíûå óðîêè.

Ââåäåíèå

Åñòåñòâåííîíàó÷íîå îáðàçîâàíèå – îäèí èç êîìïîíåíòîâ ïîäãîòîâêè ïîäðàñòàþùåãî ïîêîëåíèÿ ê ñàìîñòîÿòåëüíîé æèçíè. Íàðÿäó ñ ãóìàíèòàðíûì, ñîöèàëüíî-ýêîíîìè÷åñêèì, âàëåîëîãè÷åñêèì è òåõíîëîãè÷åñêèì êîìïîíåíòàìè îáðàçîâàíèÿ îíî îáåñïå÷èâàåò âñåñòîðîííåå ðàçâèòèå ëè÷íîñòè ó÷àùåãîñÿ çà âðåìÿ åãî îáó÷åíèÿ â ãèìíàçèè. Ôîðìèðîâàíèå åñòåñòâåííîíàó÷íîé êàðòèíû ìèðà äîñòèãàåòñÿ ïðè óñëîâèè, ÷òî èçó÷åíèå åñòåñòâåííûõ äèñöèïëèí ýòî, ïðåæäå âñåãî ñðåäñòâî, îáåñïå÷èâàþùåå ðàçâèòèå ïîçíàâàòåëüíûõ ñïîñîáíîñòåé ëè÷íîñòè,

ÈÑÏÎËÜÇÎÂÀÍÈÅ ÂÎÇÌÎÆÍÎÑÒÅÉ

ÈÊÒ Â ÌÅÒÎÄÈÊÅ ÏÐÅÏÎÄÀÂÀÍÈß

ÕÈÌÈÈ

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121 Volume 1, 2007

ðàñøèðåíèå åå èíòåëëåêòóàëüíûõ âîçìîæíîñòåé, çíàêîìñòâî ñ òîé ÷àñòüþ ÷åëîâå÷åñêîé êóëüòóðû, êîòîðàÿ âî ìíîãîì îïðåäåëÿåò ëèöî ñîâðåìåííîé öèâèëèçàöèè.

Çàëîæèòü ôóíäàìåíò äëÿ ðàçâèòèÿ èëè ñîâåðøåíñòâîâàíèÿ ïîçíàâàòåëüíûõ ñïîñîáíîñòåé íåâîçìîæíî áåç ïðèâëå÷åíèÿ íàó÷íî-åñòåñòâåííûõ äèñöèïëèí è îñîáåííî õèìèè. ßâëÿÿñü îñíîâîé ñîâðåìåííîé ïðîìûøëåííîé òåõíîëîãèè, õèìèÿ ñïîñîáñòâóåò ðàçâèòèþ ëîãè÷åñêîãî è àáñòðàêòíîãî ìûøëåíèÿ, íàâûêîâ ñèíòåçà è àíàëèçà, ñðàâíåíèé è ñîïîñòàâëåíèé, ñîâðåìåííîãî ïðîãðåññèâíîãî âçãëÿäà íà îêðóæàþùóþ äåéñòâèòåëüíîñòü, îðèåíòàöèè â èíôîðìàöèîííîì ïðîñòðàíñòâå. Õèìèÿ íàïðÿìóþ âëèÿåò íà æèçíü íàøåãî îáùåñòâà, ïîñêîëüêó íåñåò â ñåáå íå ñòîëüêî òåîðåòè÷åñêèé, ñêîëüêî ïðèêëàäíîé õàðàêòåð

Ïîýòîìó ñîâðåìåííàÿ ñèñòåìà ïðåïîäàâàíèÿ äîëæíà áûòü ïîñòðîåíà íà ïðåäîñòàâëåíèè ó÷àùèìñÿ âîçìîæíîñòè: ðàçìûøëÿòü, ñîïîñòàâëÿòü ðàçíûå òî÷êè çðåíèÿ, ðàçíûå ïîçèöèè, ôîðìóëèðîâàòü è àðãóìåíòèðîâàòü ñîáñòâåííóþ òî÷êó çðåíèÿ, îïèðàÿñü íà çíàíèÿ ôàêòîâ, çàêîíîâ, çàêîíîìåðíîñòåé íàóêè, íà ñîáñòâåííûå íàáëþäåíèÿ, ñâîé è ÷óæîé îïûò.

Âñå ýòî ïðèâîäèò ê íåîáõîäèìîñòè èñïîëüçîâàíèÿ ïðîãðåññèâíîé ìåòîäèêè ïðåïîäàâàíèÿ õèìèè. Ìû ñ÷èòàåì, ÷òî äîñòàòî÷íóþ áàçó õèìè÷åñêèõ çíàíèé ó÷èòåëþ ïîìîãàþò çàëîæèòü íîâûå ïåäàãîãè÷åñêèå òåõíîëîãèè, â ÷àñòíîñòè îäíèì èõ èíòåðåñíûõ ïåðñïåêòèâíûõ íàïðàâëåíèé ÿâëÿåòñÿ èíòåãðàöèÿ õèìèè è èíôîòåõíîëîãèè, ÷òî ïîðîæäàåò øèðîêèé ñïåêòð âîçìîæíîñòåé.

Ìåòîäèêà

 òå÷åíèå ïîñëåäíèõ ïÿòè ëåò ìû øèðîêî èñïîëüçóåì ìåòîäèêè, ïðåäîñòàâëÿåìûå èíôî-êîììóíèêàöèîííûìè ñèñòåìàìè: Èíòåðíåò, êîìïüþòåð, ïðîãðàììíîå è àïïàðàòíîå îáåñïå÷åíèå ïðè ïðåïîäàâàíèè øêîëüíîãî êóðñà õèìèè. Ìîæíî âûäåëèòü íåñêîëüêî íàïðàâëåíèé íàøåé ïåäàãîãè÷åñêîé äåÿòåëüíîñòè: 1) öèêëû ìóëüòè-ìåäèéíûõ óðîêîâ äëÿ 8-11 êëàññîâ ïî îñíîâíûì òåìàì ãîñóäàðñòâåííîé ïðîãðàììû; 2) èñïîëüçîâàíèå ãîòîâûõ îáó÷àþùèõ ïðîãðàìì è âèðòóàëüíûõ ó÷åáíèêîâ íà ýñòîíñêîì, ðóññêîì è àíãëèéñêèõ ÿçûêàõ, ÷òî äàåò äîïîëíèòåëüíóþ èíòåãðàöèþ ïî ïðåäìåòàì; 3) âûïîëíåíèå âèðòóàëüíûõ ïðàêòè÷åñêèõ ðàáîò ïî íåêîòîðûì ñëîæíûì è àáñòðàêòíûì òåìàì; 4) èíòåðàêòèâíûé êîíòðîëü è ñàìîêîíòðîëü çíàíèé ó÷àùèõñÿ, ïîäãîòîâêà ê ïðåäìåòíûì îëèìïèàäàì è âèêòîðèíàì; 5) îáðàòíàÿ ñâÿçü ñ ó÷àùèìèñÿ è èõ ðîäèòåëÿìè ïîñðåäñòâîì ýëåêòðîííîé ïî÷òû, web-ñàéòîâ, ôîðóìîâ è ýëåêòðîííîãî æóðíàëà. 6) ïðîåêòíàÿ èññëåäîâàòåëüñêàÿ äåÿòåëüíîñòü ó÷àùèõñÿ.

Øêîëà, â êîòîðîé ìû ðàáîòàåì, ðàñïîëàãàåò áîëüøèìè âîçìîæíîñòÿìè ïðèìåíåíèÿ ïðîãðåññèâíûõ èíôîòåõíîëîãèé â ó÷åáíîì ïðîöåññå. Òàê, êàáèíåò õèìèè îñíàùåí êîìïüþòåðîì, ìóëüòèìåäèéíûì ïðîåêòîðîì è Smart – äîñêîé. Ýòî ïîçâîëÿåò èñïîëüçîâàòü âîçìîæíîñòè èíôîòåõíîëîãèé ïðè ïðîâåäåíèè óðîêîâ. Ê íàñòîÿùåìó âðåìåíè ðàçðàáîòàíû öèêëû ìóëüòèìåäèéíûõ óðîêîâ ïî îñíîâíûì òåìàì øêîëüíîãî êóðñà õèìèè äëÿ 8-11 êëàññîâ, â ñðåäíåì 45-50 óðîêîâ íà êëàññ. Öåëü ïðèìåíåíèÿ ìóëüòèìåäèéíûõ ïðåçåíòàöèé: âèçóàëèçàöèÿ èíôîðìàöèè, óïðîùåíèå âîñïðèÿòèÿ àáñòðàêòíûõ ïîíÿòèé, âîçìîæíîñòü ìíîãîêðàòíîãî âîñïðîèçâåäåíèÿ ó÷åáíîãî ìàòåðèàëà, ñòðóêòóðèðîâàíèå èíôîðìàöèè, èíäèâèäóàëèçàöèÿ ïðîöåññà îáó÷åíèÿ, ñîâðåìåííîñòü è àêòèâàöèÿ ïîçíàâàòåëüíîé äåÿòåëüíîñòè [ Æèêèíà È., 2006]. Ïðè ñîñòàâëåíèè ïðåçåíòàöèé ê òàêèì óðîêîì èñïîëüçóþòñÿ îáîáùåíèÿ ó÷èòåëÿ, èíòåðàêòèâíûå ñõåìû, ìàòåðèàëû âèðòóàëüíûõ ó÷åáíèêîâ è ãîòîâûå îáó÷àþùèå ïðîãðàììû íà CD.

Åñëè ãîâîðèòü î âèðòóàëüíûõ ó÷åáíèêàõ, òî íàèáîëåå èíòåðåñíûìè ïðåäñòàâëÿþòñÿ ñëåäóþùèå: “Virtual Chemistry”, “Colby Chemistry” – Îêñôîðäñêèé óíèâåðñèòåò, „General, Organic and Biochemistry” - University of Arkon, «Îðãàíè÷åñêàÿ õèìèÿ» – Ñàìàðñêèé Ãîñóäàðñòâåííûé óíèâåðñèòåò, «Õèìèÿ äëÿ âñåõ» – Ìîñêîâñêèé Ãîñóäàðñòâåííûé óíèâåðñèòåò ïðèêëàäíîé áèîòåõíîëîãèè. [ Æèêèíà È., 2006]

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122 ïðåäñòàâëåíû Ìàðèéñêèì Ãîñóäàðñòâåííûì óíèâåðñèòåòîì – «Îáðàçîâàòåëüíàÿ

êîëëåêöèÿ» (áàçîâûé êóðñ õèìèè 8, 9, 10 è 11 êëàññû) è «Âèðòóàëüíàÿ ëàáîðàòîðèÿ»; Ýëåêòðîííàÿ áèáëèîòåêà «Ïðîñâåùåíèå», ñåðèÿ «1Ñ-Ðåïåòèòîð» - ýòî ðîññèéñêèå ðàçðàáîòêè, ýëåêòðîííûå ïðîäóêòû Òàðòóñêîãî óíèâåðñèòåòà «Multimeedia orgaaniline ja anorgaaniline keemia”(Ìóëüòèìåäèà-ïîñîáèå ïî îðãàíè÷åñêîé è íåîðãàíè÷åñêîé õèìèè), «Multimeedia loodusõpetus» (Ìóëüòèìåäèà-ïîñîáèå ïî åñòåñòâîçíàíèþ).

Îïûò ïðàêòè÷åñêîé ðàáîòû ïîêàçûâàåò, ÷òî íè îäèí èç âèðòóàëüíûõ ó÷åáíèêîâ, òàêæå êàê è íè îäíà îáó÷àþùàÿ ïðîãðàììà, ïîëíîñòüþ íå îòâå÷àåò òðåáîâàíèÿì ãîñóäàðñòâåííîé ïðîãðàììå êóðñà õèìèè è âèäåíèþ ó÷èòåëÿ. [ Æèêèíà È., 2007]

Ðîññèéñêèå îáó÷àþùèå ïðîãðàììû, íåñìîòðÿ íà ìàññó äîñòîèíñòâ, èìåþò ñóùåñòâåííûé íåäîñòàòîê – èçëèøíåå òåîðåòèçèðîâàíèå è óñëîæíåíèå ìàòåðèàëà, ÷òî â ñîâîêóïíîñòè ñ ïðèíöèïèàëüíîé ðàçíèöåé ïðîãðàìì îáó÷åíèÿ äåëàåò èõ íåóäîáíûìè â ïåðìàíåíòíîì èñïîëüçîâàíèè. Äîñòîèíñòâîì ýñòîíñêèõ îáó÷àþùèõ ïðîãðàìì íà CD ÿâëÿåòñÿ íå òîëüêî ðàñøèðåíèå âîçìîæíîñòåé áèëèíãâàëüíîãî îáó÷åíèÿ â ðóññêîÿçû÷íîé øêîëå, íî è íåêîòîðûå òåõíè÷åñêèå íîâøåñòâà. Òàê ýñòîíñêàÿ ïðîãðàììà ïî îðãàíè÷åñêîé õèìèè ïðåäîñòàâëÿåò âîçìîæíîñòü îäíîâðåìåííîãî îòêðûòèÿ äâóõ îêîí äëÿ êîíñòðóèðîâàíèÿ ìîëåêóë, ÷òî âûãîäíî îòëè÷àåò ýòó ïðîãðàììó îò ìíîæåñòâà äðóãèõ ïîäîáíûõ êîíñòðóêòîðîâ. Äâà îêíà ïîçâîëÿþò ñðàâíèâàòü ñòðóêòóðó èçîìåðîâ, êîíôîðìåðîâ, îïòè÷åñêèõ àíòèïîäîâ, ñîåäèíåíèé ðàçëè÷íûõ êëàññîâ è ò.ä. Ïðîãðàììà ïî åñòåñòâîçíàíèþ ïîëíîñòüþ àäàïòèðîâàíà ê ýñòîíñêîé ãîñóäàðñòâåííîé ïðîãðàììå ïî õèìèè, ÷òî äîñòàòî÷íî óäîáíî ïðè åæåóðî÷íîì èñïîëüçîâàíèè.

Íåêîòîðûå èç íàèáîëåå óäà÷íûõ îáó÷àþùèõ ïðîãðàìì óñòàíîâëåíû â êîìïüþòåðíûõ êëàññàõ íàøåé ãèìíàçèè, êóäà ó÷àùèåñÿ ìîãóò ïðèéòè â ñâîáîäíîå âðåìÿ äëÿ ñàìîñòîÿòåëüíîé ðàáîòû. Èñïîëüçîâàíèå îáó÷àþùèõ ïðîãðàìì íå ÿâëÿåòñÿ ñàìîöåëüþ, îäíàêî èõ ïðèìåíåíèå âûñâîáîæäàåò âðåìÿ ó÷èòåëÿ, äåëàåò óðîê èíòåðåñíåå è íàãëÿäíåå, ó÷åáíóþ ðàáîòó áîëåå ïðîäóêòèâíîé. Áîëüøîé èíòåðåñ ó ó÷àùèõñÿ âûçûâàåò òàêàÿ ôîðìà ðàáîòû êàê ïðîåêòíàÿ èññëåäîâàòåëüñêàÿ äåÿòåëüíîñòü

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123 Volume 1, 2007

Ðåçóëüòàòû

Ïðåïîäàâàíèå õèìèè ñ èñïîëüçîâàíèåì èíôîòåõíîëîãèé ïîçâîëÿåò óñèëèòü ìîòèâàöèþ è èíòåðåñ ó÷àùèõñÿ ê óðîêàì. Ïîñòîÿííî ðàñòåò êîëè÷åñòâî ó÷àùèõñÿ, âûáèðàþùèõ ãîñóäàðñòâåííûé ýêçàìåí ïî õèìèè, è åñòåñòâåííî âûðîñ ñðåäíèé áàëë ãîñóäàðñòâåííîãî ýêçàìåíà. Êðîìå òîãî, âîçðîñëî ÷èñëî ó÷àùèõñÿ, âûáèðàþùèõ õèìèþ ñâîåé áóäóùåé ñïåöèàëüíîñòüþ[ Æèêèíà È., 2006]

Óâåëè÷èëîñü è ÷èñëî æåëàþùèõ çàíèìàòüñÿ èññëåäîâàòåëüñêèìè ðàáîòàìè ïî õèìèè íà ãîðîäñêîì è ðåñïóáëèêàíñêîì óðîâíÿõ. Òàê â ýòîì ó÷åáíîì ãîäó èññëåäîâàòåëüñêàÿ ðàáîòà ó÷àùèõñÿ 11 êëàññà ïî òåìå «Ìîëî÷íîå ïðîèçâîäñòâî è ñûðû â Ýñòîíèè» ïðèçíàíà ëó÷øåé â ãîðîäå. Ó÷àùèåñÿ íàøåé ãèìíàçèè âïåðâûå âîøëè â êîìàíäó Ýñòîíèè äëÿ ó÷àñòèÿ â ìåæäóíàðîäíîé îëèìïèàäå. Èç ðåçóëüòàòîâ åæåãîäíîãî àíêåòèðîâàíèÿ ó÷àùèõñÿ ãèìíàçè÷åñêèõ êëàññîâ âûðèñîâûâàåòñÿ ñëåäóþùàÿ êàðòèíà: áîëüøèíñòâî ó÷àùèõñÿ (äâå òðåòè) ïðåäïî÷èòàþò ñîâðåìåííóþ ìåòîäèêó ïðåïîäàâàíèÿ õèìèè ñ èñïîëüçîâàíèåì ÈÊÒ. [Æèêèíà È., 2006]. Òåì íå ìåíåå, îíè íå èñêëþ÷àþò è òðàäèöèîííûå ìåòîäû. Ñ ïîäîáíûì âûâîäîì íåëüçÿ íå ñîãëàñèòüñÿ, ïîñêîëüêó êðîìå óðîêîâ ñ ïðèìåíåíèåì ÈÊÒ, íåîáõîäèìû óðîêè ðåøåíèÿ çàäà÷, ëàáîðàòîðíûå è ïðàêòè÷åñêèå ðàáîòû è ò. ä. Òî åñòü, íåîáõîäèìî ðàçóìíîå ñî÷åòàíèå ðàçëè÷íûõ ïîäõîäîâ ê ïðîöåññó îáó÷åíèÿ.

Âûâîäû

Ðàçðàáîòàííàÿ íàìè ìåòîäèêà îïðîáèðîâàíà íå òîëüêî â ðàìêàõ îäíîé ãèìíàçèè, íî è íåîäíîêðàòíî ïðåäëàãàëàñü íàìè íà ãîðîäñêèõ è ðåñïóáëèêàíñêèõ êîíôåðåíöèÿõ ó÷èòåëåé åñòåñòâåííî-íàó÷íûõ ïðåäìåòîâ, à òàêæå íà êóðñàõ, ïðîâîäèìûõ àâòîðàìè ñòàòüè, ãäå îíà ïîëó÷èëà âûñîêóþ îöåíêó êîëëåã è äåïàðòàìåíòà îáðàçîâàíèÿ Ýñòîíèè.

Áëàãîäàðíîñòü

Àâòîðû ñòàòüè âûðàæàþò ãëóáîêóþ ïðèçíàòåëüíîñòü îðãàíèçàöèè SA «Tiigrihüpe» (Ïðûæîê òèãðà) çà âîçìîæíîñòü ïîëó÷èòü äîïîëíèòåëüíîå îáðàçîâàíèå ïî èíôîòåõíîëîãèÿì è ó÷àñòèå â åæåãîäíûõ ïðàêòè÷åñêèõ êîíôåðåíöèÿõ, à òàêæå çà ïîìîùü â îñíàùåíèè øêîëû ñîâðåìåííûì îáîðóäîâàíèåì. Òàêæå áëàãîäàðèì ðóêîâîäñòâî Òàëëèííñêîé Ìóñòàìÿýñêîé ðåàëüíîé ãèìíàçèè çà ïîñòîÿííóþ ïîääåðæêó è ïîíèìàíèå.

Ëèòåðàòóðà

Zikina, I. (2006). The active education methods information technology in techniques of teach-ing of chemistry. In.: Past and present of natural sciences in Daugavpils University. Daugavpils: Saule, p.115.

Æèêèíà, È., Ïîðòÿíñêàÿ, È. (2006). Ðàçâèòèå ïîçíàâàòåëüíîé äåÿòåëüíîñòè ó÷àùèõñÿ ïîñðåäñòâîì èíòåãðàöèè õèìèè è èíôîòåõíîëîãèé. In.: Kimijas izglitiba skola – 2006. Riga, ñ.154-156

Zikina, I., Portjanskaya, I. (2006). Some Aspects of Application of ICT in Chemistry Teaching. In.: Informacinës komunikacinës technologijos gamtamoksliniame ugdyme – 2006 / Information & Communication Technology in Natural Science Education – 2006 (Tarptautinës mokslinës praktinës konferencijos straipsniø rinkinys, 2006m. gruodþio 1-2d.). Ðiauliai: Ðiauliø universiteto leidykla, p. 119-121.

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124

Summary

THE USE OF OPPORTUNITIES OF ICT IN THE TECHNIQUES

OF TEACHING CHEMISTRY

Irina Zhikina, Inna Portjanskaya

Tallinna Mustamäe Reaalgümnaasium

In present situation rather difficult problem of motivation of pupils to studying chemistry stands in front of the teacher. We consider, that new pedagogical technologies, particularly integration of chemistry and infotechnology, helps teacher to create sufficient base of chemical knowledge. Summarizing a five years’ experience on application of opportunities of ICT in a technique of teaching chemistry in our school it is possible to mark out some perspective directions of its application in general educational classes and classes with the profound studying of chemistry and infotechnology: 1) multimedia courses for 8-11 classes on the basic themes of the state program; 2) use of ready training programs and virtual textbooks on Estonian, Russian and English languages that gives additional integration in subjects; 3) performance of virtual practical works on some complex and abstract themes; 4) the interactive control and self-checking of knowledge of pupils, preparation for subject Olympiads and quizzes; 5) a feedback with pupils and their parents by means of e-mail, web-sites, forums and electronic register; 6) practical research of pupils. Analyzing done work and the reached results it is possible to follow dynamics of change of motivation, progress and priority of the future profession on the basis of results of diagnostic questioning of pupils in gymnasium.

The developed technique is tested not only in one gymnasium, but it was also repeatedly offered at city and republic conferences and courses of teachers of natural-science subjects where it has received a high estimation of colleagues and of the Department of Education of Estonia.

Keywords: computer programs, Internet, multimedia lessons, multimedia programs, virtual chemistry.

References

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