Особенности «перевернутых» учебных ресурсов для дистанционного обучения школьников

The transformation of education, caused by the constantly changing demands of society and the avalanche growth of information, necessitates the search for new means of training future teachers, focused on the formation of universal qualities of a specialist. The creation of psycho-pedagogical classes requires expanded research into ways to improve pedagogical training with continuity at all levels, starting from school. Considering the focus on professional training, it is important to model the structure and content of educational tools that allow forming not only subject knowledge but also the readiness of future teachers to “learn to teach” adequately to the cognitive characteristics of modern students and the trends in the formation of digital content.The aim of the article is to substantiate the method of creating end-to-end inversion textbooks that allow forming and developing the readiness to learn to teach in students planning their future professional activities in the educational field (by the example of studying the topic of the informatics course “Information and information processes”).The literature analysis allowed us to identify three tools for modeling the format of presentation and structuring of the textbook content: the “inverted” or inversion (question-task) format of the structural composition of educational content; the end-to-end or vertical selection of educational content according to the principle of “vertical lever”, the principle of “transparent” box” based on structural mental diagrams for visualizing all components of educational material (theory, tasks, control methods). Using the example of the topic “Information and information processes”, the article shows the technology of applying these tools in compiling of innovative teaching resources is shown.An expert assessment of the created textbook confirmed the possibility and feasibility of its use in psycho-pedagogical classes and pedagogical universities for training, self-study, and self-control of students.

Purpose of research. The modern education system is in urgent need of pedagogical staff capable of carrying out a training process aimed at meeting the needs and opportunities of students. In the structure of professional readiness of the subject teacher, his readiness to teach is responsible for the effectiveness of educational activities. The purpose of this paper is to describe a model of readiness to teach from the perspective of the mental approach in the system of continuous pedagogical education “psychological-pedagogical classes – professional pedagogical training – skill improvement of teachers”.Materials and methods. An analysis of domestic and foreign research in the field of teachers’ professional readiness and their preparedness to teach has determined that readiness to teach is a value-motivated ability of a teacher to solve educational tasks based on their practicaltheoretical training, which is conditioned by and changes in accordance with the current state of the education and science system as a whole. Readiness to teach is based on the teacher’s awareness of the learning process directed towards themselves and towards the students.Drawing on the works of R. Solso and U. Neisser in the field of cognitive psychology, as well as N.Pak’s proposed mental approach to the digital transformation of education, this study presents an informational model of the learning process that serves as the foundation for describing the structure of readiness to teach at each stage of a teacher’s development.Results. Readiness to teach includes four components: subject readiness, methodological readiness, communicative readiness, and reflexive-managerial readiness. Subject readiness involves the content of established template mental schemes (internal cognitive plan) of the subject. Methodological readiness is defined by the ability to create template educational materials. Communicative readiness refers to the ability to explain or present educational material based on feedback in the form of recognized cognitive execution of learning objectives and memory readiness in the learner. Reflexive-managerial readiness defines the teacher’s ability to recognize filters of perception and educational objectives, and present material in accordance with the capabilities and needs of students. Management here refers to managing the cognitive qualities of learners and managing one’s own subject-methodological readiness.Improving the traditional model for forming and developing readiness to teach should be considered as a superstructure over the existing one, possessing horizontal (internal) and vertical (inter-level) continuity. Vertical continuity is realized through understanding the significance of the learning process for each level of training, where for schoolchildren, the main indicator will be readiness to learn; for university students – to learn to teach; and for teachers – to teach to learn. Horizontal continuity in forming readiness to teach should be ensured by presenting the same educational information taking into account memory readiness, i.e., in a language that can be integrated into learners’ mental schemes.Conclusion. Based on the results obtained, a team from the Department of informatics and information technologies of Krasnoyarsk State Pedagogical University named after V.P. Astafyev has developed a set of textbooks on computer science (published by Lan) that considers the mentality of modern students. In the future, it is planned to develop a diagnostic toolkit for assessing the level of readiness to teach in accordance with the level of a teacher training, as well as creating a digital environment for forming and developing readiness to teach “Pedagogical workshop”.

Problem statement. The digital transformation of education necessitates new approaches to the development of digital educational resources, the design of educational and scientific projects. They should provide a high degree of personification of training, structure the processes of organizing, monitoring and assessing the quality of educational products and results. In the process of digitalization of education, the goals of the educational system are expanding. In this regard, the work is devoted to the substantiation of the pyramid method for solving educational problems that meet the modern requirements of a digital society. Methodology. The analysis of the pyramid method, developed by Barbara Minto, used in the design of roadmaps for business development and contributing to the development of structural thinking, as one of the most sought-after qualities of a modern specialist, made it possible to highlight a number of advantages and benefits in the case of transformation of this method to solve educational problems. In particular, the method is convenient for the development of educational content in the format of a pyramidal tree of knowledge, for the formation of clear plans and assignments for students on the topics of coursework and diploma works, for monitoring and assessing the quality of educational results, complex systems and objects. Results. Examples of using the pyramid method for creating inverted educational resources, increasing interactivity during lectures and practical classes, organizing control and self-control of students knowledge, monitoring and assessing the quality of educational resources and objects are shown. Conclusion. The pyramid method facilitates the process of creating digital educational resources that correspond to the maximum extent to the characteristics of the modern generation and satisfy the principles of personification of learning. Its mastering and application in educational activities by the students themselves contributes to the development of their structural thinking.

The purpose of the research is to determine the needs of teachers and concretize the structural, content, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren in the Krasnoyarsk region, functioning in a digital society. Despite the fact that today online education resources are gaining more and more popularity, providing unlimited access to sources of knowledge for all segments of the population, their use in the real educational process, including additional subject training of schoolchildren, is not gaining such popularity as among the adult contingent of students. This fact is due to the characteristics of the younger generation, as well as such characteristics of existing platforms as rigid fixation of content and procedural components, mass character without the possibility of adjusting to the needs of a particular student, school, program or the author’s position of a real teacher. In this regard, there is a need to develop such a platform that will meet the needs of school teachers, and innovative teachers, interested in the development and productive use of digital educational resources in the multilevel training of schoolchildren in the context of distance education will participate in its development and filling. It seems that such an environment will increase the innovative potential of the Krasnoyarsk region in the field of general education, positively affect the image and competitiveness among other regions of the Russian Federation.Materials and methods. The paper analyzes psychological, pedagogical, methodological literature and scientific works devoted to the research topic. The results of a questionnaire survey conducted by the authors are analyzed in order to determine the attitude of teachers of the Krasnoyarsk region to the idea of developing a new regional platform for additional subject training of schoolchildren and identifying the requests of its potential users in the field of structure, design, functional and technological characteristics.Results. The empirical data obtained in the course of the study confirmed the fact that the search for new ways and means of effective organization and implementation of additional subject training of schoolchildren is today an urgent and significant task for both pedagogical theory and educational practice. As the main characteristics of the educational platform, requested by the respondents, such as the ability to transform content according to the needs of the teacher and the student, clustering of content according to didactic tasks and subject content, the use of cognitive visualization, activation of independent activity of students, visualization of learning progress and an intuitive interface, meeting the main focus and the needs of the target audience were identified.Conclusion. The results of the research made it possible to determine the needs of teachers and to concretize the structural, substantive, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren of the Krasnoyarsk region, functioning in a digital society. The data obtained are the basis for the development of training courses-transformers with open access to informative units for innovative teachers.

In the context of the global information boom, the question-and-answer form of teaching is the most preferable and effective for the digital generation, as it is oriented to maximize the activation of learners’ thought processes. Despite the fact that question-answer teaching is not new in pedagogy, practice shows the low readiness of teachers to design learning questions. The article is devoted to clarifying and describing the approach to constructing learning questions. In practice, this approach would allow the teacher to competently formulate learning questions to achieve better educational results, and students not only to search for answers to them, but also to learn how to compose questions themselves.The main idea of the approach to constructing learning questions is information modeling of objects and concepts of the subject area. The methodology of designing learning questions supposes the decomposition of the information model of educational material in accordance with its structure, presentation features, and educational effect. Educational material is usually classified by educational functions: theory, practice, control. Accordingly, three algorithms for composing questions are identified: on theoretical material, on practical material, and questions on understanding, which are control and measuring tools.The proposed approach to constructing learning questions for various types of educational material may be of interest to teachers, students of pedagogical universities, as well as students of psychological and pedagogical classes. The approach will also be useful for developers of electronic educational resources. Further research in this direction is planned to be expanded to the creation of a theory of learning questions from the perspective of the digital transformation of education.