THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN
ELEMENTARY SCHOOL: THE REQUIREMENTS OF THE FEDERAL STATE
EDUCATIONAL STANDARD.
Modernity poses a challenge to the education system to form a personality that
would be able to respond adequately to the challenges of a rapidly changing world.
When a strictly defined set of facts is conveyed in the process of education, the
importance of developing not only the ability but also the need to independently
update their knowledge, the ability to navigate in a constantly growing flow of
information, the development of communication skills with other people begins to
play a big role. These tasks are set by the Federal State Educational Standard of
Primary General Education in the form of requirements for the results of the
educational process. The FSES requirements in elementary school are primarily
aimed at metaeducational outcomes: active use of information and communication
technologies in the educational process to solve communicative and cognitive
tasks; use of different ways of search (in reference sources and open educational
space of the Internet), collection, processing, analysis, organization, translation and
interpretation of information in accordance with communicative and cognitive
goals and technologies of the subject; text input skill The level of information
competence of junior high school students and senior high school students is
reflected in the requirements of the FSES LEO for elementary school.
The Federal State Educational Standard (FSES) [51] of primary general education
is a set of requirements obligatory for the implementation of the basic educational
program of primary general education. The federal state educational standard for
the second generation defines the following requirements for children's reading
skills: they must learn to find specific information, facts in the text, given
explicitly; learn to identify the theme and main idea of the work; separate parts of
the text by meaning, plan the text; identify the main events contained in the text in
chronological order; arrange information on a given basis; be able to compare
objects described in the text with each other.
According to the requirements of the Federal state educational standard of the
second generation, when working with a text, elementary school students must
learn to independently assess the quality of their work with the text: to express
value judgments and their point of view about the text they have read; to assess the
content, linguistic features and structure of the text; to see the correspondence and
meaning of the illustrative series in the text; based on the available knowledge, life
experience critically analyze the read in a literary work, to state the fact that they
have not read the text; to evaluate the text of the text. At the same time children
, learn: to analyze different points of view; to compare the position of the author
with their point of view; to identify reliable information from sources.
During the four years of schooling the methods of teaching literary reading change,
the methods of mastering the skill of reading change: first there is mastering the
holistic (synthetic) methods of reading within a word and a phrase (reading whole
words); then the methods of intonational combination of words into sentences are
formed. The speed of reading (fluent reading) increases, and students gradually
begin to read silently and retrieve the content of what they have read. Pupils
gradually master rational methods of reading and reading comprehension,
orthoepic and intonational norms of reading words and sentences, learn different
types of reading text (selective, introductory, exploratory) and apply them to solve
each specific speech task [35.c-4].
The Federal State Educational Standard of Primary General Education is a set of
mandatory requirements for the implementation of the basic educational program
of primary general education[50].
The opportunities offered by the use of a computer allow for the effective
development of a child's abilities, increase the volume of educational material.
ICT promote the development of intellectual and creative abilities, the ability to
independently acquire new knowledge, and promote a student-centered approach.
Information technologies can be used in lessons in different ways, among which
the most common are: Interactive whiteboard, projector, screen. Interactive
whiteboard is a convenient modern tool that helps to effectively conduct lessons,
presentations, seminars and training sessions. Interactive whiteboard not only
combines the advantages of usual whiteboard and big screen for projector, but also
allows to save all notes and changes made during the discussion, to control
computer applications without leaving the board and without interrupting the
performance. The most common software for presentations is Microsoft
PowerPoint. This program provides the ability to create multimedia presentations.
The teacher or the student can include text or graphics, animations, videos and
music or voice-over narration in his/her presentation (multimedia project). All of
these add to the richness and illustrativeness of the lesson.
The use of digital presentation in the learning process of children contributes to:
- implementation of polysensory perception of the material;
- the ability to show various objects with the help of a multimedia projector and
projection screen in a magnified form;
ELEMENTARY SCHOOL: THE REQUIREMENTS OF THE FEDERAL STATE
EDUCATIONAL STANDARD.
Modernity poses a challenge to the education system to form a personality that
would be able to respond adequately to the challenges of a rapidly changing world.
When a strictly defined set of facts is conveyed in the process of education, the
importance of developing not only the ability but also the need to independently
update their knowledge, the ability to navigate in a constantly growing flow of
information, the development of communication skills with other people begins to
play a big role. These tasks are set by the Federal State Educational Standard of
Primary General Education in the form of requirements for the results of the
educational process. The FSES requirements in elementary school are primarily
aimed at metaeducational outcomes: active use of information and communication
technologies in the educational process to solve communicative and cognitive
tasks; use of different ways of search (in reference sources and open educational
space of the Internet), collection, processing, analysis, organization, translation and
interpretation of information in accordance with communicative and cognitive
goals and technologies of the subject; text input skill The level of information
competence of junior high school students and senior high school students is
reflected in the requirements of the FSES LEO for elementary school.
The Federal State Educational Standard (FSES) [51] of primary general education
is a set of requirements obligatory for the implementation of the basic educational
program of primary general education. The federal state educational standard for
the second generation defines the following requirements for children's reading
skills: they must learn to find specific information, facts in the text, given
explicitly; learn to identify the theme and main idea of the work; separate parts of
the text by meaning, plan the text; identify the main events contained in the text in
chronological order; arrange information on a given basis; be able to compare
objects described in the text with each other.
According to the requirements of the Federal state educational standard of the
second generation, when working with a text, elementary school students must
learn to independently assess the quality of their work with the text: to express
value judgments and their point of view about the text they have read; to assess the
content, linguistic features and structure of the text; to see the correspondence and
meaning of the illustrative series in the text; based on the available knowledge, life
experience critically analyze the read in a literary work, to state the fact that they
have not read the text; to evaluate the text of the text. At the same time children
, learn: to analyze different points of view; to compare the position of the author
with their point of view; to identify reliable information from sources.
During the four years of schooling the methods of teaching literary reading change,
the methods of mastering the skill of reading change: first there is mastering the
holistic (synthetic) methods of reading within a word and a phrase (reading whole
words); then the methods of intonational combination of words into sentences are
formed. The speed of reading (fluent reading) increases, and students gradually
begin to read silently and retrieve the content of what they have read. Pupils
gradually master rational methods of reading and reading comprehension,
orthoepic and intonational norms of reading words and sentences, learn different
types of reading text (selective, introductory, exploratory) and apply them to solve
each specific speech task [35.c-4].
The Federal State Educational Standard of Primary General Education is a set of
mandatory requirements for the implementation of the basic educational program
of primary general education[50].
The opportunities offered by the use of a computer allow for the effective
development of a child's abilities, increase the volume of educational material.
ICT promote the development of intellectual and creative abilities, the ability to
independently acquire new knowledge, and promote a student-centered approach.
Information technologies can be used in lessons in different ways, among which
the most common are: Interactive whiteboard, projector, screen. Interactive
whiteboard is a convenient modern tool that helps to effectively conduct lessons,
presentations, seminars and training sessions. Interactive whiteboard not only
combines the advantages of usual whiteboard and big screen for projector, but also
allows to save all notes and changes made during the discussion, to control
computer applications without leaving the board and without interrupting the
performance. The most common software for presentations is Microsoft
PowerPoint. This program provides the ability to create multimedia presentations.
The teacher or the student can include text or graphics, animations, videos and
music or voice-over narration in his/her presentation (multimedia project). All of
these add to the richness and illustrativeness of the lesson.
The use of digital presentation in the learning process of children contributes to:
- implementation of polysensory perception of the material;
- the ability to show various objects with the help of a multimedia projector and
projection screen in a magnified form;
