ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ ЕФЕКТИВНОСТІ ЗМІШАНОГО НАВЧАННЯ ІНФОРМАТИЧНИХ ДИСЦИПЛІН ФАХІВЦІВ ПРОФЕСІЙНОЇ ОСВІТИ
ORGANIZATIONALAND PEDAGOGICAL CONDITIONS OF THE EFFICIENCY OF MIXED TRAINING OF IT DISCIPLINES OF VOCATIONAL EDUCATION SPECIALISTS

Summary/Abstract: The article describes modern approaches to mixed learning of informatics disciplines in institutions of higher education. The concept of mixed learning of informatics disciplines is singled out. The interpretation of the main approaches to integration, combining the training of informatics disciplines of professional education specialists with the use of the advantages of various technologies in the educational process is presented. The concept of combined learning is revealed, which assumes that in modern conditions, a student should optimally and in various combinations use all the opportunities provided by both classical learning and the use of distance technologies. The main directions of the development of mixed learning of informatics disciplines are characterized. The main principles of maintaining dynamic balance and unity of the pedagogical and organizational foundations of the IT training system for professional education specialists in mixed education are revealed. The organizational and pedagogical requirements for the mixed learning of informatics disciplines on the basis of electronic educational and methodological complexes were analyzed and determined. Instrumental means with the help of which mixed learning is implemented in institutions of higher education have been determined. The main organizational-pedagogical and educational-methodical aspects of the use of electronic educational-methodical complexes for the training of vocational education specialists of various forms of education are distinguished. of a specific IT discipline and ensures the implementation of a methodical system of learning in the learning environment. The organizational and pedagogical conditions for the implementation of mixed training of informatics disciplines of professional education specialists have been determined.

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