Отримано 11.02.2023
Доопрацьовано 15.04.2023
Прийнято 25.05.2023
Взято з Том 26, № 1, 2023
Сторінки 28 -33
Анотація
The article is devoted to the study of the peculiarities of organizing blended learning in high school mathematics lessons. The author characterizes the combination of traditional methods and modern digital technologies in blended learning, which provide students with the opportunity to actively engage in the process of learning. Various aspects of the organization of blended learning in mathematics lessons are formulated. The use of interactive electronic resources to improve students' understanding of mathematical concepts is investigated. The influence of the blended learning approach on students' learning outcomes, their motivation and independence is demonstrated. The role of the teacher as a mediator in blended learning and methods for engaging students in working with digital communications are considered. The importance of blended learning in high school mathematics classes is revealed and tips for the optimal organization of such an educational process are highlighted. The potential challenges associated with the organization of blended learning in high school mathematics lessons are outlined: the need to establish access to digital resources and the Internet, teacher support with information technology, tracking student progress and feedback. The advantages of blended learning are presented: individualization, greater student engagement, more flexible scheduling, etc. Tips for the optimal organization of blended learning in high school mathematics classes are highlighted. The author emphasizes the need to establish access to digital resources and the Internet, as well as to support teachers with information technology. An important aspect is also tracking students' progress and providing feedback to support their learning. In general, the article emphasizes the importance of blended learning in high school mathematics classes and its positive impact on the quality of learning and student development. Integration of digital technologies helps to create a stimulating learning environment, promotes active participation of students in the learning process and develops their knowledge and skills. However, it is important to keep in mind the potential challenges that may arise when organizing blended learning and to provide adequate support for the successful implementation of this educational process
Ключові слова:
змішане навчання; навчання математики в старшій школі; моделі змішаного навчання; заклад загальної середньої освіти; вчителі; учні; виклики у змішаному навчанні[1] Bobrovsky, M.K. (2016). Technology of “flipped” lessons and possibilities of its implementation in educational institutions of Kyiv. In Problems and prospects of management of the modern metropolitan school: A collection of scientific articles based on the materials of the regional scientific and practical conference (pp. 3-6). Kyiv: Borys Grinchenko Kyiv University.
[2] Bobrovsky, M.K., & Yakubov, S.O. (2017). Experiment on distance learning in Kyiv schools, transition to blended learning with elements of personalisation based on the Moodle platform. In Theory and practice of using the Moodle learning management system: Abstracts. Kyiv: KNUBA.
[3] Kuzmenko, O.P. (2017). Blended learning as an innovative form of organising the educational process at school. Scientific Notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy, 3, 140-147.
[4] Litvinov, A.S. (2019). Pedagogical provision of innovations in education. Sumy.
[5] Shelestova, L.V. (2021). Blended learning in primary school: Methodological recommendations. Kyiv: Phoenix.
[6] Vasilieva, D.S. (2019). Blended learning in mathematics lessons. Mathematics in the Native School, 1, 59-63.
[7] Yakubov, S.S. (2015). Inverse learning. A new organisation of school education. School Director, 7(103), 57-65.
[8] Yakubov, S.S. (2016). Personalised learning in secondary school. Basic definitions and the way to implementation. Director of the School, 9(117), 59-72.
[9] Yarmak, V.O. (1992). Computer as a means of humanisation of education. In Humanisation of science and education: materials of the scientific and methodological conference (pp. 48-50). Kharkiv.