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DIGITAL PORTFOLIO AS MEANS OF STUDENTS’ RESEARCH COMPETENCE FORMATION // Pedagogical Review. 2018. Issue 3 (21). P. 122-128

This article considers the actual problem of education that is formation of digital competence of students in educational institutions. In modern conditions the designated research field initiates using new models and technologies in education on its various steps. The problems and prospects of using a digital portfolio as means of formation of students research competence are examined. The analysis of various approaches to the concept «digital portfolio» of the Russian and foreign pedagogies allowed to define the digital portfolio as ordered structured data of students. However, the consideration of a digital portfolio in research activity of students and studying of interrelation in pedagogical science is not sufficiently developed. The authors considered the propaedeutic aspect of this research phenomenon. The analysis of various approaches to the concept «digital portfolio» of the Russian and foreign pedagogies is carried out. It is noted that the digital portfolio as new means of representation of results of research activity essentially differs from an electronic portfolio of the student. It presents the purposes of formation of a student’s digital portfolio, its characteristics, levels and also various means by which students can present a digital portfolio. The use of digital portfolio technology in educational space is focused on activating of research activity, modeling of the individual research field and formation of the creative approach of the student to the process of formation and development of research competence of the student.

Keywords: education, research work, competence, portfolio, digital technologies, digital portfolio

FORMATION CRITERIA AND INDICATORS OF GRAPHIC CULTURE OF BASIC GENERAL EDUCATION STUDENTS // Pedagogical Review. 2020. Issue 5 (33). P. 16-21

The article deals with the formation of a graphic culture of students of basic general education, which is characterized by the skills of operating graphic information and the ability to use it in practical activities, and is carried out by mastering the graphic language in the process of performing certain educational activities. The paper presents a number of diagnostic techniques, which are determined in accordance with the nature and structure of the components of the graphic culture of students, describes the main criteria of the graphic culture of students of basic general education, shows the relationship of criteria and indicators. According to each criterion methods and diagnostics are proposed: motivation of teaching and emotional attitude to learning, assessing the need for achievements, assessing the level of independence in cognitive activity, determining the level of culture of design and research activities, determining the creative abilities of students, assessing the abilities for self-development, self-education, reflection. Motivational criteria: interest in mastering the skills of graphic activity, cognitive motives; the need for achievements; motivation for achievement; formation of personal qualities (anxiety, emotional attitude); independence in cognitive and creative activities (graphic skills and mental operations). Meaningful criteria: knowledge of graphic culture; knowledge of graphic culture; knowledge of ways to work with information; ability to use graphic skills in creating an art project. Creative criteria: fluency; flexibility; resourcefulness, ingenuity; originality; independence, non-standard. Reflexive criteria: ability to self-education, selfdevelopment; ability to reflect; formation of self-assessment of the level of graphic skills.

Keywords: graphic culture, graphic activity, graphic images, diagnostic techniques, criteria and diagnostic apparatus, criteria, levels