CRITERIAL APPROACH TO QUALITY ESTIMATION OF THE SITUATIONAL TASKS IMPLEMENTATION
DOI: 10.23951/2307-6127-2018-2-131-138
The importance of situational tasks in modern pedagogical education and their role in mastering the content of methodical disciplines is considered. Specific features of the exercises of the first, second and third levels of complexity to the situational tasks in the methodology of chemistry teaching are singled out. The reproductive nature of the activity of the students prevails in the tasks of the first level. They are aimed at the formation of practical skills and abilities in the compilation of didactic materials. Tasks of the second level of complexity have a part-search character of students’ cognitive activity and develop practical skills and abilities in developing methodological materials. The search activity, creative and author’s approach to the development of didactic materials, taking into account modern requirements for school education, dominate in the tasks of the third level of complexity. Different approaches to assessing of the performance of situational tasks are analyzed. General and specific criteria for assessing tasks of the different levels are developed. The matrix, including the criteria and indicators of their evaluation when performing tasks of different levels of complexity, is proposed. The results of approbation of the developed criteria are presented and the value of the criterial approach for the use of situational problems in the learning process is shown.
Keywords: situational task, methodology of teaching chemistry, specific features of assignments of the first, second and third levels of complexity, criteria and indicators for assessing tasks at different levels
References:
1. Shabanova I. A., Kovaleva S. V. Situatsionnye zadachi v kurse “Metodika obucheniya khimii” [Situational tasks in the course “Methods of teaching chemistry”]. Sbornik materialov VΙΙΙ Mezhdunarodnoy nauchno-metodicheskoy konferentsii “Prepodavaniye estestvennykh nauk (biologii, khimii, fi ziki), matematiki i informatiki v vuze i shkole” [Collection of materials of the VIII International Scientifi c and Methodical Conference “Teaching of natural sciences (biology, chemistry, physics), mathematics and computer science in higher school and school”]. Tomsk, TSPU Publ., 2015. Pp. 272–273 (in Russian).
2. Shabanova I. A., Kovaleva S. V., Poleshchuk O. Kh., Minich A. S., Yakutina D. V. Situatsionnyye zadachi v podgotovke budushchikh uchiteley khimii [Situational tasks in the preparation of future teachers of chemistry]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, vol. 12 (189), pp. 92–99 (in Russian). DOI: 10.23951/1609-624Х-2017-12-92-99
3. Yakutina D. V., Shabanova I. A. Differentsirovannye zadaniya k situatsionnym zadacham v kurse “Metodika obucheniya khimii” [Differentiated tasks to situational tasks in the course “Methods of teaching chemistry”]. Sbornik materialov IX Mezhdunarodnoy nauchno-metodicheskoy konferentsii “Prepodavaniye estestvennykh nauk (biologii, khimii, fi ziki), matematiki i informatiki v vuze i shkole” [Collection of materials of the IX International Scientifi c and Methodical Conference “Teaching of natural sciences (biology, chemistry, physics), mathematics and computer science in high school and school”]. Tomsk, TSPU Publ., 2016. Pp. 210–212 (in Russian).
4. Yakutina D. V., Shabanova I. A. Ob otsenivanii situatsionnykh zadach v kurse “Metodika obucheniya khimii” [On the assessment of situational problems in the course “Methods of teaching chemistry”]. Sbornik materialov X Mezhdunarodnoy nauchnometodicheskoy konferentsii “Prepodavaniye estestvennykh nauk, matematiki i informatiki v vuze i shkole” [Collection of materials of the X International Scientifi c and Methodical Conference “Teaching of natural sciences, mathematics and computer science in high school and school”]. Tomsk, TSPU Publ., 2017. Pp. 255–257 (in Russian).
5. Naydenysheva I. Yu. Situatsionnye zadachi kak sredstvo otsenivaniya v sovremennoy shkole [Situational problems as a means of evaluation in a modern school] (in Russian). URL: http://www.bssochi.ru/pic/f-397.pdf (accessed 11 June 2017).
6. Shalashova M. M. Uroven’ kompetentnosti vypusknikov pedagogicheskikh vuzov kak pokazatel’ kachestva vuzovskoy podgotovki [Level of competence of graduates of pedagogical universities as an indicator of the quality of university training]. Metodologicheskiye i metodicheskiye problemy podgotovki uchitelya khimii na sovremennom etape: materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii [Methodological and methodological problems of teacher training in chemistry at the present stage: materials of the International Scientifi c and Practical Conference]. Lipetsk, 2008. Pp. 247–252 (in Ru ssian).
7. Afanas’ev V. V., Shatalov A. A. Diagnostika i otsenka kachestva obucheniya v vuze [Diagnosis and assessment of the quality of education in the university]. Moscow, Moscow State Regional Pedagogical Institute Publ., 2005. 172 p. (in Russian).
8. Shalashova M. M. Sovremennyye sredstva otsenivaniya rezul’tatov obucheniya: uchebno-metodicheskoye posobiye [Modern means of evaluating learning outcomes: a teaching aid]. 2th edition. Arzamas, AGPI Publ., 2006. 112 p. (in Russian).
9. Blum B. Tselepolaganiye [Purposefulness] (in Russian). URL: https://sites.google.com/site/kniznaapolkavmk/blum-b-celepolaganie (accessed 12 February 2018).
10. Shalashova M. M. Nepreryvnost’ i preemstvennost’ izmereniya khimicheskikh kompetentsiy uchashchikhsya srednikh obshcheobrazovatel’nykh shkol i studentov pedagogicheskikh vuzov. Dis. dokt. ped. nauk [Continuity and continuity of measuring the chemical competencies of students in secondary general education schools and students of pedagogical universities. Diss. doc. of ped. sci.]. Moscow, 2009. 613 p. (in Russian).
( 991.28 kB ) 
( 940.65 kB )
Issue: 2, 2018
Series of issue: Issue 2
Rubric: PSYCHOLOGY OF LEARNING AND DEVELOPMENT
Pages: 131 — 138
Downloads: 1031