a brief description of some pedagogical technologies. What is ICT technology. Possibilities of use by the teacher of modern Internet computer technologies in the preparation and conduct of the lesson, in the development of students' abilities.
Download:
Preview:
Preview:
To use the preview of presentations, create an account for yourself ( account) Google and sign in: https://accounts.google.com
Slides captions:
Modern pedagogical technologies. Speech by the teacher of mathematics Repp Galina Rafailovna Scientific and theoretical seminar on the topic:
What is "pedagogical technology"? the concept of "pedagogical technology" in domestic pedagogy is correlated with the processes of education and upbringing, a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; organizational and methodological tools of the pedagogical process. (B.T. Likhachev) system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin)
a) conceptual framework; b) the content of the training: learning objectives - general and specific; content of educational material; c) procedural part - technological process: organization of the educational process; methods and forms of educational activity of schoolchildren; methods and forms of work of the teacher; the activities of the teacher in managing the process of assimilation of the material; diagnostics of the educational process. The main structural components of pedagogical technology:
Classification of pedagogical technologies
Any pedagogical technology is an information technology, since the basis of the technological process of learning is the receipt and transformation of information. Computer (new information) learning technologies is the process of preparing and transmitting information to the student, the means of implementation of which is a computer. Information and communication technologies
teachers: source educational information; visual material; training apparatus; means of diagnostics and control. working tool: a means of preparing texts, their storage; graphics editor; means of preparing speeches; computing machine of great potential. The computer performs the following functions:
individualization of education; intensification independent work students; increase in the volume of tasks completed in the lesson; expansion of information flows when using the Internet. increasing motivation and cognitive activity due to the variety of forms of work. Benefits of using ICT
1. There is no computer in the home use of many students and teachers. 2. Teachers do not have enough time to prepare for a lesson that uses computers. 3. Insufficient computer literacy teachers. 4. There is no time in the work schedule of teachers to explore the possibilities of the Internet. 5. It is difficult to integrate a computer into the lesson structure of classes. 6. Not enough computer time for everyone. 7. With insufficient motivation for work, students are often distracted by games, music, checking PC characteristics, etc. 8. There is a possibility that, having become fascinated with the use of ICT in the classroom, the teacher will move from developing teaching to visual and illustrative methods. Existing shortcomings and problems in the use of ICT
A combination of traditional teaching methods and modern information technologies can help the teacher in solving this difficult task. It is necessary to teach the child to master, transform and use huge amounts of information in practical activities. It is very important to organize the learning process in such a way that the child works actively, with interest and enthusiasm in the lesson, sees the fruits of his labor and can appreciate them.
On the topic: methodological developments, presentations and notes
Modern pedagogical technologies for teaching the Russian language at school. The use of modern pedagogical technologies in
The use of modern pedagogical technologies in the lessons of the Russian language. The material was compiled on the basis of lectures by Olga Ivanovna Gorbich, candidate of pedagogical sciences, associate professor ...
Modern pedagogical technologies in teaching a foreign language as a way to the success of a modern specialist in the service sector.
In the modern service sector, the role assigned to value in English becomes obvious. Every year, our country is visited by millions of tourists, who are primarily faced with the...
The theme of the pedagogical project: "The role of modern pedagogical technologies in the formation of positive motivation for the study of mathematics"
Along with the preparation of students who will later become professional users of mathematics, the most important task of education is to provide some guaranteed level of mathematical ...
Pedagogical project ""The role of modern pedagogical technologies in the formation of positive motivation for the study of biology""
As a result of the accumulation of their own pedagogical experience, training in advanced training courses, getting to know the experience of fellow teachers, reading and understanding modern pedagogical and natural ...
Information and communication
technologies (G.K. Selevko)
Professor G.K. Selevko in his work "Pedagogical technologies based on information and communication tools" proposes to createinformation and communication environment to implement this approach in the educational process.
Computer technology is based on the use of some formalized content model, which is represented by pedagogical software in computer memory and the capabilities of a telecommunications network.
The main feature of the factual side of the content of education is the multiple increase in "supporting information", the presence of a computer information environment, which at the present level includes information bases, hypertext and multimedia (hypermedia), microworlds, simulation training, electronic communications (networks). Computer teaching aids are called interactive, they have the ability to "respond" to the actions of students and teachers, "enter" with them in a dialogue, which is main feature methods of computer training.
The introduction of ICT is carried out in the following areas:
1. Creation of presentations for lessons.
2. Working with Internet resources.
3. Use of ready-made training programs.
4. Development and use of own author's programs.
ICT capabilities:
creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
creation of monitoring to track the results of training and education;
creation of text works;
generalization of methodological experience in electronic form and more.
The use of information and communication technologies in the process of teaching and educating schoolchildren raises the general level of the educational process, enhances the cognitive activity of students.
The teacher needs to master a number of skills.Basic Skills are:
technical - the skills necessary to work on a computer as a user of standard software;
methodical - the skills necessary for the competent education of middle and senior schoolchildren;
technological - skills required for competent use information media learning in different types of lessons.
primary goal application of ICT is to improve the quality of education.
With the help of information and communication technologies, the following tasks can be solved:
Strengthening the intensity of the lesson;
Increasing student motivation
Monitoring the achievements of students.
ICT technologies can be used at any stage of the lesson:
1. To indicate the topic of the lesson at the beginning of the lesson using questions on
topic under study, creating a problem situation.
2. When explaining (introducing) new material
3. As an accompaniment to the teacher's explanation (presentations, formulas, diagrams,
drawings, video clips, etc.).
4. When reinforcing and repeating as informational and educational
allowance.
5. To control ZUN.
At the same time, for the child, he performs various functions: a teacher, a working tool, an object of learning, a collaborating team, a leisure (playing environment).
In functionteacher's computer presents:
Source of educational information (partially or completely replacing
teacher or book)
Visual aid (a qualitatively new level with multimedia capabilities
and telecommunications)
Individual information space, - simulator,
Means of diagnostics and control.
In functionworking tool computer presents :
Means of preparation of texts, their storage,
Graph builder, graphic editor,
Calculating machine great opportunities (with the design of the results in various forms),
Modeling tool.
The combination of computer training programs with a telecommunications network is a type of distance learning (learning at a distance).
When compiling a lesson using ICT, it is necessary to think over the sequence of technological operations, forms and methods of presenting information on big screen. The degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.
One of the most successful forms of preparing and presenting educational material for lessons is the creation of multimedia presentations.
"Presentation" - translated from English as "representation".
Multimedia presentations are convenient and effective method presentation of information through computer programs. It combines dynamics, sound, image, i.e. those factors that hold the child's attention for the longest time. At the same time, the impact on the two most important organs of perception (hearing and vision) makes it possible to achieve a much greater effect.
An English proverb says: "I heard - and forgot, I saw - and remembered."
According to scientists, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation.
1. The presentation should contain material that can be effectively presented by the teacher only with the help of ICT.
2. Don't clutter a single slide with too much information.
3. Each slide should have no more than 2 pictures.
4. Font size on slides should be at least 24-28 points.
5. Animation is possible once within 5 minutes and only if it is necessary to use it to feed the material.
6. The entire presentation must be in the same style (the same design for all slides: background, title, size, color, font style, color and thickness of various lines, etc.).
The range of using the possibilities of ICT in the educational process is quite wide. Virtually any lesson can use computer technology. It is important to find the edge that will make the lesson truly educational and educational. With the use of information technology, it is possible to implement the plan, to make the lesson modern.
Pedagogical technologies based on information and communication means of the Nizhny Novgorod Institute for the Development of Education © N.I. Gorodetskaya, 2008
Content 1. Forms and methods of organizing classes using computers 2. Designing a lesson using ICT tools 3. Computer testing as one of the forms of knowledge control 4. Organizational and pedagogical conditions for the implementation of health-saving technologies in lessons using ICT 5. Technology for preparing a teacher for computer classes
1. Forms and methods of organizing classes using computers
Lessons using a computer are conducted along with regular classes in the subject Computer support of the lesson (presentations, assignments, control tests) should be compiled in accordance with the content of the subject and the methodology of its teaching Students should be able to handle the computer at the level necessary to complete the computer tasks of the lesson . Basic provisions
Frontal form of training The main forms of organizing classes with a computer
Group form of training - training in cooperation The main forms of organizing classes with a computer
Individual form of education The main forms of organizing classes with a computer
Extracurricular form of educational activity Publication of printed publications School and Internet projects Internet contests Virtual excursions "Days of Science" The main forms of organizing classes with a computer
General didactic methods of teaching explanatory and illustrative, reproductive, research, correction of students' knowledge, stimulation and motivation of learning, project method, game teaching methods, etc.
New educational methods: integrative method, distance patronage method, immersion method, associative network method
2. Designing a lesson using ICT tools A lesson is a mirror of the teacher's general and pedagogical culture, a measure of his intellectual wealth, an indicator of his outlook and erudition. V. Sukhomlinsky
Lesson steps Organizational step Verification step homework The stage of a comprehensive knowledge test The stage of preparing students for the active and conscious assimilation of new material The stage of mastering new knowledge The stage of consolidating new knowledge The stage of informing students about homework, instructing them to complete it
Compliance with the principle of visualization of training. When introducing information and communication technologies into the lesson scenario, the teacher must, first of all, remember to provide students with maximum visibility and comfort in mastering new material. The main requirement for the script of the lesson
ICT in the classroom can be considered: as a source of additional (didactic) information on the subject; as another research tool; as a tool for knowledge control; as a means of implementing a student-centered approach in the educational process; as a way of self-organization of labor and self-education, both for the student and the teacher; as a means of increasing the individual activity of the subject of the educational process.
Organizational stage friendly attitude of the teacher and students; quick inclusion of the class in the business rhythm; organizing the attention of all students; the short duration of the organizational moment; full readiness of the classroom and equipment for work. Role Play: System Administrator
The stage of checking homework is revealing the fact that the whole class has done homework in a short period of time (5-7 minutes), eliminating typical mistakes; Electronic self-assessment Warm-up tests
The stage of a comprehensive knowledge test As a rule, a comprehensive knowledge test is carried out by a teacher in the form of a survey. The survey should be interesting to students, and for this, a well-known factual material must be seen in a new light, theoretical knowledge applied in practice. "Electronic responses" "Electronic reviews"
The stage of preparation for the active and conscious assimilation of new knowledge this stage the lesson is necessary: to set the goals and objectives of the lesson for the students; show the practical significance of the material being studied. Author's presentations Electronic textbooks Electronic visual aids (video, graphics, etc.)
Lesson form: Distance travel. Excursion to the past. Visual material additional to the textbook for the lesson: Photos and drawings that help the child feel the theme, understand the characters. THE STAGE OF PREPARING STUDENTS TO LEARN NEW MATERIAL. Example
The stage of mastering new knowledge At this stage of the lesson, the teacher needs to: set the goals and objectives of the lesson for the students; show the practical significance of the material being studied. Author's presentations Electronic textbooks Electronic visual aids (video, graphics, etc.)
The stage of consolidating new knowledge At this stage, the results of the lesson should be clearly marked. Presentations of the teacher with the marked results of the lesson Electronic questionnaires and tests Crossword puzzles Electronic reviews, etc.
The stage of students' information about homework At this stage, the student's home learning activities are designed on the subject of the subject Presentation of the teacher, demonstrating: the task itself and the time frame for its implementation, instruction task completion, an example of implementation, a project for the implementation of materials prepared at home in the next lesson.
At this stage, the student's home learning activity is designed on the subject of the subject. Teacher's presentation, demonstrating: the task itself and the time frame for its implementation, instructions for completing the task, an example of implementation, a project for the implementation of materials prepared at home in the next lesson.
The effectiveness of any lesson is determined not by what the teacher gives the children, but by what they took in the learning process.
3. Computer testing as one of the forms of knowledge control
The advantages of computer testing technology are greater objectivity and, as a result, a greater positive stimulating effect on the student's cognitive activity; the impact of a negative impact on the results of testing the personal factors of the teacher is excluded; focus on modern technical means, for use in the environment of computer training systems; universality, coverage of all stages of the learning process.
Types of computer control of educational work of children Current - carried out during the educational process; Frontier - held in the period of study at the end of the educational topic; Final - upon completion curriculum; Final certification test
Kinds test items select an answer (single or multiple) enter an answer from the keyboard match
Methodology for including control computer testing in the lesson When organizing computer testing in elementary school, do not forget that students should work with the test for no more than 15 minutes. Before starting work, the teacher should instruct students in detail, talk about the technology for compiling tasks and the rules for entering answers to tasks of various types.
Methodology for including control computer testing in the lesson At the end of the work, statistics about the work of the student are displayed: the teacher receives the results of the work for each student on the display screen. At the request of the teacher, the assessment may not be shown to the student, however, the teacher must provide the student with detailed information about passing the test.
The method of including control computer testing in the lesson Computer control of knowledge can be carried out by the teacher both frontally and in the form of group or individual testing. Computer control cannot replace traditional forms of control of students' knowledge and skills, and therefore, it is more expedient to talk about an integrated approach to assessing students' knowledge and skills.
4. Organizational and pedagogical conditions for the implementation of health-saving technologies in the classroom using ICT
Hygiene requirements for using a PC If hygiene requirements are not observed while working with a computer harmful effect occurs primarily on the visual analyzer, causing visual impairment and psychophysical fatigue. In terms of ensuring the safety of students when using educational informatization tools in the educational process, the Sanitary and Epidemiological Rules and SanPiN 2.2.2 / 2.4.1340-03 are currently in force
For schoolchildren, when working with the "student's computer", it is necessary to provide the best values for the visual parameters of the screen. They must be specified in the technical documentation. When organizing a rational light environment, it is necessary to prevent blinding of a child working on a PC with oncoming light by rationally turning the computer screen towards the light (the light should fall from the left)
The optimal number of lessons using a computer during the school day for students in grades I-IV is 1 lesson. The continuous duration of classes with a computer for students in grades 1 (6 years old) should not exceed 10 minutes, for students in grades 2-4 - 15 minutes.
Extracurricular activities using a computer are recommended to be carried out no more than 2 times a week with a total duration for students of grades II-IV of no more than 60 minutes. The time of computer games with an imposed rhythm should not exceed 10 minutes for students of grades II-IV and it is recommended to play them at the end of the lesson.
Independent work of primary school students on the computer should be carried out at an individual pace and rhythm. The teacher needs to help the student work out the pace of work that suits him. For teachers of general education schools, the duration of work in computer classes is set for no more than 4 hours a day. The duration of continuous work of a teacher with a computer without a regulated break should not exceed 2 hours.
5. Technology of teacher training for computer classes
Three global stages Mastering elementary user skills; Study and practical development of existing collections of electronic educational resources presented on CD, as well as placed in digital collections on the Internet; Mastering the technology of creating the simplest computer multimedia educational products to accompany the educational process.
Designing a specific lesson Choose an electronic resource corresponding to the subject of the course; Compile (or develop independently) a "portfolio" of educational and didactic electronic materials for the lesson (video, graphics, presentations, fragments of the OER, control materials); Draw up an educational and methodological lesson plan; Develop a script for the lesson.
Advantages software tools, developed by the teacher: Methodically adaptive to the educational material; The presentation of the material strictly corresponds curriculum and the script of the lesson; Didactic material can be arbitrarily diverse (video, Internet resources, encyclopedias, dictionaries, reference books); The software tool developed by the teacher can be updated as needed;
Teacher self-education Introduction to the latest technologies development of pedagogical software; Increasing the level of professional use of existing EER Designing and creating your own multimedia educational software product; Acquaintance with the latest developments in the field of educational network technologies.
CONCLUSIONS The inclusion of ICT tools in the educational process of the school today causes an urgent need to adapt existing educational programs and standards to the conditions for using digital media. In this situation, the teacher needs not only to arm himself with the methods of applying new educational technologies, but also to rebuild the understanding of the modern teaching process, assess the level of control over the assimilation of knowledge, and the principles of analysis of educational activities.
slide 1
slide 2
Advantages of ICT: Organization of the process of cognition that supports the activity approach; Individualization of education; Organization of the process of cognition by shifting towards systemic thinking; Building an open education system; The system of information and methodological support of education is effective (a new type of teacher's thinking)
slide 3
Informatization of education is the process of providing the education sector with methodology and practice for the development and optimal use of modern information technologies focused on the implementation of the psychological and pedagogical goals of training and education.
slide 4
Information technology (IT) is a set of systematic and mass methods and techniques of information processing created by applied informatics in all types of human activity using modern means communications, printing, computer science and software.
slide 5
Information educational technologies - all technologies in the field of education that use special technical means (computer, audio, film, video) to achieve pedagogical goals
slide 6
New information Technology(NIT) - technologies for the active use of a computer in the learning process. Information and communication technologies (ICT) - active use of the computer + telecommunications
Slide 7
Computer learning technologies - the processes of preparing and transmitting information to the student, the main means of implementation of which is a computer.
Slide 8
Internet resources http://www.abitu.ru/start/about.esp (program "Junior - start in science"); http://vernadsky.dnttm.ru/ (Vernadsky competition); http://www.step-into-the-future.ru/ (Step into the Future program); http://www.iteach.ru ( Intel program- Learning for the Future. http://www.mendeleev.upeg.net/ - Research competition dedicated to the 175th anniversary of D.I. Mendeleev
Slide 9
Recommended reading Baranov A.S. and other Computer technologies in school geography / under. Ed. Baranov. - M .: publishing house "GENZHER", 2004. - 80 p. Khutorskoy A.V. Internet at school: a workshop on distance learning. - M.: ISO RAO, 2000. - 304 p. Simonov V.P. Pedagogical management: 50 KNOW-HOW in the field of educational process management. Tutorial. M., 1997. - 264 p., 13 figs. 2nd edition, revised and enlarged. Selevko G.K. Pedagogical technologies based on information and communication means. M. Enlightenment, 2005
Psychological and pedagogical diagnostics based on information and communication technologies
Introduction
Conclusion
Literature
Introduction
In any branch of professional activity, a special role belongs to the diagnosis of the state and quality of products and the production process. This also applies to pedagogical activity, it is not without reason that the position of K.D. is recognized as true by all theorists and practitioners. Ushinsky that "if pedagogy wants to educate a person in all respects, then she must first recognize him in all respects."
IN modern conditions gradual transition to diversity in education and upbringing, to the democratization of educational interactions, to an increase in the role management decisions it is becoming increasingly important to have accurate, comparable information about the strengths and weaknesses phenomena and processes occurring in an educational institution. Psychological and pedagogical diagnostics can provide such information.
Today, the achievements of information and communication technologies are being actively introduced in the education system. Many processes related to determining the qualifications of specialists, selecting and forming a contingent of university students are becoming more and more computerized. However, the knowledge and application of modern information and communication technologies by teachers in practice is at an insufficient level. Until now, the main tools of educational psychologists are paper and pencil. The reasons are not only insufficient equipment educational institutions computer technology, lack of funds for teacher training, but also in the educators themselves, who are accustomed to working in the old fashioned way and with some reluctance master more modern methods. In this regard, for teachers in modern conditions topical issue is the mastery of psychological and pedagogical diagnostic methods based on information and communication technologies in the field of education.
Scientific, pedagogical and psychological testing methods raise to a new, higher and more technological level not only taking into account the characteristics of the character of children, but also the control of knowledge. The introduction of modern computer methods especially facilitates the task of routine control over the level of achievements and the dynamics of learning.
The purpose of the study: to theoretically study the problem of psychological and pedagogical diagnostics based on the means of information and communication technologies.
To achieve this goal, it is necessary to solve the following tasks:
.Select and analyze literature on the topic. 2.To study the concepts of "psychological and pedagogical diagnostics", "information and communication technologies". .Define the tasks of psychological and pedagogical diagnostics. .Consider methods of psychological and pedagogical diagnostics. .To identify the possibilities of computer testing in the course of psychological and pedagogical diagnostics. .Consider the scope of computer data processing. The method used in this work is theoretical analysis literature. The work consists of introduction, theoretical material, conclusion and bibliography. psychological pedagogical diagnostics 1. Psychological and pedagogical diagnostics and its relevance in today's time
Psychological diagnostics as a branch of psychological knowledge is designed to measure, evaluate and analyze the individual psychological and psychophysiological characteristics of a person, as well as to identify differences between groups of people united by any sign. These functions are performed to solve practical problems and are united by the concept of "diagnosis". The word "diagnosis" (from the Greek. diagnosis)means "recognition", "discovery". Psychological diagnostics subject goal individual psychological and psychophysical characteristics of a person recognition, assessment and measurement of individual personality characteristics main tasks stages of development and application of diagnostic methods design and testing of diagnostic methods development of rules for conducting a diagnostic examination development of methods for processing and interpreting diagnostic data Statement of the problem Formulation of a hypothesis Selection of methods for testing a hypothesis Interpretation of the obtained data and formulation of a psychological diagnosis main areas of practical application professional selection, vocational training and career guidance clinical psychology and psychological counseling social psychology education Psychological diagnostics involves a comparison, thanks to which criteria are established for evaluating the obtained diagnostic indicators and a diagnosis is made, i.e., a conclusion is given either about the presence or absence of a psychological symptom (in comparison with other individuals), or about the severity of the symptom (rank, place of its among the others). Thus, the methods of psychological diagnostics are intended for classification (i.e., division of a group) and ranking people according to psychological and psychophysiological characteristics. Psychological diagnosis is a structured description of a complex of interrelated psychological properties - abilities, style traits and personality motives. Psychological diagnosis is the end result of a psychologist's activity aimed at revealing the essence of the individual psychological characteristics of a person in order to: assessment of their current state, forecast of further development, Psychological diagnosis, types, levels (according to L.S. Vygotsky) etc.) the subject (and/or his legal representatives) The object of pedagogical diagnostics in the field of education is defined as the developing personality of the student. In the concept of "pedagogical diagnostics" the adjective pedagogical ,
characterizes the following features of this diagnostic: Firstly, diagnostics are carried out for pedagogical purposes, i.e. it is focused on obtaining new information on how to improve the quality of education (training, upbringing) and the development of the student's personality based on the analysis and interpretation of the results; secondly, it provides fundamentally new meaningful information about the quality of the pedagogical work of the teacher himself; thirdly, it is carried out using methods that organically fit into the logic of the teacher's pedagogical activity; fourthly, with the help of pedagogical diagnostics, the control and evaluation functions of the teacher's activity are strengthened; fifthly, even some traditionally used means and methods of teaching and upbringing can be transformed into means and methods of pedagogical diagnostics. Psychological and pedagogical diagnostics is a complex system, which, on the one hand, is an assessment and measurement of individual psychological characteristics of a person, and on the other hand, a set of monitoring and evaluation methods aimed at solving the problems of optimizing the educational process, then the tasks facing it are diverse. The main tasks of psychological and pedagogical diagnostics: -determine the levels of development of the child; -detect changes in the main characteristics and signs of personality for better or worse; -see the norm and deviation (focusing on the standard); -analyze the received facts; -establish the reasons for the changes; -develop a plan for further corrective work based on the results of the diagnosis. According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, today 85% of children are born with developmental disabilities and poor health, of which at least 30% need comprehensive rehabilitation. The number of children who require correctional and pedagogical assistance reaches 25% at preschool age, and according to some data - 30 - 45%; at school age, 20-30% of children need special psychological and pedagogical assistance, and over 60% of children are at risk. The success of upbringing, education, social adaptation of a child with developmental disorders depends on the correct assessment of his capabilities and developmental characteristics. This task is solved by complex psychodiagnostics of developmental disorders. She is the first and very milestone in the system of measures providing special education, correctional-pedagogical and psychological assistance. It is the psychodiagnostics of developmental disorders that makes it possible to identify children with developmental disabilities in the population, determine the optimal pedagogical route, and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics. There is also an increase in the number of children with borderline and combined developmental disorders, which cannot be unambiguously attributed to any of the traditionally distinguished types of mental dysontogenesis. Despite the fact that many of these children do not require special educational conditions, the lack of timely correctional and developmental assistance can lead to their maladjustment. Therefore, it is very important to timely identify not only children with severe developmental disorders, but also children with minimal deviations from normative development. In order to have an effective pedagogical impact on students, one must have objective scientific knowledge about their individual characteristics. Such knowledge can be obtained using the methods of scientific psychological and pedagogical diagnostics. They can be used: .to identify the level of general abilities of children; 2.to identify the level of creative abilities of children; .to assess the level of development of mental and psychophysiological properties of a person (memory, attention, mental performance, intelligence, emotional state, neuropsychic status, parameters of the morphofunctional system (motor skills, speed of movement, etc.); .to determine the level of readiness of children to enter kindergarten; .to determine the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors); .for express diagnostics of a child's fatigue in the course of classes; .during the operational and attestation control of the acquired knowledge; .upon admission to higher educational institutions; .in the selection and distribution of personnel; .when motivating staff and drawing up a professional development plan for an employee. 2. Methods of psychological and pedagogical diagnostics
The choice of study methods should not be random - it must be done in accordance with established criteria and indicators. When working with diagnostic methods, you must adhere to the following rules: .The content of the diagnostic technique should imply the expected result 2.Diagnostics should be informative enough and create a wide field research activities
.The results of the diagnostic study should be analyzed by competent people .Any research results should serve not to harm, but to benefit. .The need for pedagogical diagnostics should be explained to students and their parents. Classifications according to the degree of formalization, taking into account the diagnostic approach, methods high level formalizations (characterized by a certain regulation, standardization, reliability, validity; they allow collecting diagnostic information in a relatively short time and in a form that makes it possible to quantitatively and qualitatively compare individuals with each other): tests; questionnaires; projective methods; psychophysiological methods; largely based on the professional experience of the psychodiagnostic; indispensable in the study of extremely variable in content mental processes and phenomena): observation conversation content analysis objective method (diagnosis is based on the success and method of performing activities): tests subjective method (diagnostics is carried out on the basis of information, self-reported, self-description of personality traits): questionnaires projective method (diagnostics is carried out on the basis of an analysis of the features of interaction with externally neutral material that becomes the object of projection): projective techniques Observation is a purposeful perception of facts, processes or phenomena, which can be direct, carried out with the help of the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation. Observation is a deliberate, planned perception, the purpose of which is to determine the presence or change of any phenomena or objects. Distinctive features: immediacy of perception during study Subject of observation: various features of verbal and non-verbal behavior, activity, vegetative reactions Forms of registration of observation data: protocol (solid, structured) diary, "development cards" film, photo, audio, video recording Types of descriptions during observation: qualitative quantitative (scaling) Systematization: The basis for systematization Type of observation by durationlongitudinal periodic single (single) by purpose selective - continuous by degree of standardization structured - free depending on the situation of observation natural (field) - laboratory depending on the position of the observer open - hidden passive (external) - active (included) Content of observation at studying children Observation when meeting a child (primary perception): appearance, physical development of the child motor skills features of speech social behavior (contact, adequacy, etc.) and the process of solving educational and other tasks by the child: features of attention working capacity reaction to approval reaction to failure mood features signs of neurotic tension Watching the game: the nature of emotional reactions at the sight of toys the choice of toys and interest in them the adequacy of the use of toys the ability to independently organize the game the nature of game actions the presence of accompanying speeches in the game As a result of observation, L-data (Life record data) are obtained. Primary requirements: traits assessed should be defined in terms of observable behavior; the expert must be able to observe the behavior of the person being assessed for a sufficiently long period of time; the ranking of the subjects should be done by experts on only one trait (characteristic) each time, and not on all at once. The survey can be conducted orally (conversation, interview) and in the form of a written or questionnaire survey. The use of conversations and interviews requires the researcher to clearly set goals, basic and auxiliary questions, create a favorable moral and psychological climate and trust, the ability to observe the course of a conversation or interview and direct them in the right direction, keep records of the information received. Distinctive features: obtaining objective and / or subjective data from the words of the subject; reflection of a person’s attitude to certain statements; Systematization of questionnaires by content; questionnaires - questionnaires; biographical questionnaires; (Minnesota multidimensional personality questionnaire - -MMPI, G. Eysenck's questionnaires, etc.) motives, interests, attitudes ("List of personal preferences" by A. Edwards, etc.) states and moods (SAN, etc.) accentuations (G. Shmishek's questionnaire , "Pathocharacterological diagnostic questionnaire" A. Lichko - PDO), etc. by form group individual written oral blank computer Classification of questions by function by form basic (collection of information about the content of the phenomenon under study) control (checking the sincerity of answers) - scales of lies / sincerity open (the answer is given in free form) closed (the question is given a set of answer options) direct ( appealing directly to the experience of the subject) indirect (appealing to opinions, judgments, in which his experience and experiences are indirectly manifested) Lie scale - questions aimed at assessing the subject's tendency to socially positive answers (the desire to show oneself in the most favorable light). Based on the questionnaires, Q-data (Questionnaire data) are obtained. This source includes MMPI (Minnesota Multidisciplinary Personality List), Cattell's 16-factor personality questionnaire, etc. The following distortions of the study results are possible: cognitive (caused by the low intellectual and cultural level of the subjects, the lack of introspection skills and the use of incorrect standards); motivational (caused by unwillingness to answer and evasion of answers in the direction of "social desirability"). An experiment is a scientifically set experiment associated with the observation of the phenomena under study under conditions created and controlled by the researcher. A laboratory experiment is characterized by the fact that the researcher himself causes the phenomenon under study, repeating it as many times as necessary, arbitrarily creates and changes the conditions under which this phenomenon occurs. By changing individual conditions, the researcher has the opportunity to identify each of them. A natural experiment (developed by the Russian psychologist A.F. Lazursky) is carried out in the usual, familiar conditions for the subjects, without special equipment. The Psychological and Pedagogical Experiment (PPE) was created on the basis of a natural experiment. During PES, the researcher actively influences the course of the studied phenomena, changes the usual conditions, purposefully introduces new ones, identifies certain trends, evaluates the qualitative and quantitative results, establishes and confirms the reliability of the identified patterns. Types of PES: -The ascertaining experiment is carried out at the beginning of the study. He sets as his task the clarification of the state of the studied phenomenon in practice, the construction of its schematic model. -verification; -The formative experiment is organized on the basis of a preliminary study of the state of the problem and an analysis of the results of the ascertaining experiment. In the process of a formative experiment, the researcher corrects the hypothesis put forward and organizes its verification. To improve the objectivity of the analysis of the data obtained, control and experimental groups are introduced. -control. Testing is a method that uses "standardized" questions, statements, pictures, diagrams, movie clips, tasks (tests) that have a certain scale of values. Testing allows, with a known probability, to assess the level of development of the subjects of the personal qualities required by them for a particular activity. The test is a standardized research method designed for accurate quantitative and certain qualitative assessments of individual psychological characteristics and human behavior by comparing these assessments with some pre-set standards - test norms. Testing differs from other methods of examination in terms of accuracy, simplicity, accessibility, and the possibility of automation. Test (eng. test - test, test, check) Distinctive features: each task has the correct solution Components: a set of tasks (stimulus material) instructions for conducting a registration form keys for checking the correctness of answers test norms (age, etc.) for assessing test performance . Basis for classification Types of tests according to the form of testing according to the number of subjects: individual and group according to the form of response: oral and written according to the material of operation: blank, subject, hardware, computer according to the presence of time limits: speed and effectiveness according to the nature of the stimulus material: verbal and non-verbal in content (direction) testing the intelligence of general and special abilities of personality achievements according to the peculiarities of interpretation (evaluation) of test results focused on the statistical norm focused on the socio-psychological standard criteria-oriented T-data (Objective test data) - data from objective tests. Test structure: .Instruction - a set of clear and concise indications of what exactly the subject should do and how he should fix the result of his actions. 2.The text of the task (question) - must contain one complete thought or unambiguously understood statement; it should not contain unnecessary words, unintentional clues; it is advisable to avoid negative expressions in the question. .Answer options (except for those cases when the answer must be formulated independently). .Correct answer. The reference answer is formulated extremely unambiguously in order to exclude the possibility of manifestations of the subjectivity of the person evaluating the test results. In this case, all synonymous variants of the correct answer are indicated. Requirements for tasks containing multiple choice answers: 3. Implementation of psychological and pedagogical diagnostics by means of information and communication technologies
Information and telecommunication technologies -
this is a general concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information At the heart of the means of information and telecommunication technologies used in the field of education is a personal computer equipped with a set of peripherals. The capabilities of the computer are determined by the installed on it software. IN modern systems education, universal office application programs and means of information and telecommunication technologies: word processors, spreadsheets, presentation programs, database management systems, organizers, graphics packages, etc. The trend of the modern stage of informatization of education is the general desire to integrate various computer learning tools and ICT tools, such as electronic directories, encyclopedias, training programs, automated control of students' knowledge, computer textbooks and simulators. Speaking of implementation various methods diagnostics using ICT tools, then testing and questioning can be completely computerized. Experiment and observation can only partially be transferred to the conditions of using ICT, for example, data obtained during the experiment or observation are entered and processed in Excel. Next, we will consider the specifics and requirements for computer tests, and dwell on the computer processing of diagnostic data. Beginning of the 21st century noted that the control of testing is increasingly transferred to the computer. If in past years certain stages of the study were automated, for example, the presentation of material, data processing, interpretation of the results, then at the present stage, more and more often you can find programs that take on the entire examination up to the diagnosis, which reduces the need for the presence of a psychologist to a minimum. Tests are generally used for control purposes. In this case, they are used to determine the quality of knowledge of students who have completed the study of the topic, one or more training courses. In addition, the use of tests is possible directly in the course of the educational process. In this case, work with test materials is implemented in the form of practical independent work of students and makes it possible to implement training on the principles of "learning by analogy" and "learning from one's own mistakes". Finally, test materials can serve as tools used to achieve diagnostic goals. In this case, depending on the test results, some meaningful, methodological or organizational measures are taken that can positively affect the quality of education. The general interest in this method of assessing knowledge predetermined its positive aspects: · a high degree of formalization and unification of the testing procedure, · possibility of simultaneous testing on several computers, · fast results are essential in areas such as clinical examination or counseling; · the expert is freed from labor-intensive routine operations and can concentrate on solving purely professional tasks; · the accuracy of registration of results is increased and errors in the processing of initial data are eliminated, which are inevitable with manual methods for calculating output indicators (for example, up to 20% of errors were allowed during manual processing of the MMPI (Minnesota Multidimensional Personality Questionnaire); · the possibility of organizing remote testing through local computer network or through the global information network Internet. · subjectivity is excluded; · the ability to avoid "cheating" answers. The computer test has disadvantages (features) that must be taken into account when using it. These features include: · age restrictions · difficulties in analyzing and evaluating non-standard answers, using creative questions (the teacher has more opportunities for analysis) · the impossibility of controlling "multivariant" knowledge (synonymous terms, various factual data in different literary sources, inconsistency in the definition of one concept by different authors, different points of view, theories and hypotheses on the same issue) · deliberate subjective distortion of test results · danger of "blind" (automatic) errors · loss of individuality · lack of trust · difficulties in working with non-verbal material, the particular difficulty of translating projective tests into a computer form; latency of data processing and interpretation stages (the quality of these procedures depends entirely on software developers) · complexity, laboriousness and high cost of software development In some subjects, when interacting with a computer, the effects of a "psychological barrier" or "overconfidence" may occur. Therefore, data on the validity, reliability and representativeness of blank tests cannot be automatically transferred to their computer counterparts, which leads to the need for new standardization of tests. The shortcomings of computer tests cause psychologists to be wary of them. Such tests are rarely used in clinical psychology, where the cost of error is too high. Domestic psychologist L.S. Vygotsky identified three levels of psychodiagnostics: ) symptomatic (identification of symptoms); ) etiological (identification of causes); ) typological (a holistic, dynamic picture of the personality, on the basis of which the forecast is built). Computer psychodiagnostics today is at the lowest level - the level of symptomatic diagnosis, practically without giving material for identifying the causes and making a prognosis. Nevertheless, it seems that computer tests have a great future. Many of the listed shortcomings of computer psychodiagnostics will certainly be eliminated due to the further development of electronic technology and the improvement of psychodiagnostic technologies. The key to such optimism is the growing interest of science and practice in computer diagnostics, which already has over 1000 computer tests in its arsenal. Among the existing computer tests, the following types can be distinguished: ) in structure - analogues of blank tests and actual computer tests; ) by the number of testees - tests of individual and group testing; ) according to the degree of automation of testing - automating one or more stages of the examination and automating the entire examination; ) to the addressee - professional psychological, semi-professional and non-professional (entertaining). The user of professional computer tests is a psychologist, so they are developed by specialized laboratories or computer psychodiagnostics centers. These tests have a number of specific features: a) the presence of an archive (database); b) the presence of a password to enter the test or database to ensure the confidentiality of the results; c) a detailed interpretation of the results using professional terms, coefficients, with the construction of graphs (profiles); d) the availability of information about the developers of the methodology, information about the validity and reliability, reference materials on the underlying theoretical principles of the methodology. Semi-professional computer tests are aimed at specialists in related professions, for example, teachers, personnel managers. Such tests are often equipped with a reduced interpretation without the use of special vocabulary, they are easy to learn and work with. Tests of this level can also be intended for a non-specialist, an ordinary user. personal computer interested in psychology. Finally, there are also a large number of non-professional computer tests aimed at popularizing psychological ideas or for entertainment purposes. In addition, for the grouping of tests and the adequate use of computer test automation tools, there is a level classification of test materials. Level I tests are designed to test the ability of students to perform activities with a prompt. These are identification tests (the task conditions require the answer "yes" or "no"); discrimination tests (determining the correctness of each of several options for the proposed answers); classification tests (solving the problem of matching elements of two sets). Level II tests are designed to identify the ability of schoolchildren to independently reproduce and apply previously learned activities in an algorithmic form from memory. These include: substitution tests (in tasks it is necessary to supplement the controlled missing component); constructive tests (the tasks of these tests require independent reproduction of the answer (action) from memory); tests - typical tasks (tasks can be solved by literal, untransformed use of learned activity algorithms). Level III tests are designed to identify the readiness of schoolchildren for productive actions of the heuristic type, these are non-standard tasks and situations (the goal is known in the task, but the situation in which the goal can be achieved is unclear, an independent preliminary transformation of the learned rules of a typical action is required and their application to solve in this previously unfamiliar situation). Level IV tests are designed to identify the creative skills of schoolchildren - their research capabilities to obtain new information. These are test-problems (tasks, algorithms, the solutions of which are unknown and cannot be directly obtained by converting previously known methods). In addition, in the informatization process, groups of test materials formed according to their purpose can also be taken into account. These groups are: · intelligence tests used to analyze the level of development of cognitive processes and thinking functions of schoolchildren; · ability tests designed to assess the ability to master students various types activities; · achievement tests, which assess the development of knowledge, skills and abilities of students based on learning outcomes; · personality tests that serve to assess the emotional and volitional qualities of a student. At the same time, of all types of tests used in general secondary education, achievement tests are the most numerous and widespread. Test tasks included in the content of ICT tools must meet a system of specific requirements, which, first of all, includes the requirements of subject content purity, certainty, validity, unambiguity, simplicity, reliability, correctness of form, local independence, manufacturability and efficiency. The fulfillment of the requirement of certainty (publicity) of the test is necessary not only for each student to understand what he must do, but also to exclude correct answers that differ from the standard. The requirement of simplicity of the test means that the test should have one task of the same level and should not consist of several tasks of different levels of assimilation. Unambiguity is defined as the similarity of the assessment of the quality of the test by different experts. The concept of test reliability is defined as the probability of correctly measuring the level of assimilation. The reliability requirement is to ensure the stability of the results of multiple testing of the same student. When designing ICT control and measuring tools, it is necessary to take into account a number of recommendations and requirements due to the provisions of modern didactics. When developing such tools and technologies, it is advisable to provide for: · availability of special means to motivate schoolchildren, maintain their attention and interest; · grading the degrees of difficulty and complexity of educational material, tasks and exercises of control and evaluation subsystems; · the availability of formalization tools and the necessary procedures to facilitate the processes of generalization; · the presence of final generalizing schemes, determined by the results of monitoring and measuring the knowledge of schoolchildren; · the use of icons and other special symbols that provide a clear distinction between the components of educational material, types control tasks and exercise; · support of theoretical descriptions with practical examples, construction of control and measuring materials based on concrete examples from practice; · a description of the connection between the educational material and the material of a control and measuring nature with additional didactic actions to support the independent cognitive activity of schoolchildren (survey explanations of new material, teacher consultations, video conferences, mailing lists, forums, etc.). · accessibility and friendliness of the language style, its orientation to the target groups of students; · ease of navigation through the educational material, questions and tasks, the component of control and measurement of the level of knowledge; · preservation of generally accepted designations and terminology; · reference mode, containing the definition of all used objects and relations; · the possibility of schoolchildren canceling erroneous actions in the course of independent work, both in the course of studying the content material, and in the process of performing the corresponding control and measuring procedures. Test preparation steps: · determination of the purpose of testing and the level of control; · determining the testing time and the number of tasks in the test; · selection of the content of the test (in terms of the completeness of the test and its significance, 70% of the content or more is required); · development of a test specification (substantive elements are placed in descending order of importance; · selection of test tasks (open, closed) with given didactic characteristics and formation of facets (tasks with the same didactic characteristics); · definition of a scale for evaluating results; · testing and proofreading. The content elements of the test are defined as follows. The topic of the discipline is determined and divided into sections. In each section, a topic is defined, and in the topic those content elements, the test will be sent to check the assimilation of which. For each content element, the number of test tasks is determined, which is necessary to check the assimilation of this element by the student. Then the complexity and type of these tasks are set. The scale for evaluating the results can be varied by the teacher depending on the level of control (input, current, thematic, milestone, final certification), and can also be used to create positive motivation for learning and implement a differentiated approach. Task bases in test shells are formed in such a way that it is possible to write different scenarios of the same test, as well as to reuse the same task when compiling other tests (training tests, tests focused on repeating educational material, tests of various levels of control) . In their own subject area, all teachers should be able to independently design and conduct a subject test. Because this greatly facilitates the task of routine control over the level of achievements and the dynamics of learning, the introduction of modern computer methods. Therefore, considerable attention should be paid to the general culture of compiling and conducting tests. Processing diagnostic results takes a significant amount of time. One of the most effective technologies that facilitate this laborious process is the automation of processing the results of diagnostic studies, which is carried out using special computer programs. This task is successfully handled by the basic office program Microsoft Excel, which allows you to create automated systems for processing diagnostic results. Developed by Microsoft Excel applications can significantly reduce the time for processing and analyzing the results. For example, in one hour, you can do a complete automatic processing of data on the Phillips test for a whole class (25 people) with the calculation of all individual and group indicators, which will take at least four hours for manual processing. In addition to reducing time, applications created in Excel for processing results have an additional range of advantages: )They allow you to use the huge statistical capabilities inherent in Excel in processing. 2)Excel processors allow you to present the results in an automated mode. It is possible to design the processor in such a way that it will automatically generate reports, diagrams, individual and group profiles, etc. )Excel handlers are easily compatible with others Microsoft programs, which allows you to easily transfer data from one program to another In order to create psychological test processors in Microsoft Excel, it is necessary to consider the general technology of action automated system processing results. )In a specially created shell table in Microsoft Excel, the psychologist enters the names of test participants and their answers to questions. 2)The answers of the test participants are automatically compared with the key to the test. )In accordance with the peculiarities of test processing, the scores are summed up in an arbitrary way, and then the total sum of the subject's scores for the test as a whole and its individual subtests (parameters) is displayed. )The final scores are automatically compared with the normative indicators. Based on this comparison, automatic mode information is given about the level of expression of a particular characteristic in the subject. )Based on the final results of individual test subjects, the results for a specific sample are displayed. )Individual results of subjects and generalized results for the sample are presented in text (the program allows you to give a description of the results, recommendations for development or correction) or graphic form (diagrams, graphs, profiles). Group-wide statistics are also calculated. Also, SPSS and Statistica programs are often used for computer data processing. The SPSS 13.0 software package (abbreviation SPSS stands for Statistical Package for Social Science - Statistical Package for Social Sciences) is the most widespread, powerful and convenient tool statistical analysis. SPSS allows you to enter and edit data, present them in the form of visual reports (the program has the ability to build about 50 types of charts), contains more than 100 statistical analysis procedures, as well as a powerful system of help and tips. Computer technologies make it possible to significantly intensify the processing and analysis of applied research data and open up wide possibilities for their use in various branches of science. Conclusion
The organization of a psychological and pedagogical examination of a large number of subjects implies a significant number of primary measurements that require a lot of time for mathematical processing, which seems difficult without the integrated use of methods and means of information and communication technologies. The need and importance of using ICT in psychodiagnostic activities was noted in the works of many scientists. Yu.M. Zabrodin substantiated the need for automation of psychodiagnostic experiments. A.B. Leonova singled out the opportunities that ICT provides to a psychologist at almost every stage of a psychodiagnostic examination. V.A. Duke and K.R. Chervinskaya used technologies for creating databases of data on subjects, expert systems for psychodiagnostic purposes and knowledge bases based on technologies artificial intelligence. A.G. Shmelev applied computer games for psychodiagnostic examination of the subjects. Computer diagnostic programs can be used to determine the level of general abilities of children; creative abilities of children; assessing the level of development of the mental and psychophysiological properties of the individual (memory, attention, perception, mental performance, intelligence, emotional state, neuropsychic status, parameters of the morphofunctional system (motor skills, speed of movement, etc.); determining the level of readiness of children to enter kindergarten; the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, the main physiometric parameters of a growing organism, risk factors); express diagnostics of a child's fatigue in the process of computer classes; early diagnosis of children's deviation from normal development. The conducted bibliographic analysis made it possible to identify the opportunities that the use of ICT can provide at each stage of the diagnostic activity of teachers and psychologists: .At the preparatory stage, with the help of reference and information systems, it is possible to select an adequate psychodiagnostic technique and determine the conditions for its applicability. 2.At the stage of collecting and accumulating information, electronic databases can be used .At the stage of processing diagnostic information, teachers and psychologists can use parametric and non-parametric methods. mathematical statistics implemented in software static systems, spreadsheet technologies .At the stage of setting a psychological and pedagogical conclusion and providing diagnostic results, it is possible to use expert systems, electronic presentations, multimedia systems. Information and communication technologies expand the possibilities of organizing and managing, diagnosing and monitoring educational activities. They make it possible to realize the potential of promising developments found in the framework of traditional education, to transfer the work of the service of practical psychology and pedagogy in the education system to a qualitatively new level. Literature
1. Aysmontas B.B. Pedagogical psychology. [ Electronic resource] // Belyakov E.V. The concept of information and communication technologies - (ICT) and their role in the educational process. [Electronic resource] // http://belyk5. narod.ru/IKT_new. htm Grigoriev S.G. Grinshkun V.V. /Informatization of education. Fundamentals. / Textbook for students of pedagogical universities and students of the system of advanced training of teachers: Moscow 2005 [Electronic resource] // http://cis.rudn.ru/document/show. action; jsessionid=980782E50E18E97137F10E22CF9E3997? document. id=723 Gurevich K.M. Psychological diagnostics. Tutorial. M., 1997. Didyk M.E. Management of the quality of training of qualified workers and specialists on the basis of psychological and pedagogical diagnostics of the results of the educational process. Article [Electronic resource] // http://ckpom. portalspo.ru/konf1_1. php Duke V.A. Computer psychodiagnostics, St. Petersburg, 1994 http://psyfactor.org/dyuk. htm Use and development of computer tests in pedagogical diagnostics. [Electronic resource] // Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. [Electronic resource] // http://slovo. yaxy.ru/87.html Computer psychodiagnostics. Article [Electronic resource] // http://www.psychological.ru/default. aspx? s=0&p=18&0a1=428&0o1=1&0s1=0 Levchenko I.Yu., Zabramnaya S.D. Course of lectures: Psychological and pedagogical diagnostics of developmental disorders. Lecture 3 [Electronic resource] // http://psy.1september.ru/articlef. php? ID=200501913 Levchenko I.Yu., Zabramnaya S.D., Dobrovolskaya T.A. and etc.; Ed. Levchenko I.Yu., Zabramnoy S.D. Psychological and pedagogical diagnostics: Proc. allowance for students. higher ped. studies, institutions / - M .: Publishing Center "Academy", 2003. - 320 p. [Electronic resource] // http://www.pedlib.ru/Books/2/0242/2_0242-152. shtml Legenkaya I.V. Psychological and pedagogical diagnostics in the work of a teacher and class teacher [Electronic resource] // http://pedsovet. su/load/145-1-0-8155 Lecture on educational psychology "Psychological and pedagogical diagnostics: methodological foundations, types of data" Stavropol State University, Faculty of Psychology. [Electronic resource] http://www.. aspx? id=9496 Nikandrov V.V., Novochadov V.V. Method of testing in psychology. SPb., 2003.Similar works to - Psychological and pedagogical diagnostics based on information and communication technologies
Loading...