FORMING THE ABILITIES TO SELF-ORGANIZE EDUCATIONAL ACTIVITIES OF PRIMARY SCHOOL STUDENTSBY MEANS OF COMPUTER TECHNOLOGIES: DIDACTIC ASPECTS

DOI10.31652/2415-7872-2022-71-7-13

Abstract

The article reflects the didactic, methodical and technological features of forming the abilities to self-organize educational activities of primary school students by means of computer technologies. It has been established that modern society, which formsand is formed by information culture, needs an individual who is able, despite obstacles and difficulties, to acquire new knowledge and skills necessary for him/her, to be competent in various fields of education, capable of self-education, self-development and self-improvement. It was determined that self-organization of learning is a complex personality trait, which is expressed in freedom from external factors and coercions, the ability to subordinate one’s own views to one’s behaviour, readiness to carry out activities without any help. The task of forming students’ self-organization of educational activity and the main stages of its development are characterized. Categorical groups of pedagogical tools and classification of computer technologies are presented. It was revealed that the didactic aspect of forming the ability to self-organize educational activities of primary school students consists mainly in the possibilities of computer technologies for the development and improvement of subject relations of educational interaction. It has been established that the use of CT in a primary school lesson makes it possible to expand the worldview of students, encourage children to independently find information, form an interest inthe subject, and increase the success rate and quality of the educational process. Mastering a computer has a beneficial effect on the formation of a child’s personality and gives him/her a higher social status. Children have a new direction of communication, they actively discuss computer games, their achievements and mistakes when performing difficult tasks. Children’s vocabulary is significantly enriched, children learn new terminology easily and with pleasure. All this contributes to the enrichment of children’s speech, significantly increases the level of arbitrariness and awareness of actions.