THE ROLE OF INFORMATION TECHNOLOGIES IN TEACHING CHEMISTRY



Studied the role of information technologies in teaching chemistry and developed a method of computer support of teaching chemistry at the initial stage and their implementation in the use of computer technologies in combination with other learning technologies.

Key words: information technology, computer technology, chemical installations.

Modern information technology plays a leading role in the optimization of educational systems on the our countries threshold. Education reform is impossible without the use of new computer and telecommunication technologies. With the computerization and associated changes in the content of education, the use of new teaching methods .

New information technologies require and answer a completely new perception of the concept of curriculum, as they allow to present information at various levels within a dynamic system of relationships with the students. Technology of hypermedia, multimedia, virtual reality pre-deliver broad opportunities of a diverse and dynamic representation of the information .

Theory and methods of teaching chemistry, not enough attention is paid to issues of computer support of the initial stage of teaching chemistry. The initial stage of learning chemistry is hard enough for students. It contains a large amount of theoretical material for understanding the students, there is a General trend of increasing amount of homework, which leads to a weak motivation for learning chemistry or even its absence in students and as a result - ignorance of the subject. Therefore, at the initial stage, the actual problem of increase of efficiency of teaching chemistry .

Selected fundamental topics, with the developed principles of the invariant contents of chemical education that meets modern educational standards. In the framework of the integrative-contextual approach to the disclosure of the content of the development of the computer training programs they present a mandatory part of the corresponding educational standards .

The functional component includes the integration of learning technologies in the context of tasks of increase of efficiency of teaching chemistry. The main goal of the school chemical education, by solving the problem in a comprehensive adaptation of the learning process of chemistry. To solve this problem required integration as interdisciplinary: chemistry and Informatics and the integration of learning technologies, that is, the integration of traditional technologies with computer technology training, and other pedagogical technologies .

In the process of perception of new teaching material, students solve a cognitive task, and its solution depend on the level of mental activity and the degree of attention of the learners. In the process of working with programs a student solves a cognitive task set by the teacher, learns the ways of its solution. The morestudent makes a variety of variable actions, the more successful the process of assimilation. On the basis of external, practical actions, compared, comparison, generalization creates favorable conditions for the realization of the theory and ways of its application . With this approach, the understanding of the chemical content occurs as a result of the implementation and assimilation of certain cognitive actions.

In E.Y.Ratkevich offers the following criteria for the selection of training topics in chemistry for computer-based training: the educational material should promote the creation of information stream used for output of the theoretical material and its application; the contents of the theme should suggest the possibility of management of teaching-corresponding models of chemical objects. Competent and effective management of chemical models is possible after the assimilation of the students of basic chemical knowledge (basic laws, concepts) that are considered at an early stage and are essential for further study of chemistry .

So along with the above criteria, the selection of topics for the initial phase of chemistry teaching should be based on the principles of relevance, consistency, necessity, multimedia, universal acceptance. The principle of relevance means selecting the most important, key elements of knowledge, the fundamental fact which is the content of the subject. Consistency in the selection of topics for computer-based training means that the contents of all selected topics must be related to each other and other topics relevant to them. The necessity principle is realized in that the selected theme includes the concepts, phenomena, facts that the learner is hard to master, not using the capabilities of modern computer (for example, the processes occurring in microcosm, some chemical experiments, etc.). With the principle of necessity echoes of principal interest. The contents of the topic must be such that it can be effectively present, using multimedia capabilities of the computer. The principle of universality is compliance with General standards, i.e. computer programs must be suitable for use within any curriculum. Modern chemical education in accordance with the requirement of time implies a variation for chemistry teachers, one manifestation of which is the choice of teacher training programme .