%0 Journal Article
%T PEDAGOGICAL CONDITIONS OF INFORMATIVE COMPETENCIES FORMATION OF STUDENTS ¨C FUTURE PRIMARY SCHOOL TEACHERS §±§¦§¥§¡§¤§°§¤ §¹§¯  §µ§®§°§£§ª §¶§°§²§®§µ§£§¡§¯§¯§Á  §¯§¶§°§²§®§¡§´§ª§¹§¯§ª§· §¬§°§®§±§¦§´§¦§¯§´§¯§°§³§´§¦§« §³§´§µ§¥§¦§¯§´ §£ ¨C §®§¡§«§¢§µ§´§¯ §· §µ§¹§ª§´§¦§­ §£ §±§°§¹§¡§´§¬§°§£§ª§· §¬§­§¡§³ §£
%A Vira V. Kotkova
%J Information Technologies and Learning Tools
%D 2011
%I Institute of Information Technologies and Learning Tools
%X The article is actual due to the current informative society needs in informatively competent professionals of primary education. The author generalizes the pedagogical conditions of forming students¡¯ informative competencies based on modern scientific researches. The place of students¡¯ quasiprofessional activity in perfection of informative competencies is defined. The author of the article summarizes the results of questionnaires, which purpose is to investigate students¡¯ capabilities and the level of Internet use, planning and kind of information and communication technologies use during their practice in primary school. Quasiprofessional activity, which main forms of realization are simulation and pedagogical practice, is singled out among pedagogical conditions of forming future primary school teachers¡¯ informative competencies. §¡§Ü§ä§å§Ñ§Ý§î§ß §ã§ä§î §ã§ä§Ñ§ä§ä  §Ù§å§Þ§à§Ó§Ý§Ö§ß§Ñ §ã§å§é§Ñ§ã§ß§à§ð §á§à§ä§â§Ö§Ò§à§ð  §ß§æ§à§â§Þ§Ñ§è §Û§ß§à§Ô§à §ã§å§ã§á §Ý§î§ã§ä§Ó§Ñ §Ó §á §Õ§Ô§à§ä§à§Ó§è   §ß§æ§à§â§Þ§Ñ§ä§Ú§é§ß§à §Ü§à§Þ§á§Ö§ä§Ö§ß§ä§ß§Ú§ç §æ§Ñ§ç §Ó§è §Ó §á§à§é§Ñ§ä§Ü§à§Ó§à  §à§ã§Ó §ä§Ú. §£ §ã§ä§Ñ§ä§ä  §å§Ù§Ñ§Ô§Ñ§Ý§î§ß§Ö§ß  §á§Ö§Õ§Ñ§Ô§à§Ô §é§ß  §å§Þ§à§Ó§Ú §Ù§Ñ§Ò§Ö§Ù§á§Ö§é§Ö§ß§ß§ñ §á§â§à§è§Ö§ã§å §æ§à§â§Þ§å§Ó§Ñ§ß§ß§ñ  §ß§æ§à§â§Þ§Ñ§ä§Ú§é§ß§Ú§ç §Ü§à§Þ§á§Ö§ä§Ö§ß§ä§ß§à§ã§ä§Ö§Û §ã§ä§å§Õ§Ö§ß§ä §Ó §ß§Ñ §à§ã§ß§à§Ó  §ã§å§é§Ñ§ã§ß§Ú§ç §ß§Ñ§å§Ü§à§Ó§Ú§ç §Õ§à§ã§Ý §Õ§Ø§Ö§ß§î, §Ó§Ú§Ù§ß§Ñ§é§Ö§ß§à §Þ §ã§è§Ö §Ü§Ó§Ñ§Ù §á§â§à§æ§Ö§ã §Û§ß§à  §Õ §ñ§Ý§î§ß§à§ã§ä  §ã§ä§å§Õ§Ö§ß§ä §Ó §å §á§â§à§è§Ö§ã  §ã§ä§Ñ§ß§à§Ó§Ý§Ö§ß§ß§ñ  §ß§æ§à§â§Þ§Ñ§ä§Ú§é§ß§Ú§ç §Ü§à§Þ§á§Ö§ä§Ö§ß§ä§ß§à§ã§ä§Ö§Û. §¡§Ó§ä§à§â §ã§ä§Ñ§ä§ä  §å§Ù§Ñ§Ô§Ñ§Ý§î§ß§ð  §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§Ú §Ñ§ß§Ü§Ö§ä§å§Ó§Ñ§ß§ß§ñ §Ù §Þ§Ö§ä§à§ð §Õ§à§ã§Ý §Õ§Ø§Ö§ß§ß§ñ §â §Ó§ß§ñ §ä§Ñ §Þ§à§Ø§Ý§Ú§Ó§à§ã§ä  §Ü§à§â§Ú§ã§ä§å§Ó§Ñ§ß§ß§ñ  §ß§ä§Ö§â§ß§Ö§ä §ã§ä§å§Õ§Ö§ß§ä§Ñ§Þ§Ú, §á§Ý§Ñ§ß§å§Ó§Ñ§ß§ß§ñ §ä§Ñ §ç§Ñ§â§Ñ§Ü§ä§Ö§â§å §Ù§Ñ§ã§ä§à§ã§å§Ó§Ñ§ß§ß§ñ  §¬§´ §á §Õ §é§Ñ§ã §á§â§Ñ§Ü§ä§Ú§Ü§Ú. §³§Ö§â§Ö§Õ §á§Ö§Õ§Ñ§Ô§à§Ô §é§ß§Ú§ç §å§Þ§à§Ó §æ§à§â§Þ§å§Ó§Ñ§ß§ß§ñ  §ß§æ§à§â§Þ§Ñ§ä§Ú§é§ß§Ú§ç §Ü§à§Þ§á§Ö§ä§Ö§ß§ä§ß§à§ã§ä§Ö§Û §Þ§Ñ§Û§Ò§å§ä§ß §ç §å§é§Ú§ä§Ö§Ý §Ó §á§à§é§Ñ§ä§Ü§à§Ó§Ú§ç §Ü§Ý§Ñ§ã §Ó §Ó§Ú§à§Ü§â§Ö§Þ§Ý§Ö§ß§à §Ü§Ó§Ñ§Ù §á§â§à§æ§Ö§ã §Û§ß§å §Õ §ñ§Ý§î§ß §ã§ä§î, §à§ã§ß§à§Ó§ß§Ú§Þ§Ú §æ§à§â§Þ§Ñ§Þ§Ú §â§Ö§Ñ§Ý §Ù§Ñ§è   §ñ§Ü§à     §Þ §ä§Ñ§è §Û§ß§Ö §Þ§à§Õ§Ö§Ý§ð§Ó§Ñ§ß§ß§ñ §ä§Ñ §á§Ö§Õ§Ñ§Ô§à§Ô §é§ß§Ñ §á§â§Ñ§Ü§ä§Ú§Ü§Ñ.
%K informative competencies
%K quasiprofessional activity
%K phases of intensification and identification
%K contextual learning
%U http://journal.iitta.gov.ua/index.php/itlt/article/view/438