Search

The method of questioning was used in students' groups to diagnose features of the implementation of independent work in the learning process of pedagogical university. Analysis of the data makes it possible to confirm the usefulness of systematic self-study, identify some causes of difficulties. In particular, students, who often work independently, have higher success in learning, love their future profession; independent work does not replace the classroom ONE, but rather complements it, students, who often work independently, more often attend lectures. Some statistically significant factors that hinder independent work can be distinguished: an overload on other subjects; inertia, laziness; living conditions; the availability of a hobby, which does not coincide with the learning task; family circumstances. Students widely use Internet resources during independent work, but they do it spontaneously and do not obtain proper effect on the success of learning. So management of independent work should be provided special means in information and communication environment, aimed at improving the efficiency of the use of Internet resources during independent work of students.

The essence of pedagogical diagnostics and its functions in the learning process is considered. The use of pedagogical diagnostics in distance learning to help the student in choosing the expedient for him variant of independent work that contributes to personal orientation of the educational process is analysed. Structure of the pedagogical diagnostics system is proposed, requirements to the system, the stages and procedure of its design are discussed.

The structure of base models in a computer-based pedagogical diagnostics system is proved: the learning objectives model, the psychological and pedagogical model of student, the model of learning technology realisation. The structure of corresponding data bases of information system is suggested.

Approaches to design of the pedagogical model of specialist are analyzed with special attention to models of competence. Specific demands to such models in the automated pedagogical diagnostics system are underlined, and the system of parameters, which describe the expectant knowledge, skills and competence components of the student – future specialist, is suggested.

Didactical demands for pedagogical diagnostics and its realisation specific characters under conditions of active using of ICT in instruction process of universities are analysed. The ethics questions of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined.

The technology of the automated pedagogical diagnostics is analysed. The testing strategy and marking algorithm is proposed. The software “Expert 3.02”, based on suggested methods, is designed. The methods of administrating of the database of the test tasks are proposed. The approbation of this methods in the educational process of the Kharkiv National Pedagogical University is carried out.