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首页> 外文期刊>Information Technologies and Learning Tools >DIGITAL TECHNOLOGIES AS A TOOL TO FORM ABSTRACT CONCEPTS OF SCHOOLCHILDREN WITH MENTAL DEVELOPMENT DISORDER
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DIGITAL TECHNOLOGIES AS A TOOL TO FORM ABSTRACT CONCEPTS OF SCHOOLCHILDREN WITH MENTAL DEVELOPMENT DISORDER

机译：数字技术作为形成小学生抽象概念的工具与精神开发障碍

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The article focuses on the analysis of methodical and organizational aspects to form abstract concepts of schoolchildren with mental development disorder using digital technologies. The possibilities of such programs as ?ArcGIS? and ?Google Earth? in the development of educational material to form abstract concepts, to enlarge and improve their features have been highlighted. The specificity of perception of educational material by schoolchildren with mental disorder has been emphasized, special attention has been paid to the peculiarities of cognitive activities of such pupils: uneven speed of maturity of the highest mental functions, delayed thinking and speech development, low work efficiency, motivational and volition sphere disorder, which result in poor mastering of the abstract concepts by children with mental development disorder. The efficiency of learning abstract concepts by children of this category has been stressed, employing interdisciplinary approach, which makes it possible to combine data in History, Geography, Natural Science, Foundations of Legal Studies, Social Orientation, Music and Fine Arts. The need for a comprehensive visualized study of abstract concepts has been emphasized, which promotes children to learn them globally, without being attached to a particular educational subject. Some possibilities of basic instruments like ?ArcGIS? and ?Google Earth? have been described. It allows a teacher to visualize the locality with the help of interactive cards, 3-D scenes, diagrams, tables, which provides better efficiency in the process of forming abstract concepts of schoolchildren with mental development disorder. Several groups of educationalcorrective modules of multimedia material to form abstract concepts have been singled out: exercises to update previously formed ideas, to organize the perception of signs, properties, objects, phenomena and to form their understanding; tasks to identify significant features of the concepts studied; exercises in generalization and verbal definition of the essence of concepts, denoting them with appropriate terms; exercises to reinforce the formed concepts on the basis of heir reproduction; tasks to apply the learned concepts in similar and new situations. The stages of formation of abstract concepts of schoolchildren with mental development disorder in the context of using digital technologies have been defined and described. The examples of the designed information material, didactic tasks using ?ArcGIS-online? and ?Google Earth? computer programs have been provided, the peculiarities of their use at different types of lessons have been described, an estimated time of their application in teaching children with mental disorder has been indicated. The effectiveness of ?ArcGIS-online? and ?Google Earth? programs in teaching schoolchildren of this category has been experimentally proved.
机译：本文侧重于分析方法和组织方面，以使用数字技术与精神开发障碍的学童抽象概念。这些程序的可能性是arcgis？和？谷歌地球？在教育材料的发展中形成抽象概念，扩大和改善他们的功能已经突出显示。强调学童对教育材料感知的特殊性，已经强调了精神障碍的特殊关注，这些学生的认知活动的特殊性得到了支付：最高精神功能的不均匀速度，延迟思想和言语发展，工作效率低，励志和平性的球形障碍，导致患有精神发育障碍的儿童抽象概念差。这一类别的儿童学习抽象概念的效率已经强调，采用跨学科方法，这使得历史，地理学，自然科学，法律研究基础，社会方向，音乐和美术的基础组合。强调了对抽象概念的全面可视化研究的需求，这促使孩子们在全球范围内学习，而不会被附加到特定的教育主题。基本乐器的一些可能性如？ArcGIS？和？谷歌地球？已被描述。它允许教师在交互式卡，3-D场景，图表，表格的帮助下可视化局部性，这在具有精神发育障碍的摘要中学童的抽象概念的过程中提供了更好的效率。多媒体材料的几组教育校正模块形成抽象概念的挑战：练习更新以前形成的想法，组织对迹象，属性，对象，现象和形成理解的看法;识别所研究概念的重要特征的任务;概念本质的概括和口头定义的练习，用适当的条款表示它们;在继承人繁殖的基础上加强所形成的概念;在类似和新的情况下应用所学到的概念的任务。已经定义和描述了在使用数字技术的背景下具有精神开发障碍的小学生抽象概念的形成阶段。设计的信息材料的示例，使用的问题？ArcGIS-Online？和？谷歌地球？已经提供了计算机程序，已经描述了他们在不同类型的经验教训中使用的特殊性，已经表明了他们在教授精神障碍的儿童中的估计时间。 arcgis在线的有效性？和？谷歌地球？在实验证明了这一类别教学中学生的计划。

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