La formación de la reflexión sobre la base de las tecnologías de la información y la comunicación.

Sholpan Janzakova; Nazira Atemkulova; Hanna Bielienka; Kateryna Volynets; Zhanylsyn Sabirova; Shnar Demissenova; Shynar Yelezhanova.

doi:10.46377/dilemas.v28i1.1697

Sholpan Janzakova Department at the Khalel Dosmukhamedov University of Atyrau.
Nazira Atemkulova Department of Preschool Education and Social Pedagogy at the Abai Kazakh National Pedagogical University.
Hanna Bielienka Department of Preschool Education at the Borys Grinchenko Kyiv University.
Kateryna Volynets Department of Preschool Education at the Borys Grinchenko Kyiv University.
Zhanylsyn Sabirova Department of Psychology and Special Education at the Khalel Dosmukhamedov University of Atyrau.
Shnar Demissenova Department of Psychology and Defectology at the Kostanay State Pedagogical University.
Shynar Yelezhanova. Department of Software Engineering at the Khalel Dosmukhamedov University of Atyrau.

DOI: https://doi.org/10.46377/dilemas.v28i1.1697

Palabras clave: la formación, la tecnología de la educación, la reflexión, el modelado, el interés cognitivo

Resumen

El artículo aborda los aspectos teóricos y metodológicos de la formación profesional, la tecnología pedagógica de este proceso. El autor describe el concepto de formación de los futuros docentes. Se presenta una versión del modelo del desarrollo del interés cognitivo de los estudiantes sobre la base de tecnologías de la información y de la comunicación. Se dan las características de los criterios e indicadores del desarrollo del interés cognitivo de los estudiantes niveles. Las conclusiones se presentan en la perspectiva de modelado del proceso de aprendizaje teniendo en cuenta el desarrollo del interés cognitivo basado en tecnologías de la información y de la comunicación.

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