No abstract

Рассматривается проблема повышения эффективности электронных образовательных ресурсов. Свойство интерактивности дифференцировано на два вида: интерактивность «управляющую» и интерактивность «дополняющую», по разному влияющих на смысловое понимание информации. Экспериментально доказывается, что только «дополняющая» интерактивность» создаёт условия для ясного понимания и творческого преобразования информации. Описаны процедура и результаты эксперимента по выявлению влияния электронного пособия, построенного на принципе «дополняющей» интерактивности, на развитие понимания учащимися информации. Сделан вывод о необходимости совершенствования электронных образовательных ресурсов на основе данного принципа, а именно: включение в них системы творческих упражнений и заданий, направленных на создание новой информации.

No abstract

The article considers the concept of electronic educational manuals aimed at developing semantic reading. Modern reality offers the reader a huge amount of digital information. The difficulty, especially for schoolchildren, consists in logical comprehension and critical evaluation of the information received. These qualities directly depend on the skill of semantic reading. The author analyses content of the types of activities in electronic educational resources available of institution of additional education. Comparison of the content of the types of activities offered by electronic manuals and the recommendations of the scientific and pedagogical community on the development of semantic reading skills led to the conclusion that there are practically no types of activities aimed at the development of semantic reading in the electronic educational resources. The author carried out theoretical analysis of the properties of electronic resources that can become factors of its development. The article defines the property of interactivity as a reserve for the development of semantic reading. Interactivity is divided into “managing”, in which no new information is created, except for information about the management itself, and “complementary”, where the new information is created. The “complementary” interactivity is the reserve for the development of semantic reading. For experimental verification of this statement, there has been created the electronic educational resource — the workbook “Questions of the Computer”. The influence of this resource has been studied in the course of classes in additional education programs. The article confirms the assumption about the effectiveness of using the property of “complementary” interactivity for the development of semantic reading skills when working with electronic educational resources. The author gives recommendations on the creation of electronic educational resources and acquisition of media libraries of institutions of additional education, taking into account the need to develop students’ semantic reading skills.