Ministry of education and science of ukraine

LITERATURE

1. Абдуллина О. А. Общепедагогическая подготовка учителя в системе высшего педагогического образования : для пед. спец. вузов / О. А. Абдуллина. – 2-е изд., перераб. и доп. – М. : Просвещение, 1990. – 141 с.

2. Болюбаш Я. Я. Організація навчального процесу у вищих закладах освіти : навч. посібник / Я. Я. Болюбаш. – К. : ВВП “Компас”, 1997. – 64 с.

3. Бондар В. І. Дидактика: ефективні технології навчання студентів / В. І. Бондар. – К. : Вересень, 1996. – 129 с.

4. Дудар С. М. Формування дослідницьких умінь та навичок студентів – важлива складова професійної підготовки майбутніх учителів / С. М. Дудар // Мат-ли регіональн. наук.-практичн. семінару “Шляхи модернізації вищої освіти в контексті євро інтеграції” / [за заг. ред. Г. В. Терещука]. – Тернопіль : Вид-во ТНПУ ім. В. Гнатюка. – С. 60-62.

5. Загвязинский В. И. Исследовательская деятельность педагога : учеб. пособие / В. И. Загвязинский. – М. : Академия, 2006. – 174 с.

6. Слєпкань З. І. Наукові засади педагогічного процесу у вищій школі : навч. посібник / З. І. Слєпкань. – К. : Вища школа, 2005. – 239 с.

7. Спіцин Є. С. Методика організації науково-дослідницької роботи студентів у вищому закладі освіти / Є. С. Спіцин. – К. : Вид. центр КНЛУ, 2003. – 120 с.

8. Степанюк А. В. Розвиток дослідницьких умінь студентів як складова професійної підготовки майбутніх учителів / А. В. Степанюк, Л. С. Барна // Мат-ли регіональн. наук.-практичн. семінару “Шляхи модернізації вищої освіти в контексті євро інтеграції” / [за заг. ред. Г. В. Терещука]. – Тернопіль : Вид-во ТНПУ ім. В. Гнатюка. – С. 60-62.

9. Степанюк А. В. Розвиток дослідницьких умінь студентів як складова професійної підготовки майбутніх учителів природничого профілю / А. В. Степанюк, Н. В. Москалюк // Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія : Педагогіка. – 2010. – С. 35-40

UDC 372.881.116 (477)

V. Zagorodnova,

Doctor of pedagogical sciences

(Berdyansk state pedagogical university)
STUDY OF UKRAINIAN LANGUAGE IN THE CONTEXT OF CULTURES’ DIALOGUE
The relevance of the research. State and conditions of functioning of Ukrainian language in Ukraine make us to think over ways of solving the complex sociolinguistic situation in Ukraine. According to this it is necessary to direct modern linguadidactic on the communicative and functional teaching of state language at schools with many national contingents of pupils.

The great attention is paid to the social role of dialogue. It is connected, first of all, with sociocultural connections and cultural codes. Forming of global human civilization, a great number of international and interregional conflicts, searching of understanding, collaboration and partnership has determined the actuality of dialogical form of communication. The dialogical thinking is necessary for braking ideological stereotypes, monopoly of thinking and sidedness of globalism.

Analysis of research and publications. The analysis of pedagogical, psycholonguistical, sociolinguistical, linguaculturological, linguadidactic literature has allowed to generalize and describe the experience of forming of polycultural (R. Agadylin, O. Bondarenko, L. Galuza, L. Goncharenko, V. Kuzmenko, A. Syschenko, E. Suslin, A. Fernkhem), intercultural (E. Vereschagin, L. Grishaeva, D. Gudkov, V. Kostomarov, Y. Karaulov, P. Тulviste, Y. Sorokin, S. Ter-Minasov, I. Khaleeva), sociocultural (I. Bim, G. Elizarova, Y. Prokhorov, V. Safonova, P. Sysoeva, I. Sternin, G. Tomakhin), communicative (F. Batsevich, D. Gudkov, D. Haims, A. Schukin) competences of language personality. According to the opinion of many domestic and famous scientists (N. Aliev, M. Barret, M. Bergilson, O. Griva, J. Van Ekom, V. Zagvyazinsky, E. Zaredinova, I. Kalisetskaya, J. Kester, I. Kryazh, Y. Kulutkina, V. Lubimova, N. Markova, O. Ogareva, V. Onushkina, V. Pavlenko, N. Pivonova, G. Robinsos, V. Rpschupkin, l. Samovar), for socialization of bilingual personality the great role plays the forming of cross-cultural communicative competence, which is considered by scientists (N. Aliev, M. Bergelson, N. Pivonova, S. Ter-Minasova, I. Khaleeva) as a necessary condition for successful integration to polyethnic socium, that allows to take part at the process of interethnic communication and to escape negative influences of the process of globalization.

The forming of language personality has to envisage not only mastering the verbal code of not native (in our case Ukrainian) language, ability to use it during communication, but forming at children’s consciousness the picture of the world of informant of this language as a representative of definite socium.

Considering the forming of bilingual personality “as a complex open system that develops” (S. Maksimenko), it is necessary to pay attention to internal development under influence of external factors. The defining of “language personality” is connected with intellectual characteristics, which we can see in the language.

That’s why there is a problem of forming not only skills of understanding of communicants, but also a community of imaginations about the world in their social-psychological and national-cultural measurement. On the linguacognitive level the strong communicative needs in specific language behaviour are generalized. During study of Ukrainian language in senior forms it is very important to use linguistical analysis of concept sphere of Ukrainian people in its concrete language-communicative and pragmatic aspects on the base of national culture, with orientation on ethnopsychological and general philosophical means. We think that such analysis will be more effective if we use cross-cultural thinking of linguaspecific concepts of Ukrainian and native language.

The subject of the article is the lighting of actuality of cultures’ dialogue at Ukrainian lessons at general educational establishments, defining of main aspects of dialogical interaction of contact cultures, analysis of groups of national and specific lexics for mustering by bilingual pupils.

Dialogism as a philosophical direction was very popular in the first part of the XX century. As for philosophy, dialogue is a specific means of awareness of the world, thinking, development and realization of people’s essence. The problem of dialogue is connected with the history of people consciousness, development of thinking, problems of active personality becomming.

On the base of analysis of language researches in the XX century we can say that study languages as in theoretical so as applied aspects, should consider not only linguistical specific of national language, but also specific for people ways of worldview, its understanding and imaginations, its national and cultural background.

New tasks of teaching of Ukrainian language in the context of the dialogue of cultures point out at the necessity of study the extralinguistical parameters of communication and language environment, where Ukrainian language takes place.

The contact between peoples with different experience implements through the contact of languages. It is understand that people speaking different languages can see the world in different ways. The language picture of the world is “fixed in the language and specific for definite language group scheme of perception of reality” [5, p.47].

Every national picture of the world should be compared. It is well known that participants of communicative act compare their native language with not native. In real situation of study Ukrainian language a teacher and a pupil have to compare Ukrainian realities of life and culture with native language, they try to find difference and similarity. Background knowledge helps to take into consideration general, national and specific features during study language.

The term “background knowledge” in linguistics is defined as “mutual understanding by communicants the context of language signs” [2, p. 498]. The background knowledge forms the notional level of communication. The background knowledge (verbal and non verbal means) is necessary to make people’s communication, exchange of information more successfully. Absence of such knowledge leads to misunderstanding between speakers.

That’s why we can make the conclusion that on the modern stage of the development of linguadidactic the most perspective is the approach to the process of study Ukrainian language as the second from the position of culture’s dialogue. So we can explain the tendency of transition from neutral lingual country study to comparative, where phenomena of language and culture are suggested in comparison with analogical phenomena in native language and pupil’s culture. The typological principle of language study is the most productive; it is built on comparative analysis and takes into consideration the influence of social, psychological, religious, educational and others factors of forming of personality and society in general.

In teaching practice very often we can see linguaculturology and communicative linguistics as a term and as an aspect of teaching of Ukrainian language pupils of national unities. Linguaculturology gives a system description of language facts and facts of culture in their interaction and interconnection, investigates the world’s language picture. We should pay a special attention to researches of national picture of the world through the world, an image the art speech with using of phenomena and facts of culture. That’s why one of the important tasks of Ukrainian language is teaching of national communities’ pupils is forming of linguaculture study competence. Acculturation of pupils in Ukrainian language environment with the help of culture study and linguacountrystudy information has to conduct with the aim of adequate perception of Ukrainian mentality; with the aim to make linguaculturestudy analysis of oral and written statements, to define language units of culture, which have an ideological and meaning context and also use them during communication with Ukrainian language speakers.

The communicative linguistics analyses language units in concrete situations of communication. It gives opportunity to show difference their functioning in different communicative conditions. Especially interesting for linguadidacts are researches in communicative linguistics such linguists as E. Shanqualier, G. Kolshansky, I. Sternin, Z. Popova. The communicative approach to word allow to open the most important features of its semantics, which play important role in realizing of communicative function. I. Sternin has suggested a communicative model of lexical meaning of the word taking into consideration possible word’s semantic realizations.

It is very important for teacher-linguist to pay attention to main aspects of dialogical interaction of contacting cultures:

• 
  Bilingual aspect, it includes problem of interference, code switching, language deficits, convergence and divergence of cultures;
  
• 
  Pragmatical aspect, it suggests linguapragmatics for researching of intercultural communication;
  
• 
  Cognitive aspect includes researches of cognitive peculiarities, ways of perception and understanding of languages, cultures which are studied by different national contingent of pupils;
  
• 
  Axiological aspect defines characteristics of language and culture, which are studied by representatives of different national cultures;
  
• 
  Natural aspect opens the ways of natural perception of language and culture;
  

In the process of teaching of Ukrainian language we should pay attention to the fact that denotative component of meaning can include the background characteristics of the word. The background characteristics is “the context of word sign in which the knowledge of culture or scientific knowledge are reflected” [1, p. 27]. Words which have background need special comments, which can be found in lexicographical searches, for example, linguaculturestudy dictionaries, and encyclopedias

For teaching of national communities’ pupils Ukrainian language it is necessary to pay attention to such group of national-specific lexics:

1). the first group of national and specific lexics – names of real object of external world;

2). the second group of national and specific lexics – names of concepts of group ethnic consciousness;

Let’s consider names which denote the same order notions for different languages. This group of lexical units is connected with the notion of semantic “carding” of the world, which demonstrates different logical and notional categorization of reality by different languages. Peculiarities of semantic “carding” in different languages are defined in different degree of concretization and detalization of word meaning.

Let’s consider names which denote close notions of different prototype interrelationship. Every word has its own “picture of its life”. This fact that in other language there is a lexical equivalent of any word doesn’t mean unambiguity of giving words. For example, Ukrainian word “колиска”, Russian word “люлька”, Bolgarian word “люлка” have the same lexical meaning. Every of these words have its own evidences.

Cultural concepts are the specific expressers of national character and perception of real world of every definite ethnos. Concepts are unique notions of ethnic culture; they are not only invisible attribute of national culture they also appear in every day speech communication. Words of this type belong to abstract national specific speech concepts.

The next group of names-concepts of collective ethnic consciousness makes up lexical units which have appreciated-valued connotative component. Problems of emotionally cloured, expressively-appreciated lexics have been considered in the works of domestic and foreign linguists: S. Bally, V. Vinigradov, O. Galkina-Fedoruk, O. Potebnya, L. Lesichenko, M. Serdobintseva.

Emotionally coloured lexics includes words which denote the names of definite feelings and they are emotional according to their lexical meanings.

Emotional words according to their lexical meaning are words which express positive or negative estimation of phenomena and subjects of reality or feelings and state of a man. They also as the first group of words are used in literature for emotional colour of speech. To this type of lexics belongs the great number of emotional synonyms to words without emotional colour. There is a group of words with shade of familiarity. To emotionally coloured words belong expressions of child speech. To limited group belongs vulgarisms, irony and joke words.

School work experience with polyethnic contingent of pupils displays the efficiency of language teaching in the condition of dialogue cultures depends on consideration of interdependent linguaculturological and methodical questions.

Linguistical aspect of the problem suggests:

• 
  investigating the communicatively meaning for pupils of national communities layers of lexics;
  
• 
  description of semantic of every word through the notion “component of meaning”;
  
• 
  analysis of peripheral seme;
  
• 
  analysis of semantic process, which take place in lexical meanings of words in the process of functioning their in different situations of communication;
  
• 
  making the lexicographical dictionaries with full information about semantic structure of words;
  

To methodical support of educational process in forming of lexical competence of bilingual pupils belongs:

• 
  making educational literature with scientific types of tasks and exercises, directed to forming at pupils skills of right choice and right use of lexical units in different communicative acts;
  

– preparation of dictionaries which should demonstrate peculiarities of actualization seme from communicative tasks.

So, using of dialogical interaction of contact culture at Ukrainian language classes at schools with pollination contingent of pupils is a socially necessary. At school teaching of state language it is important to consider contacts of languages and cultures, which are reality of life in multilingual regions of Ukraine. The necessary condition of dialogue of cultures at lesson is comparative analysis of ethnocultural lexics of Ukrainian and native language (Russian, Bulgarian), that suggests description of main lexical, background and symbolical meaning of the word; establishing the register of ethnoculturalstudy of lexical units in comparison of three languages. Enrichment of pupils’ speech ethnocultural study lexical units are successfully realized under condition of using methods and devises, which provide realizing of deeper analysis of meaning of Ukrainian word in comparison with native, complex using of different kind of speech activity on the base of ethnoculturological text, regularly including of pupils at pair or group kind of activity, regularly using of life experience of pupils.

The dialogue of cultures at the language lesson should enrich the pupils’ vocabulary, form tolerant attitude to another languages and cultures, to improve the culture of communication in multilingual society.

LITERATURE

1. 
   Андрейчина К. Вопрос учёта национальной культуры учащихся при составлении лингвострановедческого учебного словаря : автореф. дисс… канд. пед. наук. 13. 00. 02. – М., 1977. – 23 с.
   
2. 
   Ахманова О.С. Словарь лингвистических терминов / О. С. Ахманова. – М. : Сов. энциклопедия, 1966. – 607 с.
   
3. 
   Потебня А.А. Эстетика и поэтика / А.А.Потебня. – М. : Искусство, 1976. – С.260.
   
4. 
   Чарняк Ю. Умозаключение и знания / Ю.Чарняк // Новое в зарубежной лингвистике. Вып. XII. – М., 1983. – Ч.1. – С. 173-175.
   
5. 
   Яковлева Е.С. К описанию русской языковой картины мира / Е.С. Яковлева // Русский язык за рубежом. – 1996. – №№1-3. – С. 47.
   

UDC 378.14: 004.73

S. Zagrebelniy,

candidate of pedagogical science,

associate professor

(Donbass state machine-building academy)

H. Zagrebelna,

postgraduate student of the

department of pedagogics

(Donbass state pedagogical university)

APPLICATION OF INNOVATIVE TECHNOLOGIES WITH THE PURPOSE OF OPTIMIZATION OF THE PROCESS OF EDUCATION
Problem statement. One of the tasks of higher school teachers at this stage is introduction of new innovative technologies in the process of education. The information market offers students a lot of new innovative products and services. These products mean application of multimedia and Internet tools in an educational process. At the present stage of state development when innovative technologies are used in an educational process the university teachers have questions about knowledge and ability to apply a computer and office equipment (printers, scanners, plotters, projectors etc.) during teaching of a discipline. For this purpose it is necessary to consider the search of ways for mastering the newest innovative technologies, as perspective and timely direction of increase of study level at higher school. We consider that a main didactic tool that has considerable developing potential is multimedia hardware. By this we mean innovative technologies which demonstrate educational material in an interactive form in two planes (audio and visual), provide the effectivness of studies and give higher possibilities in achievement of both pedagogical purpose and one for development of a student.

Application of innovative technologies allows to use much more methods of training which are able to help in a measure to replace the classic methods of training, namely [6]: a method of verbal presentation of educational material (video lecture, Internet conference, video seminar and others), methods of visual and practical training (for example, visual programming), methods of fixing of the got knowledge (computer testing), methods of self-study work (videos, video presentations, tutorials). We point out that the method of teacher’s verbal presentation must be combined with new innovative technologies, such as application of video information, animation and audio data, that, in turn, causes a student’s cognitive activity.

Analysis of basic researches and published works.

A lot of scientists (M. Zhaldak, N. Zavizena, I. Lohvyna, O. Mokrohuz, V. Madzihon, O. Pometun, I. Prokopenko, N. Savchenko, G. Freiman and others) payed attention to the problem of informatization of education and use of multimedia technologies; to creation and use of the multimedia teaching programs (R. Adamov, V. Afanasev, A. Horshkov); to research of the problem of innovative technologies at higher school – V. Kremen, V. Moroz and others.

Thus, nowadays a lot of researchers pay attention to the study of the problem of the newest information technologies usage in an educational process, but in our view, it is necessary to find a common definition of some terms. We want to emphasize the work of the researcher O. Laktionov who made a great contribution to the development of innovative technologies. In his work he gives such a definition: "Multimedia is a computer-oriented method of displaying of information which is based on the use of text, graphic and voice possibilities of a computer in the interactive mode" [5, p.45]. The researcher О. Pushkar gives another definition of this term : "Multimedia is a modern information technology, which provides the combination of graphic images, videos, sound and other special effects by means of computer tools" [7, p.543]. As we can see, every researcher gives own definition of some terms, but by no means one does not reduce their significance in the scientific contribution of the use of innovative technologies to the educational process.

Purpose of the article.

The analysis of application of modern methods of the use the newest information technologies in the educational process and selection of the best ones.

Exposition of the basic material.

In the modern period the development of computing machinery and Internet attained such a level, that studies can be organized so that not only a teacher but also a computer, a television set, video, Internet will become a source of knowledge. Thus students must be able to comprehend obtained information, to apply it in concrete conditions, to express their personal opinion. It is exactly assisted by the newest innovative technologies of education.

We are sure that the use of innovative technologies in studies will assist in activation of attention; in increase of standard of thought; memory improvement; increase of creativity that is the primary purpose of educational process and thus helps in the increase of training success.

A teacher can strive for achievement of higher results due to the use of the newest innovative technologies during training. One of the existent methods provides the fragmentary use of a computer, another one provides both presentation and control by multimedia.

In multimedia hardwares information is passed in four directions: text, animation, audio and video. Let us consider the figure of multimedia information (fig.1).



Figure 1. Chart of multimedia information
Multimedia technologies provide a computer user with such types of information (there are formats of files in brackets): text (doc, html), image (bmp, gif, jpeg), animation pictures (gif, flc, fli), audiocomments (wav, au, MIDI, real audio), digital video (avi, mpeg). In other words, this approach to understanding multimedia as technologies testifies that multimedia is present where any computer operation with the use of audio and visual data is carried out.

Computer as a mean of training plays a leading role among other traditional means of studies in our activity Its priority during the study of different topics of course of "Informatics and Computing Machinery" is evident. In classes students must master the theoretical and practical skills of work with computing machinery and use of modern software for solving definite professional problems. To know and to be able to work with an electronic Office (Microsoft Office or Open Оffice), to know operating system Windows or Linux perfectly. So, in our view, every student must be able to prepare any document in a text editor (MS Word or OpenOffice Writer), to make calculations in spreadsheets (MS Excel or Open Office Calc), create a database in the environment of control system by the data MS Access or OpenOffice Base, to work out a presentation in MS PowerPoint or OpenOffice Impress, to be able to work with any Web editor and to find information on the Internet.

For mathematical information processing during training in "Higher Mathematics" we suggest using of the special mathematical computer programs (Smath Studio – free of charge and does not require a license, MathCad or Maple). By means of one of these systems students can make complicated calculations, converting mathematical expressions, simplify them, execute processing of information by means of plenty of integrated functions, create own functions, execute differentiation, integration and other operations of Higher Mathematics. However? the use of this system, in our view, must be limited. It is needed to apply it for verification of rightness of performing a task: at first a student executes a calculation by a traditional method – on a paper, and then checks himself by a computer. Also by means of this program students can build more difficult three-dimensional graphic arts and do considerable scientific calculations.

Pedagogical technologies used by us are aimed at training students to find information independently, to distinguish a problem and search the ways of its rational solving. Use of multimedia in an educational process is one of the methods of joining every student the educational system from an active position, but not in a role of a passive observer.

Some scientists suggest grouping of study material according to the features of its content, considering the measure of generalization the form of its fixing and application. The content of educational material can be presented in three levels: a 1) supervision (includes visual presentation of material which is studied); 2) theoretical (concept of theory, which displays certain objects, phenomena, processes and laws); 3) practical (all that has any practical value).

Emphasizing the necessity of mental development of students most researchers pay much attention to visual design of educational material. During visualization we distinguish the following forms of its displaying: illustration, image of logic and graphic image. To the first form we take pictures and videotape recording. Such application of image at teaching material gives a substitution of reality with studies. The second form of visual design is diagrams, graphic arts, charts in which numerical information is presented in a graphic (coded) kind. The third form of visual design (graphic images) is intended for mastering of difficult facts, presentation of the known information in a new form.

Some scientists assert that introduction of innovative hardwares in education must be on the basis of that experience, which already exists on the base of traditional studies with application of technical devices and means which are used for visual presentation of educational material.

We support many researchers, who proved that at teaching of new educational material a teacher should take into account the individual abilities of students to perceive graphic arts, animation, voice accompaniment. To increase the level of perception of new material for some students it is enough to show only a diagram, other students need animation of the material. Foreign researchers proved that it depends upon the level of knowledge and quality of perception of different forms of teaching material.

It should be mentioned that a lecturer who uses new innovative technologies (use of a video projector, multimedia acoustics, possibilities of the Internet) must comment his actions, because it is impossible to pay students attention to a new material and increase their interest to a new theme without it. In our view such lectures will be the most interesting and will assist upgrading of information given by the teacher to higher level. In its turn it provides cardinal changes in the role of a teacher as a lecturer, because time of lecture is efficiently used. A teacher can also pay more attention to the most difficult questions, discuss some interesting fragments of a lecture with students. The use of an interactive lecture combines traditional and computer methods of training. The most simple method to conduct an interactive lecture is the use of computer slides. They can be created by two programs: Power Point (Company Microsoft, licence is needed for this software product) and Impress (Open Office, this software product is free of charge, a licence is not needed.)

In our view in order to deliver a lecture for students better it is needed to use for explanation of new material the program presentation which can be created by means of the above-mentioned software resources. But they must not be static slides which are not interested for students: slides must have elements of animation and audio. In its turn it requires a teacher’s perfect knowledge and ability to work with hardware and software. For realization of a multimedia lecture with the use of innovative technologies, except high qualification of a teacher there must be a specialized audience equipped by computing machinery and multimedia tools for more interesting teaching. For example, studing of the visual programming in high-level language (Visual C++, Delphi etc) is impossible without a visual show of the process of creation of Windows additions.

During teaching of new material a lecturer confirms his words with slides that demonstrate new material visually, it causes students’ interest to the study of a topic of the lecture and better mastering of teaching material.

Very often we have a problem, when the given information changed at some intervals of time. For this purpose we consider it is better to apply diagrams, graphs, figures, tables. In order not to write very hungus formulas on a blackboard, it is better to show them on a screen by means of a computer and multimedia projector. It can be done by means of the programs of presentations (Windows – Power Point, Linux – Open Office Impress), graphics editor (Windows – Paint, Linux – Gimp), text editor (Windows – Word, Linux – OpenOffice Writer) etc., that in its turn will shorten time of a lecturer for their writing and more attention will be spared for explanation.

As we can see, simultaneous use of a lecturer’s knowledge and his ability to work with a computing machinery (multimedia technologies) give higher results in quality of education that leads to optimization of the process of education and successful use of class hours.

The use of additional innovative technologies especially at physico-mathematical studies must be well-considered: both the material and the choice of software product for its realization. First at creation of a tutorial program it is necessary to define its main stages:

1. 
   Define the aims and tasks which appear;
   
2. 
   To collect materials which will be involved in the program: texts, pictures, charts, audio etc.;
   
3. 
   To create the algorithm of implementation of the program, define the order of change of slides, their transition, using of animation and audio during slide show;
   
4. 
   To process materials (text, graphic, animation, video, audio ones), by means of a computer, having prepared them to be a part of a program.
   

Thus, both the standard means of the operating system and the packages of text editing that became standard (Microsoft Word or Writer), computer graphics and animation (3D Studio, Corel Draw, Adobe PhotoShop), video editing (Pinacle Studio, Corel Video Studio), Internet programs (Microsoft FrontPage) and programs which are supplied with the multimedia hardware are used.

For authors who are not programmers, the best variant is the use of the following means of visual programming: Power Point (Microsoft Office), Macromedia Director, and also means of Web-mastering. Finally, professional programmers can use the programming systems Visual C++, Visual Basic, Delphi, Java etc., but they will attain optimal terms of development, if they are used in addition to the above-mentioned systems.

One more tutorial that forms cognitive interest and promotes students’ motivation for study is video. It plays an important role during a show of the process of laboratory works. Video is also applied for self-study work. For example, if a student did not attend a lecture, he can watch a teacher’s video at home and master the material. For this purpose the teacher can record his actions with the computer program as a video. Besides, the use of such resources at classes influences the forms of training. Good students can make a laboratory work by themselves and with support of video, where the progress of work is shown. At that time, a teacher can spare more time to weaker students, helping them overcome difficulties in the process of mastering of new knowledge and skills.

In addition, innovative technologies allow to reduce time for examination of students. For this purpose we suggest using testing programs. There are a lot of computer testing shells nowadays, but most of them require purchase of license that is not easy-to-use. To solve this problem we suggest addressing to the teachers of informatics. Thus, at the department of applied mathematics of the Donbass state machine-building academy, in programming language Delphi, a testing computer-based system for quick and relatively accurate evaluation was developed. Four levels of test complexity are offered (at choice) in this system to every student, he can get any ceiling amount of marks. According to the chosen level an individual test (test task) is automatically generated. However, a student has to do 50% of tasks at least from every level in order a test to be recognized. That is why a chosen level should fit a student’s educational attainment. Overestimating own possibilities a student risks not to pass a test.

Introduction of innovative technologies in the educational process is accompanied by the increase of volumes of self-study work for students. In turn it requires organization of permanent teacher’s support of educational process. Tutorials occupy an important place in the system of support. Innovative technologies allow to use not only printed products of educational or research character but also multimedia courses, resources of the Internet – electronic databases, directories and funds of libraries, archives etc. as a basis for independent and research work of students.