DIDACTIC FOUNDATIONS OF SOFTWARE STRUCTURING IN THE PROCESS OF TEACHING SCIENCE DISCIPLINES AND MATHEMATICS AT PEDAGOGICAL UNIVERSITIES

Science disciplines and Mathematics are considered to be a fundamental evidential and technical base of modern researches and production; they contribute to the formation of scientific worldview, intellectual development, provide acquisition of knowledge and skills necessary for working with a PC. When developing the technology of structuring software for teaching science disciplines and Mathematics at pedagogical universities one should regard that it must cover all structural components of the educational process (target, motivational, content, operative and regulative, as well as estimation and result). The relevance of the research is explained by the necessity of determining didactic foundations of software structuring in the process of teaching scientific disciplines and Mathematics, as it affects the level of future teachers' professional competence. The paper aims to prove the necessity of software structuring as a way of achieving the optimal combination of different program teaching methods which provides the development of students' self-study skills in the process of mastering scientific disciplines and Mathematics. The has been conducted the pedagogical experiment aimed at checking the efficiency of the developed technique of structuring the software for teaching science disciplines and Mathematics at the Department of Physics and Mathematics of Donbas State Pedagogical University involving 120 2nd-5th year students divided into control and experimental groups. The checking was carried our according to the following criteria: motivational; cognitive; vocational. Pearson's chi-squared test (χ2) was used for the research outcomes verification. The carried out pedagogical experiment has proved the expediency of the developed technology of software structuring in the process of teaching scientific disciplines and Mathematics, which provides the increase of the level of students' professional competence .