Use of the Internet for educational purposes inhas now become extremely widespread at all levels of learning, for the global Network provides access to a variety of information, creating the conditions for cognitive interest and needs for remote communication. The didactic opportunities of the global Network are both the subject of discussions among practical pedagogues and the object of research by scientists. The basic principles of didactics when using the Internet resources in the educational process were investigated by such specialists as L.L. The swamp, D.Sh. Sailor, E.S. Chambers. In the course of these studies, various contexts of the study of the problem were identified, the main ones of which are technical and technological related to ensuring the possibility of effective Internet access, and methodological, reflecting the general principles of didactics and the most productive ways of obtaining the necessary knowledge through the global Network. These contexts are considered complementary: in accordance with the principle of continuity, the technological features of the modern global Network determine the principles of didactics and the interval of making adequate methodological decisions.
Describing the capabilities of the global Network, adequate for application in the learning process, one should characterize the methodological features of working on the Internet in synchronous and asynchronous modes.
Information on the Internet, which hasdidactic value, is on the most various sites, it is dynamic (updated, deleted, loses relevance, etc.) and is not concentrated in a certain place. It is represented by computer learning tools and information educational resources - programs, electronic publications, etc. This list, as a rule, is the main reference point for the selection of sections of the information space that can be used in the educational process, relying on general principles of didactics.
Navigation on hypertext Internet resources andsystematization of materials are the most common, but not the only ways of working in the global network and have a great didactic potential, associated primarily with the independent work of trainees, as well as self-education and self-development of specialists.
All the possibilities of the Internet, based ontheir characteristics on the principles of didactics, based on the technology of computer communication are divided into two groups: based on asynchronous (off-line) and synchronous modes. The first mode is to work with information (view, read, translate) during the communication session, i.e., synchronously. In the second case, the process of information reception / transmission must be organized separately.
Asynchronous operation mode allows the mostit is rational to choose the pace of training, and assumes a considerable range of freedom in choosing actions, than synchronous, and requires the trainee to be adequately accountable. Principles of didactics work in the Internet in a synchronous mode suggest the possibility of uniting students and teachers in a virtual audience for the implementation of educational interaction.
E-mail allows you to organizeprompt consultations of trainees with the teacher, and also makes it possible to carry out joint creative work by students or students, divided territorially (for example, the development of the project by a group of students in the class during the holidays).
Participation in the work of thematic discussion groups(electronic or teleconferencing) can be the following: obtaining materials (subscription to news groups) with the ability to send replicas to them, or organizing or participating in an electronic discussion.
Conferences on educational topics can be useful for the teacher, and the trainees can help to get acquainted with the latest achievements of science and the opinions of various researchers.
In the Internet, a teacher or a trainee canapply to the banks of educational, scientific or cognitive information. For example, work with a wiki (wiki) is carried out in a hypertext environment (usually a website), designed to collect and structure information on a certain range of issues. The use of blogs in the aspect of teaching is constructive both for the instructor and for the trainee, as this facilitates reciprocal feedback. Blogs provide students with the opportunity to demonstrate their understanding of the material through the publication of their own thoughts, increase interest in the learning process, provide the right to participate in social processes, opening up new opportunities for working in and out of the classroom.
The forms and methods of using the Internet described in this article have significant educational opportunities, the pedagogical potential of which in the modern virtualized world is very significant.