2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2020-6-3-0-52126PEDAGOGICS<strong>Implementation of case technology when teaching geometry by means&nbsp;</strong><strong>of online services</strong><br /> &nbsp;<strong>Implementation of case technology when teaching geometry by means&nbsp;</strong><strong>of online services</strong><br /> &nbsp;PozdnyakovaElena ValeryevnaPozdnyakovaElena Valeryevnasuppes@li.ruBuyakovskaIrina AleksandrovnaBuyakovskaIrina Aleksandrovnabooyakovskaya@mail.ruSeleznevAndrey SergeevichSeleznevAndrey Sergeevichseleznyov_2015@mail.ruSecondary School number 212of the city of Novosibirsk, Novosibirsk state technical universityNovokuznetsk Institute (branch) of the Federal State Budgetary Educational Institution of Higher Professional Education Kemerovo State UniversityKuzbass Humanitarian Pedagogical Institute, Kemerovo State University20206300

The events of 2020 related to the coronavirus pandemic and the introduction of distance learning have actualized the problem of choosing and designing educational technologies that allow organizing the educational process based on a competency-based approach online. Case technology is one of the modern educational technologies based on educational, search and research activities of students, aimed at forming the leading competencies of the future. In the context of distance learning, case technology can be implemented using special online services. The article presents a model for the implementation of case technology by means of online services and the experience of its implementation using the example of the geometry of a school curriculum. The designed model details the activities of the teacher and student and concretizes online services at each stage of work with the case. An illustration of this model is given on the example of a lesson of systematization of knowledge on the topic &ldquo;Some properties of a regular triangle&rdquo; in the geometry course of the 7th grade. The implementation of a case involves verbalizing the problem, performing research in the form of a heuristic dialogue, building a mathematical model of a practical situation, creating a presentation and conducting reflection. These activities are organized through appropriately selected online services designed with Web 2.0 technology (Prezi.com, Google Drive, Online Test Pad). In the course of the pedagogical experiment, a survey of 45 students was carried out, as a result of which information was obtained about the convenience of online services, the state of the subjects from the standpoint of comfort and its reasons when using case technology in online services. It is concluded that the main problems of using online services for the implementation of case technology are associated with the psychological unpreparedness of schoolchildren for distance learning and inadequate equipment with appropriate technical equipment. The integration of case technology and online services in the context of distance learning requires improvement in some aspects, but it seems very promising.

The events of 2020 related to the coronavirus pandemic and the introduction of distance learning have actualized the problem of choosing and designing educational technologies that allow organizing the educational process based on a competency-based approach online. Case technology is one of the modern educational technologies based on educational, search and research activities of students, aimed at forming the leading competencies of the future. In the context of distance learning, case technology can be implemented using special online services. The article presents a model for the implementation of case technology by means of online services and the experience of its implementation using the example of the geometry of a school curriculum. The designed model details the activities of the teacher and student and concretizes online services at each stage of work with the case. An illustration of this model is given on the example of a lesson of systematization of knowledge on the topic &ldquo;Some properties of a regular triangle&rdquo; in the geometry course of the 7th grade. The implementation of a case involves verbalizing the problem, performing research in the form of a heuristic dialogue, building a mathematical model of a practical situation, creating a presentation and conducting reflection. These activities are organized through appropriately selected online services designed with Web 2.0 technology (Prezi.com, Google Drive, Online Test Pad). In the course of the pedagogical experiment, a survey of 45 students was carried out, as a result of which information was obtained about the convenience of online services, the state of the subjects from the standpoint of comfort and its reasons when using case technology in online services. It is concluded that the main problems of using online services for the implementation of case technology are associated with the psychological unpreparedness of schoolchildren for distance learning and inadequate equipment with appropriate technical equipment. The integration of case technology and online services in the context of distance learning requires improvement in some aspects, but it seems very promising.

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