[雙語(yǔ)翻譯]遠(yuǎn)程教育外文翻譯--哈薩克斯坦遠(yuǎn)程教育的發(fā)展問(wèn)題（英文）

1、 Procedia - Social and Behavioral Sciences 182 ( 2015 ) 15 – 19 Available online at www.sciencedirect.com ScienceDirect1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article u

2、nder the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Research and Education Center. doi: 10.1016/j.sbspro.2015.04.729 4th WORLD CONFERENCE

3、 ON EDUCATIONAL TECHNOLOGY RESEARCHES, WCETR- 2014 The Problems of Development of Distance Education in Kazakhstan NurmukhametovN.a, TemirovaA.b, BekzhanovaT.c* aNurmukhametov N.,Sh. Ualikhanov St. 11, Astana 010011, Ka

4、zakhstan bTemirova A.,Sh. Ualikhanov St. 11, Astana 010011, Kazakhstan cBekzhanova T., 29-31-75, Aktau 130003, Kazakhstan Abstract The purpose of the research is the identification of the most efficient approaches to t

5、he organization and management of distance education in the field of humanitarian education with the use of Internet technologies and the development of practical suggestions for their implementation and improvement. M

6、ethods of obtaining, processing and interpretation of information, including document analysis, the method of observation, expert interviews and questionnaires were used in the study. The analysis of formation of the s

7、ystem of distance education in our country and abroad enables to conclude the interdependence and interrelation of correspondence and distant educational technologies and provides reasons to believe that the experience,

8、 accumulated in the field of distance learning today, is the basis for the formation of the modern model of distance learning. © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of Ac

9、ademic World Research and Education Center. Keywords: distance learning, education 1. The problem of the study The relevance of the researched topic is due to the necessity of implementation of innovative approaches and

10、 methods of distance learning in the modern education system and solutions of the problems related to the use of fundamentally new opportunities in the work of scientists and teachers, aimed at the realization of educat

11、ion and self-education of the representatives of various social groups in terms of information society development. Modern scientific and technological progress and its social consequences lead to rapid obsolescence of

12、the knowledge and require constant updating and replenishment, creating a qualitatively new system of non-stop * BekzhanovaT. Tel.: +7-10-7-7292-42-57-77; fax: +7-10-7-7292-42-57-77. E-mail address: toty_bekzhanova@mai

13、l.ru © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic Wor

14、ld Research and Education Center.17N. Nurmukhametov et al. / Procedia - Social and Behavioral Sciences 182 ( 2015 ) 15 – 19 and the second higher education, and in the improvement of qualification for education o

15、f people with physical disabilities, people, who wish to study abroad, and people living in remote areas or forced to relocate frequently was identified in the study. Contemporary Education, based on the distant IT-tec

16、hnologies, goes beyond the national boundaries, transforming into an open space, providing the opportunity to obtain high-quality education for every person around the world, regardless of its location and accommodatio

17、n. At the same time it is an additional opportunity for each country to declare itself in the international environment, to spread its cultural and political influence, to increase their competitiveness. For Kazakhstan

18、, the introduction of high-quality distant educational technologies and open education is also a solution of important social problems. Our republic has a large territory, which at a relatively small population determi

19、nes its low density in the country. The considerable part of population lives in villages and towns which are far from cities, regional and district centers. There are settlements in which small schools operate. There a

20、re such settlements where there are only primary schools. With the emergence of small peasant farms and livestock farms in remote pastures the family groups are formed, children in such groups do not have opportunities

21、 to attend school. In such cases it becomes a very complicated problem to provide people with even compulsory general secondary education. The disabled and people with disabilities are also experiencing difficulty in o

22、btaining an education. The Similar problems can be observed in the professional education. The institutions of technical professional education (colleges and universities) are concentrated mainly in the big cities, wher

23、e there are highly qualified teaching personnel. Mean while, on the periphery there is a shortage of specialists of all categories which cannot be satisfied without solving the problem of providing the opportunity for

24、the population in obtaining a professional education, without leaving home. These important social problems in which there is an element of a violation of the constitutional rights of certain categories of citizens, an

25、d discrimination on the basis of their place of residence and physical health. Understanding it, the government is seeking opportunities and taking all measures to solve these problems. At the same time, the introducti

26、on distant educational technologies are considered to be the priority. The practice shows that the leading position in this matter is occupied by the educational institutions that provide higher education programs. Now

27、adays the majority of universities, in the one way or another, introduce elements of distance education based on modern information technology and telecommunication systems. The electronic and the educational resources

28、 in the form of e-learning systems, virtual laboratories and simulators, electronic textbooks, etc. are created and implemented. Today practically every university has its representation in the Internet that allows intr

29、oducing distance learning elements. Only the low activity of individual higher education institutions remains a problem that can be explained by the lack of well-developed resource base and highly qualified specialists

30、 in the field of information technology and distance learning at their disposal (Kunanbayev, 2007). The most advanced on the part of the introduction of distance learning technologies such institutions as KazNTU named

31、after K.Satpayev, East Kazakhstan State Technical University named after D.Serikbaev, Atyrau Oil and Gas Institute, Karaganda State Technical University, Karaganda Economic University, South Kazakhstan State University

32、 named after M. Auezov can be considered. The certain achievements can also be marked in the system of secondary education. Today, more than 60% of the subjects of the school curriculum are digitized. For comparison, in

33、 Estonia the figure is 80%; in the Netherlands is 96%. In order to execution of the order of the President on the implementation of systems of training in on-line regime in 2007, 1,600 schools were equipped with intera

34、ctive classrooms, in 2008, 1,000 more schools were added to this number. The work on the creation of the Kazakhstan resource for interactive lessons in three languages is being done. The systematic training of teaching

35、 staff on the use of interactive technologies in the educational process is carried out. On September 3, 2007 the President of the Republic of Kazakhstan held an interactive lesson for students in 1000 schools across t

36、he country. Since last school year, the best teachers of the republic began to hold such lessons weekly. Currently, the public authorities at the level of ministries and agencies hold interactive lessons on the Preside