The article deals with theoretical issues of building the human potential that is necessary for economic growth and social development. There are some theories, differently interpreting the role of education and the issue of demand for individuals in the labor market. In recent decades, the human capital theory has come to the fore. According to it, human capital rises due to a number of reasons, but the key factor is the educational level of the individual.There have been analyzed views of prominent economists who laid the foundations of this theory.Their undoubted merit is that since then there has been a huge increase in investment into a human being all over the world, since people began to be considered as an important factor in development, as an investment into tangible assets. There also have been considered the evolution of this theory, which was gradually freed from the elements of simplified economic determinism. It is indicated that in modern Russian realities further expansion of higher education does not always lead to an increase in employees' income.Along with the arguments of the supporters of this theory, the article contains the arguments of its critics. Owing to discussions, the theory is developing and getting flexible. The concept of "human capital" is expanding and now it includes a variety of personality abilities that make it possible for a person to solve economic and many other problems. Therefore, the theory is gradually becoming the subject of broad multidisciplinary research.
This article considers the problem of future teachers' professional self-awareness enhancement in preparing for effective professional activity. The current knowledge paradigm in professional pedagogical education does not ensure the progress of future teachers' professionally important qualities, such as professional self-awareness, a set of future teachers' knowledge of their inner world, abilities, and self-evaluation. The review of some special issues reveals a decreasing motivation, partial loss of valuable attitude to teaching career of pedagogical students possessing theoretical knowledge, practical skills acquired in the course of high school special training. Nowadays there are constantly conducted studies of students 'personal characteristics and their ideas about themselves. However, experiments on the dynamics of future teachers' ideas about themselves as future professionals are not carrying out.This paper highlights substantiation of the relevance and importance of this problem in terms of professional self-determination and future teachers' personality formation. It discovers approaches to professional self-awareness of modern future teachers' enhancement. Modeling of a common pedagogical system with interrelated structural components and stages united by students' professional self-awareness progress strategy presents a specially organized resource to solve this problem. Compliance with the developed complex of organizational and pedagogical conditions ensures progress in professional self-awareness of future teachers in the light of the selected criteria and indicators of this complex personal structure formation.
The article considers the influence of cognitive styles and individual features of perception and coding information on teaching geometry. Cognitive styles can determine success in learning, as they are manifested in the individual characteristics of the cognitive processes of students, their ways of perception, thinking, and action. Special attention is paid to the problems of connection of cognitive styles with interhemispheric brain asymmetry, level of intelligence, and motivation of a personality. The article underlines a very important for the learning process individual characteristic of a student. It is 'differentiation of the field', which means the influence of differences of the external environment on human decision-making. Differentiation of the field is described in terms of field dependence-field independence. Field dependence as a cognitive style means dominance of the whole, a lack of differentiation of parts in an image of perception, a disability to overcome the context, to select separate stimuli from the background. Field independence is an ability to resist the influence of conflicting background signs in the perception of visual forms and ties, an ability to perceive the whole, to allocate parts from complex figures, to choose stimuli from a context. In the conducted experimental research there were offered examples of tasks that allow to form cognitive 'flexibility' and overcome difficulties of students in analyzing geometric problems text. There were highlighted types of such tasks that were characterized by an educational effect. The conclusions from the experiment show that taking into account the parameters of cognitive styles with regular use of the system of developed tasks has a positive impact on the achievement of subject results in teaching students. The analysis of scientific and educational literature was carried out in order to make the understanding of the categories in this insufficiently researched area available to a wide range of school teachers.
Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shownMaterials and Methods. The modern system of higher education trains teachers for professional activities in the global information society. The development of information and digital technologies involves active use of distant education tools, which means educational technologies implemented using information and telecommunication networks with the indirect interaction of students and teachers. Due to these requirements, the paper considers the possibilities of simulation in the process of professional training of future school teachers. The following research methods were used: pedagogical experiment, observation and modeling, as well as analysis of existing simulators in the higher education system of the Russian Federation [9, 10, 11, 14] and foreign educational systems as well [20].Results. There has been developed a concept and adaptation of the mathematical content of the simulator [16] to the level of specialized secondary education. To create such a simulator, a bank of pedagogical situations and options for their solution was created, the source of replenishment of which is the pedagogical practice of students at school. We see the prospect that the interaction of the simulator should be built in such a way as to meet the potential user needs and the requirements of the professional standard [19]. The concept of a simulator for teaching to solve geometric problems is based on the theoretical foundations of elementary geometry and methods (techniques) for solving problems of increased complexity in geometry (profile level, Unified State Exam, Olympiad problems), teaching methods for geometric problems, cognitive psychology.Discussion and Conclusions. The article presents a model for simulating the actions of a future mathematics teacher in the process of organizing the solution of a geometric problem from the point of view of didactics, psychology, methods and axioms of geometry. An experimental base has been prepared for a future pedagogical experiment on the introduction of a simulator into the educational process of training mathematics teachers.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.