The issue under study is urgent today because there is a necessity for students to develop skills in working with the mathematical problem at the final stage of its solution in order to get excellent results while learning geometry and when encouraging intellectual and personal development. The aim of the research is to develop the theory and methodology of the final stage of working with planimetric problems as a means of improving the quality of geometry knowledge of schoolchildren. The key research method of the issue is match making between the components of the final stage of working with the mathematical problem and their corresponding operations. The research has resulted in defining the structure of the final stage of working with mathematical problems. It allowed to perform a certain set of operations composing the skill of working with the mathematical problem at the final stage of its solution. The article shows the technique for composing special tasks in order to form operations corresponding to the final stage of working with mathematical problems. It is proved that students' ability to carry out the above described stage of solving a mathematical problem helps them to get excellent results while learning geometry. The author's technique of teaching students to work with the mathematical problem at the final stage of its solution, proposed in the article, can be used by mathematical teachers in their practical work, by the authors of resource books for students and teachers and by students of pedagogical universities while doing their special courses.Keywords: mathematical problem, final stage of working with the mathematical problem, technique, results of teaching geometry, system of tasks Zelenina et al. / Improving Geometry Knowledge in School Students 2 / 13and research skills and creative abilities. Hence, the final stage of solving the mathematical problem is of key importance because its implementation involves the acquisition, revision, systematization and compilation of the information learnt and the discovery of new knowledge by school students (Galushkin, 2018;Kryukova et al., 2017;Kvon et al., 2018;Mutavchi et al., 2018;Potapova et al., 2018). Various aspects of using the final stage of solving the problem in teaching mathematics are widely discussed in the scientific and methodological literature, the works of famous mathematicians, methodologists and teachers. Despite different aspects of the papers analyzed in the present research, they all have a common thesis, namely: the final stage of solving the mathematical problem is a necessary and significant part of the solution and has considerable potential for teaching, developing and educating students and for improving Mathematics teaching. At the same time studying the experience of mathematical teachers shows that the capacities of the final stage of solving the mathematical problem are not fully used in school teaching. Many teachers pay no attention to this stage or think that it is just enough to obtain the answer to the problem (A...
The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.
Abstract. Based on the analysis of modern literature, the paper clarifies the concepts of readiness and readiness for professional activity. The considered concepts made it possible to identify criteria for technical university students readiness for future professional activity. The formulated criteria made it possible to determine students readiness indicators for future professional activities. A rating assessment of the students mathematical competence and the gross scientific product of the university were selected as indicators of readiness. The choice of these indicators is justified using statistical data of the Samara Region: gross regional product and the ratio of the selected industry wage to the average wage. The demand for technical university graduates labor is a function of the real wage rate. The results of the correlation analysis prove that the technical university graduates readiness for professional activity has a significant effect on the regional economic development degree, which affects the degree of social-economic development. The study was conducted on the basis of Samara State Technical University. The work presents pedagogical conditions for the organization of the educational process for the development of technical university students readiness for professional activity. The obtained materials can be used as the basis for further refinement of students readiness indicators for professional activities and in the content of the training.
Цель исследования -обосновать необходимость дополнения перечня актуальных коммуникативных умений педагогов в условиях профессионального взаимодействия в электронно-цифровой образовательной среде посредством инструментального потенциала авторского тематического вебсайта. В статье проясняется важность использования электронно-цифровых средств обучения для развития коммуникативных умений современного педагога, подчеркивается актуальность применения «смешанного» формата образования, включающего в себя преимущества электронно-цифровых и традиционно-классических средств обучения для развития коммуникативных умений педагога. Научная новизна исследования заключается в предложении к применению авторского сайта «Педагогическая коммуникация» как основного элемента формирования и корректировки индивидуальной образовательной траектории в контексте развития коммуникативных умений педагога. В результате исследования формализован перечень основных образовательных средств для развития коммуникативных умений педагога и перечислены важные позитивные эффекты от их использования.
Formation of prospective primary education teachers readiness towards the development of universal educational activities, including forecasting, is an urgent problem of modern pedagogical science. Orientation of primary education program on the achievement of metasubject results requires a revision of prospective teachers training. The problem of bachelors training for the ability to predict development in pupils remains open to theoretical understanding and experimental study. This paper presents a developed model of primary education bachelors training for the development of students ability to predict based on competence-based and task-based approaches. Competencies components such as knowledge, abilities, skills and personal characteristics are described in the paper as a result of bachelors education. The authors concretize and clarify professional competencies of prospective teachers from educational standard of higher education, which are necessary and sufficient for bachelors training in the framework of the considered problem. The aim of the model and its organizational unit are described, organizational, pedagogical and methodological terms of bachelors training and the ways of their realization in the learning process are presented (methods and forms of educational process organization, based on practice-oriented learning and professional experience). The paper shows that the developed model represents an integrated process of prospective primary school teachers training for development of students ability to predict.
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