Вісник Житомирського державного університету імені Івана Франка.Педагогічні науки. Вип. 3 (102) 64 development of values and stable motivations for teachers to develop health preserving competence of students.The content component provides for the improvement of the content of teacher training courses, enrichment of its health issues in the activities of teachers, as well as the development of the author's course "Teachers' training for the development of health preserving competence of students". The operational (operational-activity) component contains various forms, methods, means, methods of professional and pedagogical training of teachers aimed at the realization of its goals and objectives, namely: business games, trainings, discussions, individual, creative tasks, modeling, tasks of creative and research character, directed on mastering by the teacher of a complex of means which promote the organization of pedagogically expedient interaction with pupils concerning a health problem. The control-evaluation component is aimed at monitoring and assessing the level of readiness of teachers to develop health-preserving competence of students, the appropriate correction of this process.The performance component is represented by the structure of the teacher's readiness to develop health-preserving competence of students, which consists of axiological, cognitive, activity, personal components. To determine the effectiveness of the formation of teacher readiness, a number of criteria were chosen: value-motivational, cognitive, activity and personalvolitional.
The main criterion characterizing the efficiency of the equipment of an industrial facility is its operation without failures and damages. To reduce the emergency rate, there has been proposed an emergency prevention system targeted at identifying the technological situation at the facility, predicting its further development, and also de-veloping the control actions to return the facility to normal operation. The task of identifying pre-emergency and emergency situations for technological objects is realized as a particular task of recognizing a technological situation based on a situational mathematical model of an object. The situational mathematical model of the object is implemented as a set of production rules that reflect the knowledge of experts about the identification of pre-emergency situations at the object, as well as possible trajectories for bringing the control object into normal operation. A three-level grouping of the rules of the situational mathematical model by security levels is proposed. The features of the formation of the rules of the situational mathematical model in the processing of qualitative information about the object are considered. Based on the situational mathematical model, a method for identifying pre-emergency situations is proposed, the stages of the method implementation are described. An algorithm of functioning the emergency prevention system has been developed. The interaction scheme of the proposed emergency prevention system and the process control system based on the SCADA system is determined. The use of the proposed system will improve the safety and stability of the operation of hazardous technological facilities
The article presents the possibilities of applying the method of content analysis in pedagogical research carried out by future teachers. The authors emphasize the importance of preparing future teachers of geography for the organization and implementation of scientific and pedagogical research in professional activities. It is noted that research activities of students are a natural continuation and deepening of the educational process by studying specific topics and problems using a system of methods of pedagogical research, which contributes to the development of scientific and pedagogical thinking, the need for intellectual development, self-development and self-education. It is stated that content analysis is an important tool of scientific research, which provides a step-by-step procedure for studying the basic category (concept, pedagogical phenomenon) in the system of psychological and pedagogical sciences. The essence of this method is to consistently and systematically record the units of the studied content (certain meaningful concepts), identify the frequency of their use, as well as to trace the relationship with the content of the entire document and group them for different purposes within a conceptual scheme or theory, in particular to study their specifics. The step-by-step procedure of content analysis in the process of studying the essence of pedagogical concepts is determined. Different approaches to the application of content analysis are presented on the example of such categories as "talent", "strategic competence", "practice-oriented learning". The prospects and capabilities of the method under study in the field of construction of definitions of the analyzed concepts are illustrated. It is concluded that content analysis in pedagogical research is an up-to-date and relevant method, which provides a powerful toolset for working with the conceptual apparatus of pedagogy, and contributes to the development of theoretical thinking of future teachers.
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