Abstract. The article describes the experience of building the interaction between a teacher and fulltime students at the Academy of the FPS of Russia in the context of restrictions on contact work associated with countering the spread of the new corona-virus infection. The aim of the work was to substantiate the importance of operational feedback and competent organization of pedagogical communication within the framework of e-learning. The methodological framework of the study was made up of analysis, synthesis, induction, systematization and generalization. The study was carried out throughout the year in the classroom work on the disciplines of the mathematical cycle with cadets and junior students of economic specialties. As a result, it was found that in order to maintain the quality of education at a proper level, when conducting classes in video-conference mode, it was necessary to combine work in the electronic information and educational environment (hereinafter also referred to as EIEE) of the educational organization with the use of discipline workbooks specially developed by the authors. The structure of the educational process based on the EIEE Moodle, the Zoom program and author's workbooks on the subject is shown. Conclusions are made about the importance of the symbol-by-symbol recording of calculations and analytical formulas and the gradual drawing of graphs for the qualitative mastery of the conceptual apparatus with a high degree of abstractness. The described experience of designing the classes will be useful to the teaching staff of educational organizations of the Federal Penitentiary Service of Russia. Key words: educational technology, e-learning, electronic information and educational environment, teaching methods of mathematical disciplines, video-conference.
In the current sanitary and epidemiological situation and the total transition to a distance format of communication between the teacher and the student, the problem of maintaining the quality of the educational services provided at the proper level becomes especially urgent. One of the options for solving this problem is seen by the authors in a well-established feedback loop with students and a competent organization of pedagogical communication within the framework of e-learning. This article describes the experience of organizing distance communication in the classroom in the disciplines of the mathematical cycle with junior-year students of economic specialties, conducted using video conferencing, electronic information and educational environment and author's workbooks on the subject. The effectiveness of this method is confirmed by the results of checking the residual knowledge of students in mathematics, carried out when licensing their specialty.
The article discusses the technology of full learning, based on a model developed by American psychologists J. Carroll and V.S. Bloom. The features of its use in the construction of the educational process in institutions of higher education are described. The experience of its use in conducting classes in the disciplines of the mathematical cycle with students in undergraduate economic specialties is described. To implement this technology, the training material is divided into separate modules with an introductory theoretical part, practical tasks and final verification work. Practical tasks are individual variants of typical tasks, which are compiled in such a way that some of them can be performed during classroom work, for example, working at the blackboard, and some at homework. The effectiveness of this technology is confirmed by comparing the results of students' examinations in the control and experimental groups.
This article is written on the basis of the analysis of scientific and methodological literature over the past two years and the personal experience of the authors of conducting mathematical disciplines with cadets and full-time students using distance learning technologies. The purpose of this article was to substantiate the relevance and significance of using a set of individual homework assignments containing applied tasks of an economic orientation for generalizing the material and acquiring the skill of synthetic activity. The study was conducted for four semesters in the classroom in the disciplines of the mathematical cycle with students of economic specialties. As a result of the work carried out, the authors were able to identify and analyze the most typical problems associated with the mathematical training of future economists. One of the ways to solve them is to use workbooks with tasks of economic content, the peculiarity of which lies in the structure of construction: around the central core (which is chosen as one of the basic economic concepts), several tasks are formed that reinforce various topics of the discipline being studied.
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