The relevance of the presented research is conditioned by the necessity of continuous formation of a competitive personality. The competitiveness of the state in the world market is caused by the level of transport and energy infrastructure, the level of training and qualification of the country's engineers. These have determined the task currently being decided by educational organizations to find new resources for training of highly qualified specialists for the diverse industries to develop. Analyzing the multicomponent training of future engineers, experts note the pedagogical potential of mathematical disciplines in the formation of professional competence of engineers. The potential of the cyber-information approach in the training of engineers at university is disclosed and justified in the article, the potential is represented by a combination of the following resources: motivational-adaptive, subjective, integrative, managerial. The authors developed the author's method of training of future engineers in mathematics at university on the basis of the information-cybernetic approach, represented by successively implemented modules: "I get to know myself." "Intellectual puzzle", "Entertaining modeling", "Creative laboratory". The effectiveness of the developed methodology was proved in the course of the experimental research carried out from 2012 to the present time and the experimental training in mathematics at university using the didactic potential of the information cybernetic approach. The materials of the article can be useful in practical terms for university teachers of mathematics striving to significantly improve the level of mathematical training of future engineers.
Overcoming the effects of the global economic crisis and focusing on innovative development demanded the modernization of the education system, a key factor in improving various areas of human activity. Digital technologies nowadays are a comprehensive platform for the development of all sectors of the economy, including the field of education. The use of digital technologies in higher education has a didactic potential in organizing the educational and cognitive process, providing new qualitative opportunities through the implementation of the principles of virtualization, mobility, adaptability, instant feedback. Digital education dictates new requirements for subjects of the educational process, for the content of the information and educational space, for the regulation of the interaction of all participants in the educational process, for methods and parameters for evaluating the educational and cognitive activity of students. Thus, the purpose of the article is to study the specificity of evaluating the results of students' educational and cognitive activity in a digital educational environment. The leading method here is the design of students' digital educational footprint, which combines motivational, cognitive and reflective components. As a result of the study, the authors have determined the structural and informative characteristics of the digital educational footprint as a way to assess the results of students' learning and cognitive activity in the process of teaching mathematics; revealed the didactic potential of digital technologies in organizing the process of teaching mathematics; developed a methodological system that allows to evaluate students' digital educational footprint in teaching mathematics in a digital educational environment. Practical use of the research results contributes to the improvement of teaching mathematics in higher educational establishments.
Modern professional education takes into account the didactic potential of disciplines and modern educational technologies while searching, developing and implementing new resources and mechanisms in the process of preparing a competitive creative personality with the need for continuous self-improvement and self-development. Studying and analyzing the multicomponent composition of professional training, researchers note the pedagogical potential of information and communication technologies and mathematical disciplines as well as skills of self-determination, selforganization and reflection in the process of forming professional competence. Thus, the purpose of the article is to study features of forming students' reflective position while studying mathematics at university by means of information and communication technologies. The leading method is the design of a methodical system for teaching mathematics at university, including didactic tools which contribute to increasing students' interest to the subject, as well as the development of skills in selfdetermination, self-organization and self-analysis. As a result of the research, the authors of the article defined the didactic potential of information and communication technologies in the process of forming students' reflective position while studying mathematics. They pointed out methodical aspects of including various forms of interaction of subjects of the educational process while studying mathematics at university through the use of information and communication technologies. Moreover, the authors developed the method "I am learning myself" in order to form students' reflective position.
Г. И. СИмонова, а. в. Конышева, н. в. Котряхов G . I . S I m o n o v a , a . v . K o n y S h e v a , n . v . K o t r y a K h o v Особенности формирования рефлексивной позиции студентов в процессе обучения в вузе средствами информационнокоммуникационных технологийPeculiarities of Reflexive Position Formation in Students within Educational Process at the University by Information-and-Communication Technologies В современном профессиональном образовании поиск, разработка и реализация новых ресурсов и механизмов в подготовке конкурентоспособной творческой личности с потребностью непрерывного самосовершенствования и саморазвития осуществляется с учетом дидактического потенциала дисциплин и современных образовательных технологий. С учетом этой позиции, изучая и анализируя многокомпонентный состав профессиональной подготовки, исследователи отмечают педагогический потенциал информационно-коммуникационных технологий и математических дисциплин в формировании профессиональной компетентности, а также навыков самоопределения, самоорганизации и рефлексии. Тем самым, целью статьи является исследование специфики формирования рефлексивной позиции студентов в процессе обучения математики в вузе средствами информационно-коммуникационных технологий. Ведущим методом при этом выступает проектирование методической системы обучения математике в вузе, с включением в нее дидактического инструментария, способствующего повышению интереса обучающихся к предмету, а также развитию навыков самоопределении, самоорганизации и самоанализа. В результате проводимого исследования авторами статьи определены дидактический потенциал информационно-коммуникационных технологий в формировании рефлексивной позиции студентов в процессе обучения математике; методические аспекты включения в процесс обучения математике студентов в вузе разнообразных форм взаимодействия субъектов образовательного процесса посредством использования информационно-коммуникационных технологий; разработана методика «Я познаю себя» с целью формирования рефлексивной позиции студентов.Ключевые слова: обучение студентов в вузе, рефлексивная позиция, математическая подготовка, формирование рефлексивной позиции студентов, информационно-коммуникационные технологии Перспективы Науки и Образования. 2018. 6 (36) Международный электронный научный журнал No. 6 (36). pp. 65-73.In modern professional education, the search, development and implementation of new resources and mechanisms in preparation of competitive creative personality with the demand of sustainable self-improvement and self-development is effected considering didactic potential of disciplines and modern educational techniques. Considering this position, investigating and analyzing the multicomponent structure of professional education, the researches highlight the pedagogical potential of information-andcommunication technologies and mathematical disciplines in professional competence formation, as well as self-identification, self-organization and reflexive skills. Hereby, the article objective is to investigate the specificity of...
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