Увеличивающиеся в геометрической прогрессии потоки информации, которую необходимо оперативно и качественно перерабатывать и рационально использовать для дальнейшего устойчивого развития научной, производственной сфер и системы образования, требуют поиска адекватных, сообразных психологическим особенностям восприятия и мыслительных процессов средств потребления и трансляции информационных массивов, знаний, сведений, фактического материала и пр. Ключевым цивилизационным трендом эпохи знаниевого уклада становится визуализация как наиболее удобная и компактная форма представления различного рода данных. Цель публикации состоит в обосновании необходимости проектирования и применения новых дидактических средств-визуальных дидактических регулятивов логико-смыслового типа, предназначенных для совершенствования технологий обучения. Методология и методики исследования. Методология исследования включает концепцию логико-смыслового моделирования знаний, представленных на естественном языке, и концепцию ориентировочных основ действий в обучении. Методикой исследования выступает графическая визуализация логико-смыслового моделирования знаний. Результаты. Сформулировано определение визуальных дидактических регулятивов логико-смыслового типа, представлены их характеристики, генезис, структура и функции применения в технологиях обучения. Показано решение задачи синтеза регулятивов в форме их координатно-матричной структуры, и рассмотрены универсальные учебные действия, выполняемые при их проектировании. Обозначены перспективы применения новых дидактических визуальных средств.
Introduction.Today, the system of secondary vocational education (SVE) is faced by a multi-factorial problem: the training of qualified specialists, taking into account approved federal unified standards; the fulfillment of potential employers’ requirements, which often do not coincide with these standards; and the determination of rapid responses to continuous changes in labour market conditions, i. e. the requirement for a qualitative human resources upgrade in regional production clusters and holding companies, as well as numerous small enterprises.The aimof the research was to develop a methodology for analysing vocational-educational problematics. The methodology was designed for the differentiation, specification and justification of relevant specialised competencies, which complement universal and general professional competencies documented in educational standards.Methodology and research methods.As a research methodology, a causal approach was used, specifically implemented in the form of a multi-dimensional matrix informing a stage-by-stage analysis, which links the need for qualified personnel (experts, who have necessary competencies) with the pedagogical conditions for their preparation (formation of necessary competencies in students).Results and scientific novelty.We present a recommendation for the organisational and content-based improvement of specialist education in terms of key SVE tasks and factors. This education should be conducted by means of systematic identification and assessment of multi-dimensional regional and sectoral needs for trained personnel, projections of results of monitoring on educational programmes and development of means for the acquisition of the relevant skills. The structure and algorithm of multi-dimensional matrix analysis, providing a stageby-stage presentation of problems found in industrial enterprises concerning specified SVE graduate competencies, are described and visually presented. This also enables to effectively build and timely adjust the learning process of really demanded, competitive experts capable to realise innovative projects, to master and create new equipment, i. e. to keep the successful operation and development of production and economics of a region and a country in general. The logic-semantic model of formation of transprofessional competencies, which integrates technological, informational, legislative and communicative-interprofessional components, is designed. The model consists of eight coordinate axes (“Structure of package tasks”, “Significant factors”, “Components”, “Theoretical bases”, “Implementation”, “Criteria of formation of competencies”, “Result”, “Strategic partners”) and reflects internal interrelations between all the elements of process of vocational education.Practical significance.The materials of the research and its results complement the theory and practice of vocational education, on the one hand, by new tools for development of federal and other standards, on the other hand, by methodological means of rational choice and justification through the introduction of the specific profile of variable professional competencies into SVE programmes. The authors proposed the methodological and graphic solutions of the problems and the recommendations, which can be used in the organisations of vocational education.
Introduction. In the process of developing distance learning and changing the forms of educational materials used in different countries, there are such problems as the lack of direct communication, insufficient control of the educational process and low motivation. The effectiveness of the guiding and orienting influences of the teacher, his/her professional and creative teaching methods is decreasing. As a result, the implementation of cognitive learning activities by students becomes more difficult, and the dependence of its results on self-organisation and self-control increases. These problems are inherent in distance learning in many countries, including the Russian Federation, where a network of federal innovation platforms is being created to improve distance learning and to promote educational innovations. The hypothesis assumes the expediency of research and applied development of universal methods and means to reduce negative phenomena in distance learning.Aim. The present research aims to study the methods and means of additional presentation of the plan of educational activity and the results of its implementation in the form of visual didactic regulators; to create software and methodological tools for the introduction of regulators in distance learning; to experimentally test applied developments.Methodology and research methods. The study is based on the didactic principle of visibility, which is necessary to provide the student with information about the plan of the educational activity being performed and to present the results of its implementation in the form of visual regulators. Logical-semantic modelling of knowledge was used to design regulators; an integrated approach was applied in the development of software and methodological tools for the application of regulators. In the course of experimental testing (teachers of rural schools, teachers and students of the university), questionnaires, surveys and observations were carried out.Results and scientific novelty. An analysis of the work of teachers demonstrated the relevance of using visual aids with illustrative and reference properties in the context of distance learning. It is proposed to supplement the educational task in text form with a plan using a visual didactic regulator, and the results of the implementation of the plan in the accepted form should also be supplemented by a didactic regulator. The use of regulators contributes to the self-organisation and self-control of the student, the development of universal educational actions in the construction of regulators and in educational activities, the improvement of systematic thinking and the formation of models for the implementation of educational activities. Software and methodological tools are proposed to support the introduction of didactic regulators into distance learning.Practical significance. The developed didactic solutions and software methodology tools complement the means and methods of distance learning technology, make it possible to increase the effectiveness of communication between the teacher and the student, as well as the guiding, orienting influences of the teacher; allow to increase the dependence of learning out-comes on self-organisation and self-control of the student.
Аннотация. В статье излагаются итоги и перспективы исследова-тельской разработки концепции дидактической многомерной технологии, необходимость применения которой обусловлена многократно усложнив-шимся содержанием образования и возросшими требованиями к каче-ству обучения. Очевидно, что дальнейшее совершенствование организа-ции процесса познания связано с освоением современных технологий опе-рирования информацией -использованием ментальных карт, инфографики, графов, фреймов, различных структурных схем и других средств визуали-зации. Однако, как показала практика, формальный перенос данных средств из других отраслей знания в сферу образования не дает желае-мых результатов. Для того чтобы выяснить и устранить причины препят-ствий дальнейшей технологизации учебного процесса и ограничений применения в нем логико-смыслового моделирования, и было предприня-то специальное исследование.В ходе поиска эффективных инструментов дидактического модели-рования знаний, представленных на естественном языке (языке обуче-ния) авторам удалось на основе интеграции орудийно-деятельностного, многомерно-деятельностного и системно-деятельностного подходов сфор-мулировать концепцию персонифицированной информационно-образо-вательной системы, а также создать компьютерную обучающую програм-му «DMT_DESIGN (SA).1». Базовыми в реализации программы, краткое описание которой приводится в статье, стали субагентный подход и тех-нология макро-и микронавигации в структуре деятельности и содержа-нии учебного материала. В заключение публикации обозначены направ-ления предстоящей опытно-экспериментальной работы по выявлению ис-черпывающих возможностей приложения дидактических многомерных инструментов в современном образовательном процессе.
Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.
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