Education and National Security: System Deficiencies of Mathematical Education in Russia and the Usa

Чошанов, Мурат Аширович

doi:10.17853/1994-5639-2013-8-15-32

Cited by 4 publications

(5 citation statements)

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“…Scheme of problematic learning involves a sequence of specific procedures: setting educational and problematic task, the creation of the problem situation, understanding and solution of the problem, which resulted in the learners master the generalized methods of acquiring new knowledge and in the future the ability to apply them to solve specific systems of problems (Choshanov, M.A., 1996;Makhmutov M.I., 1977).…”

Section: Methodsmentioning

confidence: 99%

Methodological approaches to forecasting the industrial development based on the simulation of economic agents' expectations

Elshin¹

2017

EATP

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Section: Methodsmentioning

confidence: 99%

Methodological approaches to forecasting the industrial development based on the simulation of economic agents' expectations

Elshin¹

2017

EATP

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“…Choshanov [36] defines technology as a part of the didactic system. According to Selevko [37], pedagogical technology can manifest itself in three different fields: scientific, figurative, and real.…”

Section: Components Of Competencementioning

confidence: 99%

Untitled

2023

Inf. Sci. Lett.

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The article defines the technological and methodological aspects of the formation of digital creative competencies of future teachers in the conditions of distance education in the Republic of Kazakhstan and reveals the essence of the concepts of competence, digital competence, digital-technological competence, digital-methodical competence, creativity, smart model and didactic characteristics of digital technologies. In the article, the essence of the components of competence is characterized in a new context: organizational ability; empathic ability; reflexive ability. An online questionnaire was compiled, and an online test was conducted. A mobile application for the online test was developed. Participants included future teachers of Kazakhstan, and also future teachers of the SHSPU of Russia. The digital competencies of future teachers of Kazakhstan are compared with the digital competencies of future teachers of Russia, and diagnostic monitoring is carried out. In the conditions of distance learning, the digital and technological competence of a future teacher is determined by the formation of his skills and abilities to work with internet resources, digital learning platforms, modern computer programs, and multimedia devices. The digital and methodological competence of a future teacher is characterized by his ability to create an electronic portfolio, an electronic media library, and the organization of pedagogical coaching and pedagogical training. A new model of the formation of digital-creative competencies of future teachers in the conditions of distance learning is proposed.

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“…M.A. Choshanov lists the following qualities of teachers in the digital age: the ability to inspire students to be creative; develop on a scientific basis the goals, content and tools for assessing learning in the digital age; to teach students to cooperate and solve problems creatively (Choshanov, 2021). N.V. Garashkina, A.A. Druzhinina also believe that the teacher of the electronic educational environment should be able to combine traditional and innovative approaches, create and implement original technologies for teaching and educating using digital resources (Garashkina, Druzhinina, 2022).…”

Section: Relevancementioning

confidence: 99%

Involving Future Teachers in Practical Activities on Developing the Multifunctional Interactive Portfolio for their Professional Development

2023

European Journal of Contemporary Education

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In accordance with the requirements of the professional standard, the teacher of the modern school must have skills related to digital technologies, communicative competence, and the skill to manage educational projects. Professional development of future specialists requires organization of purposeful practical activities, within which students of pedagogical specialties will be able to acquire skills to work with information, use various software environments to create the e-portfolio and present necessary educational resources in it.The purpose of the research is to study the impact of participation of future teachers in practical activities of developing the multifunctional interactive portfolio of their professional development.The methodology is based on the analysis of the didactic potential of the e-portfolio technology, support for UNESCO initiatives, state programs for the development of education. The analysis and generalization of literature on the problem of using interactive tools in the digital school, processing of test results are applied. The software tools are: interactive simulators; timelines; mental maps; presentations. The experiment involved 80 students of Vyatka State University who major in Pedagogical Education (bachelor degree level).Research results. The implementation of the system of practical exercises on the development of the multifunctional interactive portfolio made it possible to change the nature of interaction between participants in educational relations in the experimental group; to improve quality of services in the electronic form; to determine priority areas for development for each student, etc.In conclusion, the features of applying the proposed portfolio model are described: principles of the unity of education and upbringing, individualization, variability, reflection and cooperation; the system of components that take into account professional competences, etc.

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Education and National Security: System Deficiencies of Mathematical Education in Russia and the Usa

Cited by 4 publications

References 0 publications

Methodological approaches to forecasting the industrial development based on the simulation of economic agents' expectations

Methodological approaches to forecasting the industrial development based on the simulation of economic agents' expectations

Untitled

Involving Future Teachers in Practical Activities on Developing the Multifunctional Interactive Portfolio for their Professional Development

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