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1

ПОБУДОВА ІНТЕЛЕКТУАЛЬНОЇ СИСТЕМИ ОЦІНЮВАННЯ ЗНАНЬ З УРАХУВАННЯМ МОДЕЛІСТУДЕНТА З ВИЩОЇ МАТЕМАТИКИ

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Гулєша О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 7(51)
23-31
EN
Information and communication technologies have a high pedagogical potential, allow significantly diversify the methods of organizing and implementing effective educational process, create intelligent learning system. Therefore, the purpose of article is building intelligent testing system taking into accout the model of the student and presentation of the program developed by WEB-final test and analyzing the results of the study of higher mathematics for engineering students. Research methodology of the problems raised are: pedagogical research methods and simulation, systems analysis, methods of formalized representation of the systems, methods, based on the use of knowledge and intuition of experts, test control methods (non-adaptive methods, partially adaptive, fully adaptive methods). In this work the following concepts are defined: intelligent learning, student model, classification of models of the student. WEB-developed program of testing and analysis of final results in higher mathematics is presented. In developing WEB-testing program summary and analysis of training was used partly adapted method and formed stereotyped of student model. Organization of control in this case is intended to: accelerate testing through the previous grading students; increase the objectivity of the inspection and assessment of knowledge; facilitate the work of teachers, freeing them from the routine checking of written work (he can devote more time to individual sessions with students). The program has two modes: «Teacher-administrator», «Student». In subsystem «Teacher» was made the formation of the student model, which contains a lot of information about the student. These data represent the set of input parameters for decision-making system of teaching and testing environment adaptation. The control system provides knowledge in subsystem «Student». In subsystem «Student» were used the algorithms of adaptation of difficulty levels for the system to the level of students’ knowledge. This program is designed for the use in schools during testing. It may be noted that intellectual knowledge assessment systems of student model are gaining popularity, due to their objectivity, availability and economic efficiency. Student modeling plays an important role in the adaptation of electronic systems testing. Further work includes an experimental verification algorithm of adaptation of the degree of difficulty of the task, analyzing the results and making the necessary changes to the system.
2
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Dydaktyczne zastosowanie teorii kreatywności w edukacji szkolnej

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Shvay R.
Prima Educatione
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2019
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vol. 3
EN
The teaching process depends on various factors. This paper attempts to show that two factors have a significant impact on the acquisition of knowledge, namely the personality of the teacher and the individual perception of the new material by the student. One of the main tasks of teaching and upbringing is the development of individual thinking. Different paths of development of logical thinking in the didactics of natural sciences have been defined, while there are no descriptions of ways for developing the right-hemispheric thinking and the implementation of image-centered teaching. Teaching children creativity allows to perform appropriate pedagogical technologies. The aims of the CARUS method are based on structural and functional transformations and the use of main strategies in creativity (combinatorial activities, analogue search, reconstruction, universal strategies, resultant exchanges) and tactics (interpolation, duplication, reproduction, convergence, deformation/transformation). The psychological characteristics of the CARUS system are education with the use of hindering conditions. The development of creative strategies constitutes an important indicator of the mental formation of the individual.
PL
Proces nauczania zależy od wielu czynników, z których dwa istotnie wpływają na proces przyswojenia wiedzy, mianowicie osobowość nauczyciela oraz indywidualne percypowanie nowego materiału przez ucznia. Jednym z naczelnych zadań nauczania i wychowania jest rozwój myślenia jednostki. W dydaktyce nauk przyrodniczych określono różne drogi rozwoju myślenia logicznego, brakuje natomiast opisów sposobów rozwoju myślenia prawopółkulnego i realizacji nauczania opartego na obrazach. Nauczanie dzieci twórczości umożliwia wykorzystanie stosownych technologii pedagogicznych. Metoda KARUS ma na celu transformacje strukturalne i funkcjonalne oraz zastosowanie w twórczości głównych strategii (takich jak czynności kombinatoryczne, poszukiwanie analogów, rekonstrukcja, strategie uniwersalne, wypadkowe wymiany) i taktyki (jak np. interpolacja, dublowanie, rozmnażanie, konwergencja, deformacja/transformacja). Charakterystyką psychologiczną systemu KARUS jest kształcenie z wykorzystaniem warunków utrudniających. Kształtowanie twórczych strategii staje się ważnym wskaźnikiem wychowania umysłowego jednostki.
3

ПЕДАГОГІЧНА ВЗАЄМОДІЯ: ВИМОГИ В КОНТЕКСТІ ОСОБИСТІСНО ОРІЄНТОВАНОЇ ОСВІТНЬОЇ ПАРАДИГМИ

100%
Грудинін Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
245-255
EN
In the article it is shown that the pedagogical interaction between the teacher and the student belongs to current issues of the pedagogical science, which owns a number of ideas of cooperation, active, friendly, and therefore productive actions in the system «teacher – student». The essence of the concept of «educational interaction» as a system of mutual influence of the entities included into the common activities based on the professional education is revealed. It is shown that to the general psychological mechanisms of the educational interaction belong the following: a) teacher’s and students’ understanding the subject- and subject-object relations and b) teacher’s and students’ reconciling their own actions with the actions of each other. According to the personal characteristic interaction serves as a basis for uniting certain separate subjects into the collective subject of activity; and according to activity characteristic it serves as «actions exchange» using the subject-object-subject scheme. The interaction of the educational process subjects is understood as a multidimensional phenomenon, namely, as social, psychological and pedagogical, aimed at achieving the positive educational changes. The attention is drawn to the fact that the effectiveness of the teaching interaction will depend on the following conditions: 1) the perception of the individual as a personality with his own needs and interests; 2) identifying the interests of the partner, empathy to his success or failure; 3) recognizing the partner’s right to disagreement, to having his own mind, the right of behavior choice and the responsibility for his choice. The conclusion is made: 1) pedagogical interaction should manifest itself only in the form of cooperation after reaching by both parties mutual agreement and solidarity in the sense of joint activities and goals and ways of achieving them; 2) the essence of the pedagogical interaction is a direct or indirect influence of the subjects of this process on each other, generating their mutual connection; 3) the most important characteristic of personal interaction on teacher’s side is his ability to influence each other and produce real transformation in the cognitive, emotional and volitional and personal spheres.
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