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1

НАСТУПНІСТЬ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКИХ УМІНЬ З МАТЕМАТИКИ

100%
Швай О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
457-463
EN
Students’ research work is one of the most important methods of preparation a qualitatively new specialists. The purpose of the article is to consider some aspects of succession during formation of the research skills of pupils and students. Methods of investigation – theoretical analysis of the literature, studying and generalization of progressive pedagogical and own working experience at school and university, pedagogical experiment. Different interpretations of a concept «succession in studying» are analyzed in the article. It is established that the research work of the higher school students is a specific kind of cognitive activity that uses educational research as a principal means of achieving educational results. On the basis of successful formation of students’ and pupils’ research skills lies the succession in mathematical education, in forms and methods of teaching. It is stated that forming of research skills should be carried out gradually, with taking into account age and psychological peculiarities of pupils and students. The importance of formation of students’ positive motivation to research work is justified by the author. Directions of educational research work with pupils and conditions that should be considered during choosing a theme for students’ research are highlighted. The main purpose of teachers in the first course is to include students in innovative process of creative research. The paper emphasizes the importance of the methods of creativity stimulating that provide gradual complication of research work of the first-year students, from the first studying months. Appropriate techniques of such stimulation are highlighted. Practical significance of the investigation is that the suggested methodological approaches may be actively used by school and university teachers for increasing the effectiveness of research skills’ formation in mathematics. Prospects for the further research are connected with working out of innovative educational technologies of interaction «School – University».
2

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ СТУДЕНТІВ-ІНОЗЕМЦІВ

86%
Грицик Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
235-245
EN
The article describes the psychological and pedagogical peculiarities of teaching higher mathematics to foreign students. The basic methods and forms of work to improve the efficiency of the educational process are identified. These include: preparatory work for learning course, generalization and systematization of educational material, the use of reference abstracts and terminological dictionaries, specific requirements for the content and pace of teacher’s speech, individual and group forms of work at practical exercises. An important factor in foreign students’ training is the maximum use of visual material. We believe that the application of methods of individual and group learning can enhance educational and cognitive activity of students. There are also special requirements to the language: it should be clear, slow and concise. For practical lessons, it is advisable to prepare schemes of solving the basic (standard) tasks. This is the sequence of steps (algorithms) that lead to the result. Learning to solve typical tasks, the student can move on to more complex tasks, i.e. higher levels of learning. Solving tasks takes place with elements of the teacher’s assistance, mutual aid and interpersonal communication. Just interpersonal communication may, in some degree, fill in the gaps in the knowledge of language. If the individual elements of the explanation are not clear because of the language barrier, the student may appeal to the classmate and get his comments in clear language. For the current and final control the most appropriate is the use of tests. These forms of the tests are usual and well-known to foreign students and, very importantly, do not require independent verbal formulations of the answer. However, it is not necessary to abandon completely oral questioning. Oral responses are necessary for the development of speech culture, creating conversations and discussions. Taking into account considered psychological-pedagogical peculiarities, undoubtedly, will have a positive impact on the course of higher mathematics for the foreign students. In terms of further research is the development of new and of existing manuals and other didactic materials in higher mathematics for international students, development of methodological recommendations on the level of differentiation and individualization of instruction.
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