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1

ЗДІЙСНЕННЯ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ СТУДЕНТІВ ПІД ЧАС НАВЧАННЯ МАТЕМАТИКИ МАЙБУТНІХ АГРАРІЇВ

100%
Силенок Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
353-361
EN
The article deals with the essence of the concept the «intellectual skills» and requirements to agrarian students are described. The author believes that with the rapid development of science and technology qualified employers of the agricultural branch should have a good basic training in mathematics and the certain level of intellectual skills formation. The success of the future student’s career will depend on it, when a specialist is able to solve arising problems as quickly, as possible. They should be able to foresee the consequences of those decisions. The studying of this discipline in agricultural universities promotes intellectual skills of students because mathematics develops logical thinking, deductive reasoning, the abstraction and generalization ability, the ability to think, analyze, criticize. It improves the complex systematic mental activity etc. Providing students with basic knowledge of higher mathematics may simultaneously pay attention to the intellectual skills development. Mathematics is a great opportunity for their mental development. Also deep knowledge of the science is the basis for studying many other professional subjects that are responsible for formation of their professional level. This article shows the necessity of mathematics knowledge in learning other professional braches. The author believes that the first block of the intellectual skills development of the program developed by V. F. Palamarchuck, can be implemented during lectures. Becaurse understanding and perception of information, selection of essential features and relations, known and unknown; understanding and explanation of the connections; synthesis; allocation of the object of thought; division of information into logical parts and comparing them; emphasizing the main and submitted ideas; finding the keywords and concepts; grouping of material etc should be done there. It is important to bring highly qualified specialists in the agricultural branch, who are competitive in the global business and science labor market and it is necessary to provide the appropriate level of mathematical and intellectual students skills formation.
2

СТРУКТУРА ІНТЕЛЕКТУАЛЬНИХ УМІНЬ І ШЛЯХИ ЇХ РОЗВИТКУ У СТУДЕНТІВ-АГРАРІЇВ ПІД ЧАС НАВЧАННЯ МАТЕМАТИКИ

100%
Силенок Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
398-405
EN
The article highlights the need to develop student’s intellectual skills at agricultural universities in teaching mathematical disciplines. The author emphasizes that the high level of their development promotes effective and skillful execution of professional duties for the certain period of time. At the core intellectual skills lies a system of intelligent actions, which consists of logical thinking operations (methods): analysis, synthesis, generalization, abstraction, comparison, specification, finding connections and relationships. Formed intellectual skills contribute to achieving maximum results in minimal time spent, can quickly and accurately control the learning process. The intellectual skills structure that meets the basic stages of thought: perception and understanding of educational material and other information; transformation of knowledge and skills; acquisition and realization of creative skills is described. The plan of execution of analysis and selection of the main learning material is revealed. The types of tasks that require the analysis are characterized. In specific examples the implementation of certain intellectual skills in the study of higher mathematics, namely the main analysis and selection, generalization and systematization are illustrated. The use of modern training information technology in the study of mathematics contributes to students’ intellectual development and save classroom time for learning discipline. The success of future professional activity of students-agrarians depends largely not only on the quality of theoretical and practical training, but also on the level formation of intellectual skills. Within the specialty graduated students of agriculture universities should be able to apply mathematical methods in professional activities and research, also brings precision study of mathematics, logical reasoning, development of imagination, intuition, creates abstract, logical, creative thinking, e.i. the modern scientific thinking. Solving mathematical tasks develop intellectual skills of everybody, but also teach to apply this knowledge in practice. Further research will focus on evaluating the effectiveness and improving the methods of development of intellectual skills of students of higher agrarian educational institutions in the process of learning mathematical disciplines.
3

САМОСТІЙНА РОБОТА ЯК ОДНА ІЗ ФОРМ РОЗВИТКУ ІНТЕЛЕКТУАЛЬНИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

84%
Тягай І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
376-382
EN
The development of intellectual skills of future teachers of mathematics is revealed in the article. The concepts of intelligence and intellectual skills are defined. It is noted that mental operations lie in the basis of intellectual skills. Therefore, intellectual skills is a set of activities and operations on reception, processing and use of information in educational activity. It is asserted that these skills are formed effectively in future teachers of mathematics in interactive teaching. The examples of students’ intellectual skills development during individual work in mastering discipline material of «Practical course of solving non-standard tasks» for the speciality «Mathematics» are given. It is known that this discipline deals with the methods of non-standard tasks solution, the consideration of which is necessary for mastering modern mathematical set with the purpose of its further application in the study of mathematics and carrying out an independent research. It is found out that student’s individual work is a form of mastering educational material beyond compulsory training lessons. The article offers checking students’ individual work to conduct in the form of a conversation between a teacher and students. Interviews can be conducted both individually and collectively. It is known that the activities which provide an individual decision of educational problems causes an active mental work and conversely, activities for mechanical execution, memorization and reproduction lead to passivity. We propose to move away from a traditional survey and to build checking of individual work using interactive technology in the form of presentations of collective projects in the article. The combination of individual and group forms of work with the purpose of ensuring the quality and efficiency control of each student individual work is considered. The author argues that such testing of individual work will assist not only the educational-cognitive activity of students, but also the development of their intellectual abilities.
4

АНАЛІЗ РЕЗУЛЬТАТІВ ЕКСПЕРИМЕНТАЛЬНОГО ДОСЛІДЖЕННЯ ФОРМУВАННЯ ПРОФЕСІЙНО-ТВОРЧИХ ДІАЛОГОВИХ УМІНЬ СТУДЕНТІВ ГУМАНІТАРНИХ ДИСЦИПЛІН У ПРОЦЕСІ ЕВРИСТИЧНОЇ ДІАЛОГОВОЇ ВЗАЄМОДІЇ

84%
Проценко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
326-333
EN
The article analyzes the results of introduction in educational process of didactic models of formation of professional-creative dialogue skills. It reveals positive dynamics of previously identified by us professional-creative skills – intellectual, structural, organizational-regulative and dialogical-heuristic, which students acquire during heuristic dialogue interaction that had a positive impact on the quality of created by future teachers the creative educational products. It is found out that an important didactic condition in the management of heuristic activity of students is the organization of subject-subject interaction in the heuristic dialogue interaction to a personal important activity, equal relations of the subjects during the study, relationships based on personal semantic positions. We were able to trace the effectiveness of the heuristic dialogue for the various components specified in the model. Thus, the level of absorption the material was determined by appraisal, disclosed when a student created a meaningful product through a series of questions about the basic concepts of the topic, learning (tests, assignments), fluency issues, whether it is clear for the students the practical application of knowledge in a particular pedagogical situation and prospects affected by the problem. Comparing the data of the ascertaining and control stages of the experiment, we analyzed the growth dynamics of individual groups of professional-creative skills of future teachers of humanitarian disciplines. First of all, in the article is given the specificity of the developed model (its purpose, content), we were interested in the dynamics of the dialogue-heuristic skills of the students. Remembering that all the skills are manifested in the activity, while specifying skills and primarily the skill to put the heuristic questions, we paid special attention during the experiment to this indicator. Therefore, an important step of the conducted research was to identify the quality of improvement of the interrogative skills in the creation of an educational product for humanitarian disciplines. In the experimental groups the students during the course of study showed high and sufficient levels in the process of creating a number of heuristic cognitive issues and purposefully mastered the essential methods of heuristic dialogue.
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