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1

ОРГАНІЗАЦІЯ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ ВИЩОЇ МАТЕМАТИКИ

100%
Грицик Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
218-227
EN
Effective organization of research activity of students is an urgent task of the teacher of mathematics. Modern educational process at the university is focused on the usage of reproductive techniques and little training is provided with appropriate means for the development of creativity and research skills. Article aims to offer a method of teaching students of educational organization to study the prominent curves (for example, academic research on «logarithmic spiral»). We have used the scientific and pedagogical research methods, among which theoretical and empirical methods, including analysis of the literature on the issue of research, systematization and generalization of pedagogical experience, the theoretical modeling of the development of research capabilities, its experimental realization. Research activity of a student is an independent academic work, which involves the «discovery» of knowledge, has a subjective significance and originality, creativity and independent study of the topic. It is proved that the educational research is a process and the result of the student’s research activity. The technique of the organization of research activity of students for the study of prominent curves is proposed; an example of academic research on «logarithmic spiral» is also present; outstanding curves which have practical application are considered. The research work of students of a technical college for the study of outstanding curves connects the study of higher mathematics course with mastering the fundamentals of professional activity. We believe that the discovery of properties of prominent curves integrates the knowledge of students from different academic areas and encourages a comprehensive analysis of the objects of research. During the research increases an interest in mathematics and the motivation of learning, and as a result comes the development of student’s individuality. Further scientific development of the considered problems can be associated with the creation of methodological maintenance of independent research, writing of guidelines, containing a set of professionally-oriented tasks of research character on higher mathematics.
2

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ СТУДЕНТІВ-ІНОЗЕМЦІВ

100%
Грицик Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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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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