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. // Tomsk State Pedagogical University Bulletin. 1997. Issue 2 (2). P. 40-43

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. // Tomsk State Pedagogical University Bulletin. 1997. Issue 2 (2). P. 43-46

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. // Tomsk State Pedagogical University Bulletin. 1998. Issue 4 (7). P. 52-59

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COGNITIVE BARRIERS OF HIGHER SCHOOL STUDENTS AND PEDAGOGICAL CONDITIONS TO OVERCOME THEM // Tomsk State Pedagogical University Bulletin. 2014. Issue 2 (143). P. 114-116

The problem of higher school students overcome cognitive barriers of learning is one of the actual problems of higher school. This article describes complex cognitive barriers of higher school students, consisting of three types (motivational barriers, didactic barriers, favourable case at implementation barriers) and pedagogical conditions that ensure efficiency of the process of higher school students overcome cognitive barriers of learning. Pedagogical conditions were considered in the aspect of pedagogic support of the process.

Keywords: cognitive barriers, overcoming barriers of cognitive, pedagogical conditions, individual educational trajectory, distance learning technologies

GRAPHIC COMPETENCE OF STUDENTS STUDYING AT PEDAGOGICAL UNIVERSITIES // Tomsk State Pedagogical University Bulletin. 2020. Issue 6 (212). P. 108-117

Introduction. The article presents the relevance of forming a meta-subject matter that is implemented on an intersubject content in the system of basic General education and is currently necessary for society in high-tech industries of any profile. The article shows the need for a modern school teacher of mathematics, physics and technology to develop competencies related to the basics of engineering, which are mandatory for graphic culture and graphic literacy. The purpose of research is to identify intersubject lines between mathematical, natural science and technical academic disciplines that contribute to the formation of students‘ competencies related to engineering, such as graphic culture and graphic literacy. Material and methods. The article is based on the authors generalization of the experience of teaching a number of engineering courses for future technology teachers directly related to their future professional activities. The analysis of normative documents on the research problem is carried out. Results and discussion. The analysis of normative documents regulating the educational process of future teachers of technology has shown that the content of the theoretical material, as well as the practical part of such fundamental disciplines as physics and mathematics, does not take into account the applied aspects of this direction of training students of pedagogical universities. In modern conditions of the introduction of specialized engineering classes in schools, in addition to the professional competence of the teacher, the teacher of mathematical, natural science and technological cycles of disciplines must have competencies related to engineering, such as graphic culture and graphic literacy. To form competencies related to graphic literacy, the module «Graphics / Engineering design» was introduced into the process of training technology teachers within the professional cycle as a discipline of choice, which included a block of such disciplines as drawing, engineering graphics, elements of analytical geometry, computer graphics. Thus, it became possible to create inter-subject lines between the academic disciplines of mathematical, natural science and technological cycles of disciplines, which in turn will further form the meta-subject of the entire educational process of future technology teachers. Conclusion. The formed meta-subject of the educational environment for students of pedagogical University studying in the direction of training 44.03.01 Pedagogical education, directions (profiles) of mathematics, physics, technology will allow teachers to consistently form and develop spatial thinking, imagination, creative abilities, observation of students necessary in their further professional activities.

Keywords: metasubject results, intersubject content, professional competencies, mathematics teacher, physics teacher, technology teacher, basic engineering knowledge, descriptive geometry, computer graphics, engineering design

Logical-content lines between physics and mathematics as a basis for professional teacher training in a modern pedagogical university // Tomsk State Pedagogical University Bulletin. 2025. Issue 2 (238). P. 43-53

The article deals with the problem of formation of professional competencies related to applied and functional aspects of the respective disciplines in a modern teacher of mathematics and physics. Justifications of the necessity to take into account the interrelation between mathematics and physics are given. The authors, emphasizing the logical and substantive interdisciplinary links between physics and mathematics, offer to solve methodological problems, which are illustrated by the example of considering such concepts as «function» and «motion». In accordance with the theoretical analysis of logical and substantive interdisciplinary lines between mathematics and physics, the necessity of coordinated formation of mathematical and physical concepts in the process of teaching students in accordance with specially developed organizational and methodological conditions is substantiated, and the developed program model for mechanics and the levels of its implementation in the practice of teaching students of a pedagogical university are proposed. In this case, the logical and content interdisciplinary lines are determined, first of all, by the presence of common fundamental and applied areas. The development of logical and content lines of interdisciplinary links between mathematics and physics was carried out on the basis of the methodology of systematic review, which allows to exclude subjective approach in interpreting data on the relationship between mathematics and physics, to identify trends in the development of the problem under study and to determine its significant theoretical and applied aspects. This methodology implies the use of a set of complementary methods: qualitative and quantitative analysis in order to identify the relationship between the program content of mathematics and physics; system analysis to identify structural and functional elements in describing the relationship between mathematics and physics; analytical grouping of programmatic teaching material and qualitative and quantitative characteristics of mathematics and physics sections. Implementation of the design of logical and content lines of interdisciplinary links between mathematics and physics was carried out on the basis of the logical approach. At the first stage, based on the practice of teaching students at the pedagogical university, an evidence-based approach to the problem under study was formulated. The selection of program material was carried out on the basis of a special model, for the implementation of which the logical and content lines of interdisciplinary links between mathematics and physics were developed. The systemstructural approach made it possible to develop the levels of program model implementation and develop a system of individual calculation and graphic tasks for training future teachers in a modern pedagogical university.

Keywords: teacher, mathematics, physics, teacher professional training, logical and content lines, interdisciplinary links, program model, organizational and methodological conditions, equations of motion of a pointt

Mechanics as the basis of continuity of school and higher engineering education // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 108-116

Changes in the methods and content of teaching mechanics (section “Statics”) to students in specialized engineering and technical classes, providing a close relationship with the sections of mathematics, such as algebra, geometry, etc., are proposed. The reforms of teaching of school disciplines “Physics” and “Mathematics” over the last fifty years are evaluated. It is shown that the changes introduced at the end of the XX century, firstly, broke the continuity between the content of Russian school education and the programs of engineering and technical universities; secondly, did not take into account the psychological features of cognitive processes of schoolchildren. As a result of these reforms, significant difficulties arose for the students of initial courses of engineering universities when studying fundamental disciplines. The special role of mechanics as a basis for mastering special disciplines regulated by engineering curricula is emphasized. Mechanics provides a basis for the study of natural science disciplines, ensuring the acquisition of skills necessary for the formulation and solution of many technical and engineering problems. The use of mathematical models of simple mechanisms allows the calculation of unknown forces acting in them. The construction of such models requires knowledge of algebra and geometry, including triangle similarity and graphical constructions. The inconsistency of school teaching material on mechanics with classical approaches, especially in terms of basic concepts and definitions (on the example of the section “Statics”) is revealed. The paper outlines the classical approach to the study of the basics of classical mechanics, gives correct definitions and presents the limits of applicability of theories. Examples of solving problems to determine the reactions of bonds – pressure on the surface and tension of a thread – in the conditions of equilibrium of a solid body are considered in detail. On the basis of comparison of thematic planning of working programs in mathematics and mechanics, the authors propose to synchronize thematic plans of mechanics sections (physics course) with mathematics sections in curricula for 7th – 9th grades.

Keywords: school education, specialized engineering and technical classes, higher engineering and technical education, mechanics, statics, absolutely solid body, mathematical model, equilibrium of a system of forces