DESIGN OF THE ADAPTIVE SYSTEM FOR MATHEMATICAL TRAINING OF STUDENTS: METHODOLOGICAL FOUNDATION
DOI: 10.23951/1609-624X-2018-1-164-171
Training of competent specialists in HEIs who have abilities for self-fulfillment and self-actualization in their professional activities and who are balancing both personal and professional significant qualities is a strategic goal of the contemporary higher education. Today the problem of design and elaboration of the adaptive educational system is conditioned by the need to optimize and adjust the principles of traditional didactics to the challenges of contemporary information society: perfection of the content and the methods of education taking into account the universal application of information technologies; design of electronic educational environment providing the approach to the learning materials and the freedom of choice of methods, forms and assessment of the results. The article considers the issues connected with pedagogical design of the adaptive system for mathematical training of students of higher educational institutions. It gives a definition of a methodological approach, proves conceptual levels of methodological analysis: philosophical, general scientific, specific scientific, technological which form a complicated subordinate system. As a methodological framework of the research the authors consider in depth the ideas of system, synergetic, environmental, person-centered, competency building, activity, context, process, axiological, and cultural approaches. They elicited and described main functional and conceptual approaches which made a methodological foundation for the design and development of the adaptive system for mathematical training of HEI students.
Keywords: mathematical training of students, adaptive system, methodological approaches, pedagogical design, educational process, higher education
References:
1. Zimnyaya I. A. Pedagogicheskaya psikhologiya [Pedagogical psychology]. Мoscow, Logos Publ., 2005. 348 p. (in Russian).
2. Yudin Ye. G. Sistemnyy podkhod i printsip deyatel’nosti [System approach and principle of activity]. Мoscow, Nauka Publ., 1978 (in Russian).
3. Ignatova V. A. Sinergetika kak metod poznaniya prirody i obshchestva [Synergetics as a method of knowledge of nature and society]. Ekologiya i zhizn’ – Ecology and Life, 1999, no. 2, pp. 29–32 (in Russian).
4. Beloborodova N. S. Sinergeticheskiy podkhod k proektirovaniyu kul’turosoobraznogo obrazovatel’nogo prostranstva [Synergetic approach to the design of culturally appropriate educational space]. Analitika kul’turologii, 2013, no. 27, pp. 10–15 (in Russian).
5. Romanov A. M. Pedagogicheskiye usloviya formirovaniya smysloobrazuyushchey motivatsii studentov vuza v informatsionno-obrazovatel’noy srede [Pedagogical conditions for the formation of the meaning motivation of university students in the electronic educational environment]. Мoscow, Elit Publ., 2009. 344 p. (in Russian).
6. Klimov E. A. Individual’nyy stil’ deatel’nosti v zavisimosti ot tipologicheskikh svoystv nervnoy sistemy [Individual style of activity, depending on the typological properties of the nervous system]. Kazan, 1969. 280 p. (in Russian).
7. Baydenko A. Kompetentsii v professional’nom obrazovanii [Competencies in vocational education]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2004, no. 11, pp. 3–13 (in Russian).
8. Toktarova V. I., Fedorova S. N. Matematicheskaya podgotovka studentov: prichiny negativnykh tendentsiy [Mathematical training of students: the causes of negative trends]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2017, no. 1, pp. 85–92 (in Russian).
9. Sarantsev G. I. Diametricheskiy podkhod k osmysleniyu kategorii «znaniye» [Diametric approach to understanding the category of «knowledge»]. Pedagogika – Pedagogy, 2001, no. 3, pp. 10–16 (in Russian).
10. Verbitskiy A. A. Aktivnoye obucheniye v vysshey shkole: kontekstnyy podkhod [Active learning in higher education: contextual approach]. Мoscow, Vysshaya shkola Publ., 1991. 207 p. (in Russian).
11. Lishhinskaya N. A. Realizatsiya aksiologicheskogo podkhoda v protsesse formirovaniya kul’tury myshleniya studentov-menedzherov [Implementation of the axiological approach in the process of forming a culture of thinking of students- future managers]. Vladikavkaz, 2012. 24 p. (in Russian).
12. Fedorova S. N. Etnokul’turnaya kompetentnost’ pedagoga [Ethnocultural competence of the teacher]. Y-Ola, MarSPI named after N. K. Krupskaya Publ., 2002. 108 p. (in Russian).
13. Ondar Ch. M. Formirovaniye elementarnykh matematicheskikh predstavleniy u detey starshego doshkol’nogo vozrasta na osnove etnokul’turnykh traditsiy tuvinskogo naroda [Formation of elementary mathematical representations by children of the senior preschool age on the basis of ethnocultural traditions of the Tuvan people]. Ekaterinburg, 2009. 222 p. (in Russian).
( 1021.3 kB ) 
( 1011.5 kB )
Issue: 1, 2018
Series of issue: Issue 1
Rubric: EDUCATIONAL TECHNOLOGIES
Pages: 164 — 171
Downloads: 1373