应用远程学习的农业领域专业培训和教育的技术基础

Viktor Nagayev, Galyna Nagayeva
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引用次数: 0

摘要

介绍。分析了远程教育条件下管理观念和信息技术教育环境下的教学导论基础。农业专业人才培养过程中的技术阶段是以管理学生教育创新活动的教学技术为基础的。研究方法由各种方法方法(系统、活动、能力、个性发展)确定。本文的目的是研究在教育智能环境下培养农业领域学生的条件下,学生复杂的教育和创新活动的发展。结果。本文认为,高等科研机构的单一信息环境必须是远程教育的基本组织形式,在这种环境中,教学过程的自动化为竞争对手和教师的互动模式提供了网络联系。提出了网络技术条件下远程教育组织对学生教育创新活动管理的教学模式。论述了在教育智能环境条件下,实现学生教育创新活动的教学技术管理的教学综合体、方法、形式和设施。在远程教育系统中实现这种教学模式,可以大大激活学生的创造性活动,加深学习的独立性和个性化水平,其结果取决于未来专家形成的高水平的专业和创造能力。结论。显然,组织远程教育的基础是电信环境,它包括信息、教育、方法和教学内容。实验结果表明,农业专业学生的专业培养质量指标(独立性水平、个性化水平、创造性体验水平、科学性、生产力水平)均有显著提高。关键词:农业专业学生专业培训教育智能环境远程学习远程教育综合体教育创新活动教学网络技术对学生教育创新活动的管理。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Technological bases of the professional training and education in agrarian sphere applying distance learning
Introduction. Didactics bases of introduction are analysed in the educational environment of administrative conceptions and information technologies in the conditions of distance education. The technological stages in the process of professional preparation of agrarians are based on the pedagogical technology of management of educational and creative activity of students. Research methodology was determined by various methodological approaches (system, аctivity, competence, personality-developing). The purpose of the article is to research the development of complex educational and creative activity of students in the conditions of training agrarian sphere students in educational SMART - environment. Results. It is outlined that a single informative environment of higher scientific establishment, in which automation of pedagogical processes is provided for a network contact in the interactive mode of competitors and teachers must be basic organization of the distance education. The pedagogical model of the distance education organization in the conditions of network technology management of educational and creative activity of students is offered. Didactics complexes, methods, forms and facilities of realization of pedagogical technology management of educational and creative activity of students in the conditions of educational SMART -environment are grounded. Realization of this pedagogical model in the system of distance education allows to activate creative activity of students considerably, to deepen the level of independence and indi-vidualization of studies, and, the result is determined by the high level of formed professional and creative competence of future specialists. Conclusions. Obviously, the basis for organizing distance education is telecommunication environment, which in-cludes information, educational, methodical and didactics contents. Experimental results showed the substantial increase of high-quality indexes of the professional training of agrarian sphere students (level of independence, individualization, creative experience, scientific character, productivity). Keywords: professional training of agrarian sphere students, educational SMART-environment, distance learning, distance educational complex, educational and creative activity; pedagogical network technology of management of educa-tional and creative activity of students.
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