在数学教学中提高学生的认知活动

Tsyrenova Valentina B., Lumbunova Natalya B., Mironova Ekaterina P.
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引用次数: 0

摘要

本文致力于根据联邦国家中等教育标准和联邦国家高等教育标准在数学学科教学中培养未来专家的当前环境中增加学生的认知活动问题。在心理教育学文献中,认知活动既是一种人格特质,也是一种学生的活动。本文阐述了学生认知活动和学生教育认知活动的定义,并指出了两者的相关性。强调了认知活动的形成层次:再现、解释、搜索和创造。已根据教学监测的动机、内容操作、价值意志和评价组成部分拟订了一套这些水平的指标。激活学生在数学学科中的认知活动的教学条件已经确立,这是一种差异化方法的实施和教学技术、方法和技巧的应用(教育和技术地图的使用、成果组合的技术、通过数学问题、历史游览的方式形成专业能力的促进方法、学生的独立作业),以及对认知活动的教学监控。对教学条件的实验测试表明,动机、内容操作、价值意志和评价成分等复杂指标的变化具有积极的动力。研究结果可用于高等院校和中专院校的数学学科教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Increasing the Cognitive Activity of Students in Teaching Mathematics
The article is devoted to the problem of increasing the cognitive activity of students in the current environment of preparing future specialists in accordance with the Federal State Educational Standard of the Secondary Education and the Federal State Educational Standard of Higher Education in teaching mathematical disciplines. The article shows that in the psychological-pedagogical literature cognitive activity is considered both as a personality trait and as a student's activity. The author's definitions of students' cognitive activity¿ and educational-cognitive activity of students¿ are formulated, their correlation is shown. The levels of formation of cognitive activity are highlighted: reproducing, interpreting, searching, and creative. A set of indicators of these levels has been formulated in accordance with the motivational, content-operational, value-volitional and evaluative components for didactic monitoring. The pedagogical conditions for the activation of students' cognitive activities in mathematical subjects have been established, which are the implementation of a differentiated approach and the application of pedagogical technologies, methods and techniques (the use of educational and technological maps, the technology of a portfolio of achievements, the propaedeutics of the professional competencies formation by means of mathematical problems, historical excursions, independent work of students), as well as didactic monitoring of cognitive activity. Experimental testing of pedagogical conditions has demonstrated a positive dynamics of changes in complex indicators of motivational, content-operational, value-volitional and evaluative components. The research results can be used in teaching mathematical subjects in higher educational establishments and specialized secondary-education institutions.students'
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