准备数学和计算机科学教师使用虚拟清晰度手段的概念基础

Pavlo Mulesa, Roman Momot, O. Semenikhina
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引用次数: 1

摘要

在数字技术发展和社会对可视化培训支持的需求背景下,探讨了数学和计算机科学教师的专业培训问题。对数学和信息学教师培训的科学和教学研究进行了概括。教育部门的概念矛盾,这是建议通过实施作者的概念来解决准备未来的数学和计算机科学教师在专业活动中使用虚拟清晰度的概念,被挑出来。根据对科学资源的分析和系统化的结果以及自己的教学经验,考虑到利益相关者对有效实施专业教学活动的要求,明确了对数学和计算机科学教师培训的要求。揭示了未来数学和计算机科学教师在专业活动中使用虚拟清晰度的专业培训概念的主导思想。这一概念的实施在方法论上进行了描述(哲学关于个人的发展、自我实现、自我完善和作为认知活动主体的有意识的人类活动的理论与实践的统一的规定,以及系统的、人类学的、认知视觉的、协同的、反身性的活动、byod的方法、自制的方法)。理论(基于教师准备使用虚拟清晰作为复杂的个人教育的形成)和实践(表征概念实施的实践方面)两个层次。预期拟定的概念将确定设计一个对未来数学和计算机科学教师进行专业培训的教学制度的基本立场,以便在高等教育机构一级的专业活动中使用虚拟清晰度工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CONCEPTUAL FOUNDATIONS FOR PREPARING MATHEMATICS AND COMPUTER SCIENCE TEACHERS FOR THE USE OF VIRTUAL CLARITY MEANS
In the article, the authors touch on the problem of professional training of teachers of mathematics and computer science in the context of the development of digital technologies and the demand of society for visual support of training. The generalization of scientific and pedagogical research on the training of teachers of mathematics and informatics is presented. The conceptual contradictions of the educational sector, which are proposed to be resolved through the implementation of the author's concept of preparing future teachers of mathematics and computer science for the use of virtual clarity in professional activities, are singled out. Based on the results of the analysis and systematization of scientific sources and own experience of teaching, the requirements for the training of teachers of mathematics and computer science were clarified, taking into account the requests of stakeholders for the effective implementation of professional pedagogical activity. The leading ideas of the concept of professional training of future teachers of mathematics and computer science for the use of virtual clarity in professional activities are revealed. The implementation of the concept is described on the methodological (the provisions of philosophy regarding the development, self-realization, self-improvement of the individual and the unity of the theory and practice of conscious human activity as a subject of cognitive activity, as well as systemic, acmeological, cognitive-visual, synergistic, reflexive-activity, BYOD-approach, made-self-approach), theoretical (based on the formation of teachers' readiness to use virtual clarity as a complex personal education) and practical (characterizes the practical aspects of the implementation of the concept) levels. It is expected that the developed concept will determine the fundamental positions of designing a pedagogical system of professional training of future teachers of mathematics and computer science for the use of virtual clarity tools in professional activities at the level of higher education institutions.
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