分形教学法:理论层面与本质认识

Filosofskie, sociologičeskie i psihologo-pedagogičeskie problemy sovremennogo obrazovaniâ. Pub Date : 1900-01-01 DOI:10.37386/2687-0576-2021-3-309-312

V. A. Skopa, A. A. Polkovnikova

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引用次数: 0

摘要

本文考察了分形教学法作为一门全新的综合性知识领域的理论方面和基本认识。论述了分形教学法概念的起源和研究者对分形系统应用的看法。已经确定分形方法在科学的各个分支中得到了成功和富有成效的应用。分形教学法思想的概念化有助于将许多结构整合到一个逻辑-语义空间中，这些结构以教育过程中主体的特征和个人素质的发展为目标。在研究的基础上，分析了分形教学法作为一个整体范畴所体现的规律。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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FRACTAL PEDAGOGY: THEORETICAL ASPECTS AND ESSENTIAL UNDERSTANDING

The article examines the theoretical aspects and essential understanding of fractal pedagogy as a fundamentally new integrative field of knowledge. The genesis of the concept of “fractal pedagogy” and the views of researchers on the use of fractal systems are considered. It has been determined that the fractal approach is successfully and fruitfully applied in various branches of science. The conceptualization of the ideas of fractal pedagogy contributes to the integration into one logical-semantic space of many structures that have as their goals the development of characteristics and personal qualities in the subjects of the educational process. On the basis of the studies studied, an analysis of the principles that reflect the laws of fractal pedagogy as an integral category is given.

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Filosofskie, sociologičeskie i psihologo-pedagogičeskie problemy sovremennogo obrazovaniâ.

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