自学能力是未来农业学生专业能力的重要组成部分

N. Оliinyk
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引用次数: 0

摘要

本文分析了在交互式计算机技术的帮助下农业院校学生自我教育能力发展的内容。科学的高速发展使学生在高中所学的知识迅速过时,显示出发展自我教育能力的迫切需要。在计算机化广泛普及和在日常生活中积极使用最新现代技术发展的情况下,使用交互式计算机技术似乎是大学生自我教育能力发展的最有效和最有前途的途径。自我教育能力的四个组成部分是:知识;动机;活动;沟通。根据这些组成部分,开发了交互式计算机技术下大学生自我教育能力发展的标准、指标和工具。教学实验于2017-2019年在文尼察国立农业大学切尔尼亚廷学院进行。调查对象包括4个学院的87名学生,对照组26人,实验组61人。为了使诊断测试和问卷的初步结果标准化,使用了百分位数。计算自我教育能力各组成部分的百分位数后,组成标准化表。自我教育能力的成分发展分为四个层次:低、低于平均水平、高于平均水平和高。实验形成阶段的目的是利用交互式计算机技术对大学生自我教育能力发展进行模型测试。学生自我教育能力向高水平发展过渡的指标分析表明,实验组学生的自我教育能力发展过程比对照组学生更有效地通过。其原因是通过交互式计算机技术实现大学生自我教育能力发展的结构模型和功能模型的实验工作
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-educational Competence as an Integral Part of the Professional Competence of Future Agricultural Students
The author analyses the content of the development of selfeducational competence of students of agricultural educational institutions with the help of interactive computer technologies. High speed of science development quickly renders any knowledge acquired by students in high school obsolete and reveals the urgent need for the development of self-educational competence. In conditions of widespread computerisation and active use of the latest modern technical developments in everyday life, the use of interactive computer technology appears to be the most effective and promising line of self-educational competence development among university students. Four components of self-educational competence are identified: knowledge; motivation; activity; communication. In accordance with these components, criteria, indicators, and tools were developed to determine the self-educational competence development of university students through interactive computer technology. The pedagogical experiment took place from 2017-2019 based on Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 people in the experimental group. To standardise the initial results of diagnostic tests and questionnaires, percentiles were used. After calculating percentiles for each component of self-educational competence, a table of standardisation was composed. Four levels of component development of self-educational competence were identified: low, below average, above average, and high. The purpose of the formative phase of the experiment was the model testing of self-educational competence development in university students through interactive computer technology. The analysis of indicators of transition of students to a high level of development of self-educational competence demonstrated that the process of development of self-educational competence of students of experimental group passes more effectively than at students of control group. The reason was the experimental work performance to implement structural and functional models for self-educational competence development of university students through interactive computer technology
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