危机条件下未来工程师基础训练的特点

V. Kaplun, N. Batechko, Lyudmila Pantaliyenko
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引用次数: 0

摘要

本文揭示了未来工程师基础训练的特点和作用,特别是在危机条件下。考虑了基础数学在工程训练中的重要性以及未来工程师数学训练的教学目的。揭示了在线学习和混合形式条件下未来工程师基础培训的特点。工程教育在教学理论方面的主要发展趋势得到了突出。本文认为未来工程师的基础训练,特别是数学方面的训练,是他们形成系统思维的基础。线性和非线性系统形成了未来工程师的系统思维。线性系统在未来专家培训的既定教育过程的背景下被挑选出来;非线性-危机状态,其特征是不稳定、不确定和混乱。从学生基础训练的角度,建立了未来工程师系统思维形成的非线性模型。实验部分的研究是在学生数学知识转化阶段——从基础数学课程到高等教育阶段的样本数据形式化的基础上进行的。作为对数学知识的一种补偿和保存,有人提出在初等数学中开设适应课程,使数学知识的同化具有连续性和一致性,从而有助于提高未来工程师系统思维形成的效率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FEATURES OF FUTURE ENGINEERS’ FUNDAMENTAL TRAINING IN CRISIS CONDITIONS
The article reveals the features and the role of future engineers’ fundamental training, in particular, in crisis conditions. The importance of the fundamental component in engineering training and the didactic purpose of future engineers’ mathematical training have been considered. The peculiarities of future engineers’ fundamental training in the conditions of online learning and mixed format have been revealed. The main trends of engineering education in pedagogical theory have been highlighted. The article considers future engineers’ fundamental training, in particular in mathematics, as the basis for their system thinking formation. Linear and non-linear systems of formation of future engineers’ system thinking have been highlighted. The linear system has been singled out against the background of the established educational process of future specialists’ training; non-linear – in crisis conditions which are characterized by instability, uncertainty and chaos. A nonlinear model of formation of future engineers’ system thinking in the aspect of student’s fundamental training has been generated. The experimental part of the study was carried out on the basis of the sample data formalization on the stage of transformation of students' mathematical knowledge – from the elementary course of mathematics to higher education. As a compensation and preservation of mathematical knowledge, it has been proposed to conduct adaptation courses in elementary mathematics, which enable continuity and consistency in assimilation of mathematical knowledge, and therefore contribute to increasing efficiency in formation of future engineers’ system thinking.
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