Использование технологий визуализации и сжатия информации в контексте профильно-ориентированного обучения математике в аграрном вузе

Kuban State Agrarian University ,Anna Valentinovna Karmanova,Larisa Nikolaevna Kondratenko

doi:10.24158/spp.2018.1.16

Kuban State Agrarian University , Anna Valentinovna Karmanova + Show 1 more

Open Access

https://doi.org/10.24158/spp.2018.1.16

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Abstract

The paper deals with the implementation of professionally oriented mathematics training of agrarian university students majoring in Agrobiology through the special structuring of the content. This process is carried out by means of a linear concentric model of creating the training course. It provides an opportunity to integrate a set of assignments drafted in terms of future professional activities of students into the mathematical training in organic, consistent and systematic manner. The problems of cognitive labor intensity of such assignments and increasing time costs for their implementation are proposed to be overcome by the visualization and information compression technologies. Studies on the intensification of training using these technologies, including in the professional education, are analyzed. The possibilities of the layout of profession-oriented information are considered, and its tools and techniques are selected. The authors develop an enlarged didactic unit combining graphical visibility and simplicity of presentation that is a funklistor. The methods of its creation and several aspects of its application in the learning process are described. The prospects of using a funklistor in the didactics of professional higher education are noted.

Highlights

The paper deals with the implementation of professionally oriented mathematics training
of agrarian university students majoring in Agrobiology through the special structuring
It provides an opportunity to integrate a set of assignments drafted in terms of future professional activities

Summary

Introduction

Здесь отдельные элементы математических знаний отражены в виде заданий, сформулированных в терминах будущей профессиональной деятельности студентов. Рисунок 1 – Структура профильных оболочек линейно-концентрической модели построения учебного курса При этом отметим тенденцию сокращения академических часов на изучение математики для агробиологических направлений, таких как «Садоводство», «Ветеринария», «Агрономия», «Экология и природопользование», «Зоотехния» и др. Возникает противоречие между увеличением учебной информации в содержании профильно-ориентированного курса математики и небольшим количеством времени, отводимым на его освоение.

Results

Conclusion