К ВОПРОСУ О МОДЕЛИРОВАНИИ МЕТОДИКИ ПРЕПОДАВАНИЯ ДИСЦИПЛИН В ПЕДАГОГИКЕ

Abstract

The pedagogy of secondary general education and higher education has a common problem – the correlation of the language of science with the levels of abstraction of the objects and problems under study. If in a general education school one can talk about the propaedeutics of language and problems, then in higher education, in terms of modeling problems, it is too late to discuss the necessary levels of abstractions and ways to describe them. In some cases, finding a common educational (terminological base) language partly solves the problem of perception and learning the approach to formulation, studying the problems that arise when solving problems. Based on examples from the practice of teaching sections of higher mathematics and compiling course models using mathematical modeling and computational methods for solving the problems under study, the experience of varying learning models in various educational environments is given. The basis is the work, manuals, abstracts of educational special courses in higher mathematics from three educational institutions: TSTU. Islam Karimov, Karshi State University and RSUH. At present, the degree of formalization of educational materials is increasingly acquiring high levels of abstraction, so students (bachelors and masters) increasingly need a mathematical language from sections of the calculus of variations, symbolic methods, topology, etc. An idea is formulated about the educational system built on traditional education and its compliance with the new requirements that arise in society.