Abstract
The article presents the results of a study of the influence of contextual teaching methods on the development of personal meanings of teaching university students. Since it is education that provides real opportunities for the development of citizens, their self-realization and demand in modern society, which is being formed today under the influence of the processes of informatization and intellectualization of all spheres of public life, the problem of the formation of value orientations, the meanings of learning is especially relevant. The aim of the research is to find ways and means of forming the personal meanings of students in the study of non-core subjects for their direction, in particular mathematics. The process of teaching mathematics is modeled, providing a semantic orientation of teaching. Three stages of meaning formation with the characteristics of their content are considered. The effectiveness of using a contextual approach to the process of teaching mathematics to students of agricultural areas of training is shown.
Highlights
High-tech electronic technologies of modern production [1] require specialists with a high level of potential for the development and self-development of intellectual abilities, spiritual, moral and professional qualities
The hypothesis of the research was based on the assumption that the formation of personal meanings of teaching mathematics in students involves the fulfillment of the following pedagogical conditions: 1) the process of teaching mathematics is built taking into account the psychological mechanisms of meaning formation and on the basis of phased meaning formation: the stage of activation of reflection, a critical attitude to the existing meanings; stage of personal meaning actualization; the stage of stimulating self-realization in the learning process [4]; 2) various forms and methods of contextual learning are used in the educational process, such as document analysis, task method, project method, problem learning method
After analyzing the results of the ascertaining and formative experiment, the dynamics of the levels of formation of the personal meaning of the study of mathematics was obtained among students of the experimental and control groups at the beginning and at the end of the work (Fig. 1.)
Summary
High-tech electronic technologies of modern production [1] require specialists with a high level of potential for the development and self-development of intellectual abilities, spiritual, moral and professional qualities. As practice shows, the problem of finding personal meanings exists and is especially relevant in the conditions of the educational process of a university, in the study of non-core disciplines. The hypothesis of the research was based on the assumption that the formation of personal meanings of teaching mathematics in students involves the fulfillment of the following pedagogical conditions: 1) the process of teaching mathematics is built taking into account the psychological mechanisms of meaning formation (identification, exteriorization, exteriorization) and on the basis of phased meaning formation: the stage of activation of reflection, a critical attitude to the existing meanings; stage of personal meaning actualization; the stage of stimulating self-realization in the learning process [4]; 2) various forms and methods of contextual learning are used in the educational process, such as document analysis, task method, project method, problem learning method
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