Abstract
The article outlines aspects of the formation of general professional competencies (GPC-1) through the study of mathematical disciplines; reveals the features of the methodology for the application of tasks (tasks of profile content, task case, task-situation), which are the main means of assessing the formation of the corresponding indicators of achievement of competence: ID-1, ID-2, ID-3, etc. The work analyzed educational publications in mathematical disciplines for the presence of tasks for an objective assessment of the level of formation of general professional competence (GPC-1), the problem of developing the content of criteria and assessment tools for formation of general professional competencies. The authors provide examples of tasks in the disciplines of Higher Mathematics and Mathematics and Mathematical Statistics, designed to form skills in identifying and defining a problem, choosing research methods, analyzing, interpreting the result and transferring fundamental knowledge into the language of professional activity.
Highlights
In the existing FSES HE the mandatory requirements to results of development of sample principal educational program (SPEP) of a bachelor degree are declared, which is a combination of universal cultural and professional competences, which in turn should ensure the professional competence of the graduate, including future AIC expert.1.1 Problem StatementIt is obvious that competencies are not formed by a single discipline or course, they are gradually formed and improved from discipline to discipline, from course to course
The article outlines aspects of the formation of general professional competencies (GPC-1) through the study of mathematical disciplines; reveals the features of the methodology for the application of tasks, which are the main means of assessing the formation of the corresponding indicators of achievement of competence: ID-1, ID-2, ID-3, etc
Indicators of competence achievement of GPC-1, which are formed during the development of mathematical disciplines, are set in the SPEP: AI-1 demonstrates knowledge of the basic laws of mathematical disciplines necessary for solving typical problems in the field of agronomy; AI-2 uses knowledge of the basic laws of mathematical sciences to solve standard problems in agronomy; AI-3 uses information and communication technologies to solve typical problems in the field of agronomy
Summary
In the existing FSES HE the mandatory requirements to results of development of sample principal educational program (SPEP) of a bachelor degree are declared, which is a combination of universal cultural and professional competences, which in turn should ensure the professional competence of the graduate, including future AIC expert.1.1 Problem StatementIt is obvious that competencies are not formed by a single discipline or course, they are gradually formed and improved from discipline to discipline, from course to course. It is important to note that students should be offered a set of problems in which the mental activity of students increases, and it increases when the thought comes across something new, for example, a problem condition with a profile context, an unusually formulated problem requirement, a non-standard representation of mathematical data, etc. Such conditions are met by profile content problems, case tasks, for which there is no ready-made template, considered in textbooks or in the classroom. The result of the development of cognitive, mental activity is the mental independence of the individual, which is manifested in solving various kinds of problems and tasks
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