Creation of the system of differential training to disciplines in the sphere of technical regulation
Journal Title: Інженерні та освітні технології - Year 2018, Vol 6, Issue 3
Abstract
In the modern conditions of globalization, the competition between specialists in the labor market increases in many times, which intensifies the task of forming professionally significant skills of the student. One of the ways to solve it is the individualization of learning and its variety: differentiated and different levels of education. The analysis of publications showed that these pedagogical technologies are rarely used in the teaching of specialized disciplines in higher education. In this regard, the peculiarities of the application of different levels of education in the university are revealed. This allowed to develop a system of different levels of training in the field of technical regulation, the main feature of which is the student's absolute voluntariness. Preliminary level differentiation occurs at the lectures by selecting a student of additional handouts and literature, the main form of its organization is practical training. At the same time, the level differentiation was carried out according to the types of activity in accordance with the taxonomy of Bloom. To assess the activities of students, criteria have been proposed and an adaptive testing system has been created. Approbation of this development was carried out with students of 3-5 courses on the disciplines "Fundamentals of Standardization", "Fundamentals of certification", "Certification and technical expertise of construction and road machinery." It was found out that in the third year the quality and success of the teaching practically did not change. In the fourth year, the success rate increased by 10.4%, and the quality - by 14.1%; on the 5th course, the success increased by 12.7%, the quality - by 28%. Thus, the conducted pedagogical experiment demonstrates the positive dynamics of the application of this pedagogical technology, however, its use is not advisable in junior courses in the study of profile disciplines. On the 4th course, the success rate increased by 10.4%, and the quality - by 14.1%, on the 5th course the success increased by 12.7%, the quality - by 28%. Thus, the conducted pedagogical experiment demonstrates the positive dynamics of the application of this pedagogical technology, however, its using is not advisable in junior courses in the study of profile disciplines.
Authors and Affiliations
Olha Serhiivna Bukrieieva
Keywords
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- EP ID EP622511
- DOI 10.30929/2307-9770.2018.06.03.03
- Views 74
- Downloads 0
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