5 research outputs found
ΠΠΏΠΎΡΠ° ΠΊΠ°ΠΊ ΡΡΠ΅Π±Π½ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ: ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΈΠΉ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΡΠΏΠ΅ΠΊΡΡ
Introduction. The work of the school in the context of distance learning is complicated by the virtualization of subject-introductory activities, the decrease in the effect of the teacher's guiding, orienting influences of the educator, and the increased dependence of learning outcomes on self-organization and self-control.Purpose setting. Based on the experience of developing visual logical-semantic models and using them as visual didactic regulators, the task was to determine the regulatory framework for the actions of these didactic tools.Methodology and methods of the study. The study applied: the method of "reverse engineering" β the construction of a theoretical description of the real result; visualization method of logical-semantic modeling of knowledge; the fundamental principle of visualization and the principle of improving educational cognitive activity with the help of supports and regulators.Results. The function of supports and regulators to aid the regulatory component of educational cognitive activity is substantiated. Provisions are formulated that link the law, the theoretical principle and the practical function of visualization with the empirical law of educational cognitive activity, which implies the dominance of subject-introductory actions in the formation of an image-representation of the object or process being studied.Conclusions. A theoretical and methodological substantiation of the regulative foundations of actions and the regulative component of educational cognitive activity is proposed. The use of supports and regulators of a logical-semantic type in classroom-distance learning is shown.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π Π°Π±ΠΎΡΠ° ΡΠΊΠΎΠ»Ρ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΎΡΠ»ΠΎΠΆΠ½ΡΠ΅ΡΡΡ Π²ΠΈΡΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎ-ΠΎΠ·Π½Π°ΠΊΠΎΠΌΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΡΠ½ΠΈΠΆΠ΅Π½ΠΈΠ΅ΠΌ ΡΡΡΠ΅ΠΊΡΠ° Π½Π°ΠΏΡΠ°Π²Π»ΡΡΡΠΈΡ
, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡΡΡΠΈΡ
Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°, ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΎΡ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ»Ρ.ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. ΠΡΡ
ΠΎΠ΄Ρ ΠΈΠ· ΠΎΠΏΡΡΠ° ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ
Π»ΠΎΠ³ΠΈΠΊΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΈΡ
Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ
Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π° Π·Π°Π΄Π°ΡΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΡΡ
ΠΎΡΠ½ΠΎΠ² Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π΄Π°Π½Π½ΡΡ
Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ².ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½Ρ ΠΌΠ΅ΡΠΎΠ΄ Β«ΠΎΠ±ΡΠ°ΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½ΠΆΠΈΠ½ΠΈΡΠΈΠ½Π³Π°Β» β ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°; ΠΌΠ΅ΡΠΎΠ΄ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π»ΠΎΠ³ΠΈΠΊΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π·Π½Π°Π½ΠΈΠΉ; ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΉ ΠΏΡΠΈΠ½ΡΠΈΠΏ Π½Π°Π³Π»ΡΠ΄Π½ΠΎΡΡΠΈ ΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΎΠΏΠΎΡ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ².Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Π° ΡΡΠ½ΠΊΡΠΈΡ ΠΎΠΏΠΎΡ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² Π΄Π»Ρ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²ΠΎΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. Π‘ΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Ρ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ, ΡΠ²ΡΠ·ΡΠ²Π°ΡΡΠΈΠ΅ Π·Π°ΠΊΠΎΠ½, ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΡΠΈΠ½ΡΠΈΠΏ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΡΡ ΡΡΠ½ΠΊΡΠΈΡ Π½Π°Π³Π»ΡΠ΄Π½ΠΎΡΡΠΈ Ρ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°ΡΡΠΈΠΌ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎ-ΠΎΠ·Π½Π°ΠΊΠΎΠΌΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΡΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ±ΡΠ°Π·Π°-ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΠΊΡΠ° ΠΈΠ»ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ°.ΠΡΠ²ΠΎΠ΄Ρ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ ΡΠ΅ΠΎΡΠ΅ΡΠΈΠΊΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΡΡ
ΠΎΡΠ½ΠΎΠ² Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΎΠΏΠΎΡ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² Π»ΠΎΠ³ΠΈΠΊΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠΏΠ° Π² Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΠΎ-Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ
Application of visual didactic regulators in distance learning
Introduction. In the process of developing distance learning and changing the forms of educational materials used in different countries, there are such problems as the lack of direct communication, insufficient control of the educational process and low motivation. The effectiveness of the guiding and orienting influences of the teacher, his/her professional and creative teaching methods is decreasing. As a result, the implementation of cognitive learning activities by students becomes more difficult, and the dependence of its results on self-organisation and self-control increases. These problems are inherent in distance learning in many countries, including the Russian Federation, where a network of federal innovation platforms is being created to improve distance learning and to promote educational innovations. The hypothesis assumes the expediency of research and applied development of universal methods and means to reduce negative phenomena in distance learning. Aim. The present research aims to study the methods and means of additional presentation of the plan of educational activity and the results of its implementation in the form of visual didactic regulators; to create software and methodological tools for the introduction of regulators in distance learning; to experimentally test applied developments. Methodology and research methods. The study is based on the didactic principle of visibility, which is necessary to provide the student with information about the plan of the educational activity being performed and to present the results of its implementation in the form of visual regulators. Logical-semantic modelling of knowledge was used to design regulators; an integrated approach was applied in the development of software and methodological tools for the application of regulators. In the course of experimental testing (teachers of rural schools, teachers and students of the university), questionnaires, surveys and observations were carried out. Results and scientific novelty. An analysis of the work of teachers demonstrated the relevance of using visual aids with illustrative and reference properties in the context of distance learning. It is proposed to supplement the educational task in text form with a plan using a visual didactic regulator, and the results of the implementation of the plan in the accepted form should also be supplemented by a didactic regulator. The use of regulators contributes to the self-organisation and self-control of the student, the development of universal educational actions in the construction of regulators and in educational activities, the improvement of systematic thinking and the formation of models for the implementation of educational activities. Software and methodological tools are proposed to support the introduction of didactic regulators into distance learning. Practical significance. The developed didactic solutions and software methodology tools complement the means and methods of distance learning technology, make it possible to increase the effectiveness of communication between the teacher and the student, as well as the guiding, orienting influences of the teacher; allow to increase the dependence of learning out-comes on self-organisation and self-control of the student.ΠΠ΅Π΄Π΅Π½ΠΈΠ΅. Π ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠΎΡΠΌ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ΅ΠΌΡΡ
ΡΡΠ΅Π±Π½ΡΡ
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² Π² ΡΠ°Π·Π½ΡΡ
ΡΡΡΠ°Π½Π°Ρ
Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡ ΡΠ°ΠΊΠΈΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΠΊΠ°ΠΊ ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅Π½ΠΈΡ, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΡΠΉ ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΈ Π½ΠΈΠ·ΠΊΠ°Ρ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ. Π£ΠΌΠ΅Π½ΡΡΠ°Π΅ΡΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π½Π°ΠΏΡΠ°Π²Π»ΡΡΡΠΈΡ
ΠΈ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡΡΡΠΈΡ
Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°, Π΅Π³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ ΡΡΠΎΠ³ΠΎ Π·Π°ΡΡΡΠ΄Π½ΡΠ΅ΡΡΡ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΠΌΠΈΡΡ, ΠΏΠΎΠ²ΡΡΠ°Π΅ΡΡΡ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡ Π΅Π΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΎΡ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ»Ρ. ΠΠ°Π½Π½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΏΡΠΈΡΡΡΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠΎΡΠΌΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΡΡΡΠ°Π½, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΈ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ, Π³Π΄Π΅ ΡΠΎΠ·Π΄Π°Π΅ΡΡΡ ΡΠ΅ΡΡ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΠ»ΠΎΡΠ°Π΄ΠΎΠΊ Π΄Π»Ρ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΡΠΎΠ΄Π²ΠΈΠΆΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ. ΠΠΈΠΏΠΎΡΠ΅Π·Π° ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΡΠ΅Π»Π΅ΡΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΡΡ
ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΎΠΊ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈ ΡΡΠ΅Π΄ΡΡΠ², ΡΠ½ΠΈΠΆΠ°ΡΡΠΈΡ
Π½Π΅Π³Π°ΡΠΈΠ²Π½ΡΠ΅ ΡΠ²Π»Π΅Π½ΠΈΡ Π² Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ. Π¦Π΅Π»ΠΈ Π½Π°ΡΡΠΎΡΡΠ΅ΠΉ ΡΠ°Π±ΠΎΡΡ β ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈ ΡΡΠ΅Π΄ΡΡΠ² Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ»Π°Π½Π° ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π΅Π³ΠΎ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ Π² ΡΠΎΡΠΌΠ΅ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ
Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ²; ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ² Π΄Π»Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² Π² Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ; ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½Π°Ρ Π°ΠΏΡΠΎΠ±Π°ΡΠΈΡ ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΡΡ
ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΎΠΊ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π±Π°Π·ΠΈΡΡΠ΅ΡΡΡ Π½Π° Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΏΡΠΈΠ½ΡΠΈΠΏΠ΅ Π½Π°Π³Π»ΡΠ΄Π½ΠΎΡΡΠΈ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΠΌ Π΄Π»Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ΅ΠΉ ΠΎ ΠΏΠ»Π°Π½Π΅ Π²ΡΠΏΠΎΠ»Π½ΡΠ΅ΠΌΠΎΠΉ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π΅Π³ΠΎ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ Π² ΡΠΎΡΠΌΠ΅ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΡ
ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ². ΠΠΎΠ³ΠΈΠΊΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π·Π½Π°Π½ΠΈΠΉ ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΠΎΡΡ Π΄Π»Ρ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ²; ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ ΠΏΡΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ² Π΄Π»Ρ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ². ΠΡΠΈ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ Π°ΠΏΡΠΎΠ±Π°ΡΠΈΠΈ (ΡΡΠΈΡΠ΅Π»Ρ ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠΊΠΎΠ», ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΠΈ ΠΈ ΡΡΡΠ΄Π΅Π½ΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°) Π²ΡΠΏΠΎΠ»Π½ΡΠ»ΠΈΡΡ Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΎΠΏΡΠΎΡ ΠΈ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ½Π°Π»ΠΈΠ· ΡΠ°Π±ΠΎΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΏΠΎΠΊΠ°Π·Π°Π» Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ² Π½Π°Π³Π»ΡΠ΄Π½ΠΎΡΡΠΈ Ρ ΠΈΠ»Π»ΡΡΡΡΠ°ΡΠΈΠ²Π½ΡΠΌΠΈ ΠΈ ΠΎΠΏΠΎΡΠ½ΡΠΌΠΈ ΡΠ²ΠΎΠΉΡΡΠ²Π°ΠΌΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ Π΄ΠΎΠΏΠΎΠ»Π½ΡΡΡ ΡΡΠ΅Π±Π½ΠΎΠ΅ Π·Π°Π΄Π°Π½ΠΈΠ΅ Π² ΡΠ΅ΠΊΡΡΠΎΠ²ΠΎΠΉ ΡΠΎΡΠΌΠ΅ ΠΏΠ»Π°Π½ΠΎΠΌ Π² ΡΠΎΡΠΌΠ΅ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π°, Π° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ ΠΏΠ»Π°Π½Π° Π² ΠΏΡΠΈΠ½ΡΡΠΎΠΉ ΡΠΎΡΠΌΠ΅ ΡΠ°ΠΊΠΆΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½ΡΡΡ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠΌ. ΠΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ, ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
ΡΡΠ΅Π±Π½ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΡΠΈ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² ΠΈ Π² ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΡΠ»ΡΡΡΠ΅Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΡΡΠΈ ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Ρ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π° Π΄Π»Ρ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π² Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ². ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. Π Π°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠ΅ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π° Π΄ΠΎΠΏΠΎΠ»Π½ΡΡΡ ΡΡΠ΅Π΄ΡΡΠ²Π° ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° ΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π°ΠΏΡΠ°Π²Π»ΡΡΡΠΈΡ
, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡΡΡΠΈΡ
Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°; ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΠΏΠΎΠ²ΡΡΠΈΡΡ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΡΡΠ΅Π½ΠΈΡ ΠΎΡ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ°ΠΌΠΎΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ.The current research was carried out within the framework of the project on the topic βResearch and Development of Guidelines for the Use of Modern Digital and Internet Technologies on the Example of Rural and Small-Scale Schools in Terms of Ensuring a High-Quality Educational Processβ (State task of the Ministry of Education No. 073-03-2021-015/2 dated 21 July 2021 for the implementation of research work).ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΎ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΏΡΠΎΠ΅ΠΊΡΠ° ΠΏΠΎ ΡΠ΅ΠΌΠ΅ Β«ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΉ ΠΏΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠΈΡΡΠΎΠ²ΡΡ
ΠΈ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΈ ΠΌΠ°Π»ΠΎΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΡΡ
ΡΠΊΠΎΠ» Π² ΡΠ°ΡΡΠΈ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°Β» (ΠΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ΅ Π·Π°Π΄Π°Π½ΠΈΠ΅ ΠΠΈΠ½ΠΈΡΡΠ΅ΡΡΡΠ²Π° ΠΏΡΠΎΡΠ²Π΅ΡΠ΅Π½ΠΈΡ β 073-03-2021-015/2 ΠΎΡ 21.07.2021 Π³. Π½Π° Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ Π½Π°ΡΡΠ½ΠΎ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠ°Π±ΠΎΡ)
Sections in the western slope of the south urals perspective for the choice of the famennian regional boundary stratotype point
The Bolβshaya Barma, Akkyr, Ryauzyak and Kuk-Karauk sections in the western slope of the South Urals are considered to be perspective sections for the identification of Famennian Regional Boundary Stratotype Point (RBSP). In the studied sections the Frasnian-Famennian (F/F) boundary is at the bottom of the Barma Horizon. It is established within a lithologically homogeneous brachiopod coquina by simultaneous emergence of the conodonts Palmatolepis triangularis Sann. and brachiopods Parapugnax markovskii (Yud.). The F/F boundary interval is subdivided into the Upper rhenana, linguiformis, Lower and Middle triangularis zones which are thoroughly characterized by means of conodonts and brachiopods