685 research outputs found
Pedagogical research: in search for means of quality improvement
The aim of the investigation is to disclose lacks of dissertational works on pedagogics and to show possible ways of improvement of their quality. Results. It is stated that despite high volume and a variety of dissertational researches on pedagogical sciences, efficiency of their influence on educationΒ practice still remains rather low. The reason is low degree of quality of researches as many researches do not stimulate occurrence of innovations and growth of quality of education. As shown in the article the basic lacks that obstruct practical application are the following: a triviality and the unsubstantiated character, and insufficient novelty and excessive Β« scientificityΒ». The author finds out the process and result of the most widespread type of the pedagogical research devoted to process of formation of personal quality, a kind of cultural experience or any pupilsβ competence. The result of pedagogical research should contain criteria characteristic: the purposes of this process; maintenances of Β«transferredΒ» experience; psychological conditions of its mastering; the description of system of pedagogical means and the receptions providing actualisation of these conditions; criteria and indicators of productivity of process; requirements to the teachers who are carrying out this process, and characteristics of pupils for which the offered technique is the most effective. The typical errors made by authors of researches are listed: psychological conditions (common factors, mechanisms) of expected innovations are not revealed; as a result the choice of means has no sufficient bases and reached effect can be a simple accident; authors do not provide evidence of changes that have resulted from application of any stated technique; the role of personal and professional qualities of the researcher are not pointed out, though it always takes a considerable place n pedagogical systems.cientific novelty. The paper is rather useful as the author gives a system consideration of the nature, specificity and conditions of scientific and pedagogical research productivity. Practical significance. The author provide the paper with accurate instructions for designing theoretical and empirical aspects of pedagogical research and ways of results summary that are the most comprehensible to their practical use while working on dissertationΠ¦Π΅Π»Ρ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ β Π²ΡΠΊΡΡΡΡ ΠΈΠ·Π΄Π΅ΡΠΆΠΊΠΈ ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ Π΄ΠΈΡΡΠ΅ΡΡΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠ°Π±ΠΎΡ ΠΏΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅ ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΡΠ΅ ΠΏΡΡΠΈ ΡΠ»ΡΡΡΠ΅Π½ΠΈΡ ΠΈΡ
ΠΊΠ°ΡΠ΅ΡΡΠ²Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠΎΠ½ΡΡΠ°ΡΠΈΡΡΠ΅ΡΡΡ, ΡΡΠΎ, Π½Π΅ΡΠΌΠΎΡΡΡ Π½Π° Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΎΠ±ΡΠ΅ΠΌ ΠΈ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅ Π΄ΠΈΡΡΠ΅ΡΡΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌ Π½Π°ΡΠΊΠ°ΠΌ, ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈΡ
Π²Π»ΠΈΡΠ½ΠΈΡ Π½Π° ΠΏΡΠ°ΠΊΡΠΈΠΊΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΡΠ°Π΅ΡΡΡ Π²Π΅ΡΡΠΌΠ° Π½Π΅Π²ΡΡΠΎΠΊΠΎΠΉ. ΠΡΠΈΡΠΈΠ½ΠΎΠΉ ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π½Π΅ ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ ΠΈ ΡΠΎΡΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΠ²Π»ΡΠ΅ΡΡΡ Π½ΠΈΠ·ΠΊΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΡΠ°ΠΌΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ. ΠΡ
ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠ°ΠΌΠΈ, ΠΊΠ°ΠΊ ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ Π² ΡΡΠ°ΡΡΠ΅, ΡΠ²Π»ΡΡΡΡΡ ΡΡΠΈΠ²ΠΈΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΈ Π±Π΅Π·Π΄ΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΡ, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΈ ΠΈΠ·Π»ΠΈΡΠ½Π΅Π΅ Β«Π½Π°ΡΠΊΠΎΠΎΠ±ΡΠ°Π·ΠΈΠ΅Β», Π·Π°ΡΡΡΠ΄Π½ΡΡΡΠ΅Π΅ ΠΈΡ
ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅. ΠΠ²ΡΠΎΡΠΎΠΌ Π²ΡΠ΄Π΅Π»Π΅Π½Ρ Π΄Π²Π° ΡΠΎΠ΄Π° ΠΏΡΠΈΡΠΈΠ½, Π·Π°ΡΡΡΠ΄Π½ΡΡΡΠΈΡ
ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠ΅ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΠΎΠ³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ. ΠΠ΅ΡΠ²Π°Ρ Π³ΡΡΠΏΠΏΠ° β ΠΏΡΠΈΡΠΈΠ½Ρ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ°, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ ΡΠΎ ΡΠ²ΠΎΠ΅ΠΎΠ±ΡΠ°Π·ΠΈΠ΅ΠΌ ΠΈ ΠΈΠ·Π²Π΅ΡΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ°Π΄ΠΎΠΊΡΠ°Π»ΡΠ½ΠΎΡΡΡΡ ΡΠ°ΠΌΠΎΠ³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ, ΠΏΡΠΎΡΠ²Π»ΡΡΡΠ΅ΠΉΡΡ ΠΊΠ°ΠΊ Β«ΠΈΠ·Π±ΡΡΠΎΡΠ½Π°Ρ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡΒ», Β«Π½Π΅Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ°ΠΊΡΠΎΠ²Β», Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π²ΡΠ²ΠΎΠ΄ΠΎΠ² ΠΈΠ· ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Β«ΡΠ΅ΠΎΡΠΈΠΉΒ» ΠΈ Π΄Ρ. ΠΡΠΎΡΠ°Ρ Π³ΡΡΠΏΠΏΠ° ΠΏΡΠΈΡΠΈΠ½, ΡΡΡΡΠ°Π½Π΅Π½ΠΈΡ ΠΊΠΎΡΠΎΡΡΡ
ΠΏΠΎΡΠ²ΡΡΠ΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ°Π·Π΄Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ β ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΏΡΠΎΡΡΠ΅ΡΠ°ΠΌΠΈ ΡΠ°ΠΌΠΈΡ
Π°Π²ΡΠΎΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ. ΠΠ΅ΡΠ²ΡΠΌ ΠΈ Π³Π»Π°Π²Π½ΡΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΎΠ»ΠΆΠ½ΠΎ Π±ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΠΎ Π΅Π³ΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΠΊΡΡΠ²Π°ΡΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΈΠΏΠ° ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°, Π²ΠΈΠ΄Π° ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΠΈΠ»ΠΈ ΠΊΠ°ΠΊΠΎΠΉ-ΡΠΎ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ Ρ Π²ΠΎΡΠΏΠΈΡΠ°Π½Π½ΠΈΠΊΠΎΠ². Π§ΡΠΎΠ±Ρ Π΄Π°ΡΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ°ΠΌ Π½Π°Π΄Π΅ΠΆΠ½ΡΠ΅ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΡ Π΄Π»Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΎΠ»ΠΆΠ΅Π½ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΡ ΠΊΡΠΈΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΡ: ΡΠ΅Π»ΠΈ ΡΡΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°; ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Β«ΠΏΠ΅ΡΠ΅Π΄Π°Π²Π°Π΅ΠΌΠΎΠ³ΠΎΒ» ΠΎΠΏΡΡΠ°; ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ Π΅Π³ΠΎ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ; ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ² ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ², ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡΠΈΡ
Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΡΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ; ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ°; ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ ΠΊ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌ, ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡΠΈΠΌ ΡΡΠΎΡ ΠΏΡΠΎΡΠ΅ΡΡ, ΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΠ°ΡΠΈΡ
ΡΡ, Π΄Π»Ρ ΠΊΠΎΡΠΎΡΡΡ
ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΠΌΠ°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½Π°. ΠΡΠΈΠ²ΠΎΠ΄ΡΡΡΡ ΡΠΈΠΏΠΈΡΠ½ΡΠ΅ ΠΎΡΠΈΠ±ΠΊΠΈ, Π΄ΠΎΠΏΡΡΠΊΠ°Π΅ΠΌΡΠ΅ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ: ΠΏΡΠΈ ΡΠΊΠ°Π·Π°Π½ΠΈΠΈ ΡΡΠ΅Π΄ΡΡΠ² Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π»ΠΈ Π½Π΅ ΡΠ°ΡΠΊΡΡΠ²Π°ΡΡΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΡ (Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ, ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ) ΠΎΠΆΠΈΠ΄Π°Π΅ΠΌΡΡ
Π½ΠΎΠ²ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ, Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΡΠ΅Π³ΠΎ Π²ΡΠ±ΠΎΡ ΡΡΠ΅Π΄ΡΡΠ² Π½Π΅ ΠΈΠΌΠ΅Π΅Ρ Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ, Π° Π΄ΠΎΡΡΠΈΠ³Π½ΡΡΡΠΉ ΡΡΡΠ΅ΠΊΡ ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΏΡΠΎΡΡΠΎΠΉ ΡΠ»ΡΡΠ°ΠΉΠ½ΠΎΡΡΡΡ; ΠΎΠΏΠΈΡΡΠ²Π°Ρ Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠ΅ ΠΈ ΠΊΠΎΠ½Π΅ΡΠ½ΠΎΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ Π²ΠΎΡΠΏΠΈΡΡΠ΅ΠΌΡΡ
, Π°Π²ΡΠΎΡΡ Π·Π°ΡΠ°ΡΡΡΡ Π½Π΅ ΠΏΡΠΈΠ²ΠΎΠ΄ΡΡ Π΄ΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΡΡΠ² ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΡΠΎΠΈΠ·ΠΎΡΠ»ΠΈ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΈΠΌΠ΅Π½Π½ΠΎ ΠΈΠ·Π»Π°Π³Π°Π΅ΠΌΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ, Π° Π½Π΅ ΠΏΠΎΠ΄ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ΠΌ ΠΊΠ°ΠΊΠΈΡ
-ΡΠΎ Π΄ΡΡΠ³ΠΈΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ²; Π½Π΅ ΡΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ ΡΠΎΠ»Ρ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² ΡΠ°ΠΌΠΎΠ³ΠΎ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°ΡΠΎΡΠ°, Ρ
ΠΎΡΡ Π² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌΠ°Ρ
ΡΡΠΎ Π²ΡΠ΅Π³Π΄Π° ΠΈΠ³ΡΠ°Π΅Ρ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΡ ΡΠΎΠ»Ρ, ΠΈ Π΄Ρ.ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ Π² ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠΌ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠΈ ΠΏΡΠΈΡΠΎΠ΄Ρ, ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠΉ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ Π½Π°ΡΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΠ·Π»ΠΎΠΆΠ΅Π½Π½ΠΎΠ³ΠΎ β Π² Π½Π°Π»ΠΈΡΠΈΠΈ ΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²ΠΎΠ² ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΈΠ·Π»ΠΎΠΆΠ΅Π½ΠΈΡ Π΅Π³ΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π² ΡΠΎΡΠΌΠ΅, Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΠΏΡΠΈΠ΅ΠΌΠ»Π΅ΠΌΠΎΠΉ Π΄Π»Ρ ΠΈΡ
ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈ
Systemizing the pedagogic concepts
The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second β generated personal resource, the third β summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education.Β ΠΡΡΠ°ΡΡΠ΅ Π³ΠΎΠ²ΠΎΡΠΈΡΡΡ ΠΎΠ½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΠ½ΡΡΠΈΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ. ΠΠ²ΡΠΎΡ ΡΡΠΈΡΠ°Π΅Ρ, ΡΡΠΎ, ΠΏΡΠΈΡΠ»ΠΎ Π²ΡΠ΅ΠΌΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΡ ΠΏΡΠΈΠ½ΡΠΈΠΏ ΠΏΠ»ΡΡΠ°Π»ΠΈΠ·ΠΌΠ°, ΠΊΠΎΡΠΎΡΡΠΉ Π³Π»Π°Π²Π΅Π½ΡΡΠ²ΠΎΠ²Π°Π» Π² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅ Π² ΠΏΠ΅ΡΠΈΠΎΠ΄ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΡ Π½Π°ΡΡΠ½ΡΡ
ΡΠ°ΠΊΡΠΎΠ² ΠΈ ΡΡΠ°Π» ΠΏΡΠΈΡΠΈΠ½ΠΎΠΉ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΡ ΠΌΠ½ΠΎΠ³ΠΎΡΠΈΡΠ»Π΅Π½Π½ΡΡ
ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·Π½ΡΡ
ΡΠΎΠ»ΠΊΠΎΠ²Π°Π½ΠΈΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ²Π»Π΅Π½ΠΈΡ, ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΎΠ² ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡΠΌ ΠΈ ΠΏΠΎΡΡΡΠ»Π°ΡΠ°ΠΌ ΠΎΠ±ΡΠ΅ΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π°Π·Ρ. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΠ°ΠΊΠΎΠ²ΠΎΠΉ ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΌΠΎΠ³Π»Π° Π±Ρ ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΠΈΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π·ΡΠΎΠ·Π½Π΅Π½Π½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π² ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠ΅, ΠΏΠΎΠ»Π½ΠΎΠΊΡΠΎΠ²Π½ΠΎΠ΅ Π½Π°ΡΡΠ½ΠΎΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅. ΠΠΎΡΠΊΠΎΠ»ΡΠΊΡ Π² Π»ΡΠ±ΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ ΡΡΡΠ΅ΡΡΠ²ΡΠ΅Ρ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠ΅ΡΠΌΠΈΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°ΠΏΠΏΠ°ΡΠ°Ρ, Π² ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΠΎ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΠΎΠ½ΡΡΠΈΡ Β«ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°Β» ΠΈΒ«ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π²ΡΠΈΠΉΡΡ ΡΠ΅ΡΡΡΡ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°Β», Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅, Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ Π°Π²ΡΠΎΡΠ°, ΡΠ΄ΡΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π΄Π°Π½Π½ΡΠ΅ ΠΏΠΎΠ½ΡΡΠΈΡ ΠΈΠΌΠ΅ΡΡ ΡΠ»ΠΎΠΆΠ½ΡΡ ΡΡΡΡΠΊΡΡΡΡ. Β«ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°Β» Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΡΠ°ΠΊΠΈΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ, ΠΊΠ°ΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅, Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΠ΅ ΠΈ ΡΠ°ΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, ΠΊΠΎΡΠΎΡΡΠ΅, Π² ΡΠ²ΠΎΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ, ΡΠ°ΡΠΏΠ°Π΄Π°ΡΡΡΡ Π½Π° Π±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΡΠ½ΡΠ΅ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΠ΅. Π ΡΠ»Π΅ΠΌΠ΅Π½ΡΠ°ΠΌ Β«ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π²ΡΠ΅Π³ΠΎΡΡ Π»ΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ°Β» (ΠΏΠΎΠΏΠΎΠ»Π½Π΅Π½Π½ΠΎΠ³ΠΎ Π±Π»Π°Π³ΠΎΠ΄Π°ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ) ΠΎΡΠ½ΠΎΡΡΡΡΡ Π·Π½Π°Π½ΠΈΡ, ΡΠΌΠ΅Π½ΠΈΡ, ΠΏΡΠΈΡΠ²ΠΎΠ΅Π½Π½ΡΠ΅ Π² Ρ
ΠΎΠ΄Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠΈ, ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π²ΡΠ°ΡΡΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄Π°. ΠΠ»ΡΡΠ΅Π²ΡΠ΅ ΡΠ΅ΡΠΌΠΈΠ½Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ, Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΊΠΎΡΠΎΡΡΡ
ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ ΡΠ²Π»Π΅Π½ΠΈΡ, ΠΊΠ°ΡΠ°ΡΡΠΈΠ΅ΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΌΠΎΠΆΠ½ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΡ Π² Π²ΠΈΠ΄Π΅ ΡΡΠ΅Ρ
ΡΡΠΎΠ²Π½Π΅Π²ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ, Π³Π΄Π΅ Π½Π° ΠΏΠ΅ΡΠ²ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ ΡΠ°ΡΠΏΠΎΠ»Π°Π³Π°ΡΡΡΡ ΠΏΠΎΠ½ΡΡΠΈΡ, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠΈΠ΅ Π²ΠΈΠ΄Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; Π½Π° Π²ΡΠΎΡΠΎΠΌ β Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ Π³ΡΡΠΏΠΏΠ° ΠΏΠΎΠ½ΡΡΠΈΠΉ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ Π²ΠΈΠ΄Π°ΠΌΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π²ΡΠ΅Π³ΠΎΡΡ ΡΠ΅ΡΡΡΡΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°; Π½Π° ΡΡΠ΅ΡΡΠ΅ΠΌ β ΡΠΈΡΡΠ΅ΠΌΠ° ΠΎΠ±ΠΎΠ±ΡΠ΅Π½Π½ΡΡ
ΠΏΠΎΠ½ΡΡΠΈΠΉ, ΠΎΠ±ΡΠ΅Π΄ΠΈΠ½ΡΡΡΠΈΡ
Π΄Π²Π° ΠΏΡΠ΅Π΄ΡΠ΄ΡΡΠΈΡ
ΡΡΠΎΠ²Π½Ρ ΠΈ ΠΎΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
ΠΈΡ
Π±ΠΈΠ½Π°ΡΠ½ΡΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΠΌΡΠΉ ΠΊΠΎΠ½ΡΡΡΡΠΊΡ ΡΠΏΠΎΡΡΠ΄ΠΎΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΠΉΠ½ΠΎΠ³ΠΎ Π°ΠΏΠΏΠ°ΡΠ°ΡΠ° ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ, Π²ΡΡΡΡΠΎΠ΅Π½Π½ΡΠΉ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΏΡΠ°Π²ΠΈΠ»Π°ΠΌΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² Π»ΡΠ±ΠΎΠΉ ΠΏΡΠΈΡΠΎΠ΄Ρ, Π²Π½ΠΎΡΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΡΡΡ Π² ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ± ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°.
Neutral Beam Coupling with Plasma in a Compact Fusion Neutron Source
FNS-ST is a fusion neutron source project based on a spherical tokamak (R/a = 0.5 m/0.3 m) with a steady-state neutron generation of ~10 n/s. Neutral beam injection (NBI) is supposed to maintain steady-state operation, non-inductive current drive and neutron production in FNS-ST plasma. In a low aspect ratio device, the toroidal magnetic field shape is not optimal for fast ions confinement in plasma, and the toroidal effects are more pronounced compared to the conventional tokamak design (with R/a > 2.5). The neutral beam production and the tokamak plasma response to NBI were efficiently modeled by a specialized beam-plasma software package BTR-BTOR, which allowed fast optimization of the neutral beam transport and evolution within the injector unit, as well as the parametric study of NBI induced effects in plasma. The βLite neutral beam modelβ (LNB) implements a statistical beam description in 6-dimensional phase space (10β10 particles), and the beam particle conversions are organized as a data flow pipeline. This parametric study of FNS-ST tokamak is focused on the beam-plasma coupling issue. The main result of the study is a method to achieve steady-state current drive and fusion controllability in beam-driven toroidal plasmas. LNB methods can be also applied to NBI design for conventional tokamak
Some Issues of the Quality Control System Development for Telecommunications Services
In connection with the rapid development of telecommunications technologies, the provision of communication quality parameters and its reliability are very relevant. In this regard, the new approaches to the operation and control of telecommunications networks are required which are inconceivable without an integrated approach to solving this problem and developing a control system not only for the network state, but also for the quality indicators of its operation. The idea of the work is to develop the control system that is able to determine the principles of strict monitoring over the telecommunications network of Kazakhtelecom JSC in Karaganda. The analysis of the key performance indicators of the telecommunications network showed that after the implementation of the Network Management System hardware and software complex, all values of quality indicators meet the regulatory values. It allows monitoring and controlling the telecommunications network at various levels of operation of basic and auxiliary equipment in a wide range of work
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