962,142 research outputs found
Stronger Methods of Making Quantum Interactive Proofs Perfectly Complete
This paper presents stronger methods of achieving perfect completeness in
quantum interactive proofs. First, it is proved that any problem in QMA has a
two-message quantum interactive proof system of perfect completeness with
constant soundness error, where the verifier has only to send a constant number
of halves of EPR pairs. This in particular implies that the class QMA is
necessarily included by the class QIP_1(2) of problems having two-message
quantum interactive proofs of perfect completeness, which gives the first
nontrivial upper bound for QMA in terms of quantum interactive proofs. It is
also proved that any problem having an -message quantum interactive proof
system necessarily has an -message quantum interactive proof system of
perfect completeness. This improves the previous result due to Kitaev and
Watrous, where the resulting system of perfect completeness requires
messages if not using the parallelization result.Comment: 41 pages; v2: soundness parameters improved, correction of a minor
error in Lemma 23, and removal of the sentences claiming that our techniques
are quantumly nonrelativizin
Interactive Lesson as a Macro-Unit of Teaching Russian as a Foreign Language in Short-Term Courses
The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This contributes to the development of skills of social and academic interaction of students to solve pressing communication problems in real situations of communication. We see the perspective of research in the development of interactive methods of teaching a foreign language for different age groups of students and different levels of proficiency in a foreign language.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΠ΅ΠΌΡ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΡΡΠ°Π½ΠΎΠ²ΠΈΡΡ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΎΠΊΠ° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. Π ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΎΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠΌ ΡΠΎΡΠΊΠ°ΠΌ Π·ΡΠ΅Π½ΠΈΡ ΠΌΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΠΏΠΎΠΏΡΡΠΊΡ Π΄ΠΎΠΊΠ°Π·Π°ΡΡ, ΡΡΠΎ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π·Π°Π²ΠΈΡΠΈΡ ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΌΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΠ»ΠΈ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ ΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄. ΠΠ½Π°Π»ΠΈΠ· ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½ΡΠ΅Π² ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² Π ΠΎΡΡΠΈΠΈ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π΄Π΅Π»Π°Π΅Ρ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΌ, Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΡΠΌ. ΠΡΡ
ΠΎΠ΄ ΠΎΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡΡ ΠΎΠ±ΠΌΠ΅Π½ ΠΌΡΡΠ»ΡΠΌΠΈ ΠΈ ΡΡΠ²ΡΡΠ²Π°ΠΌΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΏΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠ° (ΠΊΠ°ΠΊ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ, ΡΠ°ΠΊ ΠΈ Π½Π΅ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ). ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠΉ ΡΡΠΎΠΊ, Π²ΡΡΡΡΠΏΠ°ΡΡΠΈΠΉ ΠΊΠ°ΠΊ ΠΌΠ°ΠΊΡΠΎΠ΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΎΡΠ±ΠΎΡΠ° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ (Π ΠΠ) Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
, ΡΠΎΡΡΠΎΠΈΡ ΠΈΠ· ΡΡΠ΅Ρ
Π±Π»ΠΎΠΊΠΎΠ² (ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΠ·Π½Π°ΠΊΠΎΠΌΠΈΡΠ΅Π»ΡΠ½ΡΠΉ, Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΡΠΉ). Π‘ΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΎΡΠΎΠ±ΡΠ°Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌ ΠΏΠΎΡΡΠ΄ΠΊΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ, ΠΊΠ»Π°ΡΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΡΠ°Π΄ΠΈΠΉ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠ΅ΡΠ΅Π²ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π² ΡΠ°Π·Π½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΠΈ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
. ΠΠ²ΡΠΎΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈ ΡΠΎΡΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΊ ΡΡΡΠ½ΠΎ-ΡΠ΅ΡΠ΅Π²ΠΎΠΌΡ ΠΎΠ±ΡΠ΅Π½ΠΈΡ Π½Π° ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠΌ ΡΠ·ΡΠΊΠ΅. ΠΡΠΎ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΌΠ΅Π½ΠΈΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΡΠ°ΡΠΈΡ
ΡΡ Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π·Π°Π΄Π°Ρ Π² ΡΠ΅Π°Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
ΠΎΠ±ΡΠ΅Π½ΠΈΡ. ΠΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΈΠ΄ΠΈΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π΄Π»Ρ ΡΠ°Π·Π½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
Π³ΡΡΠΏΠΏ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΈ ΡΠ°Π·Π½ΡΡ
ΡΡΠΎΠ²Π½Π΅ΠΉ Π²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ
Layered evaluation of interactive adaptive systems : framework and formative methods
Peer reviewedPostprin
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