Integration of content and technologies of teaching within framework of geometrical-graphic training of students
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Moodle E-Learning Environment as an Effective Tool for Descriptive Geometry Teaching Organization in the COVID-19 Pandemic Conditions
The COVID-19 pandemic caused a serious crisis in the Russia’s education system, associated with the simultaneous universal transition to distance learning, which required the mobilization of all information and communication resources, and intensification of efforts to create conditions for e-distance learning implementation. In this paper the organizational and pedagogical conditions for the effectiveness of high educational institutions’ students distance work in the Moodle e-learning environment when studying "Descriptive Geometry" course have been theory-based and defined. Has been performed generalization of pedagogical experience and analysis of scientific literature on education informatization. Have been presented the concept and algorithm of the developed electronic course, which includes interactive lectures, practical studies and test tasks. The system of statistical indicators used to optimize test tasks, whose calculation incorporated into the Moodle system, has been considered: the ease index of test tasks, standard deviation, discrimination index, and discrimination coefficient. Have been presented the results of survey findings for students on the peculiarities of working with "Descriptive Geometry" electronic course. Effective organizational and pedagogical conditions for the widespread introduction of "Descriptive Geometry" electronic course during the pandemic have been identified. In the paper’s postlude have been presented ways for further development and improvement of the electronic course. In particular, for educational process’s quality improvement, it is proposed the follows: - to transfer the input control and assessment of students' subject readiness to study graphic disciplines in the Moodle system; - to create appropriate materials for repeating geometry and drawing school courses, to which a student will be redirected depending on test results; - to develop an e-course working algorithm, building a certain trajectory of learning adapted to a particular student.
Moodle E-Learning Environment as an Effective Tool for Descriptive Geometry Teaching Organization in the COVID-19 Pandemic Conditions
The COVID-19 pandemic caused a serious crisis in the Russia’s education system, associated with the simultaneous universal transition to distance learning, which required the mobilization of all information and communication resources, and intensification of efforts to create conditions for e-distance learning implementation. In this paper the organizational and pedagogical conditions for the effectiveness of high educational institutions’ students distance work in the Moodle e-learning environment when studying "Descriptive Geometry" course have been theory-based and defined. Has been performed generalization of pedagogical experience and analysis of scientific literature on education informatization. Have been presented the concept and algorithm of the developed electronic course, which includes interactive lectures, practical studies and test tasks. The system of statistical indicators used to optimize test tasks, whose calculation incorporated into the Moodle system, has been considered: the ease index of test tasks, standard deviation, discrimination index, and discrimination coefficient. Have been presented the results of survey findings for students on the peculiarities of working with "Descriptive Geometry" electronic course. Effective organizational and pedagogical conditions for the widespread introduction of "Descriptive Geometry" electronic course during the pandemic have been identified. In the paper’s postlude have been presented ways for further development and improvement of the electronic course. In particular, for educational process’s quality improvement, it is proposed the follows: - to transfer the input control and assessment of students' subject readiness to study graphic disciplines in the Moodle system; - to create appropriate materials for repeating geometry and drawing school courses, to which a student will be redirected depending on test results; - to develop an e-course working algorithm, building a certain trajectory of learning adapted to a particular student.
Introduction. The level of mastery of innovative engineering has always determined the qualifications of engineering personnel, who ensure the technological progress of society and the modern technological structure of its economy. In this regard, the problem of increasing the efficiency of preparation for such activities is relevant. To solve it, an appropriate educational environment is created. This educational environment involves a teaching, developmental, upbringing, control-diagnostic and reflective means, which allows various pedagogical conditions, including innovative activities, to be simulated. The most effective of them are competitive environments, due to the increased motivation of their subjects for learning, formed when the natural quality of a person, i.e. competitiveness, is developed in them. However, these environments do not fully disclose the mechanism of formation of motivation and its structure. This raises the dilemma of creating a new competitive educational environment based on the use of competitiveness.The aim of the present research is to increase the efficiency of university students' training for innovative engineering activities due to high motivation to master it through the use of competitiveness.Methodology and research methods. In the current research, the authors were guided by the concept of multi-level and multi-stage preparation of university students for innovative engineering activities. For its implementation, a methodological system was used, including: 1) approaches to learning (integrated, interdisciplinary, systemic, substrate and structured), aimed at creating a competitive educational environment with its specific hierarchy, structure and substrates; 2) methods (competitions - to provide increased motivation; hypothetical-deductive method - to put forward a hypothesis; morphology - to analyse and choose methods; pedagogy of cooperation - to create a comfortable environment); 3) principles (competitiveness, unity of fundamental and professional orientation, interdisciplinarity and interdisciplinarity, etc.).Results and scientific novelty. In the course of the research, a competitive educational environment was created as a system of interacting subjects and objects of educational activity, which has a multicomponent structure. During its developmental process, special attention was paid to the design of models of organisational forms of its implementation, common to which is the high personal motivation of the participants due to the presence of competition, competitive spirit and rivalry. One of them is the All-Russian Scientific Student Festival and related events, annually organised by the authors. The features of increased motivation formation to master innovative activities in these conditions among students, taking into account their psychological and behavioural characteristics, were considered as well. Its structure was revealed as a set of motives, which encourage the individual to be involved in a particular activity. The motives are determined not only by the ability to realise the student's personal quality of competitiveness, but also by other motives caused by emotions they experience at the stages of the competitive substrate of the festival (preparation - performance - analysis). This constitutes the scientific novelty of the research conducted by the authors.Practical significance. The methodological system of research is concretised. The methods have been created for organising and holding the festival, teaching innovative engineering activities in a competitive educational environment based on the involvement of students in all stages of innovative activities and increased motivation to master it. Methodological support for the functioning of the educational environment has been developed.
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