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4Moreover underdevelopment of phonemic hearing and motor activity of fingers is accompanied by underdevelopment of motor activity of articulatory apparatus: movements of the tongue and the lips are inaccurate, the tone of the tongue is decreased or strained, a child cannot put out his tongue, lift it up and perform right-left movements, we notice consensual movements of the lips (synkinesis). Underdevelopment of phonemic hearing, articulatory motor activities and motor activities of fingers are symptoms which are evidence of the presence in a child of dysarthria disorders (speech motor disorders), and of delayed psychomotor development. These symptoms have a negative influence on the forming of a child's first words. Therefore the active vocabulary is not enriched and developed the basic grammatical structures are not formed. A child cannot make up a sentence (combine 2-3 words and use them in a right grammatical form) because he hasn't realized the norms of the language and therefore he cannot say it. Very often a child has an intention to communicate with adults and apply to them for help but it can be so that a child doesn't have this intention. It is difficult for a child to correlate the auditory and motor images of a word while the visual image of an object, an action or a characteristic is in his head.
All these are the main causes which lead to the underdevelopment of language and speech ability taking the leading position in the structure of defect as delayed speech development. And described experimental data enable us to suppose that the development of phonemic hearing and motor activity of fingers are closely interconnected and, besides, the stage-by-stage rule of the development of phonemic hearing and differentiated movements of fingers is an important diagnostic indicator of the speech and the motor development of a child of an early age.
REFERENCES
1. Bushinskaya, E. A. (2013) "Gender differences in development of spatial gnosis and speech in senior preschool age children with phonetic and phonemic speech deficiency and a mild degree of pseudobulbar dysarthria". The problems of modern science, collection of the scientific work, 8, part 2, 41-48.
2. Zhinkin, N. I.(1958) Mechanisms of speech. Moscow: The institute of psychology.
3. Koltsova, M. M. (1973) Motor activity and the development of functions of brain of a child: a role of motor analyzer in the forming of higher nervous activity of a child. Moscow: Pedagogy.
4. Philatova, I. A. (1998) Correction of disorders of speech in children of preschool age with dysarthria and underdevelopment of spatial gnosis. Yekaterinburg: The Ural state pedagogical university.
ACTIVATION OF INDEPENDENT WORK OF STUDENTS WHILE STUDYING THE MATHEMATICAL DISCIPLINES
ABSTRACT. THE AUTHORS ANALYZE THE IMPORTANCE OF STUDENTS' INDEPENDENT WORK AND VIEW DIFFERENT WAYS TO ACTIVATE STUDENTS' INDEPENDENT WORK WHILE STUDYING MATHEMATICAL COURSES IN THE CONDITIONS OF REALIZATION OF THE COMPETENCE APPROACH.
KEYWORDS: STUDENTS' INDEPENDENT WORK, ACTIVATION, CLASSROOM INDEPENDENT ACTIVITY, EXTRACURRICULAR INDEPENDENT ACTIVITY.
TATYANA VASILEVA
vasileva.tv@dvfu.ru
PhD in Engineering, Associate Professor, chair of Applied Mathematics, Mechanics, Controls And Software, Far Eastern Federal University, Vladivostok
IRINA ELISEENKO
Ilelis@bk.ru
PhD in Engineering, Associate Professor, chair of Algebra, Geometry and Analyses, Far Eastern Federal University, Vladivostok
Mathematics plays an important role in the training process of a modern specialist, since the mathematical models are widely used in all areas of science and technology, contribute to effective learning of real processes and predicting their future development. Mathematical preparation of students of all profiles is the basis for the successful study of general professional disciplines. It forms logical, systematic thinking of future specialists. Formation and development of many sciences require broad application of mathematical apparatus and methods. The main objectives of studying mathematics in higher educational institutions are the development of intuition, logical thinking, mathematical culture and formation of mathematical knowledge and skills necessary in future career.
Mathematical training at the university includes acquisition of mathematical knowledge, skills, motivation to acquire knowledge and skills; use of mathematical methods in professional activities; development of independence of students in the application of mathematical knowledge and skills.
The pedagogical conditions for improving the quality of mathematical training are:
- Professional orientation of mathematical training as the basis for the development of intrinsic motivation of learning and application of mathematics;
- Formation of skills to identify structural and logical relationships within the mathematical information;
- Increase of the role of independent work in the study of mathematics for application of mathematical methods in the future professional activity.
V.A. Erovenko noted [1, p. 65] that in construction of a coherent picture of the world the interaction of mathematics, natural sciences and humanities should help to expand the boundaries of perception of the world as a form of cognitive experience of the world and the development of the whole world as a set of generalized representations of reality. The aim of the educational reform of university education is to prevent the decline of intellectual level of graduates.
It is not a secret that the humanists believe mathematics to be a useless discipline in their work. Accordingly, the study of mathematics in higher school is viewed as something optional. Students of humanities learning profiles should be taught to understand mathematics. It is necessary to raise the mathematical culture of students, explaining the methodology of mathematics and history of its development. It is impossible to transfer understanding of mathematics; it is achieved by each person on his own. Understanding of the theorem cannot be reduced to an understanding of each step of the proof; you need a holistic view of all stages of the proof.
Mathematicians follow the deductive method of cognition: from axioms to logical consequences in the form of laws and theorems. However, not all of the arguments should come to the deduction. Even deductive argumentations cannot be completely formalized. Essential function of intelligence is the ability to inductive inference, which is associated with the implicit knowledge that we cannot express in terms of and, therefore, to formalize. Formal-deductive educational paradigm is the basic one in educational courses of mathematics. Intuitions are not considered in any scientific and mathematical journals or in the training and methodical literature. However, the feeling of holistic concept of mathematically evidential argument, hiding behind numerous details, is based on intuition. We conclude that a teacher of mathematics should develop both logical and creative thinking of students.
Modern university graduate should possess professional competence. The problem of specialist training in the logic of the competence approach is very important. Today, the main purpose of higher education is to prepare graduates, who have not only knowledge, but also the ability to choose the set of optimal solutions and who is ready for self-education, self-determination and self-development. One of the challenges of higher school is the formation of abilities and skills of independent work. Any high school classes should involve independent work, passing in self-study and self-education. The result of this work depends on the organizing activity of a teacher and the way he uses the productive ways of working.
At present, universities reduces the number of classroom lessons. Part of independent work of students (IWS) is superior to classroom lessons in two or more times. In the study of each discipline, self-study represents the unity of the three interrelated forms: classroom, extracurricular, creative (research) work. There is a need not only to plan the individual work of students, but also to organize its extracurricular component for effective time management. You must use handouts, computer technologies; develop teaching methods, focused on cognitive development of students. Independent work of students turns into a characteristic feature of modern higher education, into general reserve of students training.
In this regard, the problem of motivation to receive deep and lasting knowledge and methods of theoretical and practical activities is acute nowadays. Subjective-personal position, motivation, setting on learning outcomes, self-control make IWS a specific educational category - self-study of students under the guidance of a teacher. Self-learning is an independent educational-cognitive process of acquiring knowledge and methods of theoretical and practical activities during the classroom and extracurricular activities. Participation of a teacher in the process of self-study is minimized: he carries out the organizing and controlling functions, tracking the results and providing the necessary assistance.
The theoretical basis of the competence approach is the intense activity-based learning, in which there are two educational outcomes: 1) knowledge, abilities and skills of the regulatory activities in typical situations, 2) social and general professional competencies and industry professional competence for the three models of vocational training of graduates (bachelors, specialists, masters) [2].
The following features [3] characterize the independent work of students, considered from the standpoint of the competence approach. The first one is the focus on keeping the individual characteristics of students, which is evident in variable and differentiated character of tasks and problems, offered to students for their independent work. The second one is the focus on the view of the subjective and personal educational outcomes of students. During the independent work of students, there are the processes of self-improvement and self-development of personality of students, which determine the direction of professional self-education.
The specificity of IWS is also evident in the change of the system of assessing its results, reflecting in the cumulative assessment, which is manifested in the summation of scores for the performance of certain types
of independent work within the certain time of training. This suggests a transition to mark-rating system, which eliminates the formal evaluation of knowledge and skills of students.
The important specific feature of IWC is the focus on success, as the main purpose of independent work is professional and personal development of students.
Thus, during IWS, its specifics in the conditions of the competence approach should be taken into account, which is manifested in the focus on a particular student in the need for training and methodological support, which allows to realize the personal direction of the IWS in the presence of information educational environment of the university, allowing the use of new training and methodological support and promotes individual professional development of the student.
There are different types of independent work of students, which are actively used in the study of various mathematical disciplines both in curricular and extracurricular activities: group independent work, front independent work, individual independent work, personal independent work. Group independent work is a traditional teaching method with elements of self-training: extension and justification of methods of solving problems, self-control of acts of teaching and learning activities, analyses and sum of actions and their results. During front independent work, students get cards with the tasks of the program of learning and cognitive activity to work on repetition and study of educational material at their own pace with the assistance of lecture notes and textbook. Individual independent work is achieved by varying the conditions of the problem. It uses a collection of individual home assignments in higher mathematics. During personal independent work, students learn the certain way of activities on the example of problems solution with a variety of professional situations.
Extracurricular IWS in the study of mathematical disciplines is very productive direction in the learning process, since such work stimulates students' independent creative activity, develops skills of independent decision-making, and promotes responsibility and organization. To perform extracurricular IWS require students to have a high level of self-awareness, self-discipline and responsibility.
The purpose of independent work of students, who master difficult mathematical courses, is to promote optimal absorption of educational material, the development of their cognitive activity, availability, and need for self-education. The role of a teacher is changing: his activity gives way to the activity of the students themselves. The task of a teacher is to control the process of learning through self-organization of a student, to create conditions for initiative and creative search of effective solutions, to set the feedback.
Objectives of extracurricular of independent work are the following:
— Deepening and systematization of knowledge;
— Formulation and solution of cognitive tasks;
— Development of analytical skills of mental activity, skills of working with educational and scientific literature;
— Practical application of knowledge and skills;
— Development of skills of educational work self-organization and its effectiveness monitoring.
To solve these problems it is necessary to awaken in students a desire to independently explore and acquire the knowledge necessary for their future profession.
Activation of extracurricular IWS for effective learning and development of mathematical disciplines is achieved in different ways. Firstly, a teacher of mathematics tells students the methods of independent work during the training sessions. As the result, during extracurricular lessons there are consolidation and deepening of the knowledge and skills. Secondly, during the lectures and practical classes it is necessary to form a stable motivation to study the discipline for the upcoming academic and professional activities. The following types of motivation can be singled out: 1) external type - dependence of career from learning outcomes; 2) internal type - propensity of a learner, his ability to learn; 3) procedural (learning) type -understanding of the usefulness of the work. The strongest motivating factor is the need for the knowledge in the future professional activities. Students receive mathematical problems that are most popular in their future work.
Thirdly, to enhance IWS teacher use the problematic presentation of material, aimed at the intensification of the educational process and, as a consequence, at the formation and development of the capacity for creativity and the need for it. Fourthly, the use of active learning methods, which allow carrying out training as the creative activity of teacher and students, significantly improve the efficiency and quality of extracurricular activities of students. Fifthly, there are the structural logical schemes of discipline, which brought to the consciousness of a student the basic features of the discipline at the level of creative thinking. Sixthly, both curricular and extracurricular independent work gradually become more complicated, requiring the integration of already existing knowledge and skills of students.
The increase of the proportion of independent work in the structure of the educational process itself does not lead to the fact that the student will be subject of study. A teacher should systematically monitor extracurricular IWS. To make extracurricular IWS effective, a student must analyze, plan, manage and evaluate his activities by his own.
There are three levels of student's readiness for extracurricular independent work: 1) low level (student has the desire to learn knowledge); 2) medium level (student is oriented on seizing the means of
extracurricular independent work); 3) high level (student tries to improve the methods of acquiring knowledge).
To activate extracurricular IWS in the study of mathematical disciplines, a teacher should use the comprehensive approach in organization of the both curricular and extracurricular process; it is necessary to use all types of independent work and to control the quality of their implementation. Most creative and active students should be involved in research work and participation in scientific conferences.
Activation of IWS in the study of mathematical disciplines can be based on a positive attitude toward the study of the discipline, interest in the perception of the material. The aim of university education is to develop student's awareness of the need to study mathematics, interest in mathematics, understanding the importance of its place among other disciplines, self-assessment of knowledge. Student awareness of the fact that the results of his extracurricular work can be used in future training activities and work improves his attitude toward his work and its quality; and participation in scientific conferences will greatly enhance student's self-esteem.
REFERENCES
1. Erovenko V.A. Law in the era of triple understanding of humanitarian poluobrazovaniya. - Pedagogy, № 9, 2010g.-s.65-72.
2. Kupavtsev A.V. Theoretical bases and practice of intense activity studying. - Pedagogy, № 8, 2011g.-s.69-76.
3. Malenkov R.A. Specificity of independent work of students in the implementation of competence-based approach. - Alma mater. Bulletin of the higher school, № 4, 2011g.-s.66-68.
FAMILIARIZING PUPILS TO EXPERIENCE OF DIFFERENT TYPES OF LEARNING ACTIVITIES
WHILE LEARNING MATHEMATICS
ABSTRACT. THE AUTHOR DESCRIBES THE FOUR TYPES OF LEARNING ACTIVITY OF PUPILS, CONSISTENT IMPLEMENTATION OF WHICH ENABLES TO FAMILIARIZE PUPILS TO CREATIVE MATHEMATICAL ACTIVITY.
KEYWORDS: EDUCATIONAL MATHEMATICAL ACTIVITY, CREATIVE ACTIVITY, RESEARCHING ACTIVITY, DESIGNING ACTIVITY
PAVEL GOREV pavel-gorev@mail.ru
PhD in Pedagogic, Associate Professor, Chair of Mathematical Analysis and Methods of Teaching Mathematics, Vyatka State Humanities University, Kirov
One of the most important aspects of the implementation of student-oriented learning is to create conditions for the development of students in the process of active learning and cognitive activity. In practice, the creation of such conditions, along with the lessons of mathematics can be accomplished by involving students in the system of additional mathematical education. [1]
Labor, play and study are the main activities of children and adolescents; and the studying activities are aimed at mastering the specific knowledge and skills. The purpose of the mathematical learning activity is a preparation for independent solvation of the certain circle of mathematical by school children. The main mean is the specially selected educational objectives, which content and methods of work developed in the course of historical development of science.
There are three types of training activities: material-practical, social and spiritual. V.A. Gusev [2] noted that in the process of teaching mathematics experimental activity (e.g. implementation of additional constructions for solving geometric problems) and universal-transforming activity (transformation of raw data to obtain the desired result; search new connections between objects; construction of new combinations of objects; different interpretations of built mathematical models) are formed, which are included in the material and practical activities of pupils. The communication activity is one of the components of the social activities, which skills can also be developed at the lessons of mathematics. Spiritual activity of pupils consists of cognitive activity, value-orienting activity, emotional and sensory activity, which skills are developed by means of upbringing and developmental aspects of the threefold purpose of teaching mathematics.
Based on the work of G.A. Shchukina [3], we can form the following features of educational activity:
1) the activity of a pupil is connected with the activities of other people, so it allows child to take
