CC BY
42
Curriculum disciplines are ranked as compulsory and optional. The list of compulsory disciplines is determined by educational standards, which can also contain a recommended list of optional disciplines. With the regard to the opinion of employers, traditions of the educational institution and characteristics of the regional labor market the disciplines of specializations are selected. Specializations are ranked as optional disciplines.
The less the standard regulates the main educational program parameters, the more possibilities for improvement of own educational programs, their adaptation to individual demands of students and employers, labor market, Higher Educational Institution and students we have. In conditions of individually-oriented organization of the training process this significantly simplifies the practical provision for succession of professional educational levels. There arises a possibility to shorten the training periods at the upper levels for the graduates of the preceding levels.
Individual curriculum development by a student is a possible subject to availability of a specially appointed educator-consultant. The educator-consultant is not only an assistant but also a personal tutor whose activity is focused on training a specialist ready to independent professional activity, whose moral qualities correspond to the cultural and moral-and-ethical traditions of the civil society.
We believe that the existing credit systems provide quantitative evaluation only with regard to the scope of the material to be learnt. But the up-to-date system shall give the qualitative evaluation of the educational program structural element and from the perspective of planned results of its mastering - acquired knowledge and competences. Only in this case there is possibility for the student individual educational route designing
Conclusion
When qualifying (certifying) educational programs in correspondence to the set requirements (State Educational Standard qualification requirements) there appears a challenge of their quality quantitative evaluation. For such quantitative evaluation there can be applied the quality composite index, taking in to account the quality of training under several integral criteria (competences). Each competence also includes a number of parameters of both qualitative and quantitative nature, requirements to which compose the specialist qualifying characteristic or job analysis. Requirements to each parameter (criterion) are formulated in the form of limited values, placing the upper or lower limit on the parameter values. For competence numerical evaluation the qualitative parameters shall be preliminary conversed to numerical form through the expert assessment of values by scoring.
The issues to be considered in further studies are as follows: determination of educational program quality composite index (this index is a function of quality criteria of all competences), as well as development of EP quality evaluation technology. This technology can be applied for EP certification (qualification).
Works Cited
1. Chernilevskiy, D. V. Didactic technologies in the higher school. The manual for universities / D. V. Cher-nilevskiy. - M.: UNITA-DANA, 2002. - 438 p.
2. Dietrich, L. Designing and constructing: Translation from Polish / L. Dietrich. - M.: Science, 1991. - 456 р.
3. Jonson, D. Methods of designing: Translation from English. The second edition / D. Jonson. - M.: World, 1986. -326 р.
4. Novikov, A. M. Learning task as a didactic category // World of Education. - 2006. - № 1. - Р. 28.
5. Slastyenin, V. A. Pedagogics: textbook / V. A. Slastyenin, N. F. Isaev, E. N. Shiyanov; edited by V. A. Slastyenin. - M.: Academy, 2008.
6. Tatur, Yu. G. Educational system of Russia: higher school / Yu. G. Tatur. - M.: Bauman MSTU, 1999.
7. Terskikh, I. A. To the question of designing of educational processes // Innovations. Innovative technologies in education. - M.: IAP-PRESS, 2011. - Part 3. - P. 75.
УДК 378 ББК 65.291.6
О. С. Причина, Д. Л. Мороз, К. Руиз
ПРИМЕНЕНИЕ НЕЧЕТКИХ КОГНИТИВНЫХ КАРТ ДЛЯ ОРГАНИЗАЦИОННОЙ ДИАГНОСТИКИ ПРЕДПРИЯТИЯ И МОДЕЛИРОВАНИЯ ДЕЯТЕЛЬНОСТИ
Аннотация. В данной статье рассматривается методика применения нечетких когнитивных карт в организационной диагностике и моделировании инновационной производственной деятельности предприятия. Авторами предпринята попытка обобщить и систематизировать обширную научную литературу по поддержке управленческих решений в слабоструктурированных системах.
Ключевые слова: нечеткие когнитивные карты, причинно-следственные связи, взвешенные ориентированные графы, консонанс влияния.
O. S. Prichina, D. L. Moroz, K. Ruiz
APPLICATION OF FUZZY COGNITIVE MAPS ON ORGANIZATIONAL DIAGNOSTICS AND ENTERPRISE ACTIVITY MODELING
Abstract. This article discusses the methodology of application of fuzzy cognitive maps in organizational diagnosis and modeling of innovation of manufacturing enterprise activity. The authors attempted to generalize and systematize the extensive academic literature concerning support of management decisions in semi-structured systems.
Key words: fuzzy cognitive map, cause-and-effect relations,weighted directed graphs, consonance influence.
Introduction
The cognitive method, used for diagnosing organizational semi-structured socio-economic systems, through the building of a cognitive model of a cognitive map allows the researcher to establish a cause-effect relationship between the characteristics of the system studied and measure the intensity of interaction of these connections.
Methodology
The theory of graphs and matrices allows to mathematically formalize and study the cognitive maps constructed in the form of aweighted directed graph which is defined in the next formula [2]:
G = (E,W).
Where E is the vertex set E — {еъ e2,--, en}, which are relative and absolute factors (concepts, in accordance with the terminology of cognitive modeling). W is the set of edges connecting vertices and reflecting causal relationships between the factors [1].
The arches connecting factors e£ and e¡, assigned a weight Wy, reflects the force of the influence of the factor e¡(concept-cause) on e¡(concept -consequence). If the change in the value of the factor et leads to a change of the dependent factor e¡ in the same direction, the coefficient Wy is positive. If the value changes in the opposite direction Wy is negative.
The set W can be written as W = W~ U W+, where W+is the subset of positive connections and W~ of negative. Wy describes the direction and intensity (force) of the influence of the factore^on e¡.
wy = w(e0 e¡)
where W is the standard coefficient of force of influence of the concept e¡on e¡. The assessment of Wyhas the following properties [3]:
1. The score Wy is assigned in the range from -1 to 1.
2. Wy = 1, if e£ has the greates possitive influence on e¡.
3. Wy = 0, if there is a lack of influence between factors et and e¡.
4. Wy = —1, if e¿ has the greatest negative influence on the factore,.
The scale of formalization of the force of influence of the coefficients Wy characterizing the intensity of relations between concepts are presented in table 1.
Table 1
Scale of formalization of the force of influence of the coefficients Wy
Intensity interpretation of the influence of the concept e¡on e¡. Numerical value wy
Minimal Intensifies 0,1; 0,2
Weakens -0,1; -0,2
Weak Intensifies 0,3; 0,4
Weakens -0,3; -0,4
Moderate Intensifies 0,5; 0,6
Weakens -0,5; -0,6
Strong Intensifies 0,7; 0,8
Weakens -0,7; -0,8
The initial matrix W is converted into a matrix R of dimension 2n x 2n, where n is the number of factors and limiting conditions:
- Wy > 0 TOr2£_1(2;-i = Wi;,r2ii2; = Wij A
- ~Wy <0 T0 r2i_lf2; = Wy.r^j-! = -Wif
- the importance of the other elements of the matrix is zero.
Then, due to the transitive closure of fuzzy relation R:
n
1? = (Jfl' = fl(Jfl2(J...(Jfl»
1=1
and the transformation into the matrix V, whose elements are pairs (vy, Vy) we define the force as a positive or negative interaction of the function i onj.
Results
We give an example of the construction of a cognitive matrix of an innovative mechanism in «N». In the table 2 are summarized the main factors influencing the innovative mechanism of «N».
Table 2
Factors influencing the activities of «N»
E Factors
1 ei Consistency between the organizational culture and the objectives of the enterprise
2 e2 Forms of financial support
3 e3 Profitability of new products
4 e4 Domination of the interests of the current production
5 es Flexibility of transition to new products
6 e6 Availability of reserve resources
7 e7 Competitiveness of the company
8 ea Level of informational and documental support of the company
32 e32 Subsidization of exhibitions
33 езз Subsidization of certification
The next is the cognitive map represented in the form of a weighted directed graph (fig. 1). This graph represents the average (according to each expert) scale of the force of influence of the coefficients.
The mutual consonance of the clipping level 0,90, 0,95 is represented in the figure 2.
О-@-@
О-@
0,95 0,90
Cutoff level
Fig. 2. Mutual consonance
Conclusions
The type of mutual positive influence at the level of the cutoff 0.95 contains three nodes: 8 (level of informational and documental support of the company), 2 (forms of financial support) and 6 (competitiveness of the company). These nodes should be taken into account when making managerial decisions to attain the desired results in the studied organization.
1. Modelirovanieinnovatsionnogomekhanizmapredpriyatiya s primeneniem ne-chetkikhkognitivnykh kart / D. V. Erokhin, D. G. Lagerev, E. A. Laricheva, A. G. Podve-sovskiy // Menedzhment v Rossiiizarubezhom. 2006.
2. Bryansk State Technical University, department of software and computer science. http://iipo.tu-bryansk.ru/
3. Priniatiestrategicheskihreshenii v necheotkoiobstanovke / V.B. Silov // INPRO-RES. 1995.
КОНТРОЛЬНО-ОЦЕНОЧНАЯ ДЕЯТЕЛЬНОСТЬ МЛАДШИХ ШКОЛЬНИКОВ
В СВЕТЕ РЕАЛИЗАЦИИ ФГОС
Аннотация. В статье рассматриваются особенности организации контрольно-оценочной деятельности младших школьников в свете реализации ФГОС. Особое внимание уделяется тому, что система оценивания позволяет получать интегральную и дифференцированную информацию о процессе преподавания и процессе учения, отслеживать индивидуальный прогресс учащихся в достижении планируемых результатов, обеспечивать обратную связь для учителей, учащихся и родителей, отслеживать эффективность образовательной программы.
Ключевые слова: педагогика, оценки, контроль действий, проверочные работы, государственный стандарт, портфолио, начальная школа.
CONTROL AND ESTIMATE PRACTICES AT LESSONS IN MATHEMATICS
AT PRIMARY SCHOOLS UNDER THE FEDERAL STATE EDUCATIONAL STANDARD CONDITIONS
Abstract. In this article the problem of change of approaches to the organization of control and estimated actions of younger school students according to implementation of the state educational standard is staticized. The importance in educational activity is allocated for the accounting of high-quality development training.
Key words: pedagogics, assessment, control actions, test work, state standard, portfolio, elementary school.
Introduction
Commitment of educational standards to reaching planned educational results gives a special attention to estimate in educational processes; it is both a goal and educational means.
Being a part of omni-purpose educational practices the estimate and the control and estimate practices in whole act as an independent element of education which has to be formed and developed.
Works Cited
УДК 372.851 ББК 74.26
С. Л. Налесная
S. L. Nalesnaya
