Academic literature on the topic 'Competence-oriented tasks'
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Journal articles on the topic "Competence-oriented tasks"
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Salmina, A. P. "Competence-oriented tasks as a tool of practice-oriented training." Informatics in school, no. 5 (November 25, 2023): 46–49. http://dx.doi.org/10.32517/2221-1993-2023-22-5-46-49.
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The article discusses one of the tools of practice-oriented training, that is competence-oriented tasks. Their use in training sessions contributes to the formation of certain general and professional competencies of students. Competence-oriented tasks have a clear structure and are selected depending on the learning goal. Accordingly, they can be used at different stages of the lesson. The article presents examples of competence-oriented tasks in the discipline "Informatics". To demonstrate the possibilities of using such tasks, tasks from different sections of the discipline are presented: "Technologies for creating and converting information objects using spreadsheets", "Technologies for creating and storing objects in databases", "Human information activity". Methods for choosing the professional orientation of tasks are described. The article presents assignments taking into account professional activities for students majoring in Publishing.
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Kalyuzhin, Victor, Vera Shchukina, and Alexander Ilyin. "COMPLEX COMPETENCE-ORIENTED TASKS ON DISCIPLINE «METROLOGY, STANDARDIZATION AND CERTIFICATION IN GEODESY AND CADASTRE»." Interexpo GEO-Siberia 3, no. 2 (2019): 215–32. http://dx.doi.org/10.33764/2618-981x-2019-3-2-215-232.
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The article discusses the experience of using competence-oriented tasks in of the educational process of the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre". The advantages and problems of the competence-based approach, the need to develop didactic and methodological support, and the importance of competence-oriented tasks in the formation of students' competencies are noted. From the position of a systematic approach, the activities of students in the framework of competence-oriented tasks are reviewed. As a result, it was revealed that the current level of competence formation depends on the correctness of the comparison of the basic elements (levels) of competencies with the substantive part of the discipline. This creates the problem of choosing competencies for the discipline. To solve this problem, an approach was proposed within which the following concepts were introduced: the indirect and direct influence of the discipline on the formation of competence and criteria values are proposed. Based on the analysis of the experience of organizing and conducting practical classes in the discipline "Metrology, Standardization and Certification in Geodesy and Cadastre", the effectiveness of complex competence-oriented tasks was proved. Recommendations on the improvement of methodological support and organization of independent work of students are given. The proposed criterion values in justifying the choice of competence for the discipline and complex competence-oriented tasks will allow achieving a high level of competence formation at the undergraduate degree, i.e. the ability and readiness of students to be efficient and productive in various professional situations. Further research in this area may be related to the search for an optimal combination of types of tasks in a complex competence-oriented task.
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Kalyuzhin, Victor, Fedor Karavaytsyev, and Vera Shchukina. "Complex competence-oriented tasks for the training of specialized professionals." E3S Web of Conferences 110 (2019): 02116. http://dx.doi.org/10.1051/e3sconf/201911002116.
Full textAbstract:
The article discusses the experience of using competence-oriented tasks in the organization of the educational process in the discipline “Metrology, standardization and certification in geodesy and cadastre.” The advantages and problems of the competence-based approach, the need to develop didactic and methodological support, and the importance of competence-oriented tasks in the formation of students’ competencies are noted. From the position of a systematic approach, the activities of students in the framework of competence-oriented tasks are reviewed. As a result, it was revealed that the current level of competence formation depends on the correctness of the comparison of the basic elements (levels) of competencies with the substantive part of the discipline. To solve the problem of choosing competencies for the discipline, an approach has been proposed within which the concepts have been introduced: the indirect and direct influence of the discipline on the formation of competence and the proposed criteria values. Further research in this area may be related to the search for the optimal combination of types of tasks in a complex competence-oriented task.
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Satybekova, Mairamkul A., Nurbubu A. Asipova, Aigul K. Chaldanbaeva, and Mayramkul T. Kyrbashova. "Formation of subject competence students using competence-oriented tasks in biology." Perspectives of Science and Education 62, no. 2 (2023): 351–70. http://dx.doi.org/10.32744/pse.2023.2.20.
Full textAbstract:
Introduction. Periodic updating of the content of education in accordance with the achievements in the study area and with the specifics of the discipline taught is one of the important conditions for improving the quality of education in secondary school. The integrated use of the competency-based approach is considered an important didactic condition for improving both the content and methods of teaching biology in secondary schools, which requires an analysis of the level of subject competencies and ways of their formation in the learning process. Materials and methods. The study involved 420 students of educational institutions of the Kyrgyz Republic (220 in the experimental group and 200 in the control group). Research methods: questioning, analysis of literary sources on the subject of the study. Methods of mathematical statistics: Pearson's chi-squared test. Research results. The levels of formation of subject competencies of students through the solution of competency-oriented biological tasks are revealed and experimentally tested. It has been established that students more effectively perform various options for laboratory and practical work in biology, can independently use conventional signs, diagrams and models of biological processes and objects, and are active in performing independent research work of varying degrees of complexity. On the basis of a comparative analysis of empirical data, statistical analysis, positive dynamics and a significant increase in the values of level indicators of subject competencies (χ2 = 15.825; p<0.01) were established. Conclusions. The introduction of competence-oriented tasks in the educational process in the subject of biology will help increase students' cognitive activity, interest in obtaining biological knowledge and applying the formed subject competencies in practical activities. Keywords: updating, content of biological education, activity approach, competence-based approach, subject standard in biology, subject activity, learning activity, learning task
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Boiko, Ernest V., Natalya V. Fomina, Elvira I. Saidasheva, and Natalya G. Zumbulidze. "Competence-oriented education in ophthalmology." Russian Pediatric Ophthalmology 15, no. 2 (2020): 11–14. http://dx.doi.org/10.17816/rpo2020-15-2-11-14.
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Aim. To develop and introduce into the pedagogical practice a competency-oriented education module. It would be included in all professional competencies of the Federal State Educational Standard for OPHTHALMOLOGY.
 Material and methods. A nosological form, retinopathy of prematurity, was chosen to create the module. The material was created primarily on the basis of Federal clinical guidelines (FKR), retinopathy of prematurity, active phase. For the electronic information and educational environment of the university and for contact work, tests and case studies were prepared and competency-oriented tasks were compiled for all 12 professional competencies (PCs) registered in the Federal State Educational Standard for Ophthalmology, dated October 27, 2014 (No. 34470).
 Results. The educational module, including all PCs, was developed and introduced into practice in the Department of Ophthalmology at North-Western State Medical University named after I.I. Mechnikov; this can serve as a reference model for the development of similar modules in other important and relevant areas in ophthalmology to enhance both the residency program in ophthalmology and cycles of thematic improvement for practicing ophthalmologists.
 Conclusion. The competency-oriented tasks developed for the module are a useful resource in both learning and evaluation of residency programs in ophthalmology and thematic improvement of ophthalmologists.
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Uskova, E. O., and E. I. Krasheninnikova. "Competence-oriented tasks in teaching a foreign language." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 25 (2018): 255–62. http://dx.doi.org/10.32516/2303-9922.2018.25.23.
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Aleksieieva, Oksana. "The Use of Competency-oriented Tasks in the Process of General Pedagogical Training of Future Teachers." Education and Pedagogical Sciences, no. 3 (178) (2021): 3–12. http://dx.doi.org/10.12958/2227-2747-2021-3(178)-3-12.
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The article presents essential features of the competence approach as a theoretical basis for the development and implementation of competence-oriented tasks in the process of general pedagogical training of future teachers. According to the professional standard, labour functions and relevant professional competencies (language and communicative, subject and methodical, information and digital, emotional and ethical, competence of pedagogical partnership, prognostic, organizational, etc.), which form the basis of a modern teacher's professionalism have been characterized. The essence, functions, specific features, typology and structure of competency-oriented tasks, features of their development based on B. Bloom’s taxonomy have been presented. The advantages and disadvantages / risks of using competency-oriented tasks in the process of general pedagogical training of future teachers have been identified. Taking into account the job functions and professional competencies of a modern teacher, examples of competency-oriented tasks within the educational components of general pedagogical training of future teachers have been presented.
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Mamatova, A. A. "COMPETENCE-ORIENTED TASKS IN TEACHING THE SUBJECT OF CHEMISTRY." Science. Education. Engineering, no. 3 (2022): 133–39. http://dx.doi.org/10.54834/16945220_2022_3_133.
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Shestakova, L., and A. Gorevskikh. "Competence-oriented Tasks as a Means of Formation of Cognitive Universal Educational Actions (on the Material of Class 5 Mathematics)." Bulletin of Science and Practice 5, no. 8 (2019): 192–201. https://doi.org/10.33619/2414-2948/45/21.
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The need for the study is substantiated by the insufficient development of the conditions for organizing activities for the formation of cognitive universal educational actions in students through the use of competence–oriented tasks. The above indicates that the problem of the formation of cognitive universal educational actions through the use of competence-oriented tasks is insufficiently developed and requires additional research. Thus, a number of contradictions were singled out: between the modern requirements of society for students, who should have perfect cognitive educational devices that do not ensure their development in a secondary school; and between the need to develop cognitive learning in the process of teaching mathematics and the insufficient elaboration of this issue in pedagogical theory and practice. The outlined contradictions testify to the relevance of the research topic and allow us to formulate its problem: what should be the conditions for the use of competent–oriented tasks in order to form cognitive universal learning activities for students (based on mathematics)? Under the terms of the organization of activities in this article, we will understand the complexities of special conditions created by the teacher to achieve the goals set, namely the education and training of students. In the process of conducting research, certain skills are selected that are part of the cognitive universal educational actions. For the formation of the selected characteristics was organized training activities of students in compliance with the following conditions. First, the development and implementation of the mathematical circle I am learning to analyze. Secondly, the construction of work based on the use of specific types of competence–oriented tasks. Thirdly, two types of work were used: with ready competence–oriented tasks and to transform tasks from textbooks into competence–oriented ones. Experimental work has yielded positive results. Significance of the study: the materials of the article may be useful for school teachers of mathematics.
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Adolf, V. A., and G. V. Yurchuk. "Quantitative Estimation of the Formation of Professionally Oriented Language Competence of the Medical Students." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 80–86. http://dx.doi.org/10.18500/2304-9790-2013-2-1-80-86.
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The article reviews the problem of professionally - oriented language competence formation in students due to development of professional competence while learning a foreign language. Considering this fact, we have organized information-cognitive activity in studying a foreign language aimed at the formation of professionally - oriented language competence. For the solution of the given problem we choose ways to promote the development of professionally - oriented language competence such as: verbally-dialectic teaching method, a set of professional texts and situational problem tasks. Organization of informatively-cognitive activity for introduction of the created pedagogical provision allowed to improve the level of professionally – oriented language competence, which is confirmed by the obtained analysis results.
Dissertations / Theses on the topic "Competence-oriented tasks"
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Koning, Sander. "Increasing perceived competence in beginning tennis players the effects of a task-oriented motivational climate and adaptive learning strategies /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211390688/.
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Thesis (M.S.) -- Clemson University, 2008.<br>Title from first page of PDF file. Document formatted into pages; contains viii, 103 p. ; also includes graphics (some col.). Contains additional supplemental file.
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Engman, Christiane Brito. "Meningsfull kommunikation eller formträning? : En studie av lärandeaktiviteter i svenskproducerade läromedel i spanska som främmande språk." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182797.
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The present study examines and classifies learning activities found in teaching materials of Spanish as a foreign language produced for a Swedish context with the aim of determining to what extent they conform to the functional, action-oriented language view advocated by the Swedish curriculum. Both the distribution of learning activities within receptive, productive and interactive skills, the activity types within each skill, and the theoretical underpinnings of the activities have been studied in four popular coursebooks and two websites for teaching Spanish as a foreign language. The activities analyzed have shown a dominance of the written language even in oral activities. The results have also shown a bias towards more controlled, non-communicative activities with an explicit focus on forms at the expense of freer communicative activities with a primary focus on meaning, known to support language acquisition.
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Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig." Thesis, 2002. http://hdl.handle.net/10500/2450.
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Text in Afrikaans<br>Summaries in Afrikaans and English<br>This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four.<br>Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied.<br>Afrikaans and Theory of Literature<br>D.Litt. et Phil. (Afrikaans)
Books on the topic "Competence-oriented tasks"
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Vasil'eva, Marianna, and Ol'ga Losavio. German for students of transport colleges. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1843012.
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The purpose of this textbook is the formation of skills and abilities in various types of reading, as well as in writing and speaking in elementary form.
 The initial course (Anfangsstufe) contains 5 lessons-topics (Lektionen), the main course (Grundstufe) — 10 lessons-topics (Lektionen), Appendix 1 (Anhang 1) — 10 texts for introductory reading, Appendix 2 (Anhang 2) — 3 texts for viewing reading, German-Russian dictionary (Wörterverzeichnis) to all topics of the textbook.
 The texts are authentic, professionally oriented. The subject matter of the texts reflects the realities of modern scientific and technical literature. The texts are provided with post-text tasks and exercises.
 The textbook pays great attention to the formation of lexical and grammatical competence, speech actions at the elementary level, as well as preparing students for future professional activities.
 Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
 The textbook is addressed to college students, can be used to teach students of non-linguistic universities studying German.
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Kazakova, Nataliya. Financial security of the company. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1908969.
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The textbook provides theoretical and practical training of business analysts on the financial security of companies. Considers the regulatory legal and methodological basis for the diagnosis of bankruptcy of organizations, as well as corporate fraud as a type of economic crimes; analytical tools for assessing the level of financial security based on a risk-oriented approach, the basics of building an internal financial security control system, including monitoring of the company's business processes affecting its financial security, as well as methods for assessing the risks of corporate fraud. The methods of diagnostics of the processes of companies' activities that contribute to improving their financial security through the introduction of a comprehensive digital environment, predictive analytics and big data technology into the control and diagnostic processes of business management are considered. Each chapter includes knowledge assessment questions, tests and situational tasks.
 It complies with the federal state educational standards of higher education of the latest generation, is focused on the competence model of the main professional educational programs, and also provides the functionality (requirements for labor functions) of employees laid down in the state professional standard "Business Analyst".
 For master's degree students studying in the areas of 38.04.01 "Economics", 38.04.02 "Management", 38.04.08 "Finance and Credit".
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Topuzov, Oleg, ed. European Teaching Excellence for Students’ Better Performance: a collection of items in the PISA format for the development of students' mathematical competence. Pedagogichna Dumka, 2022. http://dx.doi.org/10.32405/978-966-644-447-2-2022-120.
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The collection of items for the development of students' mathematical competence in the PISA format includes author's competence-oriented tasks in mathematics. In their content, structure and form they are similar to the tasks of the PISA. The collection can be used by primary and high school students, as well as teachers of mathematics to strengthen the applied focus of the mathematics course and implementation of competence approach to teaching mathematics.
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Smakotina, Natalia A., Anna A. Teleguz, Lyudmila I. Tolstobrova, and Marina V. Gordienko. English for Food Production Technologists. English for Food Industry Technologists. Novosibirsk State Technical University, 2022. http://dx.doi.org/10.17212/978-5-7782-4780-2.
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The textbook "English for Food Production Technologists" English for food technologists is intended for second-year students specializing in the field of training "Product technology and catering organization (19.03.04 ): Profile: Technology and Organization of Restaurant Service", "Management: Profile: Management in the food industry" (38.03.02). The purpose of the textbook is to form a foreign language communicative competence based on a given situational professionally – oriented context. The structure of the textbook. The textbook consists of four modules with three sections, blocks of control and measurement and additional materials, and a grammar reference. The content of the modules: Module 1. Fundamentals of Nutrition Science; Module 2. Food Industry; Module 3. Introduction to Food Engineering; Module 4. Food of the Future. Each section of the textbook modules contains specialized text materials devoted to the basics of nutrition science, food processing, automation of food processing and production processes, and focused on the development of language, speech and communication skills. The study of the specialized material is completed by performing tasks of a creative nature in oral or written form. The textbook materials are intended for classroom activity, distance learning, as well as for independent work of students.
Book chapters on the topic "Competence-oriented tasks"
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Marín García, Álvaro, and Tamara Pérez Fernández. "Chapter 10. Task-based L2 skill development for TI trainees." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.10mar.
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The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.
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Schaper, Niclas. "Using ChatGPT to create constructively aligned assessment tasks and criteria in the context of higher education teaching." In Artificial Intelligence for Quality Education [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1005129.
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The chapter deals with the question, how ChatGPT can be used to support and facilitate the planning of competence-oriented written university examinations. Therefore, the possibilities and potentials of ChatGPT in the formulation of learning outcomes, the derivation of examination tasks from the outcomes and the formulation of assessment criteria are examplarily demonstrated and analyzed. First, it is explained what ChatGPT actually is and which aspects should be considered when using it. Then didactic concepts and requirements for designing higher education examinations (especially the constructive alignment concept) are presented, which ChatGPT can support. The focus is on the competence-oriented design of written examinations with open answer formats. Therefore, the use of ChatGPT in the generation of learning outcomes, examination tasks and assessment criteria as well as the critical review and optimization of the drafts will be presented using an example from the domain of work and organizational psychology.
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Voloshyna, Oksana. "APPLICATION OF MODERN PEDAGOGICAL TECHNOLOGIES WHEN TEACHING A FOREIGN LANGUAGE IN THE NON-LINGUISTIC HIGHER EDUCATION INSTITUTION." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-6.
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Rapid globalization processes, formation and development of innovation-oriented economy, Ukraine’s integration into the global financial and economic space, which lead to intensification of cooperation with foreign partners, are reflected in all areas of activity and cause new demands for the competence of future professionals, and foreign language communicative competence holds a substantial position. To implement these tasks, the main strategy for the development of the higher education system is the adaptation of curricula to the international level, inclusion of international aspects at all levels of educational and research activities of higher education institutions. Pedagogical technologies are active teaching methods based on the interaction of the teacher with students. When conducting classes with the use of pedagogical technologies, the teacher acts as an organizer, and his main task is to direct the process of information exchange between the students, namely, consolidation of previously learned material, identifying different points of view, increasing student’s activity, combining theoretical knowledge and practical skills. When teaching a foreign language in the non-linguistic higher education institution, pedagogical technologies are distributed according to the type of organization and management of cognitive activity, namely: structural and logical, integrative, game-based, computer-based, dialogue-based, and – training ones. Organization of the educational process with the use of pedagogical technologies allows students to get more professionally oriented information, allows them to ask questions with their subsequent solution. When learning a foreign language in a non-linguistic higher education institution, pedagogical technologies targeted at the development of intercultural foreign language communication of students are used, namely: structural and logical (work in small groups, aquarium); integrative (cluster, cinquain); game-based (Brownian motion, sparring partnership, puzzle); dialogue-based (large circle, carousel); training (decision tree, brainstorming, case method, project method). Harmonious formation of personal and professional self-esteem is an important condition for achieving professional competence of the future specialist. The main objectives of pedagogical technologies in foreign language learning are as follows: social (ability to cooperate, ability to solve problems in different professional situations, mutual understanding skills, active participation, social and professional values and skills, communication skills, mobility, ability to identify personal roles in a professional team), motivational (ability to learn, ingenuity, skills to adapt and be mobile, ability to succeed in professional activities, desire to improve professional level, interests and intrinsic motivation, personal practical abilities, ability to make individual choices and set personal goals), functional (linguistic competence, professional and scientific competence, ability to operate knowledge in professional activities and self-study, ability to use sources of information for the personal development). Mastering a foreign language by the students is the basis for many special disciplines in a non-linguistic higher education institution. Practical skills of foreign language communication cannot exist separately from theoretical knowledge, and this contradiction helps to solve the use of pedagogical technologies, the main of which are practice-oriented teaching methods. Practice-oriented teaching methods help to engage students in professional activities without being excluded from classes. The essence of practice-oriented learning involves organization of the educational process on the basis of the harmony of operational and activitybased components; assimilation of new information and acquisition of skills of practical experience and use of theoretical knowledge when solving vital tasks; awareness of the importance and significance of learning. A practiceoriented learning should be based on practical approach. The purpose of the practical approach is to develop students’ ability to act, and the means of learning for the students should be knowledge that are currently required in various fields of social and professional practice, forming an understanding of where and under what circumstances this knowledge may be useful.
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Jonsson, Bosse, Elisabeth Dahlborg Lyckhage, and Sandra Pennbrant. "Work Integrated Learning and Learning Integrated Work." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0024-7.ch006.
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The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. In this chapter where the case is nursing education, Work Integrated Learning (WIL) and Learning Integrated Work (LIW), are suggested as pedagogical approaches in Higher Education aiming to integrate scientific knowledge and with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning through experiences during internship. One way to achieve this in vocational education to learn from the knowledge and skills used when performing in practice. By integrating scientific and practical vocational knowledge, one promotes professionalization that is exhibited as Learning Integrated Work (LIW), i.e. the capability to perform the expected tasks and learn at work by using a critical and development-oriented attitude in daily work and actively participate in renewals of work assignments.
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Tolstykh, Tatyana Olegovna, Yulia Vertakova, and Elena Shkarupeta. "Professional Training for Structural Economic Transformations Based on Competence Approach in the Digital Age." In Advances in Educational Technologies and Instructional Design. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch011.
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The intensive development of the society of the digital economy inevitably entails tasks in the field of knowledge management. Priority resources become information and knowledge, obtained on the basis of expert experience. Competencies that are competitive advantages in the market are innovation, competence, creativity, cognition. Therefore, the transition from the physical to the digital economy requires fundamentally new approaches in the sectors, and in production, and in education, training, formation and management of innovative human capital. The paper considers approaches, tools and mechanisms for students to develop innovative-oriented competences based on project training. The key moments in this approach should be the initiation and generation in the University Ideas, their prototyping, scaling and commercialization to the market.
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Levchuk, Elena, and Natalia Havryliuk. "FUTURE AGRARIANS’ PROFESSIONAL-INNOVATIVE COMPETENCE АORMATION OF A MATHEMATICAL COMPONENT IN CRISIS CONDITIONS." In Modern educational technologies in the training of specialists in the agricultural sector during the crisis. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-298-2-6.
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Restoration and establishment problems of the educational process in higher education institutions, ensuring the sustainability and continuity of vocational education in war conditions are considered. The article proves the leading role of future farmers’ mathematical component of vocational-innovation competence. Its formation ways in crisis are demonstrated for deepening integration ties in the science-education-production system. Professional and competency model ideas of teaching mathematical disciplines of agrarian profile, which are based on deep integration with a professional-oriented cycle and implemented by introducing remote forms and modern information technologies in the educational process on the basis of its information and computer support, are substantiated. It is established that the idea realization of a professional-competency approach will allow the future specialist to perform qualitatively fulfilled tasks in modern high-tech and intellectual professional professional environment. Future farmers’ mathematical component levels of professional and innovative competence of have been developed. The need to introduce remote forms in the professional training of specialists is substantiated, based on the experience of training obtained during coronavirus infection. The interaction problem and integrity of three components is considered: organizational forms, didactic process and teachers’ qualification. The essence of “professional competence” and “mathematical competence” as components of future farmers’ innovative competence is considered. It is argued that mathematical training is a significant professional competence component. The need to reorient the vocational training system for education fundamentalization and widespread implementation of computer technologies practical-oriented information. It is proved that the process of innovative competence formation of specialists requires the transformation of mathematical courses. One of the important problems is the development, use and implementation of information technologies in future farmers’ mathematical preparation. The impact of mathematical modeling on the readiness formation to solve professional tasks as a component of future farmers’ innovative competence is analyzed. The introducing mathematical modeling expediency on the basis of Mathcad in the process of future farmers’ professional competence formation is proved. Didactic learning principles are analyzed, which, by regulating practice, help combine the pedagogical process. On this basis, the implementation technology of the Mathcad system in the study of mathematical disciplines in agricultural establishments of higher education is modeling. It is highlightes in what way the generally didactic principles of clarity, science, systematicity, accessibility, consciousness, integration, professional orientation, humanization, advanced learning in the process of using this technology are specified. It is argued that the illustrative and demonstration of practical significance of fundamental concepts contribute to the optimization process of future farmers’ mathematical preparation. The theoretical justification has been carried out and developing experience, using and implementing future farmers’ mathematical preparation technology on the basis of the use of Mathcad mathematical system. Basic didactic requirements are determined and the impact of technology on such mathematical training components as motivational-value, cognitive, operational-activity, communicative. The main mathematical models are highlighted in mathematical courses. Mathematical modeling examples based on Mathcad are given. Introducing mathematical modeling advantages in the process of professional specialists training are demonstrated. It is concluded that the novelty presented with the help of MathCad system of educational material, illustrative and practical significance of the studied concepts and concepts shapes students’ motivation and creates a positive emotional background. This, in turn, helps to intensify learning, which is closely related to the formation of persistent cognitive interest. Mathcad system usage in the process of studying mathematics in agricultural establishments of higher education is a method that allows you to take a fundamentally new approach in students' teaching, namely: it has at its basis the research nature of students' activity. It is a creative laboratory that allows students to study new objects comprehensively, to distinguish patterns and to formulate generalized statements based on their own observations, which promotes creative, critical and independent thinking development; allows students to concentrate on solving meaningful tasks, to reach the level of concepts, concepts, to consider many examples in a short time; forms future specialists’ necessary level of knowledge, the ability to analyze, compare, summarize, process available information, associate it with the issues that are studied, thus, forming a mathematical and information culture; teaches promptly, taking into account the fast variability of tasks, find the necessary information and effective ways of solving them; based on broad communication, erases boundaries and distances, attracts world mathematical and information culture; promotes development and self-education skills.
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Zenkova, Daria Mikhailovna. "Components of the Pedagogical Practice of Bachelors Based on the Competence Approach." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99618.
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The chapter discusses the competence-based approach to the implementation of training during the practice period. The author presents in the form of a table the main types of tasks aimed at developing the professional competencies of future teachers. The conditions of pedagogical practice for students and their impact on the development of professional competencies were also studied. The author is of the opinion that practice-oriented training and individualization are the main conditions for the organization and development of the internship program by heads of educational institutions and methodologists of higher education. The author also considers the basic requirements for the organizers of the practice and analyses the current state of the problem of organizing the practice of students based on documents in the field of education and regulatory documents of a particular educational institution.
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Khmil, Nataliia. "THEORETICAL SUBSTANTIATED OF THE PEDAGOGICAL SYSTEM MODEL FOR FORMING THE PROFESSIONAL READINESS OF FUTURE TEACHERS TO USE CLOUD TECHNOLOGIES IN THE EDUCATIONAL PROCESS © Khmil N." In MODERN PEDAGOGICAL MODELS OF THE FORMATION AND DEVELOPMENT OF SPECIFICALLY SCIENTIFIC PEDAGOGICAL PHENOMENA. OKTAN PRINT s.r.o., 2023. http://dx.doi.org/10.46489/mpmotf-23-17-09.
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The article specifies the concepts of «system», «pedagogical system», «model». Based on methodical approaches (systemic, synergistic, person-oriented, activity, competence, informational and environmental) a theoretical substantiation of the pedagogical system model for forming the professional readiness of future teachers to use cloud technologies in the educational process. Its structural components are characterized as target (goal, tasks, methodological approaches, and principles), substantive (learning content, areas of work for adequate preparation of future teachers for the use of cloud technologies in the educational process), technological (forms, methods, teaching tools, phasing formation of professional readiness), subject-object (subject - teachers of higher education institutions, object - students of higher education, their interaction, subject-subject relations) and environmental (cloud-oriented educational an information environment for training future teachers to use cloud technologies in the educational process). It was determined the professional training of future teachers for using cloud technologies in the educational process has five components: social-humanitarian, psychological-pedagogical, information-technological, systematic, and practical. And a special environment should implement a relationship of four components: program-methodical, communication-control, result-corrective, and technological. The proposed model of future teacher training has been improved following the requirements of the information society and the needs of general secondary education institutions in highly qualified teachers with a formed readiness to use modern ICT in the educational process, in particular cloud-based. The author assures that under such a system, it is possible to ensure the implementation of innovative approaches to the digitalization of the educational process of secondary education institutions. On the other hand, to provide a competence-oriented process of training future teachers.
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Povalej, Roman, and Peter Weiß. "Basics to Develop Web Services for Human Resources." In Encyclopedia of Human Resources Information Systems. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch013.
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In this article certain pillars as basics are presented being necessary to develop Web services (W3C, 2007) supporting human resource (HR) processes like assessing, hiring, modeling information systems, staffing, and so forth; by the help of these Web services. Current HR information systems in general do not adequately support tasks related to cross-organizational or global skills and competence management. In the following, the topic is presented which relates to knowledge management especially to “communities of practice,” as well as related topics such as e-skills and ICT (information and communication technologies) professionalism; the latter currently being broadly discussed by experts in Europe. HR managers of a company or an organization are challenged through the need to formalize skills requirements and to continuously monitor the skills demand inside the company. Obtaining ICT skills are not a one-time event. Technological change advances at a high speed and requires that skills need continually to be kept up-to-date and relevant (The European e-Skills Forum [ESF], 2005). During the last years, new concepts have emerged which intend to empower learners and individuals to steer learning processes to a large extent on their own. Learning objectives tend to be increasingly individual in character (ESF, 2005). In this context, providing an appropriate infrastructure which supports the continuing professional development (CPD) of employees is today a key issue.CPD processes require a respective infrastructure encompasses besides qualifications, skills/competence frameworks and body of knowledge, as well required standards for competence, skills, and appropriate career and development services. Standards encompass educational and industry-oriented performance standards which in turn are expressed preferably through a common language as competence and skills standards. The governance and administration of the CPD process require the availability of flexible and personalized certification services which offer the formal validation of individuals’ learning achievements independent of where and how they were acquired.
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Gajek, Elżbieta. "Creating Multimodal Texts for Language Learning Purposes." In Teaching Literature and Language Through Multimodal Texts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch011.
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The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.
Conference papers on the topic "Competence-oriented tasks"
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Tolmacheva, Natalia Aleksandrovna, Elena Valerievna Shlyakova, and Natalia Leonidovna Kuzovova. "Development of competence-oriented tasks in physics." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-210767.
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Vasileva, Maya. "EDUCATIONAL TASKS FROM THE POINT OF VIEW OF MODERN GEODIDACTIC." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.33.
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The concept of "learning task" is classic in the context of teaching and learning, including in geography. On the one hand, it is related to what is learned through the task, on the other - to what will be checked and evaluated. In this report, the classical conception is further developed from a geodidactic point of view. The idea is to show, firstly, that the discussions around the learning tasks are directly related to the changes in the educational policy of the state and are a consequence of them, and secondly, to trace their development from purposeful tasks for cognitive development, realized in a lesson, by means of questions and answers, passing through tasks for diagnosing the cognitive potential of students and arriving at a key element and management tool for a competence-oriented lesson arrangement. In the context of the competence orientation of the state education policy and the competences set in the geography curricula, the report outlines some key questions: What learning tasks are needed in the geography lesson? How to construct such tasks? How to evaluate their potential to stimulate students' competence? The answer to these questions is based on the changes after PISA, the so-called "new culture" of learning tasks, developing competence-oriented teaching and learning, of the categorical system for stimulating students' competence, adapted for the purposes of geography education.
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Belogolovaya, M. S. "ENVIRONMENTAL EDUCATION IN BIOLOGY LESSONS AS A MEANS OF FORMING RESEARCH COMPETENCE IN STUDENTS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-7-10.
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The article discusses the methods and techniques most effective for the formation of students’ research competence through environmental education in biology lessons. Teaching methods: «Explore and learn together», «Find a mistake», rapid research, business game, practice-oriented tasks, infographics are complex interactions of word, clarity and practical activity.
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Rafikovna, Urunova Shaxlo. "KASBIY FAOLIYATGA YO’NALTIRILGAN INGLIZ TILI O’QITISHDA SAMARALI YONDASHUVLAR." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-44.
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This article analyzes approaches, their specific characteristics and tasks that are effective in teaching professional-oriented English.The importance of the inntegrated skills approach and communicative approach in enhancing professional competence in students of a non-philological orientation has been demonstrated.
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Teodoro Junior, Guilherme S., Sarajane M. Peres, Marcelo Fantinato, Anarosa A. F. Brandão, and Fabio G. Cozman. "A Goal-Oriented Chat-Like System for Evaluation of Large Language Models." In Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2024. https://doi.org/10.5753/eniac.2024.245208.
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Large language models have changed the way various applications are developed. Interactions with large language models have reached a new level of complexity and now act as real problem solvers. However, despite their apparent competence, it is still necessary to accredit them with respect to the tasks they are assigned. In this paper, we discuss a systemic approach to accredit large language models through their integration with a goal-oriented chat-like system. An experiment involving prompt engineering for two models from the GPT family illustrates our evaluation scheme when applied to a real-world chatbot use case; our evaluation scheme reveals, that the resulting chatbots perform well but are not yet ready for real-world dialogues under specific requirements.
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MELNYK, Yury. "Features of the implementation of the practical application of science education in the content of courses selected by a institutions of basic secondary education." In "Învățarea școlară în contextul provocărilor societale", simpozion științific transfrontalier. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/s.23-06-2023.p276-282.
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The article analyzes the current state of the implementation of the practical application of school science education in the content of optional courses on the example of teaching physics in institutions of basic secondary education. It was found that the key aspect of the practical application of modern school education is the orientation of its content, methods, forms and means of learning on the application of knowledge in engineering and technology, scientific research and professional activity of a person. It was concluded that strengthening the practical application of physics is an important didactic condition for the formation of competences. It has been established that an important tool for implementing of the practical application of the content of elective courses in physics is practice-oriented tasks, as a rule, of interdisciplinary content, the solution of which contributes to the thorough assimilation of knowledge of the natural world, skills and abilities, awareness of the practical significance of scientific theories and their impact on development of equipment and technologies. Completing tasks of a practical application contributes to both the formation of subject competence in physics and key competence in the field of natural sciences, engineering and technology.
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Shumkova, Anastasia. "THE USAGE OF DIDACTIC POTENTIAL OF TRIZ IN TEACHING ENGLISH LANGUAGE AT HIGHER EDUCATION INSTITUTION." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.40.
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The author of the given article points out the necessity of applying the methods of problem-oriented teaching and introducing problem tasks into the modern education program at the university. As a tool for realization of the given approach, the author proposes to use the theory of solving inventive problems (TRIZ), which contributes to the development of non-trivial creative thinking of students and the prevention of psychological inertia.The article gives examples of assignments developed on the base of methods of TRIZ-pedagogics and aimed at the formation of communicative competence of junior students of language universities.
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Hnatchuk, Oksana. "Risk-oriented thinking in the conditions of modern challenges." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.167.
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Background: In the conditions of modern globalization development, taking into account any sphere of life activity, we observe their increasing level of complexity and risk. Today we need to work socially and ecologically responsibly, namely, by creating a culture of risk-oriented thinking. Thinking based on risks will be able to provide a systematic approach to the management of any process, and therefore its control. Purpose: To investigate and justify that risk-based thinking will be able to provide a systematic approach to the management of any process, and therefore its control. Methods: The theoretical method of research was to analyze the documents used to study the works of scientists who researched risk-oriented thinking. For a better understanding of the problem, an empirical and comparative methods were also used. Results: Аs a result of studying the scientific literature, we came to the conclusion that using risk-oriented thinking, applying a proactive approach to risk management, organizations will be able to avoid problems and use opportunities before they arise in the process of achieving strategic and tactical goals. In addition, risk-based thinking will contribute to the formation of managerial competencies at all levels of management. Conclusion: Thus, the results of the study indicate that risk-oriented thinking will contribute to better adaptation of the organization to changes, achievement of the set goal, correction of activities in the process of solving planned tasks. This approach to management will improve the risk assessment to achieve the best results and prevent to some extent the risks that the organization does not want to allow. Keywords: risk-oriented thinking, development safety management, managerial competence, management culture, risk, enterprise, enterprise activity.
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Caraiman, Carmendaniela. "ADVANTAGES OF USING AN E-LANGUAGE PLATFORM FOR THE STUDY OF LEGAL ENGLISH." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-233.
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Under the influence of a globalized labour market and subsequent to Romania's accession to the EU, the number of jobs available abroad for Romanian law graduates is increasing (including as lawyer linguists in EU institutions). Thus, academics who deliver practical English courses attempt to offer students the possibility to acquire the right language skills for using English in different legal contexts (as public notaries, litigators, in-house counsels, etc.). However, providing the right and efficient methods of teaching legal English cannot be conceived outside the advantages posed by e-learning nowadays. The present paper approaches a student-oriented manner of teaching legal English through on-line resources with applicability for full time and distance learning students. The e-learning methodology that my paper suggests is student-oriented. Thus, assigned tests are adapted to the students' levels of knowledge (subsequent to a thorough examination, students are organized into work groups and are assigned tasks according to their level of competence) and to their future needs. The assigned tasks rely on on-line resources (students have access to an electronic platform through a personal account). The on-line platform with resources is structured per areas of law (constitutional / administrative / criminal / human rights / international / EU / commercial law, etc.), as well as per types of sources and target texts (legal glossaries, codes and laws organized as parallel texts, templates for contracts, wills, powers of attorney, writs of summons, rulings, etc.). The on-line platform is meant to ensure: flexibility (tasks are assigned depending on the students' level of knowledge); speed (the on-line resources, especially parallel corpora, facilitate fast identification of the unknown words/phrases in both English and Romanian); collaborative attitudes (groups work as teams) and, finally, fluidity of information and progress monitoring (tasks are assigned and monitored on-line and follow an ever increasing level of difficulty). The legal English course thus organized is a useful tool for students in law, who can simulate potential professional contexts in which they might use legal English after graduation.
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Hromada, Daniel, and Hyungjoong Kim. "Digital Primer Implementation of Human-Machine Peer Learning for Reading Acquisition: Introducing Curriculum 2." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004027.
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The aim of the digital primer project is cognitive enrichment and fostering of acquisition of basic literacy and numeracy of 5 – 10 year old children. Here, we focus on Primer's ability to accurately process child speech which is fundamental to the acquisition of reading component of the Primer. We first note that automatic speech recognition (ASR) and speech-to-text of child speech is a challenging task even for large-scale, cloud-based ASR systems. Given that the Primer is an embedded AI artefact which aims to perform all computations on edge devices like RaspberryPi or Nvidia Jetson, the task is even more challenging and special tricks and hacks need to be implemented to execute all necessary inferences in quasi-real-time. One such trick explored in this article is transformation of a generic ASR problem into much more constrained multiclass-classification problem by means of task-specific language models / scorers. Another one relates to adoption of "human machine peer learning" (HMPL) strategy whereby the DeepSpeech model behind the ASR system is supposed to gradually adapt its parameters to particular characteristics of the child using it. In this article, we describe first, syllable-oriented exercise by means of which the Primer aimed to assist one 5-year-old pre-schooler in increase of her reading competence. The pupil went through sequence of exercises composed of evaluation and learning tasks. Consistently with previous HMPL study, we observe increase of both child's reading skill as well as of machine's ability to accurately process child's speech.
Reports on the topic "Competence-oriented tasks"
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.
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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Pinchuk, O. P., and A. A. Prokopenko. Model of a computer-orient-ed methodological system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of qualification improvement. Національна академія Державної прикордонної служби України імені Б. Хмельницького, 2023. http://dx.doi.org/10.33407/lib.naes.736836.
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Pedagogical modeling of modern educational environments remains an urgent task of educational sciences. Research on the formation and development of digital competence of specialists, although they have common features, differ and acquire characteristic features depending on the field of application. This is due to the focus on mastering specific professional skills and increasing the professional level. We found out that, compared to the social and humanitarian sphere and medicine, the development of digital competence of specialists in the military and defense industry is little discussed in scientific sources. The development of digital competence of military personnel, in particular military management officers, is an urgent problem that requires an immediate solution. On the one hand, the armed aggression of the Russian Federation adds to the criticality of the situation, on the other hand, scientific and technical progress and, as a result, the appearance of new types of weapons and the complexity of digital tools in the environments of military specialists. Scientific approaches and conceptual principles regarding the formation of digital competence of the Armed Forces of Ukraine and NATO member countries are described. Problems, contradictions and trends in the development of digital education of military specialists in the system of professional development are singled out. The article clarifies the concept of “digital competence of military command officers” of the Armed Forces of Ukraine. The authors developed and substantiated a theoretical model of a computer-oriented methodical system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of professional development, which is presented in an informative scheme with a description of individual modules combined into conceptual, target, content-methodical, procedural, technological and effective blocks. The built model ensures systematicity and consistency of the educational process in the digital educational environment of higher military education institutions for the development of digital competencies of military management officers. The technological unit contains a variety of software for training and training. In particular, specialized computer programs and multimedia guides. In the content-methodical block, among other things, the following modules are presented: cloud services; information-didactic and educational-methodical learning tools, multimedia objects, VR/AR tools, AI elements that allow selection of existing ones or creation of new learning materials; Training Course; diagnostic tools, etc. The prospect is the verification of the developed model during distance training.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.
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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.