Interactive methods and modeling as empirical and theoretical approaches to teaching natural and mathematical sciences to students in mining engineering; Eurasian Mining; № 1
| Parent link: | Eurasian Mining № 1.— 2019.— [P. 53-56] |
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| Corporate Author: | |
| Other Authors: | , |
| Summary: | Title screen Modern vocational education for the training of students of mountain specialties has been given the task of improving the educational process in the direction of finding new technologies, methods, techniques, means and forms of education that will generally improve the quality of education of students. The training of highly qualified specialists for mining enterprises sets the technical university the task of introducing more efficient ways of organizing the educational process, improving the structure and content of natural-mathematical training of students. It is important to note that the informatization of modern society and the development of high technologies impose on graduates the requirements of professional growth and professional mobility. The article discusses the main characteristics and features of interactive methods and modeling, as effective ways of knowing when studying the disciplines of the natural-mathematical cycle by students of mining specialties. At the same time, the basis of the modeling is the mediating link - the model - the object – substitutes and the original object – the original. The basis of interactive methods is an empirical and theoretical combination in learning, aimed at forming an active, socially adapted personality that is able to effectively act, compete, compete and compete on the path to truth, while manifesting such a psychological phenomenon as infection, when a thought expressed by a neighbor, can cause its own, similar or opposite.. |
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2019
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.17580/em.2019.01.13 |
| Format: | MixedMaterials Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=661364 |
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| 200 | 1 | |a Interactive methods and modeling as empirical and theoretical approaches to teaching natural and mathematical sciences to students in mining engineering |f V. F. Torosyan, E. S. Torosyan, A. N. Lazareva | |
| 203 | |a Текст |c электронный | ||
| 300 | |a Title screen | ||
| 320 | |a [References: 25 tit.] | ||
| 330 | |a Modern vocational education for the training of students of mountain specialties has been given the task of improving the educational process in the direction of finding new technologies, methods, techniques, means and forms of education that will generally improve the quality of education of students. The training of highly qualified specialists for mining enterprises sets the technical university the task of introducing more efficient ways of organizing the educational process, improving the structure and content of natural-mathematical training of students. It is important to note that the informatization of modern society and the development of high technologies impose on graduates the requirements of professional growth and professional mobility. The article discusses the main characteristics and features of interactive methods and modeling, as effective ways of knowing when studying the disciplines of the natural-mathematical cycle by students of mining specialties. At the same time, the basis of the modeling is the mediating link - the model - the object – substitutes and the original object – the original. The basis of interactive methods is an empirical and theoretical combination in learning, aimed at forming an active, socially adapted personality that is able to effectively act, compete, compete and compete on the path to truth, while manifesting such a psychological phenomenon as infection, when a thought expressed by a neighbor, can cause its own, similar or opposite.. | ||
| 461 | |t Eurasian Mining | ||
| 463 | |t № 1 |v [P. 53-56] |d 2019 | ||
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a innovation | |
| 610 | 1 | |a technology | |
| 610 | 1 | |a interactive training | |
| 610 | 1 | |a process of cognition | |
| 610 | 1 | |a research projects | |
| 610 | 1 | |a modeling | |
| 610 | 1 | |a structural-logical scheme | |
| 610 | 1 | |a инновации | |
| 610 | 1 | |a технологии | |
| 610 | 1 | |a интерактивное обучение | |
| 610 | 1 | |a исследовательские проекты | |
| 610 | 1 | |a моделирование | |
| 610 | 1 | |a структурно-логические схемы | |
| 700 | 1 | |a Torosyan |b V. F. |c specialist in the field of ecology and life safety |c Associate Professor of Yurga technological Institute of Tomsk Polytechnic University, candidate of pedagogical sciences |f 1956- |g Vera Fedorovna |3 (RuTPU)RU\TPU\pers\34712 |9 18062 | |
| 701 | 1 | |a Torosyan |b E. S. |c specialist in the field of ecology and life safety |c senior lecturer at Yurginsky technological Institute (branch) of Tomsk Polytechnic University |f 1981- |g Elena Samvelovna |3 (RuTPU)RU\TPU\pers\34711 |9 18061 | |
| 701 | 1 | |a Lazareva |b A. N. |c specialist in the field of informatics and computer engineering |c assistant of Yurga technological Institute of Tomsk Polytechnic University |f 1991- |g Anastasiya Nikolaevna |3 (RuTPU)RU\TPU\pers\37880 |9 20571 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |b Юргинский технологический институт |c (2009- ) |3 (RuTPU)RU\TPU\col\15903 |
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