Akhmedyanova G.F.
READINESS FOR PROFESSIONAL ACTIVITY — COMPLETENESS INDICATOR OF UNIVERSITY EDUCATION ^{[№ 4 ' 2021]}
At present, the level of completeness of university preparation for further professional activity can be established by the completeness of the development of competencies. However, the development of competencies is fragmented across many disciplines and in this way it is very difficult to assess the overall progress of the completion of the learning process. On the other hand, the closer to graduation, the more important the practical aspects of training become. The paper proposes to look for a solution to these problems on the way of assessing the student’s readiness for professional activity. In this regard, the interpretation of the term readiness is considered and it is proposed to evaluate it by the probability that the student will fulfill his professional assignment at a given moment in time and under the given circumstances. According to the growth of this probability, depending on the duration of training, three types of student behavior are identified, differing in the alternation of the intensity of knowledge assimilation, which clearly demonstrates the advantage of a student’s work uniform without jumps. Further, the complex nature of the structure of psychological readiness is recognized, which includes various components that contribute to the successful implementation of professional activity. Among them are motivation, which determines a positive attitude towards one’s profession, as well as a set of universal and professional competencies determined by the curriculum. At the same time, it is emphasized that the process of professional readiness is finalized and, under appropriate conditions, is completed precisely in the student years. As a result, it was emphasized that the completeness of university education does not mean one hundred percent readiness of the student for professional activity. Therefore, it is enough to determine the readiness of the student by the acquired knowledge, the variety of developed skills and a given number of acquired skills.

Akhmedyanova G.F., Pishchukhin A.M.
ANALYSIS OF BARRIER RESTRICTIONS IN THE ASSIMILATION AND PRESENTATION OF KNOWLEDGE BY A STUDENT AT A UNIVERSITY ^{[№ 3 ' 2021]}
In this work, on the basis of a systematic approach, the barriers of the student at the university are analyzed, which hinder both the deep assimilation of knowledge and their worthy presentation at various levels of control. A multi­level model representation of the learning process allows you to identify bottlenecks and outline ways to eliminate the identified barriers. However, as this analysis shows, the most serious barriers, as well as a large number of them, are still in the minds of students, therefore, almost all pedagogical means of overcoming these barriers become indirect, convincing, and motivating. On the other hand, it is possible to imagine, of course, punishments, the main of which is the deprivation of the scholarship. Several levels of professional knowledge transfer have been identified, depending on the pedagogical means by which this is carried out. So theoretical knowledge is transmitted through lectures, skills are acquired in practical classes and laboratory work, and finally, skills are developed in work with elements of creativity: essays, term papers, final qualification works. The transferred knowledge is then compared with the results of control procedures at the corresponding levels, and only then the degree of development of competencies and the general competence of the student at the highest level are determined. Accordingly, corrective actions from the upper levels will depend on the results obtained. It is important for the learning process that there are objective and subjective barriers. The first group of barriers is associated with students with disabilities and persons with disabilities. Since there is an arsenal of special pedagogical tools for their training (inclusive education), only subjective barriers are investigated in the work.

Akhmedyanova G.F., Pishchukhin A.M.
THE COMPUTER SUPPORT SYSTEM FOR THE PROCESS OF DIAGNOSTIC ASSESSMENT OF THE LEARNER’S COMPETENCY LEVEL ^{[№ 2 ' 2018]}
Diagnostic assessment refers to a process based on methods and successive levels of competency level recognition of the learner as a whole or the development of his individual competences. Diagnostic evaluation can be interpreted as the process of recognizing the level and assessing the individual characteristics of the learner, including a purposeful study of the personality, interpretation of the results obtained and their generalization in the form of an established the presubmitter’s response. Since competence is an abstract object of management, it is impossible to directly assess its state. For the real management of the evaluation process, it is necessary to influence the material carrier of this quality — the learner with the simultaneous creation of the same conditions for all those evaluated in order to obtain an objective result. As a toolkit in the computer support system, diagnostic tests, indicative evaluation, assessment based on a diagnostic hypothesis and differential estimation are used. The results are assessed separately for indicators of erudition, creativity, motivation, initiative, autonomy. Then the integral criterion of additive, multiplicative and mixed types is used. Final assessment is left for the teacher. Due to the algorithmization, it is possible to assess competence integrally by selected components, and at the expense of computer support, store, systematize and take into account the background of the evaluation, conduct a numerical analysis of the results by many criteria. This allows the teacher to focus on the creative component of the diagnosis.

Pishchukhin A.M., Ahmedyanova G.F.
AUTOMATION AND TECHNOLOGIZATION ARE TWO ASPECTS OF TECHNICAL EQUIPMENT ^{[№ 9 ' 2015]}
The article is devoted to the development of the theory of automation at the present stage, the main vehicle in the implementation of which is the computer. Automation is considered as a two-step process: technology and automation direct, which solved the problem of the development of technology, mathematical and system analysis management's process, the expediency and hardware selection. This formulation of the fundamentals of automation, requires in system design to consider the properties of the plurality of control, disturbances and controlled variables. Technologization, which proposed instead of the outdated concepts of mechanization, considered as a direct operator f [Y, F, U]. Then the solution of problem management, giving the basis for the design of automation systems, is reduced to finding the inverse operator. The properties of the sets participating in the automation system, as well as display properties — or rather, the operator, through which it is fulfilled, constitute an orthogonal coordinate system, secreting the plane different classes of automation systems. The plane reflects the complication of the system respectively and automation means in the direction from the upper left corner to the lower right. If top left are systems that can be fully automatic, then right at the bottom — intelligent systems, essentially implying the presence of human and technical means of intellectual support. Further discussed the expediency of automation, a choice of means for its implementation not only hardware but also software, enabling automation at the highest levels of the hierarchy. In conclusion raised the question about the relationship of people and technology in the automation of production. It is shown that there is a limit to automation, which is going it will turn into its opposite and becomes instead attendant threat to humanity.

Ahmedyanova G.F., Pishchukhin A.M
DESIGNING EDUCATIONAL ROUTE IN THE SPACE OF COMPETENCES ^{[№ 3 ' 2015]}
The conceptual basis of modern educational process is competence-based approach. Considering competence as inter-integrated quality, based on the core competencies can be considered to be its particular level as a point in multidimensional space,on coordinates which delayed the levels of the components of competencies. In this space region competent bachelor, in accordance with the require-ments of the educational standard, will be clearly delineated planes normal to the coordinate axes, located on levels of competencies sufficient to assign the appropriate qualification requirements. This means that is known in advance of the target region, which should lead the student educational process. By how closely the direction of change the level of competent performance, stemming from the educational process with the use of concrete pedagogical means to a beam directed to the target area can be judged on the effectiveness of pedagogical tools. It is clear that a quantitative assessment of the effectiveness of educational technology can be set to any two of the following criteria: guide cosine of the angle between the directions described above, in the guise of a projection of changes in the beam directed to the target area or the absolute value of these changes. Since the construction of the educational process on the ideal educational tool leading level of competence of the learner strictly on target beam unbelievable, it is necessary to build zigzag educational route with a choice of the most effective pedagogical tools. Gaining the necessary statistics, you can identify the space of competency efficiency of all used pedagogical tools. The educational process takes place in the interval mode, so changing pedagogical tools must be timed to the moment of change intervals. Thus, the multidimensional space of competencies is a convenient tool for designing educational route. He is based on real changes in the level of competence of the learner in the educational process with the selected pedagogical tool that allows you to choose an adequate pedagogical tools that have the highest efficiency under given conditions, that is, optimization is more educational route.

Ahmedyanova G.F.
THE AGENT-BASED COORDINATION OF CREATIVE AND TECHNOLOGICAL INSTRUMENTS OF LEARNING ^{[№ 2 ' 2014]}
The analysis of process of training from the point of view of opportunities represented by modeling it on a basis the agent — the focused approach is carried out. Questions of allocation of pedagogical system, detection of the general rules of behavior, qualities of agents, the teacher, properties of a method of training, distribution of complexity of a taught material on the training period are discussed. As criterion of depth of assimilation of a material of discipline extent of lag of agents in the course of advance on the training period is accepted.

Ahmedyanova G.F.
ORGANIZATION CLASSIFICATION OF "STUDENT-TEACHER" SYSTEM FEEDBACK ^{[№ 2 ' 2013]}
Motivation for student learning as a major factor in parallel with creativity and independence level is considered. The complex systematization of learning process determining the selection of actual educational tools is described. It is offered to implement the expert system as a mechanism to provide feedback student-teachers.

Ahmedyanova G.F.
FORMING PROFESSIONAL COMPETENCE ON THE BASIS OF PEDAGOGIC PLANNING (DESIGNING) AND ORGANIZING ACADEMIC ACTIVITY ^{[№ 2 ' 2012]}
The article presents the investigation of pedagogic planning (designing) phenomenon. Its role is gaining more and more importance with the increase of a competence approach. The process of planning (designing) the modular strategy of teaching on the basis of coordinating technological and creative components of academic activity is considered as a specific application.