may 05, 2024

RU/EN

Headings of Vestnik

March 2018, № 3 (215), pages 58–65

doi: 10.25198/1814-6457-215-58

Sikorskaya G.A., Gamova N.A., Kulish N.V. ABOUT THE PREPARING OF HIGH SCHOOL STUDENTS FOR THE UNIFIED STATE EXAM IN MATHEMATICS ON THE BASIS OF THE PRINCIPLES OF STUDENT-ORIENTED EDUCATIONUniversities are interested in strong applicants, able to harmoniously integrate into the educational environment of the university. USE, as an independent examination of students’ knowledge, requires systematic, competent training, which can be achieved only in the process of systematic, thoughtful work. The inadequacy of the methodology for preparing for the USE is one of the problems facing the school teacher today.
The main role of the teacher in the preparation for the USE is to orient the student to different levels of complexity of the program material. A close relationship between the supply of educational material through personally oriented tasks with value orientations and personal relations to educational and cognitive activity was revealed. Personally oriented tasks are based on the characteristics: the nature of the requirement, the composition of the source data, the way of implementation. The developed basis for the transformation of traditional tasks into personalized ones allows us to find the most optimal methods for solving problems. The trajectories of modeling the personally developing situation through personally oriented tasks on the basis of the structural-component composition of problems with parameters form the ability to analyze, to search for creativity, and to evaluate the result.
At the end of the work done, on the preparation of high school students of the lyceum for the Unified State Exam on mathematics on the basis of personally oriented assignments, the mathematical literacy of the trainees increased sharply, and overall performance was improved. Acknowledgment of the success of the training is consistently high points of the Unified State Exam on mathematics of the lyceum graduates, and, subsequently, high rating indicators of their academic performance at the university.Key words: unified state examination in mathematics, personally oriented education, personally developing situation, personally oriented tasks, cognitive independence of the trainee, senior pupil, entrant.

Download

References:

1. Anohina G.M. Uchenik — sub”ekt deyatel'nosti i sobstvennogo razvitiya v lichnostno orientirovannoj tekhnologii obucheniya. Vestnik Moskovskogo universiteta [Bulletin of Moscow University], ser. 20, Pedagogicheskoe obrazovanie, 2010, no. 1, pp. 28–34.

2. Vasyunina O.B., Samujlova S.V.; pod red. Gulyakova A.D., Pecherskoj R.M. Metodika resheniya nekotoryh tipov zadach s parametrami. Universitetskoe obrazovanie: XVIII Mezhdunar. nauch.-metod. konf., posvyashch. 200-letiyu so dnya rozhdeniya M.YU. Lermontova [University education: XVIII Intern. scientific-method. conf., dedicated. 200th anniversary of the birth of M.Yu. Lermontov]. Penza, 2014, pp. 552–555.

3. Makotrova G.V. Issledovatel'skij potencial starsheklassnikov: konstruirovanie uchebnyh zadanij. Narodnoe obrazovanie [Public education], 2013, no. 7, pp. 153–159.

4. Pustovojtov V.N. Razvitie poznavatel'noj samostoyatel'nosti uchashchihsya starshih klassov na urokah matematiki i informatiki: Monografiya [Development of cognitive independence of students in the upper grades at the lessons of mathematics and computer science: Monograph]. Bryansk: Izdatel'stvo BGU, 2002, 120 p.

5. Semagina YU.V., Pavlov S.I., Kostryukov A.V. O dovuzovskoj podgotovke i professional'noj orientacii studentov pervyh kursov. Nauchno-metodicheskij ehlektronnyj zhurnal “Koncept” [Scientific and methodical electronic journal “Concept”], 2016, vol. 15, pp. 2071–2075.

6. Sikorskaya G.A., Loktionova G.N. Lichnostno-orientirovannaya pedagogika kak osnova profil'nogo obrazovaniya starsheklassnikov. Obrazovanie. Nauka. Nauchnye kadry [Education. The science. Scientific Staff], 2011, no. 2, pp. 162–168.

7. Skuratova A.N. Urovnevaya differenciaciya kak uslovie lichnostno-orientirovannogo podhoda v organizacii samostoyatel'noj uchebno-poznavatel'noj deyatel'nosti uchashchihsya. Uchitel' v shkole [School teacher], 2011, no. 3, pp. 13–18.

8. Tigrov S.V. Lichnostno orientirovannye zadaniya v processe formirovaniya proektnyh umenij studentov vuza. Extended abstrac of Candidate's thesis. Tambov, 2004, 23 p.

9. Hutorskoj A.V. Metodika lichnostno-orientirovannogo obucheniya. Kak obuchat' vsekh po-raznomu?: Posobie dlya uchitelya [The methodology of personality-oriented learning. How to teach everyone differently ?: Teacher's Manual]. M.: Vlados, 2005, 383 p.

10. SHCHukina G.I. Aktivizaciya poznavatel'noj deyatel'nosti uchashchihsya v uchebnom processe [Activation of cognitive activity of students in the educational process]. M. : Vlados, 2009, 245 p.

11. YAkimanskaya I.S. Lichnostno-orientirovannoe obrazovanie v sovremennoj shkole [Personal-oriented education in a modern school]. M.: Sentyabr', 2006, 96 p.

12. YAkimanskaya I.S. Psihologicheskie osnovy matematicheskogo obrazovaniya: uchebnoe posobie [Psychological foundations of mathematical education: tutorial]. M.: IC “Akademiya”, 2004, 320 p.

13. Berry O Donovan, Chris Rust &Margaret Price A scholarly approach to solving the feedback dilemma in practice, 2015, pp. 938–949. Available at: https://doi.org/10.1080/02602938.2015.1052774.

14. Laal M., Khattami-Kermanshahi Zh. 21st century learning; learning in collaboration. Journal of Procedia — Social and Behavioral Sciences, 2012, 47, pp. 1696–1701.

15. Alden B., Van Labeke N., Field D., Pulman S., Richardson J.T.E., Whitelock D. Using student experience as a model for designing an automatic feedback system for short essays. International Journal of e-Assessment, 2014, 4(1), article no. 68.

16. Adie L. The development of teacher assessment identity through participation in online moderation. Assessment in Education: Principles, Policy & Practice, 2013, 20, pp. 91–106. DOI:10.1080/096 9594X.2011.650150.

17. Cowie B., Moreland J. Leveraging disciplinary practices to support students’ active participation in formative assessment. Assessment in Education: Principles, Policy & Practice, 2015, 22, pp. 247–264. DOI:10.1080/0969594X.2015.1015960.

18. Gotch C.M., French B.F. A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 2014, 33, pp. 14–18. DOI:10.1111/emip.12030.

19. Ganesh D. Bhatt Knowledge management in organizations: examining the interaction between technologies, techniques, and people. Journal of Knowledge Management, 2014, v. 5, no. 1.

20. Felder R.M., Brent R. Effective Strategies for Cooperative Learning. J. Cooperation & Collaboration in College Teaching, 2010, no. 10(2), pp. 69–75.

About this article

Authors: Sikorskaya G.A., Gamova N.A., Kulish N.V.

Year: 2018

doi: 10.25198/1814-6457-215-58

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru