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Conference publications

Abstracts

XX conference

Mathematical assessment of the outcome for different learning strategies in secondary school

Gonchar D.R., Yurezanskaya Yu.S.

119333, Russia, Moscow, Vavilova-40

1 pp. (accepted)


It is known the expression of Gauss "Еvery science has as much truth as mathematics," but for many reasons scientific modeling a number of important aspects for the life of a comprehensive school in the Soviet Union is simply not done. The Ministry of Education assessed its own work, determined the temporal, spatial, and other fields of school responsibility for school activities. The Ministry of Education often extremely narrowed these fields to direct students stay in school and to school grades. Even a little more long-term effects features of education and training at the school for students' health, their skills, commitment and willingness to work, etc. аfter graduation were little taken into account, because in fact the school did not bear any legal responsibility for them.


Since the authors had to start almost "from scratch", it has led to some simplification and provisional character of the estimates and models described below. The primary purpose - to justify the need for further detailed and deep research. In the first task, we chose to model the comparison strategies for learning in the school, taking into account (or neglecting) the essential range of natural abilities of students.


Problem statement. We have two academic subjects, let's call them "physics" and "literature". These subjects significantly differ the requirements for the composition of the natural abilities of students. We assume that each subject 100% requires the appropriate natural abilities: physics - 100% in physics, literature - 100% in literature. Curriculum sets the plan for the development of physics and literature for a training period in some academic units. If the curriculum is made, further education on the subject is not made (tutorial is over.)


For each from N students the value of “pupil_energy” (total supply of vital energy available for training) is known, the composition of the natural abilities of the student is given with the value of the constant factors that show the quality of life energy loss for the development of the course unit, respectively, or in physics - pupil_phys_ability, or by the literature - pupil_lir_ability. It is required to determine the amount of the total contribution of all school students (i.e. the total amount disbursed academic units) if the following learning strategies: equalization approach (according F.Gerbart, T.Lysenko, L.Vygotsky etc.) and nature approach (J. Comenius, J. Locke, A. Diesterweg, K. Ushinsky, A. Makarenko, etc.).



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