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Abstracts

XX conference

Some suggestions for improvement of educational process based on experiences TESTING undergraduate students

Andrusenko N.P., Efimova M.V., Rodimova E.A.

State University of Management Department of Mathematics Russia, 109 542, Moscow, Ryazan prospectus, d.99, E-mail: 6921789@mail.ru Tel. (495) 371-70-88, fax: (495) 371-70-88

1 pp. (accepted)

The results of the testing showed that, on average, the percentage of students correctly solved tests ranging from 35% to 40%. In our opinion, one of the reasons for the low result is a lack of systematic and strength in students understanding of the program material. If knowledge is incoherent, fragmentary, meaning mathematical terminology is not understood, even the availability of reference materials won’t help students properly perform control tasks. Conducting analysis of tests, teachers are faced with the fact that the slightest deviation from the usual formulation of a test, his "Two-step", led to the failure of the student. This suggests about certain formalism in the acquisition of knowledge and skills of students in the study of mathematics. Such "formal" knowledge can occur when there is separation of form and content, the prevalence of memorizing over understanding, excessive algorithmic solutions to common problems. Formal knowledge of maths terminology leads to the fact that a student learns words, the exact meaning of which is not understood. In a word, it is necessary to deal with the formalization of knowledge -which is dead, useless knowledge.

To avoid these shortcomings, a differentiated (individual) approach to learning is necessary, which will be caused by the individual development of the student, his "pre-university" training. Principle of individualization assumes optimal matching of educational material and teaching methods abilities of each student. Differentiation in the learning usually assumes a conditional division students of the "mobile" subgroup (most often on the "strong", "medium" and "weak"), the sub-group, of course, is not permanent. In the teaching process mathematical discipline teacher should always bear in mind the existence of these three categories of students and build their work so as to optimally "ensure" of each of them. Course they should possibly observe the teaching cycle.

Teachers of the maths department of GUU several years embody the principle of individualization of the learning process. All training books, case homework, test and examination papers contain reference baseline and tasks, the complexity of which is more than basic. Need for continuous changes in the level of training tests (reflecting individual levels of students), cause the dynamics of the learning process, formalism elimination, ensuring the principle of science, availability, regularity and strength of knowledge in teaching mathematics.



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