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| 001 | 653705 | ||
| 005 | 20231030041230.0 | ||
| 035 | _a(RuTPU)RU\TPU\network\19199 | ||
| 035 | _aRU\TPU\network\18884 | ||
| 090 | _a653705 | ||
| 100 | _a20170323d2017 k y0engy50 ba | ||
| 101 | 0 | _aeng | |
| 105 | _ay z 100zy | ||
| 135 | _adrcn ---uucaa | ||
| 181 | 0 | _ai | |
| 182 | 0 | _ab | |
| 200 | 1 |
_aApplication of the "Fishbone" Technology in the Organization of Independent Work of Students in Higher Mathematics _fI. G. Ustinova, E. I. Podberezina, E. O. Shefer |
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| 203 |
_aText _celectronic |
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| 300 | _aTitle screen | ||
| 320 | _a[References: p. 314 (12 tit.)] | ||
| 330 | _aFormation of a creative personality able to self-development, self-education, and innovative activity is the main objective of graduate education. In this regard, a special attention should be paid to the organization of independent work of students in a university educational process management. One of the most recognized types of independent work of students is a functional conspectus. “Fishbone” technology (a type of functional conspectus) is a method of cause-effect relationships structural analysis, which allows developing students' skills to work with information and their ability to formulate and to solve the problems. This paper deals with the application of this technology to the practical work on higher mathematics in order to increase the efficiency of the organization of independent work of students. Thus we have two objectives: first, to test the effectiveness of “Fishbone” technology in the organization of independent work, and second, to explore the possibility of using this technology in the higher mathematics university course. Comparative analysis of the test results of students who were trained with “Fishbone” technology application and without it demonstrates that its use can significantly increase the level of new information assimilation (in 19.8438%). Therefore, in future work we plan to consider applying other types of functional conspectus, such as insert, text markings, clusters, conceptual table and Bloom's chamomile to the course of higher mathematics in order to compare their efficiency in the organization of independent work of students and identify the most productive of them. | ||
| 461 | _tAdvances in Intelligent Systems and Computing | ||
| 463 |
_tVol. 544 : Interactive Collaborative Learning (ICL 2016) _oproceedings of the 19th International Conference, 21-23 September 2016, Belfast, UK. Vol. 1 _v[P. 309-314] _d2017 |
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| 610 | 1 | _aэлектронный ресурс | |
| 610 | 1 | _aтруды учёных ТПУ | |
| 610 | 1 | _aсамостоятельная работа | |
| 610 | 1 | _aстуденты | |
| 610 | 1 | _aсаморазвитие | |
| 610 | 1 | _aучебный процесс | |
| 610 | 1 | _aпрактические работы | |
| 700 | 1 |
_aUstinova _bI. G. _cmathematician _cassociate Professor of Tomsk Polytechnic University, candidate of technical Sciences _f1960- _gIrina Georgievna _2stltpush _3(RuTPU)RU\TPU\pers\36090 |
|
| 701 | 1 |
_aPodberezina _bE. I. _gElena Ivanovna |
|
| 701 | 1 |
_aShefer _bE. O. _gYuliya Sergeevna |
|
| 712 | 0 | 2 |
_aНациональный исследовательский Томский политехнический университет (ТПУ) _bФизико-технический институт (ФТИ) _bКафедра высшей математики и математической физики (ВММФ) _h139 _2stltpush _3(RuTPU)RU\TPU\col\18727 |
| 801 | 2 |
_aRU _b63413507 _c20170505 _gRCR |
|
| 856 | 4 | _uhttp://earchive.tpu.ru/handle/11683/38248 | |
| 856 | 4 | _uhttp://dx.doi.org/10.1007/978-3-319-50337-0_28 | |
| 942 | _cCF | ||