Vol. 41, Nº 6 (2020)
http://bdigital2.ula.ve:8080/xmlui/654321/8448
2026-05-26T04:27:55ZA model of information interaction between the components of an intelligent learning system
http://bdigital2.ula.ve:8080/xmlui/654321/8845
A model of information interaction between the components of an intelligent learning system
VOROBYEVA, Inessa Anatolyevna
The article presents a model of information interaction
between the subject of training and an intelligent
learning system that helps to create the conditions for
the formation of the competencies required for the
future professional activity of students. The article
examines the theoretical background for the
technology of the instructional design of an intelligent
learning system that can generate an educational
environment that adapts to students’ capabilities in
terms of the learning style and rate new educational
material and that takes into account the students’
chosen type of professional activity.; El artículo presenta un modelo de interacción de
información entre el tema de capacitación y un sistema
de aprendizaje inteligente que ayuda a crear las
condiciones para la formación de las competencias
requeridas para la futura actividad profesional de los
estudiantes. El artículo examina los antecedentes
teóricos para la tecnología del diseño instruccional de
un sistema de aprendizaje inteligente que puede
generar un ambiente educativo que se adapte a las
capacidades de los estudiantes en términos del estilo
de aprendizaje y califique el nuevo material educativo
y que tenga en cuenta los estudiantes elegidos. tipo de
actividad profesional.
2020-02-27T00:00:00ZA relação entre a escola em tempo integral e a educação integral
http://bdigital2.ula.ve:8080/xmlui/654321/8844
A relação entre a escola em tempo integral e a educação integral
SOUZA, Maria José A. de; SANTOS, Givanildo M. dos; ARRUDA, Graziela Q. de; ALVES, José Fernando da S.; BEZERRA, Maria Aparecida D.; BARBOSA, Paulo Sérgio; COUTINHO, Diógenes José Gusmão
O presente artigo discute a relação entre a escola em
tempo integral e a educação integral, apresentando o
estado da arte da literatura sobre formação integral e
refletindo sobre o tempo de permanência na escola
numa perspectiva de evolução da aprendizagem.
Concluímos que a escola precisa ser de tempo integral,
não para substituir as funções e responsabilidades da
família e da sociedade, mas sim para promover a
formação humana integral do aluno, nos aspectos
cognitivos, afetivos, espirituais, físicos e sociais.; This paper discusses the relationship between full-time
school and full-time education, presenting the state of
the art of full-time education literature and reflecting
on time spent in school from a learning evolution
perspective. We conclude that the school needs to be
full time, not to replace the functions and
responsibilities of the family and society, but to
promote the integral formation of the student in
cognitive, affective, spiritual, physical and social
aspects.
2020-02-27T00:00:00ZCreativity and innovations of teachers of modern school: empirical aspect
http://bdigital2.ula.ve:8080/xmlui/654321/8842
Creativity and innovations of teachers of modern school: empirical aspect
RERKE, Viktoriya I.; TATARINOVA, Larisa V.; BUBNOVA, Irina S.; BABITSKAYA, Lyudmila A.; BAKHAREVA5, Elena V.
In the article the results of diagnostics creativity and
innovations of teachers of modern school are
presented. It is established that the readiness to
introduce innovations in professional activity of
teachers and the level of their creativity depend on the
motivation to focus on success, the characteristics of
value orientations, the tendency to reasonable risk
taking, the willingness to take responsibility in terms of
risks and creativity of teachers.; En el artículo los resultados de la creatividad de
diagnóstico y las innovaciones de los profesores de la
escuela moderna. Se establece que la disposición a
introducir innovaciones en la actividad profesional de
los docentes y el nivel de su creatividad dependen de
la motivación para centrarse en el éxito, las
características de las orientaciones de valores, la
tendencia a asumir riesgos razonables, la voluntad de
asumir responsabilidades en términos de riesgos y la
creatividad de los docentes.
2020-02-27T00:00:00ZExperimental research of the social expectations of holders of master’s degree in pedagogy
http://bdigital2.ula.ve:8080/xmlui/654321/8840
Experimental research of the social expectations of holders of master’s degree in pedagogy
POPOVYCH, Ihor S.; MACHYNSKA, Natalia I.; LOZYNSKA, Svitlana V.; NOS, Liubov S.; DERKACH, Yuliya Ya.; PROTS, Marta О; KOVALCHUK, Zoriana Ya.; LOS, Oksana M.
The purpose of the article is to reveal the results of
experimental study of the social expectations of
holders of Master’s Degree in Pedagogy (Master of
education / M.Ed.) (n=102). The psychological and
pedagogical experiment was used in the study. The
results are: significant positive changes in awareness
indicator about the expected course of events (.004**;
p≤.01); expected attitudes towards participants in
interpersonal interaction (.008**; p≤.01); expected
performance (.018**; p≤.01). The efficiency of the; El objetivo del artículo es aclarar los resultados de la
investigación experimental de las expectativas sociales
de los estudiantes de la maestría en pedagogía
(n=102). Durante la investigación fue utilizado el
experimento psicólogo pedagógico. Resultados:
cambios positivos significativos del criterio de la
conciencia sobre el desarrollo predicho de los
acontecimientos (.004**; p≤.01); actitud esperada
hacia los participantes de la interacción interpersonal
(.008**; p≤.01); resultados previsibles de la actividad
(.018**; p≤.01). La eficacia del programa desarrollado
fue confirmada de la manera experimental.
2020-02-27T00:00:00Z