Formation of Criteria for Choosing the Content of The Teaching Methodological System from The Point of View of The Project-Information Approach

Аннотация

When considering the question of the choice of teaching methods, we consider that in any action of educational activity there will be several methods at once; when talking about the use of a particular method, we mean its priority role at each stage of the educational-cognitive process. This situation is evident with the emergence of AKT in recent decades. Keywords: Information, Communication, Technology, Project, approach, Foundation, OSM, student, teaching, criterion, content, selection, formation, preparatory, improvement, society, education. Introduction: Integrity and continuity criteria-the study of NTM indicates that the engineer-builder is an important link in the preparation of a single base. Criterion for compliance with training goals. The content of NTM should be considered from the point of view of the educational science that forms a system for engineering-construction OTM students. The content of this integrative course is compiled in accordance with the state educational standard of higher vocational education, but at the same time the goal of maintaining the proportion between the subjects was not set. The reason was that it contradicted the didactic principle of openness, as well as the most important principles of Project systems – the principles of open architecture and openness of information. European International Journal of Pedagogics 80 https://eipublication.com/index.php/eijp European International Journal of Pedagogics Association of the criterion of Science with existence, - study of theoretical material in the module; rigor and systematicity of submission (inclusion in the - Association of integrative and private didactic goals; content of the fundamental rules of modern science, - relative independence of the elements that make up taking into account the basic knowledge of applicants). the module; Didactic isomorphism criterion. In accordance with this - the ability of students to repeat educational material. criterion, the main structural elements and units of meaning in the content areas of the Natural Science of” Currently, there are more than fifty teaching methods mechanics " should go to NTM in a didactic revision, and their classifications. In our opinion, the that is, adhere to the following universal principles: classifications on the following grounds are considered the most justified: - systematicity and sequence principle – the content must be placed in a strict logical sequence, in which the - source of transmission and nature of reception: verbal- next educational material is logically related to the visual, practical (Golant E.Ya., Perovsky E.I.); previous one, relying on it and preparing to learn -degree of inclusion in productive (creative) activities: something new; explanatory-illustrative, reproductive, problematic - the principle of theory and practice dependence statement, partial research, research methods (Skatkin implies that, in addition to the traditional m.N., Lerner I.Ya.); interpretation, the content of teaching should show - didactic goals: methods of acquiring new knowledge, students a professional direction; the formation of skills and abilities and the application – the principle of consistency-requires the emphasis on of knowledge in practice, methods of checking and the material that must be remembered most firmly in evaluating knowledge (Danilov m.A., Esipov B.P.); the content of training (thesaurus formation). - educational content: knowledge (information about The consistency criterion (G.G. Integrativity on the world), experience in the implementation of hamov). The science of NTM at the engineering and methods of activity, experience of creative activity, construction OSM should ensure a smooth transition experience of emotional-valued attitude (Kraevsky V.V.; from the fundamental level of rigor in the presentation Lerner I.Ya.); of the material to practical activities, that is, prepare -the nature of educational-cognitive activity: methods the student to study professional and special subjects, of organizing educational-cognitive activity, methods of including specialty and elective subjects. stimulating educational-cognitive activity, methods of - Criterion of unity of educational content. The content controlling the effectiveness of educational-cognitive of the joint teaching of individual educational activity (Babansky Yu.K.). disciplines should ensure the formation of a holistic We take into account the possible connections between scientific landscape in the mind of the future engineer, teaching methods. Among the reasons that encourage which will serve as a scientific basis for his further the development and introduction of new methods, an engineering activities. important role is played by the changes taking place not - Criterion of foresight. In accordance with this only in the goals and content of education, but also in principle, it is necessary to include in the content of its tools. This situation is evident with the emerge