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ФОРМИРОВАНИЕ ИНФОРМАЦИОННО-МАТЕМАТИЧЕСКОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ: МЕТОДИЧЕСКИЕ АСПЕКТЫ

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В статье указывается на необходимость формирования информационно-математической компетентности у студентов гуманитарных специальностей, а в частности изучения методов многомерного анализа данных и моделирования с использованием современного программ
˛˜˚˝˛˙�.4.2013PerspectivesofScienceandEducation.4.2013
ISSN 2307-2334
101пЂѓ
ǻ 378.147 . . ˜˝˚�˙
 74.4 пЉЎп‹‹Л�п‹Џп‹“п‹Џп‹‹ЛќпЂѓ Лљп‹ђп‹Џп‹‹п‹Ћ Л™п‹Ћ п‹“п‹ўп‹ђЛњп‹•п‹“п‹ пЂѓ Л�п‹‹п‹ћп‹•пЂѓ
ǼǾǺǾǼǻ ǻǼǾǺǼǻǻǼ-
ǺǺǿǼ ǼǺǽǻǻǼǿ ǿǻǼ ǺǻǾǻ ǿǽǻǼǿ: ǺǼǿ ǿǽ  șȚȚ țȚș  șȚ �� �-
ȚȚș ȚȚșȚ ț șȚțȚ țȚ� șșȚ,   șȚșȚ ț Ț �    � ș ș ș� �� ș. Țț�țȚș ��Ț ț-Țș ș �șș-�  �Ț-
�Ț� ȚȚș Ț șȚțȚ țȚ� șșȚ,  Ț ș ș țș șȚț� ț ȚșȚ șȚțȚ-țȚ�. �șȚ ț-Țș ș  ș șȚ�țȚț� �  șȚțȚ  ș�Ț țȚ� șșȚ.  ș: ȚȚș, �, ȚȚșȚ, ��, șȚțȚ, țȚ�, șșȚ, ȚȚș Ț, Ț, ț.
R.пЂѓ I.пЂѓ Os t apenkoпЂѓ
Ph.D.пЂѓ i nпЂѓ pedagogyпЂѓ
FORMATION OF INFORMATION-MATHEMATICAL COMPETENCE OF STUDENTS OF HUMANITARIAN SPECIALTIES: METHODICAL ASPECTS The article points to the need for formation of information-mathematical competence of the students of humanitarian specialties, and in particular the study of the methods of multivariate data analysis and modeling with the use of modern software. It highlights the development of educational-methodical provision of professionally applied and practice-
oriented mathematical training of students of humanitarian specialties, as well as the search for pedagogical conditions of stimulation of educational activity of students in the Humanities. Presented by the educational-methodical manual on the basics of structural modeling for students and post-graduate students of humanitarian specialties. Key words: mathematical, information, competence, formation, students, humanitarian, specialty, mathematical methods, training, training. șș п€Љ țȚИ� ț șȚ, Иљп€€п€’п€ђп€ќ п€’п€€п€’ , ș, ș п€ђ п€ЊИ�.,  Ț  И�п€€И™И™п€”п€–ИљИ�  п€’п€€п€’ ș, ș, И™п€€п€”п€–п€–И�țș И™п€ђИ™Иљп€Ќп€”, țȚ  Ț  п€Њп€€п€“п€¤п€•п€Ќп€‘п€ И›п€¦ И�п€€п€ЏИ�Țț șȚȚșȚț ȚȚș п€€п€—п€—п€€И�п€€Иљп€€,  п€ђ  șȚ  ș «ȚȚ». п‡Є șȚ п€ЉИ� șțȚ șȚȚИ�Ț п€‰п€–п€“п€¤п€ п€–п€‘ ˛˜˚˝˛˙Л�п‹“п‹Є.пЂѓпЌћ4.пЂѓ2013пЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓPerspectivesпЂѓofпЂѓScienceпЂѓandпЂѓEducation.пЂѓпЌћ4.пЂѓ2013
ISSN 2307-2334
102пЂѓ
�� ț șȚ ș � Ț (șȚ�țȚț� �, ȚȚț    Ț..) șȚțȚ țȚ� șșȚ   ț�  ȚȚș Ț  ț Ț,   șșȚȚș șșȚȚ �Ț.  șșț  ț � ȚȚș ș șȚțȚ țȚ� șșȚ șȚțȚ ș   � � Ț  � ț, Ț
п€–И�п€Ќ И™п€–п€Њп€ЌИ� п€”п€€Иљп€ЌИ� п€ђ И›И� И™ИљИ�șȚ  , Иљп€€п€’ п€ђ п€Љ п€—п€–п€Љп€Јп€ п€Ќп€•п€ђп€ђ  И™п€€п€”п€ђп€ќ п€—И�Ț. Ǿ șș: И�п€€п€ЏИ�Ț ț-Țș ș И�Ț п€—И�п€–п€ћп€ЌИ™И™п€€ п€ЉИ›п€Џп€€ Ț п€—И�șș-п€—И� п€ђ п€—И�п€€п€’Иљп€ђп€’п€–-п€–И�ȚИ� ȚȚș Ț șȚțȚ țȚИ� șșȚ п€ђ п€—п€–п€ђИ™п€’ șȚțИ�ț п€”п€ЌИљп€–п€Њп€–п€Љ п€ђ И™И�п€Ќп€ЊИ™Иљп€Љ ș И�Ț п€ђ ț п€—И�п€–п€ћп€ЌИ™И™п€€. п‡Є И�Ț ș (Зє. п‡Є. п‡Іп€–И� [1], P. M. Bentler [2] п‡І. п‡Ё. Bollen [3] п€ђ п€ЊИ�.), ș (п‡°. Зј. Ț [4], H. M. Blalock [5], O. D. Dunkan [6] п€ђ п€ЊИ�.) п€ђ п€ЊИ�ț țȚИ�-п€–И�ȚИ� șșȚ (п‡Ё. п‡Ё. ș [7], . п‡Є. Ț [8], п‡ё. п‡°. șȚ [9, 10, 11], K. G. Joereskog & D. Soerbom [12] п€ђ п€ЊИ�.) șțȚș ș п€”п€€Иљп€Ќп€”п€€Иљп€ђп€џп€ЌИ™п€’п€ђп€Ќ п€”п€ЌИљп€–п€Њп€Ј , п€€ Иљп€€п€’п€Ћп€Ќ ș п€—И�И� ș: AMOS   SPSS, EQS, Lisrel, Statistica п€ђ Иљ.п€Њ. п‡Єп€”п€ЌИ™Иљп€Ќ И™ Иљп€Ќп€” șțȚ ȚȚȚ Иљп€–, п€џИљп€– п€—И�  п€”п€ЌИљп€–п€Њп€–п€Љ (И�п€ђп€”п€ЌИ�, И™ИљИ�И›п€’ИљИ›И� И�) п€Љ п‡ёп€–И™
И™п€ђп€ђ п€—п€–п€’п€€  ț Ț п€ п€ђИ� И�п€€И™п€—И�п€–И™ИљИ� п€’п€€п€’ п€Љ п€Џп€€И�ț ț șȚИ�  п€ п€ђИ� п€’И�ț И�п€Ќп€ п€€п€Ќп€”п€Јп€ќ п€ђп€”п€ђ п€Џп€€п€Њп€€п€џ, ș п€ќп€€И�п€€п€’Иљп€ЌИ�  țȚИ� șȚ .  п€•п€€п€ п€Ќп€”И› , И�Ț Ț   п€ђ И� п€Љ ȚșȚ ț п€Љп€–  șșșȚțȚ И�Ț ț șșȚ (п€Љ Иљп€–п€” ș ȚИ�Ț-șșȚ) п€”п€€Иљп€Ќп€”п€€Иљп€ђп€’п€–п€Љ, И�п€”п€€Иљп€ђп€’п€–п€Љ п€ђ șșȚ п€Љ 
șȚ țȚИ� п€ђ șȚ ț ȚțИ�ț Țț șșȚ, п€’п€–Иљп€–И�п€Јп€Ќ   șȚȚșȚț Ț п€—п€– п€”п€€Иљп€Ќп€”п€€Иљп€ђп€џп€ЌИ™п€’п€–п€”И› И� п€ђ ț . Țș п€Љп€ЈИљп€Ќп€’п€€п€ЌИљ șȚ  șȚȚșȚț ș п€ђ И™п€—п€Ќп€ћп€’И›И�И™п€–п€Љ  țȚȚ п€ЉИ›п€Џп€–п€Љ, п€—п€–п€Љп€Јп€ п€Ќп€•п€ђп€Ќ  ț-ș п€’п€€п€ЊИ�п€–п€Љ, И�п€€п€ЏИ�Ț ț п€ђ п€”п€ЌИљп€–п€Њп€ђп€џп€ЌИ™п€’п€ђп€ќ ș, И™п€–п€Љп€ЌИ�п€ п€Ќп€•И™Иљп€Љп€–п€Љп€€п€•п€ђп€Ќ п€”п€€Иљп€ЌИ�-Țș
  п€ђ ș п€—И�И� ș. п‡Є И�п€€п€”п€’п€€п€ќ п€Љп€Јп€ п€ЌИ›п€’п€€п€Џп€€п€•п€•п€–п€‘ п€—И�   țșȚ, п€џИљп€– п€—И�п€–п€ћп€ЌИ™И™ п€њп€–И�п€”п€ђИ� И�-ȚȚș ȚȚșȚ ˛˜˚˝˛˙Л�п‹“п‹Є.пЂѓпЌћ4.пЂѓ2013пЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓпЂѓPerspectivesпЂѓofпЂѓScienceпЂѓandпЂѓEducation.пЂѓпЌћ4.пЂѓ2013
ISSN 2307-2334
103пЂѓ
șȚțȚ țȚ� �,  șȚșȚ șȚțȚ ș-
ș șșȚ, țȚ Ț п€—И�п€ђ ș ș-ș, ș п€ђ ș-ș țș țș. п‡ІИ�п€€Иљп€’п€– п€ђп€ќ п€–п€ќп€€И�п€€п€’Иљп€ЌИ�п€ђп€ЏИ›п€Ќп€”. ș-ș țș: - Ț Ț șȚ ȚșȚ șȚțȚ п€Љ țș șșȚ п€ђ И™п€€п€”п€–И�; - п€–И�Ț  И�п€€п€Џп€Љп€ђИљп€ђп€Ќ ș п€”п€Јп€ п€“п€Ќп€•п€ђп€§ șȚțȚ; - п€њп€–И�п€”п€ђИ� п€—п€–ИљИ�șȚ п€Љ  п€ђ șșȚ ȚșȚ И™ ș п€—п€–п€ђИ™п€’п€–п€Љп€Јп€ќ п€ђ п€—И� п€”п€ЌИљп€–п€Њп€–п€Љ ț. -ș țș: - И™п€ђИ™Иљп€Ќп€”п€€ п€—И�п€–п€ћп€ЌИ™И™п€€ ț п€Љ ȚșȚ țț п€—И�șș ȚșȚ И™  șȚțȚ п€Љ И� ș-ș șș; - ș п€Љ И�Ț п€—И�п€–п€ћп€ЌИ™И™п€Ќ И� Ț (И� ț п€”п€€Иљп€ЌИ� п€ђ п€—И�И� И™И�п€Ќп€ЊИ™Иљп€Љ). ș țș: - п€–И� п€–п€—п€–И™И� țș Ț, п€—И�И�Ț șȚ șș п€џп€ЌИ�п€Ќп€Џ Ț Ț ț (И�,  И�п€Ј п€ђ Иљ.п€Њ.). п‡ёп€€п€ЏИ�Ț п€”п€ЌИљп€–п€Њп€ђп€џп€ЌИ™п€’п€–п€Ќ ș  п€—И� ș «ȚȚș п€”п€ЌИљп€–п€Њп€Ј п€Љ ș», «Ț ȚȚș И™Иљп€€Иљп€ђИ™Иљп€ђп€’п€ђ п€Љ ș п€ђ », «ȚȚș ș ș» п€ђ Иљ.п€Њ.  șșȚ п€Љп€€И�ȚșȚ, ȚИ�ȚșȚ, ȚșȚ Ț șȚțȚ п€ђ п€—И�Ț п€—п€ЌИ�Țș И™ ș
Ț ȚșȚ  Țț,  Ț ț-
șșȚșț, И™ Ț п€њп€–И�п€” И�Ț  И�И›п€—п€—п€–п€Љп€Јп€Ќ п€ђ ț. п‡Є п€—И�п€–п€ћп€ЌИ™И™п€Ќ И�п€Ќп€ п€Ќп€•п€ђп€§ п€Љп€Јп€ п€ЌИ›п€’п€€п€Џп€€п€•п€•п€–п€‘ п€—И� п€€п€ЉИљп€–И�п€–п€” șȚ șȚȚ  И�п€€п€ЏИ�Ț п€ђ И� п€Љ ț п€—И�п€–п€ћп€ЌИ™И™ ț-
Țș ș «ȚȚș ș ș» [13]  «ș șȚ�țȚț� �  ș  » [14], �  șȚțȚ  ș�Ț șș  ș ș
șȚ ț.  ș �țȚȚ ș� ș�Ț ț  Ț�   �șȚ țȚ  ȚȚș șȚȚșȚ (��-
��șș , ș�Ț� Ț  Ț), Ț ș ș șȚ�țȚț� � (țȚ, �Ț� Ț� ),  Ț ș șș ˛˜˚˝˛˙�.4.2013PerspectivesofScienceandEducation.4.2013
ISSN 2307-2334
104пЂѓ
Ț� �Ț  c  ș ț AMOS SPSS 18.0. Ǻ �, ș Ț �  șȚ ș ș�  șșȚ �� ș  șȚȚșȚș  , Ț țțț șșȚț șȚ��Țș    șȚ� ș �șș  ț-șșȚș �Ț – ș�Ț Ț��Ț �țȚȚ �Ț . Ț țșȚ Țș  șȚș  � șș, Țț�țȚ �Ț șș
Țș  п€ђ И�п€€И™п€ п€ђИ�Ț Ț șșșȚ п€Љ ț ț п€’п€€И�Ț п€”п€ђИ�п€€, șȚȚșȚ. п‡іп‡°Зєп‡­п‡ёп‡ЁЗєЗ»п‡ёп‡Ё 1.п‡Іп€–И� Зє.п‡Є. ș ИљИ� п€Љ И�п€€п€Џп€Љп€ђИљп€ђп€ђ п€”п€ЌИљп€–п€Њп€–п€Љ șș șș // п€…п€’И™п€—п€ЌИ�Ț ș п€Љ п‡ёп€–И™И™п€ђп€ђ: ЗєИ�п€€п€Њп€ђп€ћп€ђп€ђ п€ђ п€—п€ЌИ�И™п€—п€Ќп€’Иљп€ђп€Љп€Ј, 2010. – C. 42-46 2.Bentler P.M. EQS, Structural Equations, Program Manual. C.A., 1995. 3.Bollen K. Latent Variables in Psychology and the Social Sciences // Annual Review of Psychology. 2002. п€№ 53. 4.Ț п‡°.Зј. șȚș п€—И�п€–п€ћп€Ќп€ЊИ›И�п€€ п€Љ ș. И�п€’ п€ђИ™Иљп€–И�п€ђп€ђ п€ђ Иљп€Ќп€–И�п€ђп€ђ. – .: ț, 1993. – 175 И™. 5.Blalock H.M., Blalock A.B. Methodology in Social Research. N.Y., 1968. 6.Duncan O.D. Path Analysis: Sociological Examples // The American Journal of Sociology. 1966. Vol. 72. No. 1. 7.ș п‡Ё.п‡Ё. п‡°п€Џп€”п€ЌИ� ȚȚ п€—п€ЌИ� п€Љ ș-ș И™п€ђИ™Иљп€Ќп€”п€€п€ќ: Иљп€Ќп€–И� п€ђ п€—И�п€€п€’Иљп€ђп€’п€€: И�. – ș--ț: п‡°п€Џп€Њ. ȚИ� , 2007. – 424 И™. 8.Ț .п‡Є. И� ȚȚ  c  И™ИљИ�И›п€’ИљИ›И� И›И� // п€…п€’И™п€—п€ЌИ�Ț ș. 2008. – п€№ 1.– . 131–148 9.șȚ п‡ё.п‡°.  п€’п€–И�И�ȚșȚ п€—И� șȚ п€”п€ЌИљп€–п€Њп€–п€Љ п€Љ ș-
ș șș. // � ț șș  . –  3  2011 [Ț� �șț�ș]. URL: http://web.snauka.ru/issues/2011/07/1375 10.șȚ .. Ț�țȚț� �  ș   [Ț� �șț�ș] // // �șȚ ț  �, 2013.  2. URL: http://pnojournal.wordpress.com/archive (Ț �: 7.05.2013). 11.șȚ .. Ț�țȚț� ș șȚ �Ț  ș șȚ  Ț șȚț �Ț � [Ț� �șț�ș] // �șȚ ț  �, 2013.  1. URL: http://pnojournal.wordpress.com/archive (Ț �: 7.05.2013). 12.Joereskog K.G., Soerbom D. Advances in Factor Analysis and Structural Equation Models. Cambridge, 1979. 13.șȚ .. ȚȚș ș ș: ț-Țș ș  șȚțȚ  ș�Ț șș  ș ˛˜˚˝˛˙�.4.2013PerspectivesofScienceandEducation.4.2013
ISSN 2307-2334
105пЂѓ
șșȚ ț / ..șȚ. – �: ǻ, 2010. – 76 ș. 14.șȚ .. ș șȚ�țȚț� �  ș  : ț-Țș ș  șȚțȚ ș-ș țȚȚ. �., 2012. – 122 ș. REFERENCES 1.Kornilova T.V. Main trends in the development of methods of psychological research. Jeksperimental'naja psihologija v Rossii: Tradicii i perspektivy - Experimental psychology in Russia: Traditions and perspectives, 2010. pp. 42-46 (in Russian). 2.Bentler P.M. EQS, Structural Equations, Program Manual. C.A., 1995. 3.Bollen K. Latent Variables in Psychology and the Social Sciences // Annual Review of Psychology. 2002.  53. 4.Devjatko I.F. Diagnosticheskaja procedura v sociologii. Ocherk istorii i teorii [Diagnostic procedure in sociology. Essay on the history and theory]. Moscow, Nauka, 1993. 175 p. 5.Blalock H.M., Blalock A.B. Methodology in Social Research. N.Y., 1968. 6.Duncan O.D. Path Analysis: Sociological Examples // The American Journal of Sociology. 1966. Vol. 72. No. 1. 7.Maslak A.A. Izmerenie latentnyh peremennyh v social'no-jekonomicheskih sistemah: teorija i praktika: Monografija [Measurement of latent variables in social and economic systems: theory and practice: Monograph]. Slavyansk-on-Kuban, Izd. centr SGPI, 2007. 424 p. 8.Mitina O.V. Modeling latent changes using structural equation. Jeksperimental'naja psihologija - Experimental psychology, 2008, no.1. pp.131–148 (in Russian). 9.Ostapenko R.I. About the correctness of the application of quantitative methods in psychological and pedagogical research. Sovremennye nauchnye issledovanija i innovacii - Modern scientific research and innovation, 2011, no.3. Available at: http://web.snauka.ru/issues/2011/07/1375 (accessed 25 August 2013). 10.Ostapenko R.I. Structural modeling in psychology and pedagogics. Perspektivy nauki i obrazovanija - Perspectives of science and education, 2013. no.2. Available at: http://pnojournal.wordpress.com/archive (accessed 25 August 2013). 11.Ostapenko R.I. Communication values and behavior styles in conflict situation of workers of the organization. Perspektivy nauki i obrazovanija - Perspectives of science and education, 2013. no.1. Available at: http://pnojournal.wordpress.com/archive (accessed 25 August 2013). 12.Joereskog K.G., Soerbom D. Advances in Factor Analysis and Structural Equation Models. Cambridge, 1979. 13.Ostapenko R.I. Matematicheskie osnovy psihologii: uchebno-metodicheskoe posobie dlja studentov i aspirantov psihologicheskih i pedagogicheskih special'nostej vuzov [Mathematical foundations of psychology: textbook for students of psychological and pedagogical universities]. Voronezh, VGPU, 2010. 76 p. 14.Ostapenko R.I. Osnovy strukturnogo modelirovanija v psihologii i pedagogike: uchebno-
metodicheskoe posobie dlja studentov psihologo-pedagogicheskogo fakul'teta [Basics of structural modeling in psychology and pedagogics: textbook for the students of psychological-pedagogical faculty]. Voronezh., 2012. 122 p. ˛˜˚˝˛˙�.4.2013PerspectivesofScienceandEducation.4.2013
ISSN 2307-2334
106пЂѓ
�  Ț� șȚ   (șș, . �) – Ț ș ț, șȚȚ �Ț�  ț    «ș ». E-mail: ramiro@list.ru
Information about the author Ostapenko Roman Ivanovich
(Russian Federation, Voronezh) – Ph.D. in pedagogy, deputy director for science and innovation "Environmental care". E-mail: ramiro@list.ru
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