Introduction.
During the training of emergency specialists, the development of a clear, structured thinking is important. And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably. However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science. Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers.
Purpose.
Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities.
Methods.
The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).
Results.
The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application. The proposed stages are analyzed in detail. The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted. There are three phases of knowledge (curiosity, curiosity, theoretical knowledge). It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure. Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks. It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.
It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions). Examples of applied tasks that can be solved in higher mathematics classes are given. It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application.
Conclusion.
Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher. Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies). And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.
Komagata’s “paperscapes”
