scholarly journals FORMATION OF VALUE ORIENTATIONS IN THE PROCESS OF TEACHING MATHEMATICS

2020 ◽  
pp. 213-218
Author(s):  
Hamlet MIKAELIAN ◽  
Keyword(s):  
General Education ◽  
Real Life ◽  
Value Orientation ◽  
Value Orientations ◽  
Point Of View ◽  
Formal Structure ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Value System

The general education school is the most important link in the formation of value orientations and the value system of students, which is due to the general content of the educational goals of the school and the student's relationship with teachers, friends and other participants in school life. The school is of decisive importance from the point of view of the community of value orientations and the system of values of students, the inclusion of national and universal values in them, the solution of global problems of moral and aesthetic education, the formation of a single system of cognitive values. And how does mathematics or mathematical education affect a person's value orientation, the direction of his life? Can a person, in certain situations, give preference to similar values over other values? And what is the role of mathematics education in the value system of the student and the person as a whole? The answer depends on what we mean by mathematical education or what goals it pursues. If the process of teaching mathematics is reduced to teaching mathematics, then mathematics with its formal structure of lan- guage and abstract figures is far from life and school interests (with rare exceptions in each class for individual students). Mathematical knowledge also does not lead to wisdom and philosophy of life, it even reduces the stu- dent's vital activity. However, if the process of teaching mathematics is aimed at implementing education through mathematics, then the role of mathematics increases as a means of forming cognitive, aesthetic, moral, mental and other values. This view of mathematics gives the student the opportunity to appreciate the objects studied with the help of mathematics, to look at the world in a different way. He feels more confident in different real life situations. The article deals with the problem of the formation of value orientations of students in the process of teaching mathematics. The dependence of the problem on various types of internal and external factors in the formation of value orientations in this process is considered. The problem of the formation of different levels of value orientations in the process of teaching mathematics is also considered. These are the perception, response, or recognition of value, the acquisition of value orientations, the organization of value orientations and the spread of a value orientation or a set of orientations towards activity.

scholarly journals The Sphere of Values and Meaning of a Person and its Role in Professional Formation and Development

2020 ◽  
Vol 8 (4) ◽  
pp. 1315-1320
Keyword(s):  
Young People ◽  
Human Life ◽  
Value Orientation ◽  
Value Orientations ◽  
Point Of View ◽  
Russian Society ◽  
Value System ◽  
Stage Of Development ◽  
General Law ◽  
Current Stage

The current stage of development of Russian society is characterized by rather intense and serious socio-economic, industrial, legal and spiritual-moral changes. These changes, due to the characteristics of mental development, have the greatest impact on the personality of young people and their behavior. The paper considers the problem of the value orientation of contemporary youth in Russia. The psychological characteristics of the person have been determined, in relation to which various value orientations are formed from the point of view of E. Fromm’s concept, and their role in vocational formation. The authors have proved the integrity, the integration of the value system with other personality characteristics, as well as the differences in individuals regarding the orientation to “Being” or “Possession”. The conclusions have been drawn that the nature of the value orientation of young people in contemporary Russia is complex. Values are divided into blocks according to the spheres of human life and are subject to the more general law of their dominant orientation - “Being” or “Possession”. Accordingly, the nature of personality orientation determines the formation and development of value groups.

The Mediating Role of New Ecological Paradigm between Value Orientations and Pro-Environmental Personal Norm in the Agricultural Context

2016 ◽  
Vol 28 (2) ◽  
Author(s):  
Kean Boon Chua ◽  
Farzana Quoquab ◽  
Jihad Mohammad ◽  
Rohaida Basiruddin
Keyword(s):  
Design Methodology ◽  
Value Orientation ◽  
Value Orientations ◽  
New Ecological Paradigm ◽  
Mediating Role ◽  
Personal Norm ◽  
Ecological Paradigm ◽  
The Relationship ◽  
Practical Implications

Purpose Environmental awareness became a crucial agenda for both academicians and practitioners. Effect of the individual’s value, belief and norm on their environmentally significant behaviour is vital on subsequent purchase decision of the consumers. Considering this, the present study aims to examine the relationships among value orientations, New Ecological Paradigm (NEP), and pro-environmental personal norm. Moreover, this research intends to investigate the mediating role of New Ecological Paradigm between value orientations and pro-environmental personal norm. Design/methodology/approach This study has utilized questionnaire survey among 277 paddy farmers at the Muda Agricultural Development Authority (MADA) area in Malaysia. Data was analyzed using Partial Least Squares technique in order to test study hypotheses. Partial Least Square technique was utilized to analyze the data to test the study hypotheses. Findings Results reveal that biospheric value, altruistic value and egoistic value positively and significantly affect NEP. It is also found that NEP positively and significantly affect pro-environmental personal norm. Data also supports the links between altruistic value and pro-environmental personal norm (PPN). However, the relationship between other two value-orientations (biospheric value and egoistic value) and PPN is not supported by the data. Additionally, NEP mediates the relationship between biospheric value and PPN as well as between egoistic value and PPN. Contrary to this, NEP does not mediate the relationship between altruistic value and PPN. Practical implications The findings of this study will guide the agrochemical industry to understand how to enhance consumers’ behavioural aspect towards the environmental welfare. As handling of agrochemical is hazardous to health and environment, the knowledge on the effect of value orientation, belief and norm holds the key to inculcate good agricultural practice. Originality/value The present study is among the pioneers to consider NEP as the mediator between three types of value orientation and personal norm. Additionally, this study examined the relationship between NEP and PPN as well as between value orientations and PPN which are comparatively new to the existing body of literature. Nevertheless, this study considers NEP as a multidimensional constructs which is relatively new. Last, but not the least, the findings elaborate the existing knowledge of individual’s environmental concern in the context of agrochemical purchase.

THE PECULIARITY OF THE VALUE ORIENTATIONS OF MODERN PRESCHOOLERS

2019 ◽  
Vol 2 ◽  
pp. 506
Author(s):  
Svetlana Dombek ◽  
Natalia Lebedeva ◽  
Arina Michailova ◽  
Inna Pradun ◽  
Natalia Shlat
Keyword(s):  
Empirical Study ◽  
Value Orientations ◽  
Preschool Age ◽  
Diagnostic Tools ◽  
Value System ◽  
Pedagogical Research

The article deals with the problem of value orientations of modern preschoolers. The authors clarify the concepts of «value», «value orientations», define the place of value orientations in the structure of the personality of a preschooler, the role of the teacher in the development of the value system of children.The article describes the empirical study of the value orientations of children of senior preschool age: diagnostic tools are characterized, the procedure of diagnosing is described, and the results are analyzed. The authors indicate the trends in the change of value orientations of children, infer which value orientations are dominate and typical for modern elder preschoolers.The article is intended for public reading and for those who are interested in pedagogical research. 

THE ROLE OF LITERARY WORKS IN THE FORMATION OF VALUE ORIENTATIONS IN ADOLESCENTS: PSYCHOLOGICAL ASPECT

2019 ◽  
Vol 1 ◽  
Author(s):  
Yuliia Breus ◽  
Roman Kozlov ◽  
Tetiana Virchenko
Keyword(s):  
Value Orientations ◽  
Value System ◽  
Literary Works ◽  
Information Theoretic ◽  
Specific Factors ◽  
Sample Characteristics ◽  
Basic Concepts ◽  
Character Building ◽  
Intensive Development

The article is devoted to the problem of developing values among adolescents, along with the significance of literature in this process. Adolescence with all its complexity and contradictions is a period of intensive development of the value system, which influences both character-building and personality in general. The authors of the study have identified fundamental characteristics of values and value perspectives of youth, and reasonably established specific factors in their formation while studying literary works. A teenager perceives life values only in personal, concrete embodiment. For this reason, literary works and their protagonists are rightly considered an effective way of passing on a set of values from generation to generation. The information theoretic unit of the article is complemented by the results of the empiric interdisciplinary research with basic concepts defined, sample characteristics and research methods given, and the outcomes of the experiment presented. Using M. Rokeach’s value list, the authors have defined the value system of modern adolescents, and analyzed the mechanisms of their formation through the curriculum pieces of Ukrainian literature.

scholarly journals General education role of foreign language teaching in General education schools and higher educational institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 20-30
Author(s):  
Natalya Bashlueva ◽  
Mariya Bashlueva
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
General Purpose ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Role ◽  
Language Communication ◽  
Definition Of

the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.

The Role of BIM in the Architectural Design Process

2010 ◽  
pp. 587-618 ◽  
Author(s):  
Anita Moum
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Real Life ◽  
Point Of View ◽  
Research Approach ◽  
Factors Affecting ◽  
Life Problems ◽  
The Many ◽  
Holistic Research

The objective of this chapter is to identify the role of BIMs in the architectural design process from the practitioners’ point of view. The chapter investigates the main factors affecting the practitioners’ use of BIM, and how BIM impacts their work and interactions. The chapter presents a holistic research approach as well as the findings from its application in four real-life projects. In these projects, much of the practitioners’ focus was on upgrading skills and improving technology. Nevertheless, a number of their challenges were linked to the nature of the architectural design process, particularly to its “hardto- grasp” iterative and intuitive features. A conclusion of this research indicates that the role of BIM is affected by the many interdependencies, relations and interfaces embedded in the highly complex and partly unpredictable real world practice. A future challenge would be to understand, master and balance these relationships - upstream and downstream across multiple levels, processes and activities. The presented holistic research approach and the related findings contributed to research which aimed to embrace the complexity of real-life problems and gain a more comprehensive understanding of what is happening in practice.

Role of social environment factors in the teaching of mathematics in the process of psycho-pedagogical support

2016 ◽  
Vol 10 (2) ◽  
pp. 68-76
Author(s):  
Марфа Аниськина ◽  
Marfa Aniskina
Keyword(s):  
General Education ◽  
Social Environment ◽  
Academic Discipline ◽  
Human Interaction ◽  
University Education ◽  
Teaching Mathematics ◽  
The Social ◽  
Teaching Of Mathematics ◽  
The University

The article is devoted to theoretical and practical issues of teaching mathematics in high school. The article analyzes the influence of factors of the social environment on higher education, including the teaching of mathematics. Among all studied subjects higher mathematics is a particular educational discipline, knowledge of mathematics is the basis for the study of many applied sciences. The subject of mathematics as an academic discipline in the University is one of the fundamental subjects of general education. The author examines the necessity of psychological and pedagogical support of the process of adaptation to University and support. The article describes the essence of psychological and pedagogical support of University education. Studying the social environment, the author takes into account the factors which are the result of human interaction and which influence at the same time on the behavior and emotional state of people. The article examines the role of environment, including social environment, and the role of the learning process. The author analyzes some factors of the social environment and describes the specifics of teaching mathematics and the specifics of training for various forms of education: fulltime education and correspondence courses. The article examines acmeological approach to teaching. The article notes that in acmeological understanding the main direction of development is the movement of a person to selfactualization, the fulfillment of inner potential, achievement of new heights, including internal ones. The article reveals the need for ownership of acmeological technologies for teachers engaged in psycho-pedagogical support of learning. The author identifies complex issues that impede learning and the work of the teacher: the low level of initial knowledge of students, insufficient development of students ‘ interest in education, attitudes to education not as to a painstaking, systematic, domestic work, but as to the formal execution of a set of some external, unrelated to the student tasks.

scholarly journals New trends in constraint satisfaction, planning, and scheduling: a survey

2010 ◽  
Vol 25 (3) ◽  
pp. 249-279 ◽  
Author(s):  
Roman Barták ◽  
Miguel A. Salido ◽  
Francesca Rossi
Keyword(s):  
Constraint Satisfaction ◽  
Real Life ◽  
Point Of View ◽  
New Techniques ◽  
Planning And Scheduling ◽  
Research Issues ◽  
Open Research ◽  
Life Problems ◽  
Substantial Effort

AbstractDuring recent years, the development of new techniques for constraint satisfaction, planning, and scheduling has received increased attention, and substantial effort has been invested in trying to exploit such techniques to find solutions to real-life problems. In this paper, we present a survey on constraint satisfaction, planning, and scheduling from the Artificial Intelligence point of view. In particular, we present the main definitions and techniques, and discuss possible ways of integrating such techniques. We also analyze the role of constraint satisfaction in planning and scheduling, and hint at some open research issues related to planning, scheduling, and constraint satisfaction.

scholarly journals CONCEPTUAL GUIDELINES OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 172-185
Author(s):  
Александр Александрович Никитин ◽  
Ольга Александровна Никитина
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Education School ◽  
Teaching Of Mathematics ◽  
State Educational

Преподавание математики, начиная с начальной школы, должно отражать общемировые тенденции развития математической и педагогической научной мысли и представлять собой проекцию математической науки на школьное обучение. Авторы разрабатывают направления обучения математике в 1-м классе на основании Федерального государственного образовательного стандарта с учетом разбиений на элементы знаний. На основании этого описывается структура и формирование содержания разрабатываемого учебника по главам. Теоретическая часть должна позволять учащимся получать ответы на контрольные вопросы, помогать решать одновариантные и многовариантные тесты, задачи и упражнения. Определяемые авторами концептуальные направления обучения математике в 1-м классе обеспечивают формирование фундамента вертикали математического образования в 11-х классах общеобразовательной школы. The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thoughts. The authors develop guidelines of studying mathematics in the 1st grade on the basis of the Federal State Educational Standard, taking into account the partitions into knowledge elements. Thus, the structure and the formation of the being developed textbook content by chapters are described. The theoretical part should allow to students to get answers to control questions, univariate and multivariate tests, problems and exercises. Each chapter of the being developed textbook is divided into paragraphs, each paragraph is divided into items. One item of theoretical material contains either one new idea to study, or a set of interrelated concepts that define one new idea to study. According to this it is possible to form the mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. There can be defined such main directions as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept. The conceptual directions of teaching mathematics in the 1st grade determined by the authors provide the foundation for the vertical of mathematical education in the 1–11th grades of general education schools.

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