ПРОФЕССИОНАЛЬНАЯ САМОЭФФЕКТИВНОСТЬ СПЕЦИАЛИСТА В КОНЦЕПЦИИ ПЕРСОНИФИЦИРОВАННОЙ ИНФОРМАЦИОННО- ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ

2020 ◽  
pp. 109-112
Author(s):  
Л. Вахидова
Keyword(s):  
Self Efficacy ◽  
Initial Level ◽  
Student Perception ◽  
Personality Development ◽  
Information Environment ◽  
Learning Ability ◽  
External Influence ◽  
Development Level ◽  
Professional Self ◽  
Self Learning

Аннотация. В статье раскрывается феномен персонифицированной информационно-образовательной среды как инструмента формирования профессиональной самоэффективности и таких базовых качеств, как конкурентоспособность, мобильность, способность к самообучению и др. Рассмотрены три уровня развития личности в данной среде: персонизация, персонификация, персонализация. На уровне персонизации осуществляется внешнее влияние на обучающегося, при этом извне задается процесс обучения, информация и условия среды. На втором уровне – персонификации – идут изменения в плане восприятия обучающимся информации, среды и процесса. Кроме этого, в статье отмечается что, персонализация как уровень развития специалиста характер- на тем, что обучающийся пытается сломать рамки, заданные на начальном уровне. Ключевые слова: персонифицированная информационно-образовательная среда, персонизация, персонификация, персонализация, профессиональная самоэффективность специалиста, личностно-профессиональное развитие, организационно-педагогические условия подготовки специалистов. Аннотация: Макалада жекелештирилген маалыматтык-билим берүүчүлүк чөйрөсүнүн феномени кесиптик натыйжалуулуктун жана ошондой эле атаандаштык жөндөмдүүлүгү, ыкчамдык, өз алдынча окуу жөндөмдүүлүгү сыяктуу базалык сапаттардын калыптанышынын куралы катары ачылып берилет. Аталган чөйрөдө инсандын өнүгүшүнүн үч деңгээли каралган: персонизация, персонификация, персонализация. Персонизация деңгээлинде окуучуга сырткы таасир тийгизилип, бул учурда окутуу процесси, маалымат жана чөйрө шарттары сырттан берилет. Экинчи – персонификация деңгээлинде – окуучулардын маалыматты кабыл алуусунда, чөйрөдө жана процессте өзгөрүүлөр жүрөт. Мындан тышкары, макалада персонализация адистин өнүгүүсүнүн деңгээли катары окуучунун баштапкы деңгээлде берилген чектен чыгууга аракеттенүүсү менен мүнөздөлгөндүгү белгиленет. Түйүндүү сөздөр: жекелештирилген маалыматтык-билим берүүчүлүк чөйрө, персонизация, жекелештирүү, персонизация, персонификация, персонализация, адистин кесиптик натыйжалуулугу, адистерди даярдоонун уюштуруучулук-педагогикалык шарттары. Annotation. The article reveals the phenomenon of personified educational envi- ronment as an instrument of formation professional self-efficacy and basic qualities such as competitiveness, mobility, self-learning ability, etc. Three levels of personality development in this environment are considered: person- ification, personification, personalization. At the level of personification is carried out external influence on the student, while the process is set from the outside training, information and environmental conditions. At the second level - personifications - there are changes in terms of student perception information, environment and process. In addition, the article notes that personalization as a specialist’s development level is characterized by the fact that the student is trying to break the framework set at the initial level. Key words: personalized information and educational environment, personification, personalization, personalization, professional self-efficacy of a specialist, personal and professional development, organizational and pedagogical conditions for training spe- cialists.

Study for Workpiece Identity Based on the BP Neural Network and the Zernike Moment

2013 ◽  
Vol 694-697 ◽  
pp. 1958-1963 ◽  
Author(s):  
Xian Wei ◽  
Jing Dong Zhang ◽  
Xue Mei Qi
Keyword(s):  
Neural Network ◽  
Fault Tolerance ◽  
Parallel Processing ◽  
Bp Neural Network ◽  
Complex Shape ◽  
Learning Ability ◽  
Zernike Moment ◽  
Recognition Ability ◽  
Identity Based ◽  
Self Learning

The robots identify, locate and install the workpiece in FMS system by identifying the characteristic information of target workpiece. The paper studied the recognition technology of complex shape workpiece with combination of BP neural network and Zernike moment. The strong recognition ability of Zernike moment can extract the characteristic. The good fault tolerance, classification, parallel processing and self-learning ability of BP neural network can greatly improve the accurate rate of recognition. Experimental results show the effectiveness of the proposed method.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals Single-Phase Photovoltaic Grid-Connected Inverter Based on Fuzzy Neural Network

2021 ◽  
Vol 25 (3) ◽  
pp. 310-316
Author(s):  
Shenping Xiao ◽  
Zhouquan Ou ◽  
Junming Peng ◽  
Yang Zhang ◽  
Xiaohu Zhang ◽  
...  
Keyword(s):  
Neural Network ◽  
Pid Controller ◽  
Fuzzy Neural Network ◽  
Single Phase ◽  
Fuzzy Inference ◽  
Learning Ability ◽  
Proportional Integral ◽  
Fuzzy Neural ◽  
Grid Connected Inverter ◽  
Self Learning

Based on a single-phase photovoltaic grid-connected inverter, a control strategy combining traditional proportional–integral–derivative (PID) control and a dynamic optimal control algorithm with a fuzzy neural network was proposed to improve the dynamic characteristics of grid-connected inverter systems effectively. A fuzzy inference rule was established after analyzing the proportional, integral, and differential coefficients of the PID controller. A fuzzy neural network was applied to adjust the parameters of the PID controller automatically. Accordingly, the proposed dynamic optimization algorithm was deduced in theory. The simulation and experimental results showed that the method was effective in making the system more robust to external disruption owing to its excellent steady-state adaptivity and self-learning ability.

Adaptive Neural Network Fuzzy Control Plane Double Inverted Pendulum

2013 ◽  
Vol 765-767 ◽  
pp. 2004-2007
Author(s):  
Su Ying Zhang ◽  
Ying Wang ◽  
Jie Liu ◽  
Xiao Xue Zhao
Keyword(s):  
Neural Network ◽  
Fuzzy Control ◽  
Control Theory ◽  
Inverted Pendulum ◽  
Learning Ability ◽  
Adaptive Neural Network ◽  
Pendulum System ◽  
Inverted Pendulum System ◽  
Self Learning ◽  
Controlled Object

Double inverted pendulum system is nonlinear and unstable. Fuzzy control uses some expert's experience knowledge and learns approximate reasoning algorithm. For it does not depend on the mathematical model of controlled object, it has been widely used for years. In practical engineering applications, most systems are nonlinear time-varying parameter systems. As the fuzzy control theory lacks of on-line self-learning and adaptive ability, it can not control the controlled object effectively. In order to compensate for these defects, it introduced adaptive, self-organizing, self-learning functions of neural network algorithm. We called it adaptive neural network fuzzy inference system (ANFIS). ANFIS not only takes advantage of the fuzzy control theory of abstract ability, the nonlinear processing ability, but also makes use of the autonomous learning ability of neural network, the arbitrary function approximation ability. The controller was applied to double inverted pendulum system and the simulation results showed that this method can effectively control the double inverted pendulum system.

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