Diagnostic support of an intelligent tutor system for teaching skills to solve algebraic equations

Although all advantages of a standard approach to teaching students new skills, we are increasingly faced with problems such as the inability to pay an equal amount of attention to many students, to work through and unambiguously highlight all possible problems and mistakes, to close knowledge gaps. Also, all these difficulties are becoming even more urgent given the current state of affairs in the world and the global transition to an online learning format. As a possible solution to the problem, one can consider the creation of independent intelligent systems capable of taking on a part of the load of teachers and automatically participating in the process of teaching students. The subject of research in this article is the process of analyzing the steps for solving algebraic equations using the Lobachevsky-Graeffe-Dandelen method. The goal is to model the process of solving algebraic equations and to identify all possible steps, difficulties and problems in solving such problems. Objective: development of a system capable of monitoring the execution of all necessary steps for a given solution, identifying and classifying possible student mistakes in the process of mastering the skill and work them out. In the process of the task, the following results were obtained: one possible solution for learning to solve an n-degree algebraic equation using the Lobachevsky-Greffe-Dandelen method has been described. On the basis of the signal-parametric approach to diagnostics of faults in dynamic systems the mathematical diagnostic models are created which allow detecting classes of errors by comparing the results of Student's calculations and the results of system calculations. The features and possible difficulties of application of the proposed diagnostic models are presented. An intelligent self-contained tutor system was developed and integrated into the work at practical classes on "Theory of Automatic Control" by 3rd year students of the National Aerospace University.

SUPERVISION IN TUTORING PRACTICE: ORGANIZATION ISSUES

Обсуждается проблема концептуальной неразработанности супервизорской практики тьюторского сопровождения. В качестве возможной теоретической модели супервизии тьютора предлагается «тьюторская система», аналогичная психотерапевтической системе супервизии, включающая три вида фокуса внимания: на тьюторанте, тьюторе, процессе тьюторского сопровождения. Обозначено содержание супервизии, определяемое каждым из этих ракурсов внимания. Описаны поведенческие паттерны, характеризующие тьюторантов и тьюторов, идентифицированы соответствующие дефициты субъектности и идентичности, определяющие статус «сложного» супервизанта и тьюторанта. В качестве важнейшего условия эффективной супервизии тьюторской практики называется точное распознавание в процессе супервизии ограничений и дефицитов личностного, деятельностного и коммуникативного плана, характеризующих тьютора и тьюторанта. The problem of conceptual underdevelopment of the supervisory practice of tutor support is discussed. The reason for the absence of theoretical models of supervision is seen in the empirical outstripping of this practice in relation to the conceptual reflection of tutoring as a type of professional activity. As a possible theoretical model for the supervision of a tutor, a “tutor system” is proposed, similar to the psychotherapeutic supervision system, which includes 3 types of focus of attention: on a tutorant, a tutor, and the process of tutor support. The content of supervision is indicated, which is determined by each of these angles of attention. Behavioral patterns characterizing tutors and tutorants are described, the corresponding deficits of subjectivity and identity are identified. Deficiencies in educational and professional subjectivity, as well as diffuse educational and professional identity, are defined as criteria for identifying a “complex” supervisor and tutorant. The most important conditions for effective supervision of tutoring practice are called accurate recognition in the process of supervision of the limitations and shortcomings of the personal, activity and communicative plan, which are characteristic of a tutor and a tutorant, as well as the implementation of the fundamental idea of the activity approach about turning the concept of action into activity.

Cultivation of compound ability of postgraduates with medical professional degree: the importance of double tutor system

As we all know, medical postgraduate education is very important for training high-quality clinicians, and can have a long-term impact on the promotion of the global health service system. In recent years, following the example of developed countries in Europe and America, the Chinese government has reformed the training mode of medical postgraduates and implemented the double tutor system. Although this system will bring many positive effects in theory, the difficulties encountered in implementing this system are real and need the joint efforts of schools, tutors and students to solve them. This article closely follows the background of the current era, compares the differences between Chinese and foreign graduate training modes, and emphatically discusses the significance and problems of the double tutor system in the postgraduate education reform in China.