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Support as a training tool: philosophical and methodological aspects
https://doi.org/10.20913/2618-7515-2023-1-4
Abstract
Introduction. The work of the school in the context of distance learning is complicated by the virtualization of subject-introductory activities, the decrease in the effect of the teacher's guiding, orienting influences of the educator, and the increased dependence of learning outcomes on self-organization and self-control.
Purpose setting. Based on the experience of developing visual logical-semantic models and using them as visual didactic regulators, the task was to determine the regulatory framework for the actions of these didactic tools.
Methodology and methods of the study. The study applied: the method of "reverse engineering" – the construction of a theoretical description of the real result; visualization method of logical-semantic modeling of knowledge; the fundamental principle of visualization and the principle of improving educational cognitive activity with the help of supports and regulators.
Results. The function of supports and regulators to aid the regulatory component of educational cognitive activity is substantiated. Provisions are formulated that link the law, the theoretical principle and the practical function of visualization with the empirical law of educational cognitive activity, which implies the dominance of subject-introductory actions in the formation of an image-representation of the object or process being studied.
Conclusions. A theoretical and methodological substantiation of the regulative foundations of actions and the regulative component of educational cognitive activity is proposed. The use of supports and regulators of a logical-semantic type in classroom-distance learning is shown.
About the Authors
V. E. SteinbergRussian Federation
Valery E. Steinberg – Candidate of Technical Sciences, Doctor of Pedagogical Sciences, Professor; Senior Researcher (VAK), Chief Researcher and Head of the Scientific Research Laboratory for Modeling Visual Regulators of Logical-Semantic Type of the Scientific Research Institute of Education Development Strategy
room 404a, bldg. 1, 3‑a Oktyabrskoy Revolutsii Str., Ufa, 450008
R. M. Asadullin
Russian Federation
Rail M. Asadullin – Doctor of Pedagogical Sciences, Professor, Scientific Supervisor of the Scientific Research Institute of Education Development Strategy
room 404a, bldg. 1, 3‑a Oktyabrskoy Revolutsii Str., Ufa, 450008
D. R. Fatkhulova
Russian Federation
Dina R. Fatkhulova – Сandidate of Philological Sciences, Associate Professor of the Department of Romano-Germanic Philology and Foreign Literature, Senior Researcher at the Scientific Research Laboratory for Modeling Visual Regulators of Logical-Semantic Type of the Scientific Research Institute of Education Development Strategy
room 404a, bldg. 1, 3‑a Oktyabrskoy Revolutsii, Ufa, 450008
I. R. Tagarieva
Russian Federation
Irma R. Tagariyeva – Doctor of Pedagogical Sciences, Associate Professor, Deputy Scientific Supervisor of the Scientific Research Institute of Education Development Strategy
room 404a, bldg. 1, 3‑a Oktyabrskoy Revolutsii Str., Ufa, 450008
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Supplementary files
For citation: Steinberg V.E., Asadullin R.M., Fatkhulova D.R., Tagarieva I.R. Support as a training tool: philosophical and methodological aspects. Professional education in the modern world. 2023;13(1):28-38. https://doi.org/10.20913/2618-7515-2023-1-4
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