Multidisciplinary development of sustainable education Fatma Khanim Bunyatova
Comparative analysis of development dynamics
Yüklə 51,02 Kb.
|
- Bu səhifədəki naviqasiya:
- HEC 30.1%
| Comparative analysis of development dynamics.
Based on the results of the monitoring conducted in the 2nd HEC and 2nd Control Classes in October 2015 and May 2016, the dynamics of student development was systematized and compared. According to the analysis of the research materials, the positive development dynamics on the indicators indicated in HEC is observed as follows: Attention-grabbing HEC as the main psychological indicator was studied at low, medium and high levels. In October: HEC - low-73.2%, medium 20.3%, high 6.5% CC - low-66.6%, medium 24%, high 1 8.8%; development dynamics were noted. In May: HEC-low -39.9%, medium, -20.6, high-39.5; CC low-41.6%, medium 23.8%, high 34.7% As a result, the decrease in low attention was HEC 30.1%, while the decrease in CC was 25% Table 1. Concentration.
(Table 1.) 2) During the monitoring, IQ measurement was taken at 4 levels: Level 1-55, Level 2-60-85; Level 3-90-110; Level 4 -115-135. Monitoring indicators for October: HEC 1-11.8%; 2- 29.7%; 3-28.1%; 4- 30.4% CC 1-12.8%; 2- 30%; 3-30.2%; 4- 27% Monitoring indicators for May: HEC 1-9.1%; 2- 33.3%; 3-23.3%; 4- 34.3% CC 1-12.8%; 2- 32.2% 3-30%; 4- 25% Thus, the average IQ level of STS (90-110) decreased from 28.1% to 23.3%. While the high IQ level (115-135) increased from 30.4% to 34.3%, the CC, on the contrary, decreased from 34.9% to 25%. (See Scheme 2.) IQ measurement
(Sxeme 2.) Towards the end of the school year, the creative skills of HEC students increase significantly. Thus, HEC originality increased from 0.5% to 4.0% when assessed on a 3-point scale. CC this figure was 1.7%.
The development of agile creative potential is measured on three levels: weakly agile, moderately agile and strong agile. HEC in October: weakly flexible - 40.4%; average agile -55.6%; strong flexible -4% CC in October: weakly flexible - 46.6%; average agile -51.2%; strong flexible -2.2% In May, the difference was as follows: HEC in May: - weakly flexible - 17.6%; average agile -60.5%; strong agile -21.9 CC in May: weakly flexible - 24.7%; average agile -62.1%; strong flexible -13.2% HEC's preference for extracurricular activities (organization of various programs, events, excursions, theater performances, art classes, competitions, etc.) had a positive effect on the development of students' creative potential, increasing their agile creativity from 4% to 21% during one school year. the increase was from 2.2% to 13.2%. (Table 4)
(Table 4 : Results of creative potential (originality) The results of the comparative analysis showed that the adaptive skills of HEC students are also developing. A survey of students' emotional abilities in October revealed that: HEC low adaptation - 6.3%, medium adaptation - 63.2%, high level 30.5% CC low adaptation - 14.3%, medium adaptation - 61.7%, high level 25% These indicators changed in May: HEC low adaptation - 5.6%, medium adaptation - 60.3%, high level 34.1% CC was low adaptation - 13.7%, medium adaptation - 60.2%, high level - 26.1%. (Table 5)
(Table 5 : Adaptation skills.) Thus, the results of our research conducted in October and May 2016 prove that the "Healthy Teaching" conditions, organized in accordance with the hygienic norms of Healthy Education, optimizing the number of students in the classroom, physical activity develops students' mental processes, emotional states and creative potential. This development creates positive conditions for the reduction of students' negative attitude towards school and the formation of student personality. The comparative analysis showed that the development of HEC students is much higher than the potential development of students receiving traditional training. Local multidisciplinary-psychopedagogical experiment of sustainable education in the project "Healthy Education - Healthy Nation": changing the purpose of training, technology, structural structure of subject programs and assessment criteria. The HE project focused mainly on the physical and psychological development of students, with little attention paid to research in the psycho-pedagogical direction in the teaching process. However, when the "Transition from teaching to learning" project was implemented at City Experimental School No. 23, [6] several HECs joined the project at the initiative of the school principal. The aim was to observe how changes in the psycho-pedagogical direction - the "transition from teaching to learning" - will affect the cognitive development of students, along with their physiological and psychological development in the conditions of the created HEC. In order to carry out the observation, 4 target classes from primary school were involved in the experiment. One of these classes is the pilot class of the project "Transition from teaching to learning", in short - (PC); 2 Pilot HE class, short (PHEC), 3 control HEC, short CHEC and 4 Control traditional class, short (CC). Extensive comparative experiments made it possible to investigate and psycho-pedagogically evaluate the reasons for achieving the real results of the learning objectives set for each class. The following work was done with PC and PHEC teachers as part of the local “Transition from Teaching to Learning” project implemented at the school: The structure of the traditional Azerbaijani language (mother tongue) program was compared with PC and PHEC teachers and the differences between the structure of the “Complete and fuzzy Azerbaijani language” program to be applied in the local project were investigated. PHEC teachers regularly participated in trainings for 2 years to help the pilot classes involved in the project - Bunyatova, who has the same cognitive learning technology as PC teachers, to conduct lessons with constructive learning technology [7]. Most of the trainings were conducted in a practical, "lesson by lesson" format. In addition, demonstration classes and mentoring were provided for teachers. State programs of the Azerbaijani language (mother tongue) used in primary school were given in a new structure in the structure of “Complete and fuzzy model of the Azerbaijani language” [8]. This model was modeled using the “ Technology of modeling of integrity and fuzzy model of knowledge – IFMK” [9]. The technology of "completeness and fuzzy modeling of knowledge" was created on the basis of J. Piaget's logic of completeness [10]. and Zadeh's fuzzy logic[11]. Mathematics programs were adapted to students' developmental levels. The number of knowledge-oriented tasks was reduced, and emphasis was placed on thought-provoking tasks (on Azerbaijani language and mathematics). The section on language skills, assignments and work with knowledge was built in the direction of J. Piaget's logical operativeness of thinking [10]. It was determined what academic social and intellectual skills the students would acquire. New assessment criteria were developed and open and closed tests and logical tasks were developed in accordance with them. During the experiment in 4 classes: 1) PC, 2) Pilot HEC; 3) control HEC and 4) CC pre- and final monitoring. The purpose of the pre-program monitoring was to determine the level of program knowledge, and the results were the same in almost all classes with a difference of 10-15%. At the end of the two school years, the final monitoring was conducted in the classes involved in the experiment for comparative analysis, measuring the level of cognitive development. Monitoring was conducted in 3 formats to investigate the results of the experiment, the reasons for this result, and its authenticity: 1. Comparison of software materials and analysis of differences. 2. Observation of PC, PHEC, control HEC and CC demonstration lessons and analysis and comparison of their goals and results from a psychopedagogical approach. 3. Conducting cognitive tests. Yüklə 51,02 Kb. Dostları ilə paylaş:
|