О технологии организации самостоятельной работы студентов-гуманитариев при обучении математическим дисциплинам
The paper describes the technology of the organization of independent work of students-humanists with use of educational tests for the formation of the skills, organizing knowledge and monitoring the results of teaching. The effectiveness of the proposed system of continuous testing which is realized in HSE – Perm at teaching to mathematical disciplines.
The article considers the questions of the use of educational tests for the formation of the skills, systematization of knowledge and monitoring the results of teaching mathematical disciplines at National Research University Higher School of Economics – Perm branch. Presents the technology of the use of educational and methodical complex consisting of multilevel thematic tests according to the main sections of the course of the higher mathematics. The author shares the experience of using tests in teaching of a course of the higher mathematics in an economic university. It is proposed to use the educational tests not only for monitoring the results, but as a training tool for systematization of knowledge and organization of independent activity of students, including their out-of-class work.
Blended learning combining both in-class tutorials and distant work for Google class gives significant advantages to students as well as to teachers since it provides individualized in the educational process, enables automated control of independent work of students, raises motivation and the level of the communication competency of students at large.
The system of continuous testing, which is used for teaching mathematical disciplines for the formation of the skills, the development of thinking, organizing knowledge, education professional focus, organization of independent work you students, individualization and differentiation of instruction, and monitoring the results. The effectiveness of the proposed system.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.