Ігрове проектування чи моделювання реальної інженерної діяльності у навчальному процесі
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Дата
2016
ORCID
DOI
Науковий ступінь
Рівень дисертації
Шифр та назва спеціальності
Рада захисту
Установа захисту
Науковий керівник
Члени комітету
Видавець
Класичний приватний університет
Анотація
У статті розглянуто основні позитивні боки ігрового проектування, виявлено необхідність максимального наближення роботи студентів до реальних умов. Практична значущість полягає у можливості використання рекомендацій (послідовності дій) до проведення ігрового проектування серед студентів інженерних спеціальностей. Запропоновано приклад традиційної інженерної діяльності, яка допомагає зрозуміти необхідність названих вимог. Висвітлено глибинну мотивацію особистості інженера, яка стає рушійною силою у тяжінні майбутнього спеціаліста якісно виконувати свої професійні обов’язки.
Серед аргументів на користь ігрового проектування – інстинкт самозбереження.
The article describes the main positive aspects of the game design. The purpose of the article is to show the need for students to work as close as possible to the actual conditions that is the modeling of practices among future engineers. And the best way is the game design, the practical use of which has repeatedly shown by other scientists. The practical significance of this paper lies in the possibility of applying the recommendations to the conduction of the game design among students of engineering specialties. There is a sequence of actions that are successfully fulfilling the professor’s goals are achieved to bring the students closer to their future profession in this article. The paper includes the example of traditional mode of engineering work, which helps to understand the necessity of all named items. Therefore the requirement to formation of a task for “game” in the generalized type may be reduced to the following main positions. 1. The preliminary practical running in of a task has to define that limited time during which (with the minimum deviations) it is possible to execute it. 2. Task subject – the calculation definition of characteristics of the object (the heat exchanger, the transformer, the electric motor, a control system element, the chemical reactor, etc.), which provides demanded technical result at the set restrictions (on expenses of energy, the mass and overall characteristics, a useful exit of production, process duration, etc.). 3. The problem is solved in parallel by two subgroups of students including no more than three-four people from among the most prepared ones. Thus everyone has the personal subtask (as the part of the general), appointed by the coordinated decision in a subgroup that elects the coordinator who often is the public and secret leader of group who provides contact with the teacher, distributes the amount of works according to bents of each participant, generalizes results of researches and calculations, etc. 4. The groups are provided with necessary educational and reference books, the calculators, Internet connection, need for which use is put in the maintenance of a task. 5. To create a danger of loss (the incorrect decision, delay on time) appears any of options of essential encouragement: cancellation of examinations in the specialty, academic year projects, a monetary prize (in the presence of the interested sponsors from among potential employers), etc. 6. After the announcement of the general conditions of the “game”, students form the team of participants in the subgroup. In this paper an attempt to explain the profound motivation of the individual engineer, who is becoming a driving force in the aspiration of the future specialist in fulfilling his own professional duties is made. Finally different arguments are shown concerning this profit, there even the instinct to preserve itself dignity is presented among them. For the student’s individuality, often guided in their behavior (even not knowing) by the instinct of self-preservation (for future specialists in this phenomenon we emphasize the preservation of dignity – professional dignity), the introduction in the educational process of the game design that allows practicing engineering work (calculations, drawings, etc.) partly to enjoy the atmosphere of real work activities with limited time and doing everything as a team is useful and important.
The article describes the main positive aspects of the game design. The purpose of the article is to show the need for students to work as close as possible to the actual conditions that is the modeling of practices among future engineers. And the best way is the game design, the practical use of which has repeatedly shown by other scientists. The practical significance of this paper lies in the possibility of applying the recommendations to the conduction of the game design among students of engineering specialties. There is a sequence of actions that are successfully fulfilling the professor’s goals are achieved to bring the students closer to their future profession in this article. The paper includes the example of traditional mode of engineering work, which helps to understand the necessity of all named items. Therefore the requirement to formation of a task for “game” in the generalized type may be reduced to the following main positions. 1. The preliminary practical running in of a task has to define that limited time during which (with the minimum deviations) it is possible to execute it. 2. Task subject – the calculation definition of characteristics of the object (the heat exchanger, the transformer, the electric motor, a control system element, the chemical reactor, etc.), which provides demanded technical result at the set restrictions (on expenses of energy, the mass and overall characteristics, a useful exit of production, process duration, etc.). 3. The problem is solved in parallel by two subgroups of students including no more than three-four people from among the most prepared ones. Thus everyone has the personal subtask (as the part of the general), appointed by the coordinated decision in a subgroup that elects the coordinator who often is the public and secret leader of group who provides contact with the teacher, distributes the amount of works according to bents of each participant, generalizes results of researches and calculations, etc. 4. The groups are provided with necessary educational and reference books, the calculators, Internet connection, need for which use is put in the maintenance of a task. 5. To create a danger of loss (the incorrect decision, delay on time) appears any of options of essential encouragement: cancellation of examinations in the specialty, academic year projects, a monetary prize (in the presence of the interested sponsors from among potential employers), etc. 6. After the announcement of the general conditions of the “game”, students form the team of participants in the subgroup. In this paper an attempt to explain the profound motivation of the individual engineer, who is becoming a driving force in the aspiration of the future specialist in fulfilling his own professional duties is made. Finally different arguments are shown concerning this profit, there even the instinct to preserve itself dignity is presented among them. For the student’s individuality, often guided in their behavior (even not knowing) by the instinct of self-preservation (for future specialists in this phenomenon we emphasize the preservation of dignity – professional dignity), the introduction in the educational process of the game design that allows practicing engineering work (calculations, drawings, etc.) partly to enjoy the atmosphere of real work activities with limited time and doing everything as a team is useful and important.
Опис
Ключові слова
професійна підготовка, підготовка фахівців, підготовка кадрів, молоді спеціалісти, роботодавці, вища освіта, педагогічні технології, professional training, specialists training, staff training, young professionals, employers, higher education, pedagogical technologies
Бібліографічний опис
Братута Е. Г. Ігрове проектування чи моделювання реальної інженерної діяльності у навчальному процесі / Е. Г. Братута, В. М. Кошельник, М. А. Генькіна // Педагогіка формування творчої особистості у вищій і загальноосвітній школах : зб. наук. пр. / гол. ред. Т. І. Сущенко. – Запоріжжя : КПУ, 2016. – Вип. 46 (99). – С. 40-46.