Журнал «Психология образования в поликультурном пространстве»

DIDACTIC MODEL OF THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS OF HUMANITIES CLASSES IN THE PROCESS OF TEACHING MATHEMATICS BASED ON THE DIALOGUE OF CULTURES

Author: Dvoryatkina Svetlana N., Evteev Viktor S.

The problem of searching for innovative didactic mechanisms and technologies for the development of research competence of schoolchildren in the conditions of interaction of information, humanitarian and mathematical cultures is investigated. The system of developing the research competence of trainees who are profoundly and polyfunctionally mastering educational, research and project activities, enriched with constructs of a new quality, characteristics and forms of becoming a higher level of motivation, creative independence, research thinking and scientific communication, is represented by a structural and functional model. The proposed model of the development of research competence of students of humanities classes in the process of teaching mathematics creates a certain scientific and practical platform for the implementation of the controlled development of the scientific potential of students on the basis of a digitalized dialogue of cultures. The structural components of the process of step-by-step modeling of methodological support of research and project activities of trainees are proposed. Methodological approaches specific to the projected model are identified, a triadic system of principles using the ideas of synergetic is formulated. A feature of the content component of the projected model is the inclusion of structural-functional and procedural-activity modules based on a spiral scheme of deployment and modeling of basic educational elements in the direction of developing the scientific potential of students in teaching mathematics. The effectiveness of the development of research competence is provided by the technological component of the model. The module provides for the possibility of integrating methodological innovations, new digital technologies and interactive learning tools. The specificity of this component of the model is that the principle of unity of educational and technological logic and the principle of interdisciplinarity are implemented. The main results of the implementation of the developed didactic model are the creative level of development of the research competence of schoolchildren, characterizing the formation of systemic knowledge, improvement of operations, forms and mechanisms of thinking, as well as effective development of personal qualities (motivational, intellectual, moral), increased learning in mathematics.