教师教育中数字风险的颜色区分

M. L. Grunis, G. I. Kirilova
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引用次数: 0

摘要

介绍。在教育数字化转型的当前阶段,培训教育工作者的紧迫任务是准备好迎接不断变化和不稳定的数字世界的挑战和风险。为未来教育工作者区分和调整数字化学习的进程构成了研究的问题和目标。本文提请注意在不确定条件下进行的教育系统数字化转型问题,以及调整数字化学习过程的方法和机会,确保未来教师为近期和遥远未来的变化做好准备。材料与方法。主要研究方法:教师教育数字化风险系统分析、基础风险情境下网络交互与数字化学习情景建模、教学实验。未来教师对克服风险情境可能性的动态分析和预测判断构成了实验材料。在研究中,数字风险通过三个可定义的参数来区分:主观危险感、相对风险和威胁概率。算法模型提供风险分类特征和颜色代码。描述了在与网络和数字学习相关的基本风险情况下,它们对安全行为策略选择的影响。本研究揭示了作者的风险色彩区分理念,并以网络和数字化学习情境下教师的专业活动为例加以说明。本文的现实意义在于,在不同危险等级的风险情境中,尤其是在动态数字空间中,危险风险、中度风险和低估风险,算法模型审批对教学的影响。结论是,在危险情况下,可以通过类似于改进的交通灯的光信号有效地调节行动。每个信号都可以与一个单独的场景相匹配,包括一个典型的行为算法集,该算法集是根据真实的危险和对它的主观感觉、基本场景和相应的预测而分配的。调查最终测量结果显示,通过实验训练的未来教师主观危险感显著降低。讨论与结论。教学实验表明,典型风险情境的风险情境研究、教学活动情景建模和色彩线索导向降低了教师的不确定性,对教师培训起到了积极的作用。
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Color Differentiation of Digital Risks in Teacher Education
Introduction. At the present stage of education digital transformation, the urgent task is being addressed to train educators who are ready to meet the challenges and risks of a changing and unstable digital world. Digital risks differentiating and adjusting the course of digital learning for future educators constitute the study problem and goal. The paper draws attention to the issues of digital transformation in the educational system carried out under conditions of uncertainty, as well as ways and opportunities to adjust the course of digital learning, ensuring the readiness of future teachers for the changes that are coming in the near and distant future. Materials and Methods. Leading research methods: system analysis of digital risks in teacher education, scenario modeling of network interactions and digital learning in basic risk situations, pedagogical experiment. The dynamic set of analytical and predictive judgments of future teachers about the possibilities of overcoming risk situations constitute the experimental materials. In research, digital risks are differentiated by three definable parameters: subjective sense of danger, relative risk and probability of threat. Results. The algorithmic model provides risk classification features and color codes. Their influence on the choice of safe behavior strategies in basic risk situations associated with networking and digital learning is described. The study reveals the authorʼs idea of risks color differentiation, which in this paper is illustrated by examples of teachers’ professional activities in networking and digital learning situations. The paper practical significance lies in pedagogical influences of algorithmic model approbation in risks situations of different danger levels: especially dangerous, moderate and underestimated risks in the dynamic digital space. It is concluded that actions in danger situations can be effectively regulated by light signals similar to a modified traffic light. Each signal can be matched with an individual scenario included a stereotypical behavior algorithms set that is assigned considering the real danger and subjective feeling on it, the basic scenario and prediction corresponding to it. The survey final measurements showed that the future teachers who passed the experimental training significantly decreased their subjective sense of danger. Discussion and Conclusion. The pedagogical experiment reveals that the study of risk situations, pedagogical activity scenario modeling and orientation to color cues in typical risk situations reduce the teachers’ uncertainty sense and give positive shifts in teachers’ training.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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