Notice bibliographique
Résumé
The author analyzes the issues of training engineers capable of innovation in the modern world.Some contradictions in the educational process and their consequences are indicated.Ideas for developing students' innovative approach are suggested.The role of production methodological developments is touched upon.It points to the task of training specialists with a high level of skill, creative potential, ready and capable of creative activity, with the fact that teachers can not divide students into capable of creative work and are not capable of separating them.The question is raised about a professional mobile specialist and an innovative specialist, a creative specialist with the skills and skills to make innovative decisions in his and related fields of science, technology and technology.It points out the importance of competencies related to production and technological and organizational management activities, planning and conducting experiments and design developments.The issue of training a professionally mobile specialist within the walls of an educational institution, capable of solving various professional tasks, designing its own professional activity, ready for purposeful professional creativity is considered.It points to the importance of forming a creative beginning only after acquiring all the necessary knowledge and skills in the process of applying them.The need for the innovative development of any society sets a task before the modern community related to the provision of effective assistance to teachers of technical universities in training of specialists with superior skills and a creative potential, who are ready for and capable of creative activities.At each specific manufacturing site young professionals are trained and more often retrained to perform their basic professional production tasks and, of course, it would greatly simplify the task, if young professionals receive the necessary basic skills at the educational institution.In any case motivational incentives and feeling of a real need for the innovative level of solving of arising or long-standing production problems are of great importance.Personal characteristics of each specialist should also be taken into account, since the ability to absorb job instructions and methodological materials are not the same, and only persons with pronounced creative emphasis can absorb them in short time and follow the requirements and recommendations of their governing documents.Unfortunately, when studying compulsory educational disciplines teachers cannot divide students into those who are capable of creative work and are not capable of creative work and are forced to work with everyone equally, although it was proved long age that creatively working specialists make up only a very small part of all workers.For companies, including innovative ones, it would even be harmful, if all specialists are innovative enthusiasts, because there are standard, restricted
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,005 | 0,003 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,039 | 0,011 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».