Fundamentalization of higher technical education for the border: problems and prospects
Bibliographic record
Abstract
The article is devoted to the research of the problem of fundamentalization of mathematical preparation of students of technical specialties. The analysis of educational processes in higher schools of Western Europe, the USA, Canada, Russia is illustrated in the work, the comparative analysis of the process of fundamentalization of mathematical preparation in higher educational establishments in Ukraine and abroad is carried out, an analysis of the mathematical content of on-line resources of foreign universities was conducted in the article. A research object is learning process in higher education technical university. A purpose of work is to analyze the process of fundamentalization of higher technical mathematical education in the countries of Europe and North America to compare with the relevant trends in the educational process of the Ukrainian Higher School. A critical rethinking of the attitude towards own achievements in the education system and its fundamentalization, as well as awareness of the congruence with its own experience, is important in the context of reforming education. Technical education in the countries of Western Europe is aimed at increasing competitiveness, for it the following characteristics can be distinguished: the degree of higher education, the transformation of the content of technical education is consistent with the requirements of modern times, higher technical education is an integrated product of science and production. Fundamentalization of higher technical education in Europe has a number of both common and distinctive features with the fundamentalization of Ukraine's technical education. The common features include: the focus of technical education on the students perceive a coherent picture of the world, a list of major sections and the disciplines that are foreseen for study. However, in countries of Europe and the West, students, in addition to basic disciplines, are invited to study additional disciplines of their choice. Also, the distinctive difference in the education of Europe is the availability of open online information on-line resources. In our opinion, it is expedient to take some elements of the foreign system of fundamentalization, while retaining its own main content component.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.008 | 0.010 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".