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The article is devoted to the peculiarities of organizing the teaching of general training disciplines ("Engineering Ecology," "Safety of the Life" etc.) in the absence of full practice. In such cases, it is proposed to build training on the basis of accounting for the structural properties of the educational material in both lectures and self-work assignments. This is due to the fact that our internal cognitive process is built systemically and at the initial (unfinished) stage of learning is able to provide perception only of structurally represented patterns. A huge set of nuances of their parametric saturation, which "stacked" in the general canvas of the studied material only at its detailed examination, without appropriate practice to assimilate quite difficult. Overcoming this difficulty is associated with the constant presence in the broadcast material of a clearly expressed structural and logical basis. This applies both to the study of theory, and to the formation of tasks (e.g., abstract topics) with obligatory reflection in the last identified structural scheme in the material used. The systemic patterns of the formation of individual perception in its development and stages of formation of representations are shown. Examples of structural schemes used in the presentation of educational material are presented, clearly simplifying its perception and increasing the level of assimilation, for example, by the regularities of the organization and functioning of ecosystems, on the schemes of electricity supply and protection of premises with a system of TN-S with single-phase and three-phase inputs. This approach also allows us to visualize the patterns of coordination between the characteristics of electrically protective devices. |
