ELEMENTS OF TECHNOLOGY FOR THE FORMALIZATION OF PROCESSES IN THE SYSTEMS OF TRAINING, EDUCATION AND PRODUCTION

• Main Author: Ольга Игоревна Морозова
• Format: Article
• Language: English
• Published: National Aerospace University «Kharkiv Aviation Institute» 2019-03-01
• Series: Радіоелектронні і комп'ютерні системи
• Subjects: технологія формалізації; предметна область; інтеграція; освітні процеси; загальноосвітня школа; вищий навчальний заклад; виробництво
• Online Access: http://nti.khai.edu/ojs/index.php/reks/article/view/602

The research results, namely one of the new approaches to the management of training and educational processes with taking into account the production requirements for modern specialists are presented in the paper. The technology for the formalization of three subject areas "School – Higher Educational Institution – Production" is offered. The basic concept of technology for the formalization is the abstract concept of "subject area". Other key concepts of technology for the formalization also include the "core of the subject area", "core objects of the subject area" and "model of core objects of the subject area". The formalization process should begin with analysis, since the integrated areas have a number of distinctive features. Three types of objects are distinguished that play a main role in the management of training and educational processes with taking into account the requirements of production when forming each core of the subject are: sources of educational information; sources of information that determine the actions, which impact in organizational and administrative management; sources of information that form the competence for tasks to be solved at work, using computer technology. The features of formalization of integrated subject areas are discovered. The proposed technology for the formalization uses linguistic analysis, which is related to conceptual search and contains special tools that allow determining the general subject of educational and methodological literature and normative documents of subject areas of schools, universities and production. In addition, geoinformation analysis associated with spatially-distributed objects and elements of the state educational system, as well as with the infrastructure of the systems of general education schools, universities and production is used. The functional and system analysis related to the sequence of actions to establish structural links between models of subject areas of schools, universities and production are also used. It is shown that it is possible to formally represent a wide area of the production sphere with linguistic, fuzzy, systemic and combined models.