Обязательным компонентом процесса обучения является проверка навыков, умений и компетенций, приобретенных обучающимися. В условиях дистанционного обучения проверка качества полученных знаний особенно актуальна. При реализации промежуточного контроля дистанционно приходится решать ряд проблем, основная из которых - соответствие выставляемой оценки с реально полученными знаниями.
На наш взгляд, электронный образовательный ресурс - это комплекс разнообразных информационных ресурсов, который используется в учебном процессе в цифровом виде с применением графических знаковых систем и функционирует с помощью информационных и коммуникационных технологий. Как средство повышения качества образования он обладает рядом характеристик для формирования графической культуры обучающихся: мультимедийность, интерактивность, универсальность и доступность.
Для обеспечения студентов учебными материалами и проведения занятий в дистанционном формате в среде Moodle был разработан электронный обучающий курс по дисциплине «Количественные методы в научных исследованиях» для бакалавров института психологии АлтГУ
Цель настоящего сообщения состоит в том, чтобы показать, что вопросно-задачная составляющая или вопросно-задачная система (ВЗС) учебной книги может быть охарактеризована количественно (не числом, а структурой данных), что она может отражать определенные стилевые особенности, связанные с характером интерпретации чисел в последовательности или структуре данных, что в свою очередь обусловлено стилем мышления авторов учебной книги
Данная работа направлена на создание алгоритма определяющего принадлежность пользователя к некоторому классу, на основе которого будет определяться тип предлагаемой ему рекламы. Областью сбора информации о пользователях будет являться сеть интернет.
In the present paper an effort is made to analyze the deep roots of the concerns and the past-oriented conservative Armenian attitude towards the spread of globalization. Every aspect of human life is being radically transformed due to global changes. It also helps to spread European and American values, create new values. Among the most significant changes observed as a result of globalization are said to be religious and linguo-cultural identity issues. The study of the mentioned issues is vital in an Armenian context since the people of Armenia and Artsakh, during the past 30 years of independence, have been living in an environment of undeclared war with authoritarian aggressive Azerbaijan.
This essay wishes to engage with the crucial issue of the interpretation of literary texts from the specific perspective of the rise of Cognitive Sciences in the past two or three decades.
One of the stimulating, but also controversial elements of Cognitive Literary Studies is the variety of denominations of the field itself. Different labels have been adopted to define it, including: “Cognitive Poetics”, “Cognitive Semiotics”, “Cognitive Stylistics”, “Cognitive Literary Studies”, “Cognitive Criticism”, and “Cognitive Literary Science”.
A crucial problem that has variously been dealt with but that still remains open to discussion (and has sometimes promoted a questioning of the usefulness of the neurosciences in the interpretation of literary works), is the problem of the affordances of a cognitive approach to the specificity of literary artifacts. This contribution will therefore address and investigate this timely topic and illustrate aspects of the dynamics of literary interpretation that the cognitive sciences have recently productively developed.
In particular, it will focus on the following elements: various perspectives in “the neurohumanities”, “literariness and the brain”, “the respective contribution of the cognitive sciences and of literature to the knowledge of the human mind”.
This essay will depict one American musician’s journey in the discovery of Komitas’ music and how this led to a deeper discovery of Armenian culture and history writ large, resulting in a visit to Armenia itself. It is intended to honor the greatness of the Armenian spirit and identity, as well as to encourage the following of one’s inspiration and intuition in life.
Pre-translation text analysis is an integral part of an efficient translation procedure. In fact, it focuses on collecting intra-textual and extra-textual information on the text under translation. Collecting the intra-textual information is mainly based on a thorough analysis of the source text linguistic peculiarities, whereas the extra-textual information focuses basically on the communicative functional properties of both source and target texts. There exist different approaches towards this procedure and the stages of its accomplishment. Nonetheless, it should be noted that they all lead to a broader spectrum of discourse analysis with its intra-textual and extra-textual parameters and give birth to the translation-oriented pragmatic analysis before initiating translation process itself.
The article focuses on the interrelation and interaction of all the mentioned types of analysis (pragmatic analysis, discourse analysis, pre-translation analysis) as an essential requirement for a relevant translation.
Reforms and initiatives applied to the field of Russian higher education during the past decade focus particularly on extending the scope of communicative educational space and scientific fields integration. Consequently, linguistic competence contributing to significant acceleration of the processes of globalization and internationalization of the society as a whole becomes the key component of higher professional education. It is necessary to ascertain that the current system of language education in Russian universities fails to deal with the tasks in hand comprehensively. The search for more efficient didactical tools and ways of organizing teaching processes culminated in choosing the paradigm of integrated education, specifically, integration of subject knowledge and foreign language. This approach is well-renowned in scientific and educational literature as CLIL (Content and Language Integrated Learning). The major objective of the present article is to analyze the current attempts of implementing CLIL in Russian Universities through the example of Tomsk Polytechnic University. The analysis comprises the effectiveness of CLIL didactic capacity, the prerequisites for its emergence as well as needs and challenges in the system of Russian higher education and intellectual labor market. As a conclusion, we offer a systematic list of measures that tend to improve the situation