SU976468A1 - Teaching device - Google Patents

Description

one

The invention relates to automation and computing, in particular to automated learning systems, and can be used both in training and in the study of the educational process.

A device is known for learning with the determination of the complexity and laboriousness of learning a program, which contains an answer-entry console, a logic unit, a counter, a decoder, and an evaluation indicator. The logical block contains a node for assigning weights to responses, made of a master oscillator connected to the estimated triggers and elements of time selection, as well as a node for setting up a program connected to the synchronization node and the console for inputting answers fij

However, this device does not provide an assessment of the laboriousness and complexity of learning a program enrolled in group training.

It is also known a device for determining the laboriousness of learning a group training program and containing a training machine, a clock mechanism and a potentiometer, a phase-sensitive amplifier and a relay, indicators and a time setting L2j.

However, this device determines the complexity of learning a program.

10 by measuring the time from the moment of issuing the program to the moment of a positive average assessment of the group of students, which is not an objective indicator of the complexity and laboriousness of learning the program.

The closest to the invention is a device containing a teacher’s console, a learning console, a correct response counter, a clock generator, biocurrent sensors, an amplitude selector, AND logic elements, time counters, an OR logic unit, a program for determining the average complexity of mastering a program, an adder , indicator and comparison unit. This device is used in monitoring and training to determine the complexity of mastering a program, as well as grouping students at the same levels of laboriousness in mastering a program t 3. However, the evaluation of a program implemented by a known device and the grouping of students in levels of mastering a program are not objective. This is because both for program evaluation and for grouping students, time is used as the main indicator. This indicator is not objective, since even simple tasks sometimes require a large amount of computational work or viewing a large amount of information material. In the case of using a known device for estimating such doses of educational information and grouping trainees according to levels of mastering these doses we have the following picture. The previously named simple tasks are defined as very complex and laborious, and students who can quickly read and perform settlement operations are referred to the highest level. on mastering the program. Thus, it is obvious that both the program’s evaluations and the group of trainees are biased, and if previously this deficiency in the known device was permissible, now, when the entire education system is moving from informational education to problem-based education and training discipline under

This disadvantage virtually eliminates the possibility of using a known device for objectively evaluating the quality of programs and grouping trainees. At present, it is not so much necessary to estimate the average time spent on passing a training dose as it is necessary to evaluate how difficult the program is, Tob, what kind of intensity it requires work from students, at the price of what mental burden the student coped with the program. 97

Claims (3)

1. Author's certificate / ibCTBO USSR fr, cl, G 09 B 7/00, 1970. 2. USSR author's certificate No. 285386, class, G, 09 V 7/00, 1970, 3. USSR author's certificate No., class, G 09 B 7/07, 1977 (prototype), FIG.