Структура адаптивного навчання авіадиспетчерів на дотренажерному етапі

Abstract

У роботі розглядається та аналізується запропонована організація адаптивного навчання майбутніх авіадиспетчерів на етапі дотренажерної підготовки та її компоненти. Подано особливості адаптивного навчання майбутніх авіадиспетчерів на етапі дотренажерної підготовки. Наведені дані стосовно помилкових дій студентів на тренажері. Представлені критерії оцінювання виконання ситуаційних завдань майбутніми авіадиспетчерами. The paper considers and analyzes the proposed organization of future air traffic controllers’ adaptive training at the stage of pre-simulator training and its components. Peculiarities of future air traffic controllers’ adaptive training at the stage of pre-simulator training preparation are given. The data on students’ wrong actions on the simulator are given. Criteria for evaluation the situational tasks performance by future air traffic controllers are presented. The air traffic controllers’ professional activity belongs to the operator's activity, so it has all the operator's characteristics of information, psychological, psycho-physiological conditions. Air traffic controllers often make complex decisions in a limited time, with a high workload. This causes operational errors that can reduce the level of flight safety. An important aspect of preventing such errors is a high level of training. Practical activity establishes high requirements for specialists to professional knowledge, skills, abilities, which necessitates the professional training improvement, namely the need to individualize learning activities through the adaptive training introduction at all training stages. The given organizational scheme of adaptive training at the stage of air traffic controllers’ pre-simulator training is made taking into account the cybernetic approach to control systems, it clearly shows the management process (management of students' learning activities); the purpose of management is to identify deviations in the results of students’ learning activities on the air traffic services simulator and make changes in the learning process in order to ensure the necessary results; this allows to obtain information about the state of the managed object (student) systematically, that means providing systematic feedback, and the most important thing is the results of feedback; processing of received information through the feedback channel; development of corrective (regulatory) influences on the basis of this information and their implementation. Currently, such a scheme is generalized and requires detailed refinement of all components, this applies to the proposed criteria for evaluating situational tasks in the case of creating electronic learning tools with automated control of learning activities. We also consider further structuring of the adaptive training structure, constant monitoring of students' mistakes on the air traffic services simulator, construction of the adaptive pre-simulator training model and its approbation.