Аналіз підходів до формування складності навчальних завдань для майбутніх авіадиспетчерів

Abstract

У статті розглянута проблема вдосконалення початкової професійної підготовки майбутніх авіадиспетчерів, для вирішення якої пропонується використовувати адаптивне навчання. Розглянуті, проаналізовані наукові підходи до формування складності навчальних завдань, які дозволяють організувати адаптивне управління професійної підготовкою майбутніх авіадиспетчерів, змінюючи складність завдань згідно з індивідуальними досягненнями. One of the most important tasks during initial training is the individualization of future air traffic controllers’ training. The best way to do this is to provide with adaptive learning, during which the student receives practical tasks of a training or controlling character which are different in content and complexity, different in scope or type of educational material, depending on its individual characteristics. Implementation of adaptive learning requires the development of a number of its components, namely: methods of organization, teaching methods, teaching aids, content of training, control methods, evaluation criteria, conditions for the use of this type of training, etc. This research is devoted to the content of the adaptive training of future air traffic controllers. At this stage of research, it is necessary to determine the complexity of educational tasks, indicators of complexity, methods of complexity formation etc. During the study, it was found that educational tasks or exercises were studied by many scientists. Such studies were conducted in various scientific areas: psychological, pedagogical and others. The review, analysis and generalization of the research results on the complexity of educational tasks for the determination of approaches to the formation of the training tasks complexity of the future air traffic controllers’ adaptive training have been conducted. Approaches to the complexity of educational tasks are analyzed in accordance with: associative-reflex theory of assimilation in algorithmic study; the positions of the theory of tasks; theoretical positions of operator activity due to the complexity of the algorithm of the task execution; the provisions of the analysis of systems by the method of reducing the set of variables. In addition, the complexity of educational tasks can be determined by expert methods. Scientifically grounded approaches to the formation of complexity of educational tasks allow to organize adaptive management of the future air traffic controllers’ professional training due to changing the complexity of tasks in accordance with individual achievements. Further directions of research are considered to be the identification of the educational tasks complexity characteristics of the professional orientation and the determination of their quantitative values.