The manager as a teacher: selected aspects of stimulation of scientsfsc thinking — страница 4

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stress which has pluses and minuses, whereas the process of studying is a much smaller stress. One of the main tasks in terms of (self-) education may be the formation of active desire (internal requirement) to study and be engaged in (self-) education with independent search of appropriate means and possibilities. Special consideration should be given to teaching/training means and methods, i.e. what is comprehensible to one group of trainees may be useless for others. Major differentiation would be seen in age categories plus individual features. Training games are quite a universal tool used for a wide range of subjects and development of practical skills, since the game reflects the trainee’s behavior in reality. It is a system that provides an immediate feedback. Instead

of listening to a lecture the trainee is given the individual lesson adapted for his/her needs. Game is modeling of reality and method of influencing it by the trainee. Some minuses of game include conventionality and schematic nature of what is going on and the development of the trainee’s behavioral and cogitative stereotypes. Major strategic consequences of wide spread of scientific thinking skills may include systemic (including quantitative - qualitative) changes in the system of science, education and industry, sharp increase of labor force mobility (both “white” and “blue collar”) and possible global social-economic and social-political changes. Part 1. Meta-skills: Pass preliminary test by means of Kettel’s 16-factor questionnaire (form C), test your IQ

(Intelligence Quotient) using Aizenc’s test. Undergo testing for operative and long-term memory, attention distribution, noise immunity and will. Plan the development of these qualities in your character. Methods of work with the text (W. Tuckman “Educational Psychology. From Theory to Application”. Florida. State University. 1992): 1. Look through the text before reading it in detail to determine what it is about. 2. Focus your attention on the most significant places (semantic nodes) in the text. 3. Keep short record (summary/synopsis) of the most significant facts. 4. Keep close watch of understanding of what you read. If something appears not quite understood, re-read the paragraph once again. 5. Check up and generalize (analyze) what you have read in respect to the

purpose of your reading. 6. Check up the correctness of understanding of separate words and thoughts in reference literature. 7. Quickly resume the work (reading) if you have been interrupted. Training of fast reading – “Fast Reader 32” Program. Download the program: http://www.nodevice.ru/soft/windows/education/trenning/5072.html http://kornjakov.ru/index.htm, http://www.freesoft.ru/? id=670591 - for handheld computer. Plan 2-week “result-oriented” trainings - your current maximum is + 50%. Methods of critical and creative thinking Critical thinking: 1. Analytical thinking (information analysis, selection of necessary facts, comparison, collation of facts, phenomena). Useful questions in this connection are “who?”, “what?”, “where?”, “when?”,

“why?”, “where?”, “what for?”, “how?”, “how many/much?”, “what?”(“which?”) to be asked in the most unusual combinations, while trying to find (to suppose) all options of answers. 2. Associative thinking (determination of associations with the previously studied familiar facts, phenomena, determination of associations with new qualities of a subject, phenomenon, etc.). 3. Independence of thinking (the absence of dependence on authorities and/or stereotypes, prejudices, etc.). 4. Logic thinking (the ability to build the logic of provability of the decision made, the internal logic of a problem being solved, the logic of sequence of actions undertaken for the solution of the problem, etc.). 5. Systemic thinking (the ability to consider the object, the

problem in question within the integrity of their ties/relations and characteristics). Creative thinking: 1. Ability of mental experimentation, spatial imagination. 2. Ability of independent transfer of knowledge for the decision of new problem, task, search of new decisions. 3. Combinatory abilities (the ability to combine the earlier known methods, ways of task/problem solution in a new combined, complex way – the morphological analysis). 4. Prognostic abilities (the ability to anticipate possible consequences of the decisions made, ability to establish cause-and-effect relations). 5. Heuristic way of thinking, intuitive inspiration, insight. The above stated abilities can be supplemented by specific abilities to work with information, for which purpose it is important to be