I-Pedagogy inomdla kum ixesha elide kakhulu kwaye, iminyaka emininzi, mna, njengomfundi, ofundileyo, kodwa kwangaxeshanye ndixhatshazwa kwaye ndilibazisekile ngumbutho okhoyo wemfundo, ndacinga malunga nendlela yokuphucula. Kutshanje, ndiye ndanikwa ithuba lokuvavanya ezinye zeembono ekusebenzeni. Ngokukodwa, kule ntwasahlobo ndinikwe ithuba lokufundisa ikhosi ethi "Signal Processing" kwiYunivesithi yasePolytechnic (SPBPU). Umbutho wayo, ngakumbi umbutho wokunika ingxelo, luvavanyo lokuqala, iziphumo zalo ezibonakala ngathi ziyimpumelelo, kwaye kweli nqaku ndifuna ukuthetha malunga nombutho wale khosi.
Andikabikho ukuqonda ngokucacileyo oko kufuneka kufundwe kwikhosi eli gama, kodwa ngokubanzi le khosi malunga nokuba yintoni kwaye ungayenza ngokuzenzekelayo ngemifanekiso, isandi, isicatshulwa, ividiyo kunye neminye imizekelo yendalo kunye iimpawu ezenziwe ngokwenziwa . Ngokwento ebifundiwe ngaphambili kwaye iya kuba luncedo kakhulu, oku kukusombulula iingxaki nge-gap ye-semantic phakathi kwesiginali yegalelo kunye nento umntu afuna ukuyiqonda kuyo. Eli nqaku alikho malunga nomxholo wekhosi - nakwisiRashiya kukho ezininzi iividiyo ezirekhodiweyo zezifundo ezilungileyo kwizihloko ezifanayo.
Kodwa ukuba umxholo unomdla
nantsi, ubuncinci kwikamva elingekude, ikhonkco elisebenzayo kwiinkcazo-ntetho zekhosi, ezibekwe kuyo . Uninzi lwento ekhoyo ithathwe kwizifundo zika-Anton Konushin, i-csc kunye namanqaku ahlukeneyo e-Intanethi aphakathi kwezona ziphezulu zifanelekileyo. Nangona kunjalo, kwezinye iindawo kukho izinto endingazifumaniyo iinkcazo ezicacileyo kwaye ndazama ukuza nezam; kwi-algorithm ye-mcl.
Ulwandlalo lwenqaku malunga noku kulandelayo: okokuqala, umbutho wezifundo endiwukhethileyo uchazwe ngokufutshane, emva koko kukho ibali malunga neengxaki endicinga ukuba ziluncedo ekuzisombululeni, emva koko malunga nendlela endizame ngayo ukwenza oku xa ndifunda "umqondiso." processing” kunye nendlela endizivavanya ngayo iziphumo, zeziphi iingxaki endizibonayo, zeziphi izimvo onazo zokuzisombulula? Zonke ezi zinto azikho ngaphezu kweengcinga kunye neengcamango zam, kwaye ndingawamkela kakhulu izimvo, izichaso kunye neengcamango ezininzi! Ngaphezu koko, konke oku kubhalwe kakhulu ngethemba lokufumana izimvo kunye nezimvo zakho. Kwakhona, mhlawumbi, lo mbhalo uya kunceda umntu ukuba afumane umdla ekufundiseni umgangatho, nangona yonke into eyenzekayo ngeenxa zonke kubo.
Iskimu esiqhelekileyo sombutho wekhosi
Ikhosi inamacandelo amabini: ithiyori kunye nepraktikhali. Omabini amacandelo abaluleke kakhulu: ithiyori inika umbono omkhulu we-algorithms ekhoyo kunye neengcinga zoyilo lwazo lokusombulula iingxaki nge-gap ye-semantic; Okwenziwayo kufuneka kunikeze ubuncinci amagqabantshintshi amathala eencwadi asele ekhona, kunye nokuqeqesha izakhono zokwakha ezakho iindlela. Ngoko ke, omabini la macandelo ayefuna ingxelo evuselela ufundo lwabo, ebeka owona mgca uphambili womsebenzi wabafundi.
Njengesiqhelo, inxalenye yethiyori yayiquka iintetho. Emva kwentetho nganye, abafundi banikwa uluhlu olubanzi lwemibuzo abaya kugoduka nayo malunga nentetho leyo, ebandakanya yomibini imibuzo yesiqhelo malunga neenkcukacha zento ethethiweyo, kunye nemibuzo enobuchule malunga nokuba zeziphi iimeko kunye nokuba zeziphi iimeko ezinokuthi iingcamango ezithile ezixeliweyo zingaphuculwa kwaye phi. zinokusetyenziswa phambi kokuba ucele abafundi ukuba beze nemibuzo yabo ngokwentetho (kwaye unokuyiphendula). Yonke imibuzo ifakwe kwisithuba kwiqela le-VKontakte, iimpendulo kufuneka zibhalwe kwizimvo: unokuphendula umbuzo ongazange uphakanyiswe ngumntu, okanye uphawule / ungeze kwimpendulo esele ikhona, kuquka enye eyenziwe. ngomnye umfundi. Umda wokuyila onxulumene ngokusondeleyo nesifundo, ngokoluvo lwam, wawumkhulu!
Ukongezwa kwiimpendulo zemibuzo bekufanele ukuba kubekwe ngokwenqanaba: emva komhla wokugqibela, abafundi kuye kwafuneka bandithumelele nge-imeyile amagama abo bathe baphendula, babekwe ngokuxhomekeke kumabanga abafanele. Amagqabantshintshi ngoluhlu nawo amkelwe. Emva kwayo yonke le nto, ekugqibeleni ndawabela amanqaku kule ntetho. Ngokusekelwe kwiziphumo zala manqaku kunye nenani leenzuzo ezongezelelweyo, kubandakanywa nezo zikhula kwinxalenye ebonakalayo yekhosi, amabakala esiqingatha sonyaka abelwa. Abantu abaphikisayo kunye nabaxengaxengayo banokuzama ukuphucula ibakala labo kuviwo oluqatha (ngokuqinisekileyo nantoni na enokusetyenziswa, kodwa ndicela ngokungqongqo ukuqonda).
Umyalezo oqhelekileyo wecandelo lethiyori wawuyinto efana nale: Ndizama ukunika isixa sezinto eziphambeneyo, ngethemba lokuba bonke abafundi baya kufumana izinto ezininzi ezintsha neziluncedo kuyo. Kwangaxeshanye, andifuni ukuba bajonge kuyo yonke into; Ndibona uviwo ngakumbi njengesohlwayo kwabo bangenzanga kakuhle ngexesha lesiqingatha sonyaka kunesiqhelo.
Inxalenye ebonakalayo yayiquka
- iilebhu ezintathu ezincinci, apho abafundi kuye kwafuneka baqhube ikhowudi esele yenziwe ngokusebenzayo esebenzisa amathala eencwadi ahlukeneyo kwaye bakhethe idatha esebenze kakuhle okanye kakubi,
- umsebenzi wekhosi apho abafundi bekufuneka basombulule ngokuzimeleyo ingxaki nge-gap ye-semantic. Banokuthatha umsebenzi wokuqala nokuba kukwezi zicetywayo, okanye bazikhethele ngokwabo kwaye bavumelane nam. Emva koko kwafuneka beze nesisombululo, ikhowudi, babone ukuba isebenze okokuqala, isebenze kakubi, kwaye emva koko uzame ukuyiphucula, ikhokelwa yingcebiso yabo kunye neyam. Eyona nto ilungileyo iya kuba kukufumana umgangatho olungileyo, ukukholisa abafundi ukuba kule ndawo, umonde kunye nokusebenza kwicala elifanelekileyo kuya kugaya yonke into, kodwa, ewe, oku akunakusoloko kuthenjwa.
Konke oku kwafuneka kwenziwe ngetyala. Umgangatho womsebenzi kunye nobungakanani bomzamo owenziweyo unokwahluka kakhulu. Ngomzamo omkhulu, kwaba nokwenzeka ukufumana iikhredithi ezongezelelweyo ezongezelelweyo kwiintetho.
Oku kwenzeke kwisiqingatha sonyaka wentlakohlaza wonyaka wesine, xa isiqingatha sonyaka siphela kwisithuba esingaphezu kwenyanga phambi kwexesha ngenxa yezifundo zesidanga sokuqala. Oko kukuthi, ndineveki ezimalunga ne-4-10.
Kwakhona ndandinomnye udade owayefunda kwelinye lamaqela amabini endandifundisa kuwo. Udade wethu ngamanye amaxesha wayenokuthi ayeke iingcinga zam eziphambeneyo ngamabali malunga nombono wakhe wemeko yokwenyani kwiqela kunye nomsebenzi wakhe kwezinye izifundo. Idityaniswe nesihloko sesifundo esiyimpumelelo, ikamva liluthande ngokwenene uvavanyo kunangaphambili!
Ukucinga ngeengxaki ofuna ukuzisombulula
Kweli candelo, ndizama ukuthetha ngeengxaki, iingcamango ezindikhokelela kwisakhiwo sekhosi esichazwe. Ezi ngxaki zinxulumene ikakhulu nezibakala ezimbini:
- Kukho abafundi abayilayo nabakhutheleyo abakwaziyo ukuzimela ngokuzimeleyo izifundo zabo kwicala abalifuna ngokwenene. Ngokutyhalela wonke umntu kwinqanaba eliphakathi, inkqubo yemfundo ekhoyo kwiidyunivesithi isoloko idala iimeko ezinzima, ezinovalo nezingenantsingiselo kubafundi abanjalo.
- Ootitshala abaninzi, ngelishwa, abanamdla kumgangatho womsebenzi wabo. Amaxesha amaninzi oku kungabi namdla kusisiphumo sokuphoxeka kwabafundi. Kodwa umsebenzi ombi wabafundi awunakuba sisiphumo sokungasebenzi kakuhle kootitshala. Imeko inokuphucuka ukuba umsebenzi okumgangatho ophezulu unceda abafundisi-ntsapho ngokwabo, kungekhona abafundi kuphela.
Kakade ke, kukho iingxaki ezininzi ngakumbi ezinganxulumananga kakhulu neyokuqala okanye eyesibini. Ngokomzekelo, yintoni enokwenziwa ngabo bafundi bangakwaziyo ukuzicwangcisa ngokwabo? Okanye abo babonakala bezama, kodwa bengakwazi ukwenza nto?
Iingxaki ezinxulumene nezi zibakala zimbini zichaziweyo zezona ndabandezeleka kakhulu, yaye ndacinga kakhulu ngesicombululo sazo. Kubonakala kum ukuba kukho ngexesha elifanayo "i-bullet yesilivere" eyisombululayo: ukuba abafundi abahlakaniphile bakwiimeko ezikhululekile, ngoko banokuzisa inzuzo enkulu kubafundisi-ntsapho.
Inkuthazo katitshala
Masiqale ngenkuthazo katitshala. Ngokwemvelo, kuyimfuneko kwikhosi elungileyo. Ke, ekufundiseni ikhosi, utitshala unokufumana:
- Ulonwabo.
- Imali. Kwimeko yethu, zihlala ziyimifuziselo. Ngaphezu koko, kwabo bafundisa kakuhle kwi-IT, le mali ingenangqondo ngokupheleleyo. Njengomthetho, aba bantu banayo okanye banokufumana umvuzo ophindwe kaninzi komnye umsebenzi. Kwaye ngokuqinisekileyo abanakufundisa kakuhle ngenxa yomvuzo.
- Inkuthazo ingcono kakhulu ukuba uzintywilisele kwizinto eziphathekayo. Ndandikhathazeke kakhulu malunga nokuthandwa kweentetho zam. Kwaye mna, okwangoku, bendisoyika kakhulu ukujongwa kwabafundi kunye noluvo lwabo olubi: "nantsi enye into engenanto yakwenza ngaphandle kokusinyanzela ukuba sichithe ixesha kuhlobo oluthile lobuvuvu angazange akwazi okanye angayenzanga. 'ndikubona kuyimfuneko ukuhlangabezana nayo.'
- Iziphumo zokuntywiliselwa kwabafundi kwizinto eziphathekayo. Kunokwenziwa umoya okhuthaza abafundi ukuba babuze imibuzo ekrelekrele ngexesha leentetho. Imibuzo enjalo inokumnceda kakhulu umfundisi-ntsapho: chaza iimpazamo neentsilelo ezithile, ikukhuthaze ukuba ujonge izinto ngendlela eyahlukileyo, yaye mhlawumbi inokukunyanzela ukuba uqonde into entsha.
- Kunokwenzeka ukuvuselela imisebenzi yabafundi ehamba ngaphaya kwezinto ezifundwa kwiintetho. Emva koko banokuqokelela ulwazi oluninzi olutsha kwaye bavelise iziphumo ubuncinane kwifom esetyenzisiweyo. Ewe, kusenzima ukuyiqonda kwaye ujonge kamva. Kodwa kungethuba lokuhlolwa okunjalo apho i-horizons yomntu iba banzi. Kwaye kukho enye ibhonasi: ukuba kukho into engacacanga, ngamanye amaxesha unokubuza umfundi endaweni yokuba uzicingele ngokwakho. Lo mbuzo uya kuvavanya indlela umfundi aqonde ngayo.
- Uqeqesho lokunxibelelana nabantu. Uqeqesho ekuhloleni abantu, ukuqonda oko kunokulindelwa kubo, kubandakanywa nokuxhomekeka kwizenzo zomntu. Unokuzama ukuvavanya kwangaphambili ukuba ngowuphi umfundi oya kuhlangabezana nomsebenzi kakuhle nangexesha, ngubani oya kwenza kakubi, ngubani oya kwenza oko kufunekayo, kodwa ixesha elide kakhulu. Ukuqeqesha iindlela ezahlukeneyo zolawulo (izikhumbuzo, njl.). Qonda ukuba kulula kangakanani kwaye abafundi (kwaye mhlawumbi ingengabo kuphela) abangakukhohlisa. Indawo yovavanyo inkulu. Iziphumo zovavanyo zinokubonwa ngokukhawuleza.
- Ziqhelanise nenkcazo-ntetho efanelekileyo yeengcinga, iintetho-ntetho kunye nezinye izakhono zokuthetha. Uqeqesho ekuqondeni iimpendulo kunye nemibuzo engacwangciswanga kakuhle ngabafundi (ngamanye amaxesha konke oku kufuneka kwenziwe ngokukhawuleza - ungaziqeqeshela ukusabela kwakho).
- Iziphumo zokuvavanya iingcamango ezilula ekusebenzeni ngezandla zabafundi. Zombini iziphumo zokuvavanya umbono wakho kunye nombono othe weza engqondweni yomfundi unokuba luncedo. Ukuba ufumana ingxaki enomdla ngokwenene kumfundi, kukho amathuba aphezulu okuba umfundi avelise iingcamango ezilungileyo kwaye azivavanye kakuhle.
- Ukusetyenziswa 'Mahala' kubafundi ukusombulula iingxaki zabo eziphathekayo.
Kukholelwa ngokubanzi ukuba kulapho ootitshala bazuza khona kakhulu. Ndandikholelwa koku ixesha elide, kodwa ngovavanyo ngalunye olulandelayo ukholo lwam kuko luyehla. Ukuza kuthi ga ngoku ndinomfundi omnye kuphela, ovela ekusebenzisaneni naye endiye ndagqiba ekubeni ndifumane kanye le nto bendiyifuna, ngexesha, kwaye ndagcina ixesha lam. Mhlawumbi ndikwazile ukufundisa lo mfundi bhetele kunabanye. Enyanisweni, apha kwakhona, kamva, ngexesha leprojekthi, kwavela ukuba ndifuna isisombululo kule ngxaki ngendlela eyahlukileyo, kodwa ngokuqinisekileyo le yimpazamo yam.
Bonke abanye abafundi endandidibana nabo kwakufuneka bahlale beleqwa, bakhunjuzwe ngomsebenzi wabo wenzululwazi, baze babacacisele into enye izihlandlo eziliqela. Ekugqibeleni, ndafumana into engaqhelekanga kakhulu kubo, yaye ngokufuthi ngelo xesha ndandisele ndiyicombulula ngokwam le ngxaki. Andiyiqondi indlela eluncedo ngayo le fomati kubo (kubonakala ngathi baqeqeshelwa ukwenza into ethile, kodwa ngandlela-thile kumgangatho ophantsi kakhulu). Kum, le nkqubo idla i-nerve eninzi kunye nexesha. Inye kuphela: ngamanye amaxesha, ngexesha leengxoxo, ingqalelo yam itsalwa kwezinye iinkcukacha zengxaki endingazange ndiyiqaphele ngaphambili.
- Udumo, iwonga-ngokufundisa okusemgangathweni
- Ukubonakala kweziphumo zemisebenzi yakho kunye nabafundi abanombulelo. Liyinyaniso elokuba, kudla ngokuba nzima ukuqonda inyaniso apha;
- Ukudibana neengcali ezizayo kwicandelo lakho. Kungcono ukubaqonda, ukuqonda indlela isizukulwana esitsha esiphila ngayo. Unokubalaselisa abo ubathandayo uze ukumeme ukuba usebenze.
Yiloo nto kuphela endikwazileyo ukuyiqokelela. Mna ngokwam, ndizama ukuqonda ngokucacileyo ukuba yintoni kanye kanye, ukongeza kulonwabo kunye nodumo, ndinethemba lokukufumana ekufundiseni ikhosi. Kufuneka ibe njani into yokuba ndizimisele ukuyihlawula ngexesha lam yonke isemester? Ngaphandle koku kuqonda, kunzima ukukholelwa kubuchule bokuqhuba ikhosi kakuhle. Eyakho inkuthazo mayithathelwe ingqalelo xa ucinga ngesakhiwo sekhosi.
Iimeko ezikhululekileyo zabafundi abakwinqanaba eliphezulu
Inxalenye yesibini yeemfuno zesakhiwo sekhosi ijolise kubafundi abayilayo nabakhutheleyo abanombono olungileyo wento abayidingayo. Ngaphandle kwento yokuba ootitshala abaninzi bayakhanyela ngokuzithemba nokuba nokwenzeka kwabafundi abanjalo, ngokuqinisekileyo bakho kwiiyunivesithi eziphambili. Kwiminyaka ephezulu, inani labo linyuka kakhulu, ngakumbi ngoqeqesho oluphezulu. Kwaye ngabafundi abakrelekrele abalithemba lelizwe lethu kunye nesayensi.
Phantse kuzo zonke iidyunivesiti, uqeqesho aluphande lusebenza ngendlela ebelunokusebenza ngayo. Kwiintetho, abafundi basoloko bexelelwa into enokuba nomdla, kodwa engaqhelekanga: ukuba kuyimfuneko, kukwamanye amazwe abafundi abangekakhuli ukuba baqonde. Kudla ngokwenzeka ukuba abafundi abasele bekhulile sele bevile okanye bafunde ngezi zinto, baziqonda, baze balibale – ngoku banyanzelwa ukuba baphulaphule kwakhona. Ngokufuthi abafundi kuye kufuneke benze imisebenzi engaqhelekanga eqhele ukwenziwa ngutitshala kuphela kuba ecinga ukuba abafundi bafuna ukuthwaliswa yinto ethile. Bhala uze ulungise iingxelo, abathi ootitshala badla ngokungazamkeli okokuqala kuba nje bebonakala bengandilisekanga kubo, yaye kufuneka ubuncinane ufundise okuthile.
Ukuba konke oku kuwela kubantu ebebengekhe benze nto, ayisiyonto imbi leyo. Njengoko uqheliselo lubonisa, ekupheleni koqeqesho lwabo aba bantu baqonda into ethile, uninzi lwabo lufaneleke ngokwenene ukusebenza kwizakhono zabo.
Kodwa kuyenzeka ukuba inkqubo enjalo isetyenziswe kubafundi abaphambili asele benesicwangciso sabo sokusebenza, umsebenzi wabo, ukuqonda kwabo apho baya khona. Ngaphezu koko, oku kuqonda ngokuqhelekileyo kuchanekile, kwaye umsebenzi unokwenziwa ukuthandwa kakhulu ukuba ulungiswe kancinane. Kwaye ke aba bafundi baxhotyiswa ngeentetho ngemathiriyeli yethiyori engabonakaliyo, izabelo ezingenziwanga kakuhle kunye neengxelo ekufuneka zibhalwe kwaye zilungiswe ngokungenasiphelo. Nokuba konke oku kuyimfuneko, kusebenza ngakumbi ukuyidibanisa nezinto ezinomdla zesayensi zomfundi. Ukuze aqonde indlela le nkcazelo eya kumnceda ngayo xa eqhelisela.
Kungenjalo, ukuba umfundi akaqondi, kuya kufundwa inxalenye encinane kuphela. Kwaye kungekudala iya kulibaleka ukuba ayisetyenziswa ngokusondeleyo kwezinye iikhosi. Kuphela ingcamango jikelele iya kuhlala. Kwakunye nakwizifundo zesikolo ezingezizo ezingundoqo, ezinganiki mdla okanye kubafundi abangenamdla kuyo nantoni na. Kusenokubakho ukuqonda ukuba ungaya phi ukuze uyiqonde.
Kodwa kuthatha abafundi ixesha elininzi lobuqu ukufumana olu lwazi. Abafundi abaninzi abasele bekhulile banokuyisebenzisa kakuhle. Abantu abanjalo balungele ukufunxa ulwazi abaludingayo phantse kwi-fly kunye nokusebenza okumangalisayo, ngakumbi kwiminyaka ephezulu.
Ewe, mhlawumbi ikhosi yakho yile nto ilahlekileyo umfundi osele ekhulile. Kwaye yena, umfo olihlwempu, akaqondi. Kodwa iintetho zethiyori ezingabonakaliyo akunakwenzeka ukuba zimncede. Ukuba uyawuqonda umongo womsebenzi othile onomdla kuye uze umcebise ukuba asebenzise ubuncinane intwana yolwazi olunikelayo kwindawo efanelekileyo, ngokuqinisekileyo umfundi uya kuwuqonda aze awuxabise. Ngokukodwa ukuba isindululo sakho sokuphucula siya kunceda ukufikelela kwisiphumo esingcono ngokomgangatho.
Enyanisweni, ngokuqinisekileyo, yonke into inzima ngakumbi. Asilulo lonke ulwazi oluluncedo olunokusetyenziswa kwindawo anomdla kuyo umfundi. Emva koko, ngakumbi ukuba oku kwenzeka kwiminyaka ephezulu, kuya kuba kuhle ukuzama ukuqonda oko kuluncedo ngakumbi kumfundi: ukwenza oko ucinga ukuba kuyimfuneko, okanye oko yena ngokwakhe akubona kuyimfuneko kuye. Kwaye wenze ngokuvumelana nayo.
Kwesi sifundo ndiphantse ndangenayo ingxaki enjalo: ikhosi yokusombulula iingxaki nge-gap ye-semantic ibonakala kum isebenza kuyo yonke indawo kwaye iluncedo kuye wonke umntu. Ngokusisiseko, le yikhosi yokuyila ii-algorithms kunye neemodeli kwiimeko ezinzima. Ndicinga ukuba luncedo ukuba wonke umntu aqonde ukuba le nto ikhona, kwaye isebenza njani, ubuncinane kwinqanaba eliphezulu. Esi sifundo sikwaqeqesha izakhono zokubonisa kakuhle kunye nendlela efanelekileyo yokusombulula iingxaki ezininzi.
Ndandisoyika ukuxelela kuphela into esele isaziwa ngabafundi abaninzi. Ndandingafuni ukubanyanzela ukuba bacombulule imisebenzi eyayingayi kubafundisa nto. Ndandifuna abafundi abasele bekwinqanaba eliphezulu banganyanzelwa ukuba benze izabelo zomboniso ukuze baphumelele.
Ukwenza oku, kufuneka uqonde abafundi abalungileyo, baqonde into abayaziyo kunye noko bakulwelayo. Yenza udliwano-ndlebe nabo, fumana izimvo zabo, jonga iziphumo zomsebenzi wabo, kwaye uqonde into ethile kubo. Qinisekisa ukuba abafundi abandoyiki. Asizange soyike ukuphendula umbuzo ngokungachanekanga. Bebengoyiki ukugxeka umgca wam.
Kodwa kufuneka ungoyiki nje kuphela, kodwa ufune. Nakubafundi abasele bekhulile, iimfuno ezifanelekileyo ziyanceda kwaye zibakhe. Ixesha elabelwe ukugqibezela umsebenzi likunceda ukuba uqonde ukuba yeyiphi indlela omawuyikhethe, ubunzulu kangakanani na, kunye nexesha lokucela uncedo. Iimfuno zeziphumo zikunceda ukuba uqonde into omawugxile kuyo. Kwaye iququzelela yonke into, inceda ukubeka izinto eziphambili phakathi kwezinto ezininzi eziye zafumba.
Ukungoyiki kunye nokunyanzelisa akulula kutitshala. Ngokukodwa ukuba kukho abafundi abaninzi. Kubantu abangamavila, ukufuna izinto ngenkani kubaluleke ngakumbi. Ngabo uya kuthuthunjiswa ukuba ube nobulungisa kwimeko nganye ethile. Kubafundi abakwinqanaba eliphezulu okuchaseneyo kuyinyaniso. Bayoyika ngakumbi ingcinezelo yootitshala kunabanye. Ngenxa yokuba basengozini enkulu, ngakumbi kuxhomekeke kuhlelo kunye nokuthotywa. Elona gunya lokuqala lingekho ngqiqweni libangela amathandabuzo: “Ngaba umfundisi-ntsapho unengqiqo? Ngaba uya kusabela ngokwaneleyo ekugxekeni kwam?” Intandabuzo nganye elandelayo iyomeleza, umfundisi-ntsapho emehlweni omfundi uguquka abe yigeza elifuna ukukholisa, elichitha ixesha elincinane kangangoko kunokwenzeka.
Kubonakala ngathi kuphela inkqubo efanelekileyo, engqongqo yokunika ingxelo enokusombulula ingxaki. Ukucinga kwangaphambili, okungayi kutshintsha ngexesha lesemester. Ukuthobela le nkqubo kufuneka kubaluleke ngakumbi kunoluvo lukatitshala, kungakhathaliseki ukuba luvakala lungaqhelekanga kangakanani na. Oku kumisela inqanaba eliphezulu leemfuno zengqiqo yenkqubo yokuqala. Kucacile ukuba akunakwenzeka ukubona yonke into, kwaye awufuni ukuchitha ixesha. Ngoko ke, kunokwenzeka ukubonisa ngokucacileyo imida, ngaphaya koko utitshala enze ngokubona kwakhe. Umzekelo, ilebhu engeniswe emva komhla wokugqibela iya kujongwa ingaziwa ukuba nini, kwaye emva kweelebhu ezimbini zingangeniswanga ngexesha, iziphumo zinokuthi zingalindelekanga. Emva koko, kuxhomekeke kwizizathu ezikhokelela kule nto, unokuxolela okanye ukohlwaya. Kambe ke, ukuba loo nto yenzekileyo imelana nemfuneko, utitshala makayenze loo nto ayithembisileyo.
Ngoko ke, bekuyimfuneko ukuza nenkqubo yokunika ingxelo engqongqo, enengqiqo. Kufuneka anyaniseke ngakumbi kubafundi abanengqiqo. Ngokuqinisekileyo uye wathathela ingqalelo yonke into eluncedo enokuthi ithi qatha engqondweni kwaye enxulumene nesifundo. Kodwa akazange anike amanqaku amahle kuyo nantoni na, kodwa wandikhuthaza ukuba ndenze umsebenzi osemgangathweni.
Kukwabalulekile ukuba abantu bayithembe inkqubo yokunika ingxelo kwaye bazive bekhululekile ngayo. Ukuze umfundi azibekele umsebenzi wokwenza yonke into ekuqaleni kwesiqingatha sonyaka, afumane ibakala kwaye azive ezolile. Musa ukoyika ukuba utitshala uya kucinga phakathi kwesiqingatha sonyaka: “Uqhuba kakuhle kakhulu. Mhlawumbi, unokunika imisebenzi enzima ngakumbi kwaye wenze uvavanyo luxhomekeke kuyo. ”
Kwakhona, ngolu hlobo lulandelayo kwicandelo lokugqibela, inkqubo yokunika ingxelo kufuneka iyithathele ingqalelo iminqweno katitshala. Kwaye kwavela ukuba ezininzi iimfuno sele zithathelwe ingqalelo: zihambelana neemfuno zokunyaniseka kubafundi abanengqiqo kunye nomsebenzi osemgangathweni. Ukuba abafundi abaphambili banokubuza imibuzo ngokukhululekileyo, baya kubuza nento angayaziyo utitshala. Ukuba unokuya ngaphaya kwekhosi, baya kuphuma baye kufumana ulwazi olutsha. Ukuba bayayiqonda into abayenzayo kwaye kutheni, baya kuyenza ngokufanelekileyo. Kwaye ulwazi malunga neziphumo zovavanyo olunjalo ngokwendalo lwandisa i-horizons yotitshala. Mhlawumbi kungekhona ngokukhawuleza, kodwa kungekudala okanye kamva kuya kubakho into entsha kwaye iluncedo kuye.
Umfundi owanelisekileyo okrelekrele uthetha utitshala owanelisekileyo!
Iingxaki zovavanyo
Inkqubo yokuphendula ayikwazi ukukhuthaza abafundi ngaphandle kovavanyo olufanelekileyo lwentsebenzo yabo. Uvavanywa njani ngokusekwe kwiziphumo zesiqingatha sonyaka ngowuphi umfundi ofanelwe kukufumana ibakala eliphezulu kwaye ofanelwe kukufumana elingaphantsi?
Eyona nqobo isetyenziswa kakhulu libakala loviwo. Utitshala uyazama, ngonxibelelwano oluthile okanye ngoko kubhaliweyo, ukuqonda ukuba umfundi usiqonda kangakanani na isihloko ngexesha lokuphumelela uviwo. Oku kukodwa kunzima. Amaxesha amaninzi, abafundi abaqondayo phantse yonke into, kodwa beneentloni kwaye bengakwazi ukuthetha, bafumana amabanga aphantsi kunabafundi abangasaziyo eso sifundo, kodwa banengqiqo kwaye banekratshi. Iimviwo ezibhalwayo zinciphisa isidima somfundi. Kodwa ukusebenzisana kulahlekile: akunakwenzeka ukuqonda ukuba umfundi uyayiqonda into angazange ayigqibe (kwaye oko wabhalayo). Enye ingxaki kukuqhatha. Ndiyazazi iinkosi ezithile ze-pedagogy ezinamabakala anxulunyaniswa ngokungafaniyo nolwazi lwabafundi: izabelo zigubungela isixa esiphambeneyo semathiriyeli, kwaye nabo bazilungiselele kakuhle abakwazanga ukuyiphumelela ngebakala eliqhelekileyo. Kodwa abo bakhohlisayo bafumana i-5 kwaye utitshala wagqiba ngokuzithemba kwisiseko sabo ukuba kunokwenzeka ukujamelana nayo - ukuba ulungiselele.
Iimbono zokusombulula ezi ngxaki zikhona. Kodwa nokuba ezi ngxaki zinokuconjululwa, akusayi kubakho ndlela yokuvavanya ulwazi olushiyekileyo lomfundi.
Amathuba okwandisa inani lolwazi olushiyekileyo luyanda ukuba ulwazi lusentloko yomfundi kungekhona nje ngexesha loviwo, kodwa nakwixesha elininzi lekhosi. Yaye ukuba ulwazi lukwaxhaswa ngumsebenzi osebenzayo, ngokuqinisekileyo luya kuhlala luhleli. Kuyavela ukuba kuya kuba kuhle ukuvavanya ulwazi lomfundi amaxesha amaninzi kwisiqingatha sonyaka. Kwaye ekugqibeleni, nika ibakala elizenzekelayo ukuba umfundi wenze umsebenzi olungileyo ngexesha lesemester. Kodwa oku kuphulukana nesishwankathelo sesifundo ebekufanele ukuba usifumene umfundi xa elungiselela uviwo.
Iingxaki azipheli apho: bonke abafundi bahluke, kwaye kwenzeka ukuba into ecacileyo komnye, ngelixa elinye lifuna ukucinga ngalo ixesha elide. Mhlawumbi kufanelekile ukuvavanya kungekuphela nje ulwazi lwabo lokugqibela, kodwa kunye nesixa somzamo ochithiweyo? Indlela yokuzivavanya? Yintoni elunge ngakumbi: ukumjonga kakhulu umfundi okanye ukumjongela phantsi? Xa uvavanya abafundi, ngaba kuyacetyiswa ukuthelekisa inqanaba labo kunye nenqanaba leqela/umsinga? Kwelinye icala, kubonakala ngathi ewe: ukuba kukho ingxaki ngokuhamba kwayo yonke into, oko kuthetha ukuba utitshala wenze umsebenzi ombi. Kwelinye icala, ukuthoba umgangatho kuya kuba negalelo ekwehleni kwenqanaba labafundi.
Kukho iisistim apho abafundi baqale babekwa phantsi kweemeko zokuxhomekeka kwabanye abafundi: umzekelo, njengoko ndiyiqonda, kwikhosi ye-CSC ngesihloko esifanayo, amanqaku abo bonke abafundi adityaniswa kwaye umfundi ufumana ibakala elidibanisa amanqaku akhe. Iindlela ezinjalo zonyusa ukukhuphisana, kodwa zidala ukungaqiniseki, okunokuthi kugxininise ngakumbi kubafundi kwaye kunokuthintela ukusebenza kweqela.
Yonke le nto yayiqhelekile kwaye andizange ndiyicinge. Njengomntu osanda ngumfundi nam, kubonakala kum ukuba eyona nto iphambili kukuqinisekisa ukuba umntu, ngokusebenza nzima kwisiqingatha sonyaka, angakwazi ukufumana ibakala elingcono - elo alifunayo. Kufuneka kubekho iindlela ezininzi zokufumana olu vavanyo: uqheliselo kunye nethiyori kwiifomathi ezahlukeneyo. Kodwa, ukuba ikhosi ibalulekile, kuyimfuneko ukuba umfundi afumane ibakala elihle kuphela ukuba uye wenza umsebenzi omhle ngokwenene waza wenza inkqubela eninzi, okanye ekuqaleni wazi ikhosi kwinqanaba likatitshala. Olu luhlobo lwenkqubo ebendizama ukuza nayo.
Lilonke, ndazama ukwenza ikhosi ibe yinto ekhululekile kwaye iluncedo ngokusemandleni, ngokuyinhloko kubafundi abakhutheleyo. Kubo bendilindele imibuzo kunye nemiyalezo eya kuthi iqhubele phambili ulwazi lwam. Kodwa ingxaki yendlela yokungakhohlwa ngabanye, ngokuqinisekileyo, nayo ibalulekile. Imeko apha ayithandeki kakhulu: Ndiyazi ukuba, ngenxa yezizathu ezininzi, ngomnyaka we-4 amaqela amaninzi afika kwimeko engacwangciswanga kakhulu: uninzi lwabafundi basagqiba i-semester yangaphambili; Kukho abo bangasenakukwazi ukwenza nantoni na kwizifundo zabo kwangexesha nabathe babaleka nayo iminyaka. Ingxelo efike ngexesha ibaluleke kakhulu kutitshala: ungayitshintsha ingqondo yakho ngexesha.
Idayagram yombutho wekhosi eneenkcukacha
Ndaqala ukucinga ngenkuthalo malunga neepateni zokunika ingxelo kunye nokuziphatha kukatitshala oxazulula iingxaki ezidweliswe ngasentla xa ndandikunyaka wam wesi-5. Sele ndizamile ukuvavanya ezinye zazo, kodwa kukho izizathu ezininzi zokuba ndingakwazi ukufumana iimvavanyo ezifanelekileyo. Ukuthathela ingqalelo konke oku, ndidibanisa ikhosi kwaye ndikuxelele kanye ukuba kwenzeke ntoni.
Umbuzo wokuqala: ndifuna ntoni kule khosi? Okokuqala, ndandinomdla wokuzama iingcamango zam ekusebenzeni kwaye ndifuna ngokwenene into enhle ukuba iphume kuzo. Ingxoxo yesibini ebaluleke kakhulu yayikukuphuculwa kolwazi lomntu, kodwa ngokubanzi, kwinqanaba elithile, zonke iinjongo zootitshala ezidweliswe ngasentla, ukusuka kulonwabo ukuya kudumo, zenzeke.
Kwakhona ngokunxulumene nenjongo yokuphucula ulwazi, ndingathanda ukuba abafundi bangandoyiki, bakwazi ukubuza imibuzo ngokukhululekileyo kwaye babonise ngokuphandle ukunganeliseki ngento eyenzekayo - konke oku kuya kuba yinkuthazo elungileyo kum. Ndandifuna kwakhona ukufumana ulwazi kubo - ndandifuna ukubavuselela ukuba bandise ngokudibeneyo ulwazi abalufumeneyo kwaye bangasikeli umda wemisebenzi yabo. Zama ukukuphepha ukuphindaphinda izinto ezingacinganga.
Ngaloo ndlela, kwavela uluvo lokuba abafundi bafanele baphendule imibuzo eyahlukeneyo malunga nekhosi (kubandakanywa noyilo kunye nezo ndingazaziyo iimpendulo), bona iimpendulo zomnye nomnye kwaye uzincedise. Kodwa musa ukuphindaphinda-ngale ndlela, akufuneki ndifumanise ukuba ngubani okhupheleyo kwaye ngubani ongazange, kwaye kubafundi kukho isizathu esongezelelweyo sokwandisa ulwazi lwabo, ukuya ngaphaya koko bekusele kuxelelwe kwintetho kwaye kubhaliwe. ngabalingane eklasini. Kukwakho imfuneko yokuqonda oko kwabhalwa ngabo bangaphambi kwabo. Oku kunokunceda ukuvuselela iimpendulo zakwangoko: okokuqala, ukhetho lwemibuzo enokwenzeka lulukhulu kancinane.
Iqela le-VKontakte ladalwa, kwaye emva kwentetho nganye, imibuzo enenombolo yathunyelwa kuyo (malunga ne-15 kubo, inde kakhulu). apho abafundi baphendule kumagqabaza, bezalisekisa iimpendulo zomnye.
Imibuzo ubukhulu becala ibisithi:
- Ukuphinda oko kwathethwa kwintetho. Maxa wambi impendulo yombuzo onjalo inokufunyanwa ngokuthe ngqo kwintetho yentetho, eyayinikelwa kubafundi emva kokuyifunda.
- Ukuza nemizekelo ebonakalayo yokusebenzisa oko bekuxelelweyo.
- Ukuchonga iingxaki eziphakanyiswe kwintetho kwii-algorithms ezichazwe. Kwaye kananjalo ukucinga ngee-algorithms ezisombulula iingxaki ezichongiweyo kwintetho. Kwaqondwa ukuba abafundi banokutsala i-algorithms kweminye imithombo okanye bazenzele ezabo.
- Ukuvavanya ukusebenza kwe-algorithms echazwe - kubandakanywa nokuqonda okungcono kwe-algorithms ngokwazo.
- Ukuthelekisa ii-algorithms ezixazulula iingxaki ezifanayo.
- Kubungqina bemathematika kwezinye izinto ezisetyenzisiweyo okanye ezinxulumeneyo (umzekelo, i-convolution theorem, ithiyori kaKotelnikov).
Kufuneka kuthiwe ngexesha leentetho ndiphantse ndingathethi malunga nobungqina obusemthethweni; Okokuqala, ngenxa yokuba mna ngokwam andisebenzisi ubungqina obusemthethweni kubomi obusebenzayo kwaye, ngenxa yoko, andiyiqondi kakuhle; okwesibini, ndiyakholelwa ukuba kunyaka we-4 ugxininiso oluphambili kufuneka lube ekuqondeni okusebenzayo, kwaye kungekhona kwithiyori, ngaphandle kokuba uhlala uhlala. - Esinye isizathu: iikhosi zeentetho endizibukeleyo ngesi sihloko, zibonelelwa kakhulu ngeenkcazo zethiyori kunye nezibalo kunye nobungqina, kum kubonakala kunzima kakhulu ukuqonda yonke into ngexesha elinye, okanye ndigubungela ulwazi oluncinci kakhulu - ukuntywila kuzo ngoku kubonakala ngathi ukuzingcwaba kwinto ekungafane ibekho kungasetyenziswa.
- Izimvo zobuqu zekhosi kunye nezimvo zokuphucula - emva kwentetho yokugqibela.
Kwakhona kwakunokwenzeka ukushwankathela ngobulumko iimpendulo zabafundi kunye nezimvo zam zibe nguxwebhu olulodwa, olufundekayo-le nto ifunyenwe. Kwaye uxwebhu ngokwalo luya kuba luncedo kubo bobabini abafundi kunye nam.
Umbuzo ophambili owandibhidayo wawusithi: kulungile, wonke umntu uya kuyithanda ngokwenene kwaye baya kuqala ukubhala kakhulu kwaye babhale kakuhle. Kodwa ke umntu kufuneka ayijonge yonke le nto - ngaba ndinexesha elaneleyo lale nto? Ukongeza ekunikezeni ezi ntetho, ndandinomsebenzi ophambili, isikolo esiphumelele isidanga + umsebenzi wesayensi, nangona kunjalo, ndiphantse ndayishiya le semester. Kwabonakala ngathi le ngxaki ingasonjululwa ngenkqubo eyayiza kuvumela ubuncinane inxalenye yovavanyo ukuba isuswe kumfundisi-ntsapho iye kubafundi. Ukongeza ekwenzeni umsebenzi katitshala ube lula, kukwaluncedo ngokungathandabuzekiyo kubafundi: ngokufumana iimpazamo kunye nokubona omnye umntu, ukuqonda okungcono kakhulu kuhlala kufika. Abanye abafundi banomdla ngakumbi kwimisebenzi enjalo "yokufundisa kwe-ala".
Kwimeko yangoku, ndiye ndazinza kubafundi babeka iziphumo:
kukho uqikelelo lokuba kulula kubafundi ukuthelekisa imisebenzi emibini kunokunika amabakala athile.
(ukusuka kwizifundo zemfundo ye-intanethi, umz. Waters, A. E., Tinapple, D., and Baraniuk, R. G.: “BayesRank: A Bayesian Approach to Ranked Peer Grading,” 2015)
Ukuma endaweni kungandinceda kakhulu. Ngokufanelekileyo, emva komhla wokugqibela wokuphendula, abafundi kuye kwafuneka bandithumelele uluhlu lwabalingane babo, kwaye izimvo zolu luhlu zamkelwa. Ngokomgaqo, andizange ndinyanzelise ekubekweni, kodwa ndincoma kuphela ukuba nabani na ofuna nantoni na ayithumele. Ekupheleni kwekhosi, kwavela ukuba emva kokubekwa ngokupheleleyo, eyona ndlela ixhaphakileyo yokuphendula yayiyi-k ephezulu ebhale ezona mpendulo ziluncedo.
Umbutho weSemantic wekhosi
Inxalenye elandelayo ebalulekileyo yayingumxholo wesemantic wekhosi. Isicwangciso secandelo lethiyori yekhosi sibe ngolu hlobo lulandelayo:
- Isifundo se-zero - intshayelelo, malunga nokuba yintoni ikhosi, yintoni ugxininiso endiza kuyenza + ukunika ingxelo (imithetho yayo mikhulu kwaye ndichithe phantse isiqingatha sentetho ndithetha ngayo)
- Intetho ye-1-3 malunga nendlela iingxaki zokulungiswa kwemifanekiso ngokubanzi zisonjululwe ngaphambi kokufika kokufundwa komatshini. I-convolutions yokukhangela ukungafani kobungakanani kunye nokugudiswa, i-canny, i-morphological processing image, ukujonga imifanekiso kwiindawo ezahlukeneyo (i-Fourier transform / wavelets), i-ransac, i-Hough / i-Rodin iguqulela, i-detectors yamanqaku ahlukeneyo, ama-blobs, izichazi, ukwakhiwa kwe-algorithm yokuqaphela.
- Iintetho ze-2-3 (ezininzi njengoko zifunekayo) malunga neengcamango zokufunda koomatshini, imigaqo esisiseko, indlela ekunceda ngayo ukuxazulula iingxaki ze-algorithms eziqanjiweyo. Ukubhaliswa ngokuzenzekelayo kwamaxabiso eparameter, iimeko, ukulandelelana kwazo, yintoni enokwenziwa ngedatha kwaye yintoni emele yoyike, yiyiphi imizekelo engcono ukuyithatha njengesiseko, ukunciphisa ubungakanani, uthungelwano olusondeleyo lwedatha, ukudibanisa. Ndicebe ukuxelela inxalenye yokuqala yale nto ngokukhawuleza (ikwafumaneka nakwezinye iikhosi), malunga nokudibanisa ngokubanzi (kutheni kuyingozi ukuyisebenzisa, yeyiphi i-algorithm yokukhetha kunye nento ongafanele uyilibale).
- Iintetho apho imizekelo yeengxaki zokwenyani ixutyushwa (ubuncinci, ukubonwa kobuso kunye nokusetyenzwa komjelo wevidiyo, kwaye kuxhomekeke ekubeni lingakanani ixesha elikhoyo, mhlawumbi abafundi baya kuba neembono okanye umnqweno wokuxelela into eyabo). Ifomathi yesiqingatha semina yayicingelwa, apho siqala sizame ukuzisa ingxaki, emva koko sizise izimvo zabafundi kwabo bayisombululayo, emva koko sidlulele kwiindlela ezisetyenziswa ngokwenene kwaye zingekaqikeleleki. Ngokomzekelo, kumsebenzi wokuchonga ubuso obuvela emfanekisweni, iingcamango ze-PCA kunye ne-LDA (i-Fisher metrics) zisetyenzisiwe, okunzima ukuza nazo, ubuncinane kwintetho.
Inxalenye yepraktikhali kufuneka ibonise imiba ethile yecandelo lethiyori, yazise abafundi kumathala eencwadi kwaye ibanyanzele ukuba basombulule ingxaki enzima bebodwa. Ngokufanelekileyo, bekukho iilabhoratri ezintathu ezincinci, apho kufuneka uthathe iseti yemibhalo esele yenziwe kwaye uyiqhube, uphumeza iinjongo ezahlukeneyo endleleni:
- faka i-python, i-pycharm kunye namathala eencwadi ahlukeneyo. Izibhalo ezisebenzayo zezona zilula: ukulayisha imifanekiso, ukuhluza okulula ngemibala kunye nendawo yepixel.
- uluhlu lwemibhalo ebonisa inxalenye yoko kwakuxelwe kwiintetho 1-3; Kuyinyani, bendingenazo izikripthi zaneleyo zale lebhu kwaye zajika zancinci kakhulu.
- yokufunda koomatshini: Kwafuneka ndikhethe enye yeelayibrari ezimbini: i-catboost okanye i-tensorflow kwaye ndibone ukuba banika ntoni kwimisebenzi elula (imisebenzi kunye neeseti zedatha zithathwe kwiilayibrari zesampula phantse ngaphandle kotshintsho, andizange ndibe nexesha elaneleyo). Ekuqaleni ndandifuna ukuwahlanganisa omabini amathala eencwadi, kodwa ke kwabonakala ngathi kusenokuthabatha ixesha elininzi kakhulu.
Ndizamile ukukhetha zontathu iilebhu ukuze zenziwe ngeeyure ezi-3 - ngorhatya olunye. Iziphumo zelebhu zaziseti ezikhethiweyo zemifanekiso kunye neziphumo zokusebenza kuzo, okanye amaxabiso eparameters zemisebenzi yethala leencwadi kwiskripthi. Zonke iilebhu zazifuneka, kodwa oku kunokwenziwa ngokufanelekileyo okanye kakubi; ukuze ugqibezele umgangatho ophezulu kunye nezabelo ezikhethekileyo kwiilebhu, ungafumana amanqaku ongezelelweyo anyuse ibakala lakho kwisiqingatha sonyaka.
Abafundi banokukhetha umsebenzi onzima ngokwabo: umzekelo, bathathe into enxulumene nesidanga sabo se-bachelor okanye umsebenzi, okanye kwezo zicetywayo. Kwakubalulekile ukuba lo msebenzi ube ngumsebenzi we-semantic gap. Kwakubalulekile ukuba ukusombulula ingxaki akufuneki inani elikhulu lenkqubo. Ubunzima babungabalulekanga kakhulu - bendikholelwa ukuba isiphumo esibi siya kuba sisiphumo. Kwakukho izigaba ezi-5 zomsebenzi kumsebenzi, iziphumo zesigaba ngasinye kufuneka zivumelane nam.
- Ukukhetha umsebenzi
- Ukukhethwa kwedatha: inqanaba elibalulekileyo, apho, njengomthetho, ingcamango eyinyani ngakumbi yengxaki yenziwa, kunye neengcamango ze-algorithms ezisombululayo zizalwa.
- Ukuzoba uqikelelo lokuqala: i-algorithm eya kuthi ngandlel' ithile isombulule ingxaki, apho umntu anokwakhela phezu kwayo kwaye ayiphucule ngakumbi.
- Ukuphuculwa okuphindaphindiweyo kwesisombululo sengxaki.
- Ingxelo engacwangciswanga echaza i-algorithm enesiphumo kunye nokuguqulwa kwe-algorithm kwi-algorithm yokuqala eyenziwe ukuyifumana.
Umsebenzi ngokwawo, njengeelebhu ezincinci, wawunyanzelekile; ukuphunyezwa kwayo okukumgangatho ophezulu umntu unokufumana amanqaku amaninzi ongezelelweyo.
Malunga neveki ngaphambi kovavanyo, ndongeze enye inguqulelo yengxaki, isisombululo esinokuthembela kwi-4k enkulu: Ndithatha umqondiso ochazwe ngumsebenzi wezibalo onzima kwaye ndivelise idatha kubafundi boqeqesho / uvavanyo. Umsebenzi wabo kukuqikelela umqondiso nayo nantoni na. Ngale ndlela, baphepha inyathelo lokuqokelela idatha kwaye basombulule ingxaki eyenziweyo.
Uvavanyo
Ndabhala ezininzi malunga namanqaku angentla, ngoku lixesha lokuchaza oko banikele.
Kwakukho imimandla emininzi yomsebenzi apho amanqaku ayenokufunyanwa. Ekugqibeleni, amanqaku kuzo zonke iindawo zanda kwaye zanyuswa kumandla "1 / <inani leentetho ezinikwe kwi-semester>". Izalathiso:
- Isifundo ngasinye sisalathiso esahlukileyo
- Iilebhu ezincinci
- Ilabhoratri enkulu (enzima).
- Imiba yombutho
Oku kuquka iingongoma zengcebiso kunye nomsebenzi onceda ekuququzeleleni ikhosi, njengokubonisa ngokuphandle ukuba kukho into engekhoyo, into eyenziwa kakubi, okanye ukuzama ukuyibhala ngokutsha inkcazo yengxelo ukuze ifundeke ngakumbi. Inani lamanqaku lahluka ngokokubona kwam ngokuxhomekeke kuncedo, ukufaneleka, ukucaca kwamagama, njl.
- Yonke enye into enxulumene nesihloko sekhosi
umzekelo, ukuba umfundi ufuna ukuchukumisa inkalo yokucwangcisa umqondiso endingakhange ndithethe ngayo, amanqaku aya kuhamba apha. Unokuchukumisa into ethile, umzekelo, ngokulungiselela isiqwenga sentetho yesi sihloko; kuxhomekeke kumgangatho wento eyenziweyo kunye nemeko ekuhambeni kwexesha, ndinako okanye ndingavumeli oku ukuba kwenziwe ngexesha lentetho, kodwa kuyo nayiphi na imeko ndiya kunika iingongoma ezithile kwaye ndibhale ezinye zezimvo ezivelayo - umfundi. uya kuba nethuba lokuphindaphinda okulandelayo, ekhulisa ulwazi lwakhe kwaye azise amanqaku amatsha.
Ekuqaleni, umfundi wayenenqaku eli-1 kwicala ngalinye (ukuze xa uphinda-phinda, ngokuqinisekileyo kungakhokelela ku-0). Unokufumana enye inqaku eli-1 lokuza kwintetho (kwicala elihambelana nale ntetho), kwakungekho lula - iintetho zazingo-8 ekuseni. Andizange ndikwazi ukucwangcisa inani lamanqaku endiwafumene kuyo yonke into, ngoko ndibeka ngokubona kwam, ngokucacileyo ndihlala ndisenza iimpazamo. Kwakukho umfanekiso oqhelekileyo, apho umfundi oqonda kakuhle intetho wayenokufumana amanqaku angama-25, aqondwa kakuhle - amanqaku ali-10, aqondwa ngokunyamezelayo - amanqaku ama-5, kwaye ngaphantsi anikwe lowo wenze ubuncinane. into. Ngokwemvelo, xa ndivavanya, ndandithembele kuphela kwinto ebhalwe ngumfundi, nangona ngokuphindaphindiweyo wayenokuba livila okanye enye into, ngenxa yoko ulwazi lwakhe lokwenene aluzange lufike kum.
Kubalulekile ukubhala malunga nemihla ebekiweyo. Iintetho bezingoLwesibini ngentsimbi yesi-8 kusasa. Okokuqala, umhla wokugqibela weempendulo kwiintetho wamiselwa ngeCawa elandelayo, kwaye umhla wokugqibela wokubekwa kwezikhundla wawubekwe ngoLwesine olandelayo emva kweCawa. Emva koko abafundi bachaza ngokucacileyo into endiyizeleyo kwisibini sokuqala seentetho ngokwam: Kufuneka ndibhale impendulo kwiimpendulo, kwaye emva kwayo kuyacetyiswa ukuba ndinike abafundi ithuba lokuzilungisa. Ngelo xesha, amazwi aqala ukuvakala ukuba iintsuku ezi-5 zeempendulo zazincinci kakhulu. Ngenxa yoko, phezu kwazo nje iinkxalabo ezivakaliswayo zabanye abafundi, ndongezelela iveki yokuphendula imibuzo, ndaza ndaqalisa ukugqabaza kwiimpendulo ezaziza ngaphambi kweCawa yokuqala. Isigqibo sasingalunganga ngokuqinisekileyo: abazange baphinde baphendule, kwaye ngexesha elonyukayo lexesha, iintetho ezintsha zabanjwa kwaye nam ndandididekile malunga nokuba yintoni na. Kodwa akazange atshintshe nantoni na: wagqiba ekubeni kukho utshintsho oluninzi.
Ekupheleni kwesiqingatha sonyaka, kwabo bafumene ikhredithi yepracticum, amanqaku abawafumeneyo ahambelana nebakala lekhosi lokugqibela. Eli bakala lingaphuculwa kuviwo, ebekufanele ukuba luhambe ngolu hlobo:
Imibuzo emine enzima inikwa kwizihloko ezahlukeneyo zokuqonda (ndiya kukhetha izihloko ngokubona kwam). Imibuzo inokubandakanya yonke into eyathethwa kwiintetho okanye ifakwe kwiqela le-VK. Impendulo efundwe ngokupheleleyo kumbuzo +1 inqaku kwabo bafumene amanqaku kwisiqingatha sonyaka (ukuba umntu uqonda inxalenye yombuzo kuphela, ngoko ke kunikwa amanqaku angu-0 kumbuzo, nokuba liphi na icala). Ungasebenzisa nantoni na oyifunayo, kodwa imibuzo iya kuba nzima ngokwenene - ifuna ukuqonda okunzulu.
Ukwalela ukusetyenziswa kwemathiriyeli kuviwo kuhlala kukhokelela ekubeni abafundi babambene okanye bakope endaweni yokuqonda.
Ndabona amandla okufumana amanqaku ngexesha lesemester into enje: abafundi abaphambili baya kufumana amanqaku aneleyo ama-5 amanqaku azenzekelayo malunga neentetho zokuqala ezi-6-7. Oko kukuthi, kwindawo ethile ekupheleni kukaMatshi, kanye xa ndiza kuxelela ulwazi olusisiseko kwaye ndiqhubele phambili kwimizekelo yokumisela kunye nokusombulula iingxaki zangempela. Ngokuziqhelanisa, bendinethemba lokuba abo bakhutheleyo baya kuyiqonda ngo-Epreli, okanye ubukhulu becala phakathi, ukuba ukubekwa phambili kwayo kuthotywe ziimfuno zezinye izifundo. Ndizivavanye ngokwam oku: Ndicinga ukuba xa ndandingumfundi we-4th, ngendiphumelele ikhosi elolu hlobo malunga nexesha elixeliweyo, ukuba akukho nto ibingalindelekanga. Kubafundi abakumgangatho ophantsi, bendilindele ukuba uninzi lwabo luya kuba nomdla kwimibuzo, ubuncinci njengethuba lokufumana umpu womatshini, kwaye baya kufunda iimpendulo zabalingane babo kunye neziqwenga zeentetho zeentetho. Izihloko zinika umdla ngokubanzi, kwaye mhlawumbi abafundi abanjalo baya kubanjwa, kwaye baya kuzama ukuqonda nzulu.
Ndingathanda ukwenza uluvo malunga nendibaniso ephinda-phindayo ekhethiweyo yamanqaku phakathi kwezalathiso, kwaye ingeyongezo (ingcambu yemveliso, kwaye hayi isixa esahlulwe ngenani elithile). Oku kuhambelana nesidingo sokujongana nenani elikhulu lezalathiso malunga nenqanaba elifanayo; nokuba kakhulu, ulwazi olunzulu kakhulu kwiindawo ezimbalwa aziyi kubonelela umfundi ngebakala elihle lekhosi ukuba uswele ulwazi kwezinye iindawo. Ngokomzekelo, ukuphindaphinda kukhusela malunga nethuba lokufumana i-5 ngokundibetha ngeengcebiso zokuphucula ukulungelelaniswa kwekhosi: isiphakamiso ngasinye esilandelayo, ukuzisa inani elifanayo lamanqaku njengangaphambili, kuya kwenza igalelo elincinci ngakumbi kwibakala lokugqibela. .
Enye yezinto ezingalunganga eziphawuleka ngokukhawuleza zale nkqubo kukuntsonkotha kwayo. Kodwa, kuba ikhosi ngokwayo intsonkothile kwaye ukusombulula iingxaki zesikhewu semantic kufuna kwakhiwe kwaye kuqondwe ii-algorithms ezintsonkothileyo, ndiyakholelwa ukuba abafundi bafanele ukukuqonda ngokulula oku. Ngaphezu koko, le nkqubo yokunika ingxelo ngokwayo ifana nje nokusombulula ingxaki nge-gap ye-semantic: ezinye iingxaki ziye zavela kwimodeli yekhosi, ezona zibalulekileyo zakhethwa, kwaye uqikelelo lwalufuna ukusonjululwa.
Olunye uhlangothi olusezantsi lwenkqubo kukuba ingathatha ixesha labafundi. Ngoko ndazama ingcamango endala: mema abafundi abawazi kakuhle izinto eziphathekayo ngaphandle kokuthatha ikhosi, okanye abazigqala bexakeke ngezinto ezibaluleke ngakumbi, ukuba baqhagamshelane nam kwinyanga yokuqala. Ndikulungele ukuthetha nabo, kwaye, ngokuxhomekeke kwinqanaba labo lolwazi kunye nezizathu ezisusa ikhosi yam, ndibanike indlela ezenzekelayo okanye elula yokuphumelela ikhosi, elungiselelwe bona. Emva kwenyanga yokuqala, isithembiso siyarhoxiswa - kungenjalo sinokusetyenziswa ekupheleni kwesiqingatha sonyaka ngabafundi ababuthathaka abangakwaziyo ukwenza into ethile, kodwa abanokuthi bangathanda.
Oku kwacaciswa ngokucacileyo kubafundi kwintetho yokuqala. Emva koko, ndazithembisa ukuba andiyi kuyitshintsha, nokuba ndibona ukuba ayisebenzi kakuhle kwaye abafundi benza ngaphantsi okanye okubi kakhulu kunokuba bekulindelwe. Ikhosi iqalile.
Iziphumo
Iziphumo zajika zaba mbi kakhulu kunolindelo lwam, nangona uninzi lwamathemba ayethetheleleka. Ndikhumbula emva koluhlu lokuqala lwemibuzo yentetho yentshayelelo, ndalinda ndixhalabile: ingaba kukho naziphi na iimpendulo ezinokuthi zivele kwaye zibe nentsingiselo. Kwaye ngoku, ekugqibeleni, iimpendulo zokuqala zaqala ukubonakala, uhlobo oluthile lwengxoxo lwada lwaqala kwizimvo, nangona kunjalo ngesihloko sefilosofi. Kwandula ke, njengoko isiqingatha sonyaka siqhubeka, abafundi baqhubeka bephendula; nangona kunjalo, njengomthetho, kwakukho isibini sabafundi ababalaseleyo abaye banikela malunga ne-70% yayo yonke into eluncedo ebhaliweyo.
Ekupheleni kwesiqingatha sonyaka, umsebenzi wawusele wehlile kakhulu; emva kwesifundo esandulela esokugqibela, bandithumelele uluhlu olunegama elinye - ekuphela komntu ophendule imibuzo malunga naloo ntetho. Izizathu zale nto, ndicinga ukuba, ingaba kukukhathala okuqhelekileyo, mhlawumbi uhlobo oluthile lokuphoxeka, ukungonelanga kovavanyo, utshintsho olungaphumeleliyo kwimihla yokugqibela, nto leyo eyakhokelela ekubeni kufuneke ukuba ulinde iiveki ezi-3 ukufumana umphumo wokugqibela kwintetho, ukunyuka komsebenzi kwezinye iindawo. izifundo.
Ndaye ndaphoxeka ngakumbi ngumgangatho weempendulo: kwakubonakala ngathi okuninzi kukhutshiwe kwindawo ethile ngaphandle kokuqonda, kwaye umthamo wezimvo ezintsha awuzange ube mkhulu njengoko bendilindele. Nakubafundi bekukho uluvo lokuba inkqubo yangoku ivuselela ubuncinci iimpendulo; Amanqaku akaxhomekekanga kakhulu kwiqondo umfundi aqonde ngalo nzulu. Kodwa ngokuqinisekileyo babekho abo babeqonda.
Ekubeni kungekho mntu udibene nezicwangciso zamanqaku endandizichazile kwaye oku kwasongela ukuba wonke umntu ngaphandle kwesibini sabantu kuya kufuneka athathe iimviwo, ndaqalisa ukuzama ukuseta amanqaku aphezulu. Kwaqala ukubonakala ngathi ndinyusa kakhulu amanqaku abo baphendule kuphela ngeengxaki zemizekelo kwaye umahluko phakathi kwezi mpendulo kunye nabo bazame ngamandla wawumncinci kakhulu. Ngasekupheleni kwesiqingatha sonyaka, ndaye ndonganyelwa luluvo lokuba baninzi abafundi abangayiqondi kwaphela into ethethwayo, nangona benamanqaku amkelekileyo. Le mvakalelo yaba namandla ngakumbi kwintetho yokugqibela, xa ndiqala ukuzama ukubuza wonke umntu ngokulandelelana ngethemba lokuqonda ngcono inqanaba lokugqibela kunye nokongeza amanqaku abo baphendule ngokuchanekileyo - kwavela ukuba abaninzi babengazi izinto ezisisiseko, umzekelo, yintoni i-neural networks okanye amanqaku akhethekileyo emfanekisweni.
Amathemba okubekwa kwinqanaba awazange azaliseke kakhulu nokuba: kwakukho amagqabantshintshi ambalwa kakhulu kwizintlu ezimiselweyo, kwaye ekugqibeleni zanyamalala ngokupheleleyo. Ngokufuthi kwakubonakala ngathi bavavanya ngokubonakalayo kunokuba bafunde ngenyameko. Nangona kunjalo, ndikhumbula ubuncinci amaxesha ambalwa xa ukulinganiswa kwandinceda ngokwenene kwaye ndahlengahlengisa ukulinganisa kwam ngokusekelwe kuyo. Kodwa kwakungekho mbuzo wokuba yayindivavanya. Uvavanyo lwathatha ixesha elide, kodwa ndikwazile ukwenza oko kwindlela eya kuloliwe ongaphantsi komhlaba kwaye ekugqibeleni kwakunokwenzeka ukuba ndifumane iimpendulo kwangexesha kunabafundi.
Ukuphoxeka okwahlukileyo, nangona bekulindelwe kwaye kuvela kwimeko ekhoyo kunye nenyaniso yokuba ndiphantse ndingayithatheli ingqalelo le meko, yayikunye nokusebenza.
Akukho mntu uphumelele uvavanyo lwaselebhu olukhulu nango-Epreli. Kwaye andizange ndiqonde ukuba ingaba inzima na okanye abakwazanga ukuyenza, kwaye andazi ukuba kukho into efuna ukutshintshwa kwaye njani, yintoni ekufuneka bayifune ekugqibeleni. Ndize nengxaki ye-4 ephezulu, kodwa ayizange itshintshe imeko. Kwimeko engcono, ekupheleni kuka-Epreli, abafundi babekhethe imisebenzi yabo kwaye bathumela idatha. Ezinye zeengxaki ezikhethiweyo ziye zacaca ukuba azinakusonjululwa kwinqanaba langoku lolwazi lwabafundi. Ngokomzekelo, umfundi wayefuna ukuqaphela izicubu zomhlaza, kodwa ngelo xesha akazange aqonde ukuba kufuneka bahluke njani - mna, ngokwemvelo, andinakunceda nangayiphi na indlela.
Izinto zazingcono kakhulu ngeelebhu ezincinci; Phantse wonke umntu uphumelele nesesithathu, kodwa ekugqibeleni. Abanye babenze kakuhle kwaye bengcono kunokuba bendilindele. Kodwa ndandifuna ukugxininisa eyona nto iluncedo kwilabhoratri enkulu.
Ndiyiqwalasela enye impazamo yam ekulungiseleleni ukuziqhelanisa ibe lucwangciso lokuqala lwengqwalasela ephambili yomsebenzi kwingxaki entsonkothileyo kwisiqingatha sesibini sesiqingatha sonyaka, ngelo xesha ndandisele ndibonise uninzi lweengcamango zokwenza i-algorithms kwiintetho.
Umbuzo wokuba ngaba kunokwenzeka ukuba kufuneke kubafundi xa besenza izinto ezingekafundiswa kwiintetho zazikhathaza iingqondo zootitshala abaninzi endandibazi. Kwakubonakala ngathi impendulo esesikweni echanekileyo yayisithi: kakade akunjalo - emva koko, oku kuthetha kuqala ukuthatha ixesha elongezelelweyo kubafundi ukuze bafunde ngokuzimeleyo oko baya kuxelelwa kamva, kwaye ubaxelele oko sele bekuqonda. Kodwa ngoku ndicinga ukuba umonakalo ovela kwesi sikhundla esisemthethweni sikhulu kakhulu: akusenakwenzeka ukuzama izinto ezinzima kakhulu ngexesha elifanelekileyo ekusebenzeni. Kwangaxeshanye, kucacile ukuba umfundi kufuneka aziqonde izinto eziphathekayo ngokuzimeleyo, kwaye ukuphindaphindwa kwezinto kunokwenziwa ngendlela yokuqala, umzekelo, ngokumema umfundi oqondwa kakuhle ukuba alungiselele kwaye afunde ngokucokisekileyo esi siqwenga. azifundise ngokwakhe.
Ekugqibeleni, ngaba inkqubo enjalo inike ngaphezu, umzekelo, inkqubo yeklasi kunye noviwo? Umbuzo untsokothile, ndiyathemba ukuba emva kwayo yonke loo nto, ewe, zininzi izinto ezinikiweyo, xa kulungiselelwa uviwo, ezinye zazo ngokuqinisekileyo ziya kube zishiywe ngaphandle kokuqwalaselwa nangabafundi abalungileyo. Nangona bekungekho zininzi ukongezwa kwikhosi kwiimpendulo njengoko bendinethemba.
Ndingathanda ukwenza inqaku elongezelelweyo malunga nenqaku elibuhlungu lemeko apho abafundi bangoyiki utitshala.
Idityaniswe nento eyenzekayo, kwenzeka ummangaliso kwaye utitshala uyakwazi ukufundisa abafundi into entsha yehlabathi. Umzekelo, phambi kwamehlo am, umfundi uqala ukusondela ekusombululeni ingxaki nge-gap ye-semantic ngobuchule ngakumbi. Uthatha amanyathelo achanekileyo ngokubanzi, ufumana umphumo owamkelekileyo, kodwa akazi ukuba achaze njani. Nanku ke, mfundisi-ntsapho, ndizama ukuqonda ukuba wenze ntoni na. Ucacisa ngokungaqondakaliyo-ndibuza imibuzo emininzi engaqhelekanga, ndicingela izinto ezingaqhelekanga, kwaye ekugqibeleni ndingene kwisigama somfundi kwaye ndiqonde. Ndinikezela ngeengcebiso zokuphucula, ngamanye amaxesha ezimbi, njengomfundi osele eziqonda izaziso zengxaki. Kwaye emva koko ndifumana impendulo efana neqhelekileyo: "Kutheni kufuneka wenze le nto?" kwaye "Andifuni ngcebiso yakho" ukuba "ndingenza yonke into kakuhle ngaphandle kwakho."
Oku kunokuzibonakalisa ngamandla ngakumbi xa iqala into enje: umfundi ekuqaleni uza nesindululo sakhe sokuzithemba nokungazicingeli kakuhle sokusombulula ingxaki yefomu “apha kufuneka nje uthathe inethiwekhi ye-neural kwaye uyiqeqeshe.” Uthi awukwazi ukwenza nje ngolo hlobo, usadinga ukuba ubuncinane ucinga kakhulu, kwaye ngokubanzi kungcono ukuba ungayisombululi le ngxaki nge-neural networks. Umfundi ngamanye amaxesha uyayicinga loo nto, uyabandezeleka, kodwa, wenze kakuhle, uyayiqonda kwaye uzisa isisombululo esicingisiswe kakuhle, esisekelwe kuthungelwano lwe-neural, kwaye ngayo yonke inkangeleko yakhe uthi “ngendikwenzile oku ngaphandle kwengcebiso yakho indawo yokuqala.” Ndicela uxolo kwabo bafundi ningayenziyo lento nikhona kwaye ndiyabazi abanye benu enkosi. Nangona kunjalo, abafundi ababonisa ukungabi nambulelo okunjalo bakhona, kwaye, ngelishwa, nam, ndiye ndaziphatha ngale ndlela ngaphezu kwesihlandlo esinye.
Ingxaki yokubonisa ukungabi nambulelo okunjalo ngabafundisi abaninzi ixazululwa ngokulula ukusuka kwindawo yamandla: unokunyanzelisa isisombululo sakho kwingxaki, ukuphazamisa umfundi ukuba uthetha into engekho into ofuna ukuyiva, njl. Oku kunokuba nempumelelo, ngakumbi kubafundi ababi, kodwa kubandeza abafundi abalungileyo ithuba lokucinga kwaye baqonde ukuchaneka kwezimvo zabo, uqikelelo - kwaye bafumane amava aya kukhunjulwa ngokwenene. Iimfuno ezigqithisileyo zokusombulula ingxaki ngaphandle kweenkcazo ezicacileyo kwisifundo esinjalo sibangela ukulahlwa; owona msebenzi uphambili womfundi uba kukukholisa utitshala, kwaye hayi ukufumana ulwazi okanye ukusombulula ingxaki. Ukunyaniseka kukhokelela kwinto yokuba abafundi abavilayo abenzi nto ingako, kwaye abanye bayamkhubekisa utitshala.
Ndandikhe ndaliqaphela eli nqaku ngaphambili, kodwa emva kwale semester ngandlela thile ndaziva ngakumbi, ndalifumana. Mhlawumbi kungenxa yokuba ngokwenene yafundisa abanye abafundi. Ngokucacileyo ukungabi nambulelo okunjalo kubangelwa likratshi langaphakathi labafundi abanjalo, ukuntsonkotha kwabo, kunye nomnqweno wokuzibonakalisa kumfundisi-ntsapho oye watshona phantse kwinqanaba labo. Ukongeza kokunzima ukulungelelanisa inkqubo yemfundo, ukuziphatha okunjalo kunye nokungabi nambulelo okungaqhelekanga kudla ngokubacaphukisa abafundi: bafuna ngandlela-thile ukubonisa ngokucacileyo umfundi ukuba uwele umgca. Kwangaxeshanye, uyaqonda ngengqondo yakho ukuba ngokusisiseko umfundi uyiqiqile, uvavanyo kufuneka lube luhle. Uzifumana ukwimeko ephantse ingabi nathemba, konke onokukwenza kukujonga lo mbandela ngoburharha kwaye utyhole yonke into ngobubudenge bomfundi, kodwa oku kunzima. Andenzanga kakuhle ndacaphuka.
Ngaloo ndlela, ukungabi nambulelo kwabafundi kunokutyhefa umoya womfundisi-ntsapho obafundise into ethile. Kunokubakho izinto ezininzi ezifanayo ezityhefa umoya. Bagula ngakumbi ukuba bonke utitshala ebenethemba lokuphuma ekufundiseni aba bafundi bekumnandi. Le meko kwakhona yomeleza ukuzithemba kwam ukuba akunakwenzeka ukufunda ikhosi yonke kakuhle ngokuzonwabisa yedwa, kufuneka ulindele ukufumana enye into, ubuncinane iphupha.
Into endiqinisekileyo ngayo kukuba ikhosi yaba yimpumelelo kakhulu malunga nokukhuthaza kunye nokucwangcisa ulwazi lwam. Kakade ke, ndandizicingela izinto ezininzi endandizithetha, kodwa ndandiziva izinto ezininzi ngokunzulu. Kwakukho i-algorithms endandiyazi ukuba ikhona kwaye ndiyisebenzisa, kodwa andizange ndiyiqonde ngokupheleleyo indlela esebenza ngayo, ndingazi ezinye iindlela ezininzi, okanye ndiyazi amagama kuphela. Xa ndilungiselela ikhosi, ndanyanzeleka ukuba ndijonge oku. Kwakukho nenani lezinto ezintsha endiziqapheleyo, eziphenjelelwa ngokucacileyo ngabafundi, njenge-autoencoders. Ndifumene ulwazi oluninzi, mhlawumbi olungasetyenziswa rhoqo, kodwa ngokuqinisekileyo luyimfuneko ekuziqhelaniseni kakuhle nommandla wesifundo. Ndicinga ukuba ukuphucuka kolwazi okwenzekileyo sele kuchaphazele ezinye zezigqibo endizenzileyo kumsebenzi wam xa ndicinga nge-algorithms, ndiyathemba ukuba ngcono. Ewe, ukufunda esi sifundo nako kwandivuyisa, kodwa kwangaxeshanye kwandizisela usizi nokudana.
Ukuqhubeka
Kungenzeka ukuba ndibe nethuba lokufundisa le khosi kwakhona, umzekelo, kunyaka ozayo. Andinayo imibono yezisombululo kuzo zonke iingxaki, kodwa kwezinye ndinazo, kwaye ndiya kuzama ukuzichaza.
- Ndicinga ukuba ndiyakwazi ukucombulula ingxaki ephambili: ukungabikho kwenkqubela phambili ngexesha elifanelekileyo kumsebenzi onzima ngokuxubusha iziqwenga ezifanayo zeminye imisebenzi kwiisemina kunye nomsebenzi wesikolo ocacileyo kunye nexesha elincinci. Ngamnye wemisebenzi yasekhaya iya kufuna ukugqitywa kweqhekeza elincinci lebhubhoratri enkulu, njengokudweba inkcazo yengxaki, ukhetho lokuqala lwedatha, ukucinga ngemilinganiselo yomgangatho, ... Amanqaku aya kunikwa kwiqhekeza ngalinye eligqityiweyo ngexesha. . Ukuba umfundi usemva, kuya kufuneka abambe ukuze aqalise ukuwamkela.
- Ndikwacwangcisa ukucacisa umbono ophambili wekhosi ngokucacileyo kwaye rhoqo kwiimeko ezahlukeneyo. Nangona andiqinisekanga ukuba oku kuya kunceda: rhoqo, xa uthetha into efanayo, ngokuchaseneyo, iqala ukubangela ukugatywa. Ingcinga ephambili, ukuba kukho nantoni na, yayikukuba isakhono sokusombulula ingxaki ayilokhangelo olungenangqondo lweemodeli ezahlukeneyo zeML kuqwalaselo olwahlukeneyo, kodwa ulwakhiwo lwezandla lomfuziselo ngamnye womsebenzi kusetyenziswa amaqhekeza eemodeli ezikhoyo ezilungele umsebenzi onengqiqo. uhlengahlengiso. Ngesizathu esithile, abantu abaninzi abayiqondi le nto okanye benza ngathi benza njalo. Mhlawumbi abanye abantu banokuqonda le ngcamango kuphela ngokuziqhelanisa, ngokusebenzisa iicones ezipheleleyo.
- Kwakhona ndiceba ukuyeka ukunika inqaku eli-1 kuye wonke umntu oze kwintetho; kwaye usete, ngokungagqibekanga, ngaphantsi kakhulu, umzekelo 0,1. Ukuze ufumane amanqaku amaninzi, kuya kufuneka ukuba undithumele okanye undibonise ukurekhodwa kweengongoma eziphambili zentetho okanye iifoto zabo ngosuku lwentetho. Phantse nantoni na enokuthi ibhalwe, ifomathi kunye nevolumu ayinamdla kum. Kodwa ngamanqaku alungileyo ndikulungele ukunika ngaphezulu kwenqaku elinye.
Ndingathanda ukongeza oku ukukhuthaza ngakumbi abafundi ukuba baphulaphule intetho kunokuba balale kwaye bacinge ishishini labo. Abantu abaninzi bazikhumbula ngcono izinto abazibhalayo. Umthwalo wengqondo wokudala amanqaku anjalo awuyimfuneko kakhulu. Kwakhona kubonakala ngathi oku akusayi mthwalo kubafundi abangawathathi amanqaku kakhulu;
Liyinyaniso elokuba, bonke abafundi ekwenziwa uhlolisiso kubo babeyigxeka le ngcamango. Ngokukodwa, babonisa ukuba akunzima kakhulu ukukhuphela la manqaku kummelwane ekupheleni kwentetho okanye ubhale nje into phantsi kwizilayidi ngaphandle kokunikela ingqalelo ngokwenene kwintetho. Ukongezelela, imfuneko yokubhala inokuba sisiphazamiso ekuqondeni kwabanye.
Ngoko mhlawumbi kuya kuba kuhle ukutshintsha imilo ngandlela thile. Kodwa ngokubanzi, ndiyayithanda le ndlela yokunika ingxelo, isetyenziswe, umzekelo, kwikhosi yezibalo zezibalo kwi-CSC: ngomhla welebhu, kufuneka uthumele ilebhu encinci egqityiweyo - kwaye, kubonakala kum, oku. wakhuthaza abafundi abaninzi ukuba bahlale phantsi baze bayigqibe ngoko nangoko. Nangona babekho, kambe ke, abo bathi babengenakuyenza ngaloo ngokuhlwa yaye babekwimeko entle. Apha, kubonakala kum, enye imbono inokunceda: ukunika umfundi ngamnye ithuba lokutshintsha ixesha elibekiweyo ngeentsuku ezimbalwa ngesiqingatha sonyaka. - Kwakukho ingcamango yokutshintsha isakhiwo esisicaba seempendulo kwimibuzo ngesakhiwo somthi. Ukuze iimpendulo kuyo yonke imibuzo zingabonakali njengoluhlu oluqhubekayo, kodwa ubuncinane zinqanaba ezimbini: ngoko iimpendulo zombuzo omnye ziya kuba kufuphi, kwaye zingaxutywanga neempendulo zeminye imibuzo. Isakhiwo samanqanaba amabini amagqabantshintshi kwizithuba zixhaswa, umzekelo, nge-Facebook. Kodwa abantu bayindwendwela kancinci kwaye andifuni ukuyenza ibe yeyona ndlela yonxibelelwano. Kuyamangalisa ukuqhuba amaqela amabini ngexesha elinye: VKontakte kunye ne-Facebook. Ndingavuya ukuba nabani na ucebisa esinye isisombululo.
Zininzi iingxaki endingekazazi ukuba mandizisombulule njani kwaye andazi ukuba zinokwenzeka na kwaphela. Iinkxalabo eziphambili:
- iimpendulo zabafundi kwimibuzo yam zilula kakhulu
- Uvavanyo olulambathayo lweempendulo: uvavanyo lwam alusoloko lunxulumana nenyani
- simo, nto leyo ngenkankulu inceda: ukujonga iimpendulo zabafundi ngabafundi ngokwabo kusekude kakhulu
Lilonke, andilithatheli ngqalelo ixesha elichithwe ekulungiseleleni nasekufundiseni isifundo; noko kum ibiluncedo kakhulu.
Ngeli xesha yonke into ibonakala ngathi igcwele kakhulu.
Imifanekiso esisiseko ethathwe kwi:
Ndifuna ukubulela:
- ukuze kuhlaziywe: umama, uMargarita Melikyan (umfundi ofunda naye, ngoku ongumfundi ophumelele kwiYunivesithi yaseMoscow State), uAndrey Serebro (ofunda naye, ngoku osebenza eYandex)
- bonke abafundi abathathe inxaxheba kule kwaye bagqibe uphando / babhala uphononongo
- nabo bonke owakhe wandifundisa into elungileyo
umthombo: www.habr.com