🥇Ukuhlelwa kwezifundo zasenyuvesi ngokucubungula amasignali

I-Pedagogy inesithakazelo kimi isikhathi eside kakhulu futhi, iminyaka eminingi, mina, njengomfundi, ngifundile, kodwa ngesikhathi esifanayo ngihlukunyezwa futhi ngibambezeleka yinhlangano ekhona yezemfundo, ngacabanga ukuthi ngingayithuthukisa kanjani. Muva nje, ngiye nganikezwa ithuba lokuhlola eminye yemibono ngokusebenza. Ikakhulukazi, kule ntwasahlobo nginikezwe ithuba lokufundisa isifundo esithi "Signal Processing" e-Polytechnic University (SPBPU). Inhlangano yayo, ikakhulukazi inhlangano yokubika, iyisivivinyo sokuqala, imiphumela yayo ebonakala sengathi iphumelele ngandlela-thile, futhi kulesi sihloko ngifuna ukukhuluma ngenhlangano yalesi sifundo.

Angikabi nakho ukuqonda okucacile okufanele kufundwe esifundweni esinaleli gama, kodwa ngokujwayelekile lesi yisifundo mayelana nokuthi ungenzani ngokuzenzakalela ngezithombe, umsindo, umbhalo, ividiyo nezinye izibonelo zemvelo kanye amasignali akhiwe ngokwenziwa . Ngokwalokho okufundiwe ngaphambili futhi kungaba usizo kakhulu, lokhu kuxazulula izinkinga ngegebe le-semantic phakathi kwesiginali yokufaka nalokho umuntu afuna ukukuqonda kukho. Lesi sihloko asikona mayelana nokuqukethwe kwesifundo - ngisho nangesiRashiya kukhona ukuqoshwa kwevidiyo okuningi kwezifundo ezinhle ngezihloko ezifanayo.

Kodwa uma okuqukethwe kuthakazelisa

nansi, okungenani esikhathini esizayo esiseduze, isixhumanisi esisebenzayo sezethulo zezifundo, ezitholakala i-google drive yami. Okuningi kwalokho okukhona kuthathwe ezifundweni zika-Anton Konushin, i-csc nezindatshana ze-inthanethi ezahlukahlukene eziphakathi kweziphezulu ezifanele kakhulu. Kodwa-ke, kwezinye izindawo kunezinto engingazitholanga izincazelo ezicacile futhi ngazama ukuqhamuka nezami; kwezinye izindawo kunezincazelo zesiRussia engingazithola ngesiNgisi kuphela - lokhu kusebenza ikakhulukazi ekuhlanganiseni, ngokwesibonelo, ku-algorithm ye-mcl.

Uhlaka lwendatshana cishe lulandelayo: okokuqala, inhlangano yezifundo engiyikhethile ichazwa kafushane, bese kuba nendaba ngezinkinga engicabanga ukuthi ziwusizo ukuzixazulula, bese-ke mayelana nokuthi ngizame kanjani ukukwenza lokhu lapho ngifunda “isiginali. processing” course nendlela engiyihlola ngayo imiphumela, yiziphi izinkinga engizibonayo, yimiphi imibono onayo yokuzixazulula? Konke lokhu akuyona into engaphezu kwemicabango nemibono yami, futhi ngingakwamukela kakhulu ukuphawula, ukuphikisa kanye nemibono eyengeziwe! Ngaphezu kwalokho, konke lokhu kwabhalwa kakhulu ngethemba lokuthola imibono namazwana akho. Futhi, mhlawumbe, lo mbhalo uzosiza othile ukuba athole isithakazelo ekufundiseni kwekhwalithi, naphezu kwakho konke okwenzekayo eduze kwabo.

Uhlelo olujwayelekile lwenhlangano yezifundo

Isifundo sinezingxenye ezimbili: ithiyori kanye nokusebenza. Zombili izingxenye zibaluleke kakhulu: leyo theory inikeza umbono omkhulu we-algorithms ekhona kanye nemibono yokuklama kwazo ukuxazulula izinkinga ngegebe le-semantic; Okwenziwayo kufanele kunikeze okungenani isifinyezo esithile semitapo yolwazi ekhona, kanye nokuqeqesha amakhono okwakha awakho ama-algorithms. Ngakho-ke, zombili izingxenye zazidinga ukubika okukhuthaza ukufunda kwazo, okubeka umugqa oyinhloko womsebenzi wabafundi.

Njengokujwayelekile, ingxenye yethiyori yayinezinkulumo. Ngemva kwenkulumo ngayinye, abafundi banikezwa uhlu olubanzi lwemibuzo okufanele baye nayo ekhaya mayelana nenkulumo, ehlanganisa yomibili imibuzo evamile mayelana nemininingwane yalokho okushiwo, nemibuzo yokudala mayelana nokuthi imibono ethile ingathuthukiswa kanjani futhi kuziphi izimo nokuthi ingathuthukiswa kuphi. ingasetshenziswa ngaphambi kokucela abafundi ukuthi beze nemibuzo yabo ngokwesifundo (futhi ungakwazi ukuyiphendula). Yonke imibuzo ithunyelwe eposini leqembu le-VKontakte, izimpendulo kwakufanele zibhalwe kumazwana: ungaphendula umbuzo owawungakaze uphakanyiswe yinoma ubani, noma ubeke amazwana / wengeze impendulo ekhona kakade, kuhlanganise nenye eyenziwe. ngomunye umfundi. Ububanzi bokusungula obuhlobene eduze nesihloko, ngokubona kwami, babumkhulu!

Ukwengezwa kwezimpendulo zemibuzo bekufanele kubekwe ezingeni: ngemuva komnqamulajuqu, abafundi bekufanele bangithumelele i-imeyili amagama alabo abaphendulile, bakleliswe ngokuya ngamabanga abafanele. Kuphinde kwamukelwe ukuphawula mayelana nalezi zikhundla. Ngemva kwakho konke lokhu, ekugcineni nganikeza amamaki esifundweni. Ngokusekelwe emiphumeleni yala maphuzu kanye nenani lezinzuzo ezengeziwe, okuhlanganisa nalezo ezikhula kusukela engxenyeni engokoqobo yesifundo, amamaki esemester abelwa. Abangahloniphi nabadoti bangase bazame ukuthuthukisa ibanga labo esivivinyweni esinzima (kungenzeka noma yini, kodwa ngicela ukuqonda ngokuphelele).

Umlayezo ojwayelekile wengxenye yethiyori wawufana nalokhu: Ngizama ukunikeza inani elingenangqondo lezinto ezibonakalayo, ngethemba lokuthi bonke abafundi bazothola izinto eziningi ezintsha neziwusizo kuwo. Ngesikhathi esifanayo, angidingi ukuthi bahlole yonke into; bangazikhethela izikhathi ezithokozisayo/eziwusizo futhi bajule kuzo, noma benze okuncane kukho konke. Ngibona ukuhlolwa njengenhlawulo yalabo abenze kabi ngesikhathi semesta kunokujwayelekile.

Ingxenye engokoqobo yayihlanganisa

amalebhu amancane amathathu, lapho abafundi bekumele basebenzise amakhodi enziwe ngomumo asebenzisa imitapo yolwazi ehlukene bese ekhetha idatha esebenze kahle noma kabi,
umsebenzi wesifundo lapho abafundi kwakudingeka ukuthi baxazulule ngokuzimela inkinga ngegebe le-semantic. Bangathatha umsebenzi wokuqala kulezo ezihlongozwayo, noma bazikhethele bona futhi bavumelane nami. Khona-ke kwadingeka baqhamuke nesixazululo, bafake ikhodi, babone ukuthi sisebenze okokuqala, sisebenze kabi, bese bezama ukusithuthukisa, siqondiswa iseluleko sabo nesami. Okuhle kungaba ukuzuza ikhwalithi enhle ngempela, ukukholisa abafundi ukuthi nakule ndawo, ukubekezela nokusebenza ngendlela efanele kuzogaya yonke into, kodwa-ke, lokhu angeke kuhlale kwethenjwa.

Konke lokhu kwakufanele kwenziwe ngenxa yesikweletu. Izinga lomsebenzi kanye nenani lomzamo osetshenzisiwe lingahluka kakhulu. Ngomzamo omkhulu, kwaba nokwenzeka ukuthola izikweletu ezengeziwe ngaphezu kwezinkulumo.

Lokhu kwenzeke kusemester yasentwasahlobo yonyaka wesi-4, lapho isemester iphela kusasele isikhathi esingaphezudlwana kwenyanga ngenxa yezifundo zeziqu. Okusho ukuthi, ngaba namasonto angaba ngu-10-11.

Nganginomuntu wangaphakathi onjengodade owayefunda kwelinye lamaqembu amabili engangifundisa kuwo. Udadewethu kwesinye isikhathi wayekwazi ukumisa imibono yami engasile ngezindaba ezimayelana nombono wakhe wesimo sangempela eqenjini kanye nomsebenzi wakhe kwezinye izifundo. Kuhlanganiswe nesihloko sesifundo esiyimpumelelo, isiphetho sithande ukuhlola kakhulu kunangaphambili!

Ukucabanga ngezinkinga ofuna ukuzixazulula

Kulesi sigaba, ngizama ukukhuluma ngezinkinga, ukucabanga okungiholele ekwakhiweni kwesifundo esichaziwe. Lezi zinkinga zihlobene kakhulu namaqiniso amabili:

Kukhona abafundi abahlakaniphile nabakhuthele abakwazi ukuhlela izifundo zabo ngokuzimela ngendlela abayidingayo ngempela. Ngokuphushela wonke umuntu ezingeni eliphakathi nendawo, uhlelo lwemfundo olukhona emanyuvesi luvamise ukudala izimo ezinzima, ezinovalo nezingasho lutho kubafundi abanjalo.
Othisha abaningi, ngeshwa, abanandaba nezinga lomsebenzi wabo. Ngokuvamile lokhu kungabi nasithakazelo kuwumphumela wokudumala kwabafundi. Kodwa umsebenzi ongemuhle wabafundi awunakuba wumphumela wokungasebenzi kahle kothisha. Isimo singaba ngcono uma umsebenzi osezingeni eliphezulu uzuzisa othisha ngokwabo, hhayi abafundi kuphela.

Yebo, ziningi ezinye izinkinga ezingahlobene kakhulu neyokuqala noma yesibili. Ngokwesibonelo, yini okufanele yenziwe ngalabo bafundi abangakwazi ukuzihlela ngokwabo? Noma labo ababonakala bezama, kodwa bengakwazi ukwenza lutho?

Izinkinga ezihlobene namaqiniso amabili achazwe yizona engahlupheka kakhulu, futhi ngacabanga kakhulu ngesixazululo sazo. Kimina kubonakala sengathi kukhona ngesikhathi esifanayo “inhlamvu yesiliva” ebaxazululayo: uma abafundi abahlakaniphile besesimweni esikhululekile, khona-ke bangaletha izinzuzo ezinkulu kothisha.

Ugqozi lukathisha

Ake siqale ngogqozi lukathisha. Ngokwemvelo, kuyadingeka enkambweni enhle. Ngakho-ke, ekufundiseni isifundo, uthisha angathola:

Ubumnandi.
Imali. Esimweni sethu, zivame ukungokomfanekiso. Ngaphezu kwalokho, kulabo abafundisa kahle ku-IT, le mali ayinangqondo ngokuphelele. Njengomthetho, laba bantu banayo noma bangahola ngokuphindwe kaningi komunye umsebenzi. Futhi ngokuqinisekile abakwazi ukufundisa kahle ngenxa yeholo.
Isikhuthazo singcono kakhulu ukugxila ezintweni ezibonakalayo. Ngangikhathazeke kakhulu ngokuthandwa kwezinkulumo zami. Futhi mina, okungenani okwamanje, ngesaba kakhulu ukubuka kokwahlulela kwabafundi kanye nombono wabo ongemuhle: “nansi enye into engenzi lutho ngaphandle kokusiphoqa ukuthi sichithe isikhathi ngolunye uhlobo lombhedo yena ngokwakhe ayengakwazi noma angakwenza. 'okubona kudingekile ukubhekana nakho.” .
Imiphumela yokucwiliswa komfundi kundaba. Kungadalwa isimo esikhuthaza abafundi ukuthi babuze imibuzo ekhaliphile ngesikhathi sezinkulumo. Imibuzo enjalo ingamsiza kakhulu uthisha: ukuveza amaphutha nokushiyeka okuthile, ikukhuthaze ukuba ubheke izinto ngelinye iso, futhi mhlawumbe ikuphoqe nokuba uqonde okuthile okusha.
Kungenzeka ukugqugquzela imisebenzi yabafundi edlula izinto ezifundwa ezifundweni. Ngemva kwalokho bangaqoqa ulwazi olusha oluningi futhi bakhiqize imiphumela okungenani ngendlela ethile ecutshunguliwe. Yebo, kusenzima ukukuqonda nokuhlola kamuva. Kodwa kungesikhathi sokuhlola okunjalo lapho ama-horizons omuntu akhula khona. Futhi kukhona enye ibhonasi: uma kukhona okungacacile, ngezinye izikhathi ungabuza umfundi esikhundleni sokuzitholela ngokwakho. Lo mbuzo uzophinde uhlole ukuthi umfundi uqondisise kahle kangakanani.
Ukuqeqeshwa ukuxhumana nabantu. Ukuqeqeshwa ekuhloleni abantu, ukuqonda ukuthi yini engalindelwa kubo, kuhlanganise nokuya ngezenzo zomuntu siqu. Ungazama ukuhlola kusengaphambili ukuthi yimuphi umfundi ozobhekana nomsebenzi kahle nangesikhathi, yimuphi ozokwenza kabi, yimuphi ozokwenza lokho okudingekayo, kodwa isikhathi eside kakhulu. Qeqesha izindlela ezahlukene zokuphatha (izikhumbuzi, njll.). Qonda ukuthi kulula kangakanani nokuthi abafundi (futhi mhlawumbe hhayi bona kuphela) abangakukhohlisa. Isikhala sokuhlola sikhulu. Imiphumela yokuhlola ingabonakala ngokushesha.
Prakthiza ukwethulwa okunekhono kwemicabango, izethulo zezinkulumo namanye amakhono okukhuluma. Ukuqeqeshwa ekuqondeni izimpendulo kanye nemibuzo engakhiwe kahle ngabafundi (ngezinye izikhathi konke lokhu kufanele kwenziwe ngokuphazima kweso - ungaziqeqeshela ukusabela kwakho).
Imiphumela yokuhlola imibono elula ekusebenzeni ngezandla zabafundi. Kokubili imiphumela yokuhlola umbono wakho siqu kanye nombono ofike engqondweni yomfundi kungaba usizo. Uma uthola inkinga ethakasela umfundi ngempela, maningi amathuba okuthi umfundi akhiqize imibono emihle futhi ayihlole kahle.
Ukusetshenziswa 'kwamahhala' kwabafundi ukuxazulula izinkinga zabo ezingokoqobo.
Kunenkolelo enkulu yokuthi kulapho othisha bezuza khona kakhulu. Ngakholelwa kulokhu isikhathi eside impela, kodwa ngokuhlolwa ngakunye okwalandela ukholo lwami kukho luyancipha. Kuze kube manje ngisenomfundi oyedwa kuphela, ekusebenzisaneni naye engigcine ngithole khona kanye lokho ebengikufuna, ngesikhathi, futhi ngasindisa isikhathi sami ngempela. Cishe ngikwazile ukufundisa lo mfundi kangcono kunabanye. Yiqiniso, lapha futhi, kamuva, ngesikhathi sephrojekthi, kwavela ukuthi ngidinga isisombululo sale nkinga ngendlela ehluke kancane, kodwa lokhu kuyiphutha lami.
Bonke abanye abafundi engangihlangana nabo kwakudingeka bahlale bejahwa, bakhunjuzwe ngomsebenzi wabo wesayensi, futhi babachazele into efanayo izikhathi eziningana. Ekugcineni, ngathola okuthile okuxakile kubo, futhi ngokuvamile ngaleso sikhathi lapho ngase ngiyixazulule le nkinga ngedwa. Angiqondi ukuthi le fomethi iwusizo kangakanani kubo (kubonakala sengathi baqeqeshelwa ukwenza okuthile, kodwa ngandlela-thile kuyikhwalithi embi kakhulu). Kimina, le nqubo idla izinzwa eziningi nesikhathi. Okuwukuphela kwento: ngezinye izikhathi, phakathi nezingxoxo, ukunaka kwami kudonswa emininingwaneni ethile yenkinga ebengingakaze ngiyiqaphele ngaphambili.

Udumo, ukuvelela - ngemfundo esezingeni
Ukubonakala kwemiphumela yemisebenzi yakho nabafundi ababongayo. Yiqiniso, ngokuvamile kunzima ukuqonda iqiniso lapha; abafundi bavame ukubonga ngezinto ezingalungile.
Ukuhlangana nochwepheshe besikhathi esizayo emkhakheni wakho. Kungcono ukuwaqonda, ukuqonda ukuthi isizukulwane esisha siphila kanjani. Ungagqamisa labo obathandayo bese ukumema ukuthi usebenze.

Yilokho kuphela engikwazile ukukuqoqa. Ngokwami, ngizama ukuqonda ngokucacile ngangokunokwenzeka ukuthi yini ngempela, ngaphezu kwenjabulo nodumo, ngithemba ukuyithola ekufundiseni inkambo. Kufanele kube njani ukuthi ngizimisele ukuyikhokhela ngesikhathi sami sonke semester? Ngaphandle kwalokhu kuqonda, kunzima ukukholelwa emandleni okuqhuba izifundo kahle. Eyakho intshisekelo kumele inakwe lapho ucabanga ngesakhiwo sesifundo.

Izimo ezikhululekile zabafundi abathuthukile

Ingxenye yesibili yezidingo zesakhiwo sezifundo ihloselwe abafundi abanobuhlakani nabakhuthele abanombono omuhle walokho abakudingayo. Naphezu kweqiniso lokuthi othisha abaningi baphika ngokuzethemba ngisho nokuba khona kwabafundi abanjalo, nakanjani bakhona emanyuvesi athuthukile. Eminyakeni ephakeme, inani labo likhuphuka kakhulu, ikakhulukazi ngokuqeqeshwa kwekhwalithi ephezulu. Futhi ngabafundi abahlakaniphile abayithemba lezwe lethu nesayensi.

Cishe kuwo wonke amanyuvesi, ukuqeqeshwa akusebenzi kahle njengoba bekungenzeka. Ezifundweni, abafundi bavame ukutshelwa okuthile okungase kuthakazelise, kodwa okuxakayo: uma kunesidingo, kukwelinye izwe lapho abafundi bengakakhuli ukuze bakuqonde. Kuyaye kwenzeke ukuthi abafundi abasezingeni eliphezulu sebezizwile noma bafunde ngalezi zinto, baziqonde, bakhohlwe - manje sebephoqeleka ukuthi baphinde balalele. Isikhathi esiningi abafundi kumele benze imisebenzi exakile uthisha aze nayo ngoba ecabanga ukuthi abafundi badinga ukuthwaliswa okuthile. Bhala futhi ulungise imibiko, othisha abavame ukungayamukeli okokuqala ngenxa nje yokuthi ibonakala ingenasithunzi kubo, futhi kufanele ufundise okungenani okuthile.

Uma konke lokhu kuwela kubantu abebengeke benze lutho, lokho cishe akuyona into embi. Njengoba umkhuba ubonisa, ekupheleni kokuqeqeshwa kwabo laba bantu baqonda okuthile, iningi labo lisuke liwufanelekela umsebenzi okhethekile.

Kodwa kwenzeka ukuthi uhlelo olunjalo lusetshenziswa kubafundi abathuthukile asebevele benohlelo lwabo lokusebenza, umsebenzi wabo, ukuqonda kwabo ukuthi kufanele baye kuphi. Ngaphezu kwalokho, lokhu kuqonda ngokuvamile kulungile, futhi umsebenzi ungenziwa udume kakhulu uma ulungiswa kancane. Ngakho-ke laba bafundi bahlatshwa izinkulumo eziqukethe izinto zetiyori ezingabonakali, imisebenzi engacatshangwa kahle nemibiko edinga ukubhalwa futhi ilungiswe ngokungapheli. Noma ngabe konke lokhu kudingekile, kuphumelela kakhulu ukukuxhuma nezithakazelo zesayensi zomfundi. Ukuze aqonde ukuthi lolu lwazi luzomsiza kanjani ekusebenzeni.

Uma kungenjalo, uma umfundi engaqondi, kuzofundwa ingxenye encane kuphela. Futhi izolibaleka maduze uma ingasetshenziswa eduze kwezinye izifundo. Kuzosala umqondo ojwayelekile kuphela. Kanye nasezifundweni zesikole ezingasho lutho, ezingathakaseli noma kubafundi abangenantshisekelo yalutho. Kungase kube khona ukuqonda ukuthi ungaya kuphi ukuze uyithole.

Kodwa kuthatha abafundi isikhathi esiningi somuntu siqu ukuthola lolu lwazi. Abafundi abaningi abathuthukile bangayisebenzisa kahle. Abantu abanjalo balungele ukumunca ulwazi abaludingayo cishe empukaneni nangekhono elimangalisayo, ikakhulukazi eminyakeni yobudala.

Yebo, mhlawumbe izifundo zakho ziyilokho kanye umfundi osethuthukile okushodayo. Futhi yena, umfokazana, akaqondi. Kodwa izinkulumo zethiyori ezingaqondakali cishe ngeke zimsize. Uma uqonda ingqikithi yomsebenzi othile omthakaselayo futhi umeluleka ukuba asebenzise okungenani ingxenyana encane yolwazi olunikezayo endaweni efanele, ngokuqinisekile umfundi uyokuqonda futhi ayazise. Ikakhulukazi uma isiphakamiso sakho sokwenza ngcono sizosiza ukuzuza umphumela ongcono ngokwekhwalithi.

Eqinisweni, yonke into iyinkimbinkimbi kakhulu. Akulona lonke ulwazi oluwusizo olungasetshenziswa endaweni ayithandayo umfundi. Khona-ke, ikakhulukazi uma lokhu kwenzeka eminyakeni ephakeme, kungaba kuhle ukuzama ukuqonda ukuthi yini ewusizo kakhulu kumfundi: ukwenza lokho okubona kudingekile, noma lokho yena ngokwakhe akubheka kudingekile. Futhi wenze ngokuvumelana nakho.

Kulesi sifundo angizange ngibe nenkinga enjalo: isifundo sokuxazulula izinkinga ngegebe le-semantic sibonakala sisebenza yonke indawo futhi siwusizo kuwo wonke umuntu. Empeleni, lesi yisifundo sokuklama ama-algorithms namamodeli ezimeni eziyinkimbinkimbi. Ngicabanga ukuthi kuwusizo kuwo wonke umuntu ukuthi aqonde ukuthi lokhu kukhona, nokuthi kusebenza kanjani, okungenani ezingeni eliphezulu. Lesi sifundo siphinde siqeqeshe amakhono okumodela kahle kanye nendlela ephusile yokuxazulula izinkinga eziningi.

Ngangesaba kakhulu ukusho lokho abafundi abaningi asebekwazi kakade. Ngangingafuni ukubaphoqa ukuba baxazulule imisebenzi engeke ibafundise lutho. Bengifuna abafundi abathuthukile bangaphoqwa ukuthi benze ama-assignments ukuze nje bathole ukuphasa.

Ukuze wenze lokhu, udinga ukuqonda abafundi abahle, uqonde lokho abakwaziyo nalokho abakulwelayo. Xoxa nabo, uthole imibono yabo, ubheke imiphumela yomsebenzi wabo, futhi uqonde okuthile kubo. Qiniseka ukuthi abafundi abangesabi ngami. Besingesabi ukuphendula umbuzo ngokungalungile. Bebengesabi ukugxeka ulayini wami.

Kodwa akufanele nje ungesabi, kodwa futhi ufune. Ngisho nabafundi abathuthukile, izimfuno ezifanele ziyasiza futhi zibakhe. Isikhathi esabelwe ukuqeda umsebenzi sikusiza ukuthi uqonde ukuthi iyiphi indlela okufanele uyikhethe, ujule kangakanani, nokuthi ulucela nini usizo. Izimfuneko zomphumela zikusiza ukuthi uqonde ukuthi yini okufanele ugxile kuyo. Futhi ihlela yonke into, isiza ukubeka izinto eziza kuqala phakathi kwezinto eziningi ezinqwabelene.

Ukungathuki nokufuna ngenkani akulula kuthisha. Ikakhulukazi uma kukhona abafundi abaningi. Kubantu abavilaphayo, ukufuna izinto ngenkani kubaluleke kakhulu. Ngabo uzohlushwa ukuze ube nobulungisa esimweni ngasinye esithile. Kubafundi abathuthukile okuphambene kuyiqiniso. Basaba kakhulu ukuhlukunyezwa kothisha kunabanye. Ngenxa yokuthi banokuningi abasengozini, okuningi kuncike ekuhlukaniseni nasekuncishisweni. Isidingo sokuqala esingenangqondo senza ukungabaza: “Ingabe uthisha uyacabangela? Ingabe uzosabela ngokwanele ekugxekeni kwami?” Ukungabaza ngakunye okulandelayo kuyaqina, uthisha emehlweni omfundi uphenduka uhlanya oludinga ukujabulisa, luchithe isikhathi esincane ngangokunokwenzeka.

Kubonakala sengathi uhlelo lokubika olunengqondo kuphela olungaxazulula inkinga. Okucatshangelwe ngaphambilini, okungeke kushintshe phakathi nesemester. Ukuhambisana nalolu hlelo kufanele kubaluleke kakhulu kunombono kathisha, kungakhathaliseki ukuthi kungase kuzwakale kuxaka kangakanani. Lokhu kunquma izinga eliphezulu lezidingo zokufaneleka kwesistimu yokuqala. Kuyacaca ukuthi akunakwenzeka ukubona konke kusengaphambili, futhi awufuni ukuchitha isikhathi. Ngakho-ke, kungenzeka ukukhombisa ngokucacile imingcele, ngaphezu kwalokho uthisha enza ngokubona kwakhe. Isibonelo, ilebhu ethunyelwe ngemuva komnqamulajuqu izohlolwa ingaziwa ukuthi nini, futhi ngemuva kwamalebhu amabili angathunyelwanga ngesikhathi, imiphumela ingaba engalindelekile. Khona-ke, kuye ngezizathu eziholele kulokhu, ungakwazi ukuxolela noma ukujezisa. Kepha uma okwenziwayo kufeza izidingo, umfundisi makakwenze lokho akuthembisileyo.

Ngakho-ke, kwakudingeka ukuthi kuqhanyukwe nohlelo lokubika oluqinile, oluphusile. Kudingeka athembeke kakhudlwana kubafundi abanengqondo. Wakucabangela kahle konke okuwusizo okungase kufike engqondweni yakhe nalokho okuhlobene nesifundo. Kodwa akazange anikeze amamaki amahle kunoma yini, kodwa wangikhuthaza ukuba ngenze umsebenzi osezingeni eliphezulu.

Kubalulekile futhi ukuthi abantu bathembe uhlelo lokubika futhi bazizwe bekhululekile ngalo. Ukuze umfundi akwazi ukuzibekela umsebenzi wokwenza yonke into ekuqaleni kwesemester, athole ibanga futhi azizwe ezolile. Ungesabi ukuthi uthisha uzocabanga phakathi nesemester: "Wenza kahle kakhulu. Mhlawumbe, unganikeza imisebenzi eyinkimbinkimbi futhi wenze ukuhlola kuncike kuyo. ”

Futhi, ngokulandelayo esigabeni sokugcina, uhlelo lokubika kufanele lucabangele izifiso zikathisha. Futhi kwavela ukuthi izidingo eziningi zase zicatshangelwe kakade: zazihambisana nezidingo zokwethembeka kubafundi abanengqondo kanye nomsebenzi osezingeni eliphezulu. Uma abafundi abathuthukile bengakwazi ukubuza imibuzo ngokukhululekile, bazophinde babuze lokho uthisha angakwazi. Uma ungadlulela ngale kwesifundo, bazophuma bathole ulwazi olusha. Uma bekuqonda abakwenzayo nokuthi kungani, bazokwenza ngempumelelo. Futhi ulwazi mayelana nemiphumela yocwaningo olunjalo ngokwemvelo lwandisa ama-horizons othisha. Mhlawumbe hhayi ngokushesha, kodwa ngokushesha noma kamuva kuyoba khona into entsha futhi ewusizo kuye.

Umfundi ohlakaniphile owanelisekile usho uthisha owanelisekile!

Izinkinga zokuhlola

Uhlelo lokuziphendulela alukwazi ukugqugquzela abafundi ngaphandle kokuhlolwa okuphusile kokusebenza kwabo. Uhlolwa kanjani ngokusekelwe emiphumeleni yesemester ukuthi yimuphi umfundi ofanelwe ibanga eliphakeme futhi ofanelekela eliphansi?

Umbandela wethu osetshenziswa kakhulu yibanga lesivivinyo. Uthisha uzama, ngokuxhumana okuthile noma kulokho okubhaliwe, ukuqonda ukuthi umfundi usiqonda kahle kangakanani isihloko ngesikhathi ephasa ukuhlolwa. Lokhu kukodwa kunzima. Ngokuvamile, abafundi abaqonda cishe yonke into, kodwa benamahloni futhi bengakwazi ukukhuluma, bathola amamaki aphansi kunabafundi abangasazi isifundo, kodwa bahlakaniphile futhi bakhukhumele. Ukuhlolwa okubhaliwe kunciphisa indelelo engasetshenziswa umfundi. Kodwa ukusebenzisana kulahlekile: akunakwenzeka ukuqonda ukuthi ngabe umfundi uyakuqonda yini lokho angazange akuqede (ngisho nalokho akubhalile). Enye inkinga ukukopela. Ngazi abanye ochwepheshe be-pedagogy amamaki abo ahlotshaniswa ngokuphambene nolwazi lwabafundi: imisebenzi ezokwenziwa yayihlanganisa inani elingenangqondo lezinto ezibonakalayo, futhi nalabo abalungiselele kahle abakwazanga ukukuphasa ngebanga elivamile. Kodwa labo abakhohlisayo bathola i-5 futhi uthisha waphetha ngokuzethemba ngesisekelo sabo ukuthi kwakungenzeka ukubhekana nakho - uma uzilungiselele.

Imibono yokuxazulula lezi zinkinga ikhona. Kodwa ngisho noma lezi zinkinga zingaxazululeka, ngeke kusadingeka indlela yokuhlola ulwazi oluyinsalela lomfundi.

Amathuba okwandisa inani lolwazi olusele ayanda uma ulwazi lusekhanda lomfundi hhayi kuphela ngesikhathi sokuhlolwa, kodwa futhi phakathi nesikhathi esiningi sesifundo. Futhi uma ulwazi nalo lusekelwa umsebenzi ongokoqobo, luyohlala lukhona. Kuvele ukuthi kungaba kuhle ukuhlola ulwazi lomfundi izikhathi eziningi ngesemester. Futhi ekugcineni, nikeza ibanga elizenzakalelayo uma umfundi enze umsebenzi omuhle phakathi nesemester. Kodwa lokhu kulahlekelwa umbono ophelele wesifundo okufanele ngabe usitholile umfundi lapho elungiselela ukuhlolwa.

Izinkinga azigcini lapho: bonke abafundi bahlukile, futhi kwenzeka ukuthi kukhona okusobala komunye, kanti omunye udinga ukucabanga ngakho isikhathi eside. Mhlawumbe kufanelekile ukuhlola hhayi kuphela ulwazi lwabo lokugcina, kodwa futhi nenani lomzamo osetshenzisiwe? Ungawahlola kanjani? Yini engcono: ukweqisa umfundi noma ukubukela phansi? Uma uhlola abafundi, kuyafaneleka ukuqhathanisa izinga labo nezinga leqembu/lokusakaza? Ngakolunye uhlangothi, kubonakala sengathi yebo: uma kunenkinga ngakho konke ukugeleza, kusho ukuthi uthisha wenze umsebenzi omubi. Ngakolunye uhlangothi, ukwehlisa izinga kuzofaka isandla ekwehleni kwezinga labafundi.

Kunezinhlelo lapho abafundi baqale babekwa ngaphansi kwezimo zokuncika kwabanye abafundi: isibonelo, njengoba ngikuqonda, esifundweni se-CSC esihlokweni esifanayo, amaphuzu abo bonke abafundi ahlanganiswe futhi umfundi athole ibanga ngokuhambisana nesihloko. okuhlanganisa amaphuzu akhe akuwo. Izindlela ezinjalo zandisa ukuncintisana, kodwa zidala ukungaqiniseki, okungase kugcizelele abafundi futhi kungavimbela ukusebenzisana kweqembu.

Konke lokhu bekujwayelekile futhi angikwazanga ukukucabanga kahle. Njengomuntu osanda kufunda, kimina kubonakala sengathi into esemqoka ukuqinisekisa ukuthi umuntu angakwazi, ngokuzikhandla esimester, avikele ibanga elingcono - leli alifunayo. Kufanele kube nezindlela eziningi zokuthola lokhu kuhlola: okokwenza kanye nethiyori ngamafomethi ahlukahlukene. Kodwa, uma isifundo sibalulekile, kuyadingeka ukuthi umfundi athole amamaki amahle kuphela uma ngempela enze umsebenzi omuhle futhi ethuthuke kakhulu, noma esazi ekuqaleni isifundo ezingeni likathisha. Cishe lolu uhlobo lwesistimu ebengizama ukuqhamuka nalo.

Sekukonke, ngazama ukwenza isifundo sikhululeke futhi sisebenziseke ngangokunokwenzeka, ikakhulukazi kubafundi abakhuthele. Kubo bengilindele imibuzo nemiyalezo ezophushela ulwazi lwami phambili. Kodwa inkinga yokuthi ungakhohlwa kanjani ngabanye, yebo, yayibalulekile. Isimo lapha asisihle neze: Ngangazi ukuthi, ngenxa yezizathu eziningi, ngonyaka we-4 amaqembu amaningi afika esimweni esingahlelekile kakhulu: iningi labafundi lisaqedela i-semester yangaphambilini; Kukhona abangeke besakwazi ukwenza cishe noma yini ngesikhathi ezifundweni zabo futhi asebeneminyaka bengayitholi. Impendulo efika ngesikhathi ibaluleke ngendlela emangalisayo kuthisha: ungakwazi ukushintsha umqondo wakho ngesikhathi.

Umdwebo onemininingwane yenhlangano yezifundo

Ngaqala ukucabanga ngenkuthalo ngamaphethini okubika nokuziphatha kukathisha axazulula izinkinga ezibalwe ngenhla lapho ngisonyakeni wami wesi-5. Sengike ngazama ukuhlola ezinye zazo, kodwa kwakunezizathu eziningi zokuthi kungani ngingakwazanga ukuthola ukuhlolwa okufanele. Ngokucabangela konke lokhu, ngihlanganisa isifundo futhi ngikutshele kahle ukuthi kwenzekeni.

Umbuzo wokuqala: yini engiyifunayo kulesi sifundo? Okokuqala, nganginesithakazelo sokuzama imibono yami ngokusebenza futhi ngangifuna ngempela okuthile okuhle okuvela kuyo. Impikiswano yesibili ebaluleke kakhulu kwaba ukuthuthukiswa kolwazi lomuntu siqu, kodwa ngokuvamile, ngezinga elithile, yonke imigomo kathisha ebhalwe ngenhla, kusukela ekujabuleleni kuya ekuhloniphekeni, kwenzeka.

Futhi mayelana nomgomo wokuthuthukisa ulwazi, ngingathanda ukuthi abafundi bangangesabi, bakwazi ukubuza imibuzo ngokukhululekile futhi baveze ngokukhululekile ukunganeliseki ngokwenzekayo - konke lokhu kungaba yizisusa ezinhle kimi. Bengifuna nokuthola ulwazi kubo - bengifuna ukubagqugquzela ukuthi bebonke bakhulise ulwazi abalutholile futhi bangakhawuleli ububanzi bemisebenzi yabo. Zama ukugwema ukuphindaphinda ngokungacabangi emisebenzini yabo.

Ngakho-ke, kwavela umbono wokuthi abafundi kufanele baphendule imibuzo ehlukahlukene mayelana nesifundo (kuhlanganise nobuciko kanye naleyo engingazazi izimpendulo zayo), babone izimpendulo zomunye nomunye futhi bagcwalise. Kodwa ungaphindi - ngale ndlela, akudingeki ngithole ukuthi ubani okopishile futhi ubani ongakopishanga, futhi kubafundi kunesizathu esengeziwe sokwandisa ulwazi lwabo, ukuze badlulele kulokho osekukhulunywe kakade esifundweni kanye nokubhaliwe. ngabafunda nabo. Kunesidingo futhi sokuqonda ukuthi labo ababengaphambi kwabo babhalani. Lokhu kungasiza futhi ekuvuseni izimpendulo zangaphambi kwesikhathi: ekuqaleni, ukukhetha kwemibuzo okungenzeka kube kukhudlwana.

Iqembu le-VKontakte lakhiwa, futhi ngemva kwenkulumo ngayinye, imibuzo enezinombolo yathunyelwa kuyo (cishe engu-15 yayo, ende kakhulu). abafundi abaphendule kuzo emibhalweni, bephelelisana izimpendulo zomunye nomunye.

Imibuzo ngokuyinhloko yayiwukuthi:

Ukuphinda okwashiwo esifundweni. Ngezinye izikhathi impendulo yombuzo onjalo ingatholakala ngokuqondile ekwethulweni kwenkulumo, enikezwa abafundi ngemva kokuyifunda.
Ukuqhamuka nezibonelo ezisebenzayo zokusebenzisa lokho okwashiwo.
Ukuhlonza izinkinga eziphakanyiswe enkulumweni kuma-algorithms achaziwe. Futhi ukucabanga ngokusebenzisa ama-algorithms axazulula izinkinga ezikhonjwe enkulumweni. Kwaqondwa ukuthi abafundi bangakwazi ukudonsa ama-algorithm kweminye imithombo noma bazisungulele awabo.
Ukuhlola ukusebenza kahle kwama-algorithms achaziwe - okuhlanganisa ukuqonda okungcono kwama-algorithms ngokwawo.
Ukuqhathanisa ama-algorithms axazulula izinkinga ezifanayo.
Ebufakazini bezibalo bamanye amaqiniso asetshenzisiwe noma ahlobene (isibonelo, i-convolution theorem, i-theorem ka-Kotelnikov).
Kumelwe kushiwo ukuthi phakathi nezinkulumo angizange ngikhulume ngobufakazi obusemthethweni; ngasebenzisa ubufakazi “bokusebenza ngezandla” obuningi bokuqagela nokwenza lula. Okokuqala, ngoba mina ngokwami angibusebenzisi ngempela ubufakazi obusemthethweni ekuphileni okungokoqobo futhi, ngenxa yalokho, angibuqondi kahle; okwesibili, ngikholelwa ukuthi ngonyaka we-4 ukugcizelelwa okuyinhloko kufanele kube ekuqondeni okusebenzayo, hhayi kumbono, ngaphandle kwalokho ongaphila ngokujwayelekile.
Esinye isizathu: izifundo engizibukele ngalesi sihloko, ezinikezwe kakhulu izincazelo kanye nobufakazi bethiyori nezibalo, kubonakala sengathi kunzima kakhulu ukuqonda yonke into ngesikhathi esisodwa, noma ngifaka ulwazi oluncane kakhulu - ukucwilisa kuzo manje kubukeka sengathi ngizingcwabe. into engeke ibe khona nhlobo ingasetshenziswa.
Imibono yomuntu siqu yesifundo kanye nemibono yokuyithuthukisa - ngemva kwenkulumo yokugcina.

Bekungenzeka futhi ukufingqa ngobuhlakani izimpendulo zabafundi kanye namazwana ami abe idokhumenti eyodwa, efundekayo—nalokhu kwamaphuzu. Futhi idokhumenti ngokwayo kamuva izoba usizo kokubili kubafundi nakimi.

Umbuzo omkhulu owangidida wawuthi: kulungile, wonke umuntu uzoyithanda ngempela futhi bazoqala ukubhala okuningi futhi babhale kahle. Kodwa-ke othile kufanele ahlole konke lokhu - ingabe nginesikhathi esanele salokhu? Ngaphezu kokunikeza lezi zinkulumo, nganginomsebenzi oyinhloko, isikole esineziqu + umsebenzi wesayensi, okuyinto, nokho, ngacishe ngayishiya le semester. Kubonakale sengathi le nkinga ingaxazululeka ngohlelo oluzovumela ukuthi okungenani ingxenye yokuhlolwa isuke kuthisha iye kubafundi. Ngaphezu kokwenza umsebenzi wothisha ube lula, kuwusizo futhi ngokungangabazeki kubafundi: ngokuthola amaphutha nokubona omunye umuntu, ukuqonda okungcono kakhulu kuvame ukufika. Abanye abafundi banentshisekelo yokwengeza emisebenzini enjalo "ye-ala yokufundisa".

Esimeni samanje, ngixazulule abafundi abalinganisa imiphumela:

kunombono wokuthi kulula kubafundi ukuqhathanisa imisebenzi emibili kunokunikeza amamaki athile.

(kusukela ezifundweni zemfundo eziku-inthanethi, isb. Waters, A. E., Tinapple, D., and Baraniuk, R. G.: “BayesRank: A Bayesian Approach to Ranked Peer Grading,” 2015)

Izinga lingangisiza kakhulu. Ngokunjalo, ngemva komnqamulajuqu wezimpendulo, abafundi kwadingeka bangithumelele uhlu olusezingeni lozakwabo, futhi ukuphawula kwalolu hlu kwamukelwa. Empeleni, angizange ngigcizelele ekubekweni phansi, kodwa ngincoma kuphela; noma ubani ofuna noma yini angathumela. Ekupheleni kwesifundo, kwavela ukuthi ngemva kokumiswa okugcwele, indlela evamile yokuphendula kwakuyi-k ephezulu ebhale izimpendulo eziwusizo kakhulu.

Inhlangano ye-Semantic yesifundo

Ingxenye elandelayo ebalulekile kwaba okuqukethwe kwe-semantic kwesifundo. Uhlelo lwengxenye yethiyori yesifundo belumi kanje:

I-Lecture zero - isingeniso, ukuthi isifundo simayelana nani, ngizogcizelela ini + ukubika (imithetho yayo mikhulu futhi ngichithe cishe ingxenye yesifundo ngikhuluma ngayo)
Inkulumo engu-1-3 yokuthi izinkinga zokucubungula izithombe zazivame ukuxazululwa kanjani ngaphambi kokufika kokufunda komshini. I-Convolutions yokufuna ukuhluka kokuqina nokushelela, i-canny, ukucubungula isithombe se-morphological, ukubuka izithombe ezindaweni ezahlukene (i-Fourier transform / wavelets), i-ransac, i-Hough / Rodin iguqule, izitholi zamaphuzu ayingqayizivele, ama-blobs, izichazi, ukwakhiwa kwe-algorithm yokuqaphela.
Izinkulumo ezingu-2-3 (eziningi ngokudingekayo) mayelana nemibono yokufunda komshini, izimiso eziyisisekelo, ukuthi zisiza kanjani ukuxazulula izinkinga zama-algorithms asunguliwe. Ukubalwa okuzenzakalelayo kwamanani epharamitha, izimo, ukulandelana kwawo, yini engenziwa ngedatha nokuthi yini okufanele yesatshwe, yimaphi amamodeli angcono ukuwathatha njengesisekelo, ukuncishiswa kobukhulu, amanethiwekhi asondeza idatha, ukuhlanganisa. Ngihlele ukutshela ingxenye yokuqala yalokhu ngokushesha okukhulu (iyatholakala nakwezinye izifundo), mayelana nokuhlanganisa ngokuningiliziwe (kungani kuyingozi ukuyisebenzisa, ukuthi iyiphi i-algorithm yokukhetha nokuthi yini okungafanele uyikhohlwe).
Izinkulumo lapho kuxoxwa khona ngezibonelo zezinkinga zangempela (okungenani, ukuqashelwa kobuso nokucubungula ukusakazwa kwevidiyo, futhi kuye ngokuthi singakanani isikhathi esitholakalayo, mhlawumbe abafundi bayoba nemibono noma isifiso sokukhuluma okuthile okungokwabo). Kwacatshangwa ukuthi ifomethi yesemi-semina, lapho siqala khona ukuzama ukubeka inkinga, bese siletha imibono yabafundi kulabo abayixazululayo, bese sidlulela ezindleleni ezisetshenziswa ngempela futhi ezingakaqagelwa yizo. Isibonelo, emsebenzini wokukhomba ubuso obuvela esithombeni, imibono ye-PCA ne-LDA (ama-Fisher metrics) isetshenziswa, okunzima ukuza nayo, okungenani enkulumweni.

Ingxenye esebenzayo kufanele ikhombise izici ezithile zengxenye yetiyetha, yethule abafundi emitapo yolwazi futhi ibaphoqe ukuthi baxazulule inkinga eyinkimbinkimbi bebodwa. Ngakho-ke, kwakukhona ama-laboratories amathathu amancane, lapho kwakudingeka uthathe isethi yemibhalo esenziwe ngomumo futhi uyiqhube, ufinyelele imigomo ehlukahlukene endleleni:

faka i-python, i-pycharm nemitapo yolwazi ehlukahlukene. Imibhalo ezosetshenziswa ilula kakhulu: ukulayisha izithombe, ukuhlunga okulula ngemibala nendawo yamaphikseli.
iqoqo lemibhalo ekhombisa ingxenye yalokho okwashiwo ezifundweni 1-3; abafundi kwakufanele bakhethe izithombe lapho imibhalo izosebenza kahle noma kabi, futhi bachaze ukuthi kungani. Yiqiniso, ngangingenayo imibhalo eyanele yale labhorethri futhi kwavela ukuthi mincane kakhulu.
yokufunda ngomshini: Bekufanele ngikhethe umtapo owodwa kwemibili: i-catboost noma i-tensorflow futhi ngibone ukuthi banikeza ini emisebenzini elula (imisebenzi namasethi edatha athathwe kumasampula emitapo yolwazi cishe ngaphandle kwezinguquko, futhi angizange ngibe nesikhathi esanele). Ekuqaleni ngangifuna ukuyihlanganisa yomibili imitapo yolwazi, kodwa kamuva kwabonakala sengathi kungase kuthathe isikhathi esiningi kakhulu.
Ngizamile ukukhetha wonke amalebhu amathathu ukuze angenziwa ngamahora ama-3 - ngobusuku obubodwa. Imiphumela yelebhu bekungaba amasethi ezithombe ezikhethiwe kanye nemiphumela yokusebenza kuzo, noma amanani emingcele yemisebenzi yelabhulali kuskripthi. Wonke amalebhu ayedingeka, kodwa lokhu kwakungenziwa ngempumelelo noma kabi; ukuze uqedele izinga eliphezulu kanye nemisebenzi ekhethekile yamalebhu, ungase uthole amaphuzu engeziwe akhuphule ibanga lakho lesemester.

Abafundi bangakhetha umsebenzi onzima ngokwabo: isibonelo, bathathe okuthile okuhlobene neziqu zabo ze-bachelor noma umsebenzi, noma kuleyo ehlongozwayo. Kwakubalulekile ukuthi lo msebenzi ube umsebenzi wegebe le-semantic. Bekubalulekile ukuthi ukuxazulula inkinga kungadingi amanani amakhulu wohlelo. Ubunzima abuzange bubaluleke kakhulu - ngangikholelwa ukuthi umphumela omubi wawuzoba umphumela. Kwakukhona izigaba ezi-5 zomsebenzi emsebenzini, imiphumela yesigaba ngasinye kwakufanele kuvunyelwane ngayo nami.

Ukukhetha umsebenzi
Ukukhethwa kwedatha: isigaba esibalulekile, lapho, njengomthetho, kwakhiwa umqondo onengqondo kakhulu wenkinga, kanye nemibono yama-algorithms ayixazululayo izalwa.
Ukudweba ukulinganisa kokuqala: i-algorithm engaxazulula inkinga ngandlela thize, lapho umuntu angakhela phezu kwayo futhi ayithuthukise ngokuqhubekayo.
Ukuthuthukiswa okuqhubekayo kwesixazululo senkinga.
Umbiko ongakahleleki ochaza i-algorithm ewumphumela kanye nokulungiswa kwe-algorithm ku-algorithm yasekuqaleni eyenziwe ukuze kutholwe.

Umsebenzi ngokwawo, njengamalebhu amancane, wawuyimpoqo; ngokuqaliswa kwayo kwekhwalithi ephezulu umuntu angathola amaphuzu amaningi engeziwe.

Cishe isonto ngaphambi kokuhlolwa, ngengeze enye inguqulo yenkinga, isixazululo esingathembela ku-4k esiphezulu: Ngithatha isignali echazwe umsebenzi wezibalo oyinkimbinkimbi futhi ngikhiqize idatha yabafundi yokuqeqeshwa / ukuhlolwa. Umsebenzi wabo uwukulinganisa isignali nganoma yini. Ngale ndlela, bagwema isinyathelo sokuqoqa idatha futhi baxazulule inkinga yokwenziwa.

Ukuhlola

Ngibhale okuningi mayelana namaphuzu angenhla, manje sekuyisikhathi sokuchaza ukuthi banikeze ini.

Kwakunezindawo eziningana zokusebenza okwakungatholwa amaphuzu ngazo. Ekugcineni, amaphuzu azo zonke izindawo aphindaphindwa futhi akhushulelwa emandleni “1/<inombolo yezinkulumo ezinikezwe kusemester>”. Izikhombisi-ndlela:

Inkulumo ngayinye iyindlela ehlukile
Amalebhu amancane
Ilabhorethri enkulu (eyinkimbinkimbi).
Izici zenhlangano
Lokhu kuhlanganisa amaphuzu eseluleko nomsebenzi osiza ukuhlela isifundo, njengokukhomba ngokusobala ukuthi kukhona okushodayo, okuthile okwenziwa kabi, noma ukuzama ukubhala kabusha incazelo yokubika ukuze ifundeke kakhudlwana. Inani lamaphuzu liyahlukahluka ngokubona kwami kuye ngokusebenziseka, ukuhambisana, ukucaca kwamagama, njll.

Konke okunye okuhlobene nesihloko sesifundo
isibonelo, uma umfundi efuna ukuthinta isici sokucubungula isignali engingakhulumanga ngaso, amaphuzu azoya lapha. Ungathinta okuthile, isibonelo, ngokulungiselela ucezu lwenkulumo ngalesi sihloko; kuye ngekhwalithi yalokho okwenziwa kanye nesimo ngokuhamba kwesikhathi, ngingase ngivumele noma ngingavumeli lokhu ukuba kwenziwe ngesikhathi senkulumo, kodwa kunoma yikuphi ngizonikeza amaphuzu okungenani futhi ngibhale amanye amazwana avelayo - umfundi. uzoba nethuba lokuphindaphinda okulandelayo, ajulise ulwazi lwakhe futhi alethe amaphuzu amasha.

Ekuqaleni, umfundi wayenephuzu elingu-1 endaweni ngayinye (ukuze uma ukuphindaphinda kungaphumeleli ku-0). Ungathola elinye iphuzu elingu-1 lokuza esifundweni (ngasohlangothini oluhambisana nalesi sifundo), kwakungelula kangako - izinkulumo zazingo-8 ekuseni. Angizange ngikwazi ukuhlela inani lamaphuzu engiwatholile kukho konke okunye, ngakho ngibeka ngokubona kwami, ngokucacile ngokuvamile ngenza amaphutha. Kwakukhona kuphela isithombe esijwayelekile, lapho umfundi oqonda kahle inkulumo angathola amaphuzu angu-25, aqondwa kahle - amaphuzu angu-10, aqondwa ngokubekezeleleka - amaphuzu angu-5, futhi okuncane kwanikezwa lowo owenza okungenani. okuthile. Ngokwemvelo, lapho ngihlola, ngangingathembela kuphela kulokho umfundi akubhalayo, nakuba ngokuvamile ayengaba yivila noma enye into, ngenxa yalokho ulwazi lwakhe lwangempela aluzange lufike kimi.

Kubalulekile ukubhala ngezinsuku zokugcina. Izifundo bezingoLwesibili ngo-8 ekuseni. Okokuqala, umnqamulajuqu wezimpendulo zezinkulumo wabekwa ngeSonto elilandelayo, futhi umnqamulajuqu wokukleliswa wabekwa ngoLwesine olulandelayo ngemva kweSonto. Khona-ke abafundi baveza ngokucacile lokho engifike kukho kumbhangqwana wokuqala wezinkulumo ngokwami: Ngidinga ukubhala impendulo ngezimpendulo, futhi ngemva kwalokho kuhle ukunikeza abafundi ithuba lokuzilungisa. Ngesikhathi esifanayo, amazwi aqala ukuzwakala ukuthi izinsuku ezi-5 zokuphendula zazincane kakhulu. Ngenxa yalokho, naphezu kokukhathazeka okushiwo abanye abafundi, ngengeza isonto ukuze ngiphendule imibuzo, futhi ngaqala ukuphawula izimpendulo ezafika ngaphambi kweSonto lokuqala. Isinqumo sasingalungile ngempela: abaphindanga baphendula, futhi phakathi nenkathi eyandayo, kwaba nezinkulumo ezintsha futhi ngisho nami ngangididekile ukuthi kwakungekuphi. Kodwa akazange ashintshe lutho: wanquma ukuthi kukhona kakade izinguquko eziningi kangaka.

Ekupheleni kwesemester, kulabo abathole ikhredithi yokuprakthiza, amaphuzu abawatholile ahambisana nebanga lesifundo sokugcina. Leli banga lingathuthukiswa esivivinyweni, obekufanele sihambe kanje:

Imibuzo emine enzima inikezwa ngezihloko ezahlukene ukuze ziqondwe (ngizokhetha izihloko ngokubona kwami). Imibuzo ingabandakanya konke okwashiwo ezifundweni noma kufakwe eqenjini ku-VK. Impendulo efundiwe ngokugcwele yombuzo othi +1 iphuzu kulawo athole amaphuzu esimester (uma umuntu eqonda ingxenye yombuzo kuphela, khona-ke amaphuzu angu-0 anikezwa umbuzo, kungakhathaliseki ukuthi iyiphi ingxenye). Ungasebenzisa noma yini oyifunayo, kodwa imibuzo izoba nzima ngempela - edinga ukuqonda okujulile.

Ukwenqabela ukusetshenziswa kwezinto esivivinyweni kuvame ukuholela ekutheni abafundi bamise noma bakopishe esikhundleni sokuqonda.

Ngibone ukuguquguquka kokuzuza amaphuzu phakathi nesemester into efana nale: abafundi abathuthukile bazothola amaphuzu anele angu-5 azenzakalelayo ezifundweni zokuqala ezingu-6-7. Okusho ukuthi, endaweni ethile ekupheleni kuka-March, lapho nje ngizotshela ulwazi oluyisisekelo futhi ngiqhubekele ezibonelweni zokusetha nokuxazulula izinkinga zangempela. Ngokuzijwayeza, ngangithemba ukuthi nabakhuthele bazoyithola ngo-April, noma cishe phakathi nendawo, uma ukubaluleka kwayo kwehliswa yizidingo zezinye izifundo. Ngazihlolela lokhu ngokwami: Ngicabanga ukuthi ngenkathi ngisengumfundi obenza unyaka wesi-4, ngangizophumelela isifundo esinjalo cishe phakathi nesikhathi esishiwo ukube akwenzekanga lutho olungalindelekile. Kubafundi abathuthuke kancane, ngangilindele ukuthi abaningi babo babe nesithakazelo emibuzweni, okungenani njengethuba lokuthola isibhamu somshini, futhi babezofunda izimpendulo zozakwabo nezingcezwana zezethulo zezinkulumo. Izihloko ngokuvamile ziyathakazelisa, futhi mhlawumbe abafundi abanjalo bazobanjwa, futhi bazozama ukuqonda ngokujulile.

Ngingathanda ukuphawula mayelana nenhlanganisela ekhethiwe ephindaphindayo yamaphoyinti phakathi kwezikhombisi-ndlela, hhayi okungeziwe (umsuka womkhiqizo, hhayi isamba esihlukaniswa ngenombolo ethile). Lokhu kuhambisana nesidingo sokubhekana nenani elikhulu lezikhombisi-ndlela cishe ezingeni elifanayo; ngisho nolwazi olujulile kakhulu ezindaweni ezimbalwa ngeke lunikeze umfundi ibanga elihle lesifundo uma engenalo ulwazi kwezinye izindawo. Isibonelo, ukuphindaphinda kuvikela ngokumelene nethuba lokuthola u-5 ngokungibhoboza ngeziphakamiso zokuthuthukisa ukuhlelwa kwesifundo: isiphakamiso ngasinye esilandelayo, ukuletha inani elifanayo lamaphuzu njengeledlule, kungenza umnikelo ube mncane ngokuya ebangeni lokugcina. .

Enye yezinto ezimbi ezibonakala ngokushesha zalesi simiso ukuba yinkimbinkimbi kwayo. Kodwa, njengoba isifundo ngokwaso siyinkimbinkimbi futhi ukuxazulula izinkinga zegebe le-semantic kudinga ukwakha nokuqonda ama-algorithms ayinkimbinkimbi, ngikholelwa ukuthi abafundi kufanele bakwazi ukukuqonda lokhu kalula. Ngaphezu kwalokho, lolu hlelo lokubika ngokwalo luthi lufane nokuxazulula inkinga ngegebe le-semantic: ezinye izinkinga zavela kumodeli yesifundo, ezibaluleke kakhulu zakhethwa, futhi kwafunwa izilinganiso zokuzixazulula.

Okunye okubi ngohlelo ukuthi empeleni kungadla isikhathi kubafundi. Ngakho-ke ngazama umbono omdala: mema abafundi abazazi kahle izinto ngaphandle kokuthatha izifundo, noma abazibheka njengabamatasa ngezinto ezibaluleke kakhulu, ukuba bangithinte enyangeni yokuqala. Sengikulungele ukukhuluma nabo, futhi, kuye ngezinga labo lolwazi nezizathu ezisusa isifundo sami, ngibanike indlela ezenzakalelayo noma elula yokuphasa isifundo, elungiselwe bona. Ngemva kwenyanga yokuqala, isithembiso siyahoxiswa - ngaphandle kwalokho singasetshenziswa ekupheleni kwesemester ngabafundi ababuthaka abangakwazi ukwenza okuthile, kodwa okungenzeka bangathanda ukukwenza.

Lokhu kwacaciswa kancane kubafundi enkulumweni yokuqala. Okulandelayo, ngathembisa ukuthi ngeke ngiyishintshe, noma ngibona ukuthi ayisebenzi kahle futhi abafundi benza kancane noma kubi kakhulu kunalokho obekulindelwe. Isifundo sesiqalile.

Imiphumela

Imiphumela yaba mibi kakhulu kunalokho engangikulindele, nakuba amathemba amaningana ayethetheleleka. Ngikhumbula ngemva kohlu lokuqala lwemibuzo yenkulumo yesethulo, ngalinda ngokwesaba: ukuthi zikhona yini izimpendulo ezizovela nokuthi zizoba nenjongo. Futhi manje, ekugcineni, izimpendulo zokuqala zaqala ukuvela, uhlobo oluthile lwengxoxo lwaqala ngisho namazwana, nakuba kunalokho ngesihloko sefilosofi. Khona-ke, njengoba i-semester iqhubeka, abafundi baqhubeka nokuphendula; nokho, njengomthetho, bekunabafundi abambalwa abavelele abanikele cishe ngama-70% akho konke okuwusizo okulotshiwe.

Ekupheleni kwesemester, umsebenzi wawusuwehle kakhulu; ngemva kwenkulumo eyandulela eyandulela eyedlule, bangithumelele uhlu olusezingeni elihlanganisa igama elilodwa - okuwukuphela komuntu ophendule okungenani imibuzo ethile mayelana naleyo nkulumo. Izizathu zalokhu, ngicabanga, kungaba ukukhathala okuvamile, mhlawumbe uhlobo oluthile lokudumazeka, ukuntuleka kokuhlola, izinguquko ezingaphumeleli zomnqamulajuqu, okuholele esidingweni sokulinda amasonto e-3 ukuze uthole umphumela wokugcina ovela enkulumweni, ukwanda komsebenzi kwezinye izinto. izifundo.

Ngaphinde ngadumala kakhulu ngezinga lezimpendulo: ngokuvamile kwakubonakala sengathi okuningi kukhishwe endaweni ethile ngaphandle kokuqonda, futhi umthamo wemibono emisha wawungemkhulu ngendlela engangiyilindele. Ngisho nabafundi bekukhona ukuphawula kokuthi uhlelo lwamanje lukhuthaza okungenani izimpendulo ezithile; Amaphuzu awancikile kakhulu ezingeni umfundi akuqonda ngalo ngokujula. Kodwa babekhona ngempela ababeqonda.

Njengoba kungekho noyedwa owahlangabezana nezinhlelo zamagoli engangizibalulile futhi lokhu kwasongela ngokuthi wonke umuntu ngaphandle kwedlanzana labantu kwakuzodingeka abhale izivivinyo, ngaqala ukuzama ukusetha amaphuzu aphezulu. Kwaqala ukubonakala sengathi nganginyusa kakhulu amaphuzu alabo abaphendula ngezinkinga eziyisibonelo kuphela futhi umehluko phakathi kwalezi zimpendulo nalabo abazame kanzima ngempela wawumncane kakhulu. Ngasekupheleni kwesemester, ngafikelwa umuzwa wokuthi kunabafundi abaningi abangaqondi lutho kulokho okushiwoyo, nakuba benamaphuzu amukelekile. Lo muzwa waba namandla nakakhulu enkulumweni yokugcina, lapho ngiqala ukuzama ukubuza wonke umuntu ngokulandelana ngethemba lokuqonda kangcono izinga lokugcina nokwengeza amaphuzu kulabo abaphendule ngendlela efanele - kwavela ukuthi abaningi babengazi izinto eziyisisekelo, isibonelo, ayini amanethiwekhi e-neural noma amaphuzu akhethekile esithombeni.

Amathemba okukleliswa awazange agcwaliseke kakhulu noma: kwakukhona ukuphawula okuncane kakhulu ezinhlwini eziklelisiwe, futhi ekugcineni anyamalala ngokuphelele. Ngokuvamile kwakubonakala sengathi babehlola ngokubona kunokuba bafunde ngokucophelela. Nokho, ngikhumbula okungenani izikhathi ezimbalwa lapho izinga langisiza ngempela futhi ngalungisa izilinganiso zami ngokusekelwe kukho. Kodwa kwakungekho mbuzo wokuthi yayingihlola. Ukuhlola kwathatha isikhathi eside impela, kodwa ngangingakwenza endleleni eya esitimeleni futhi ekugcineni kwakungenzeka ukuthi ngizothola izimpendulo ezifike ngesikhathi kunabafundi.

Ukuphoxeka okuhlukile, nakuba bekulindelekile futhi okuvela esimweni esikhona kanye neqiniso lokuthi cishe angizange ngicabangele lesi simo, kwakuhambisana nokusebenza.

Akekho owaphumelela ukuhlolwa kwelabhorethri enkulu ngisho nango-April. Futhi angizange ngiqonde ukuthi kuyinkimbinkimbi noma ukuthi babengakwazi ukukwenza, futhi ngangingazi ukuthi kukhona okudinga ukushintshwa nokuthi kanjani, yini okumele bayifune ekugcineni. Ngiqhamuke nenkinga ye-4 maximum, kodwa ayizange ishintshe isimo. Okungcono kakhulu, ekupheleni kuka-April, abafundi base bekhethe imisebenzi yabo futhi bathumele idatha. Ezinye zezinkinga ezikhethiwe kuvele ukuthi azixazululeki ezingeni lamanje lolwazi lwabafundi. Isibonelo, umfundi wayefuna ukubona izicubu ezinomdlavuza, kodwa ngesikhathi esifanayo wayengaqondi ukuthi kufanele zihluke kanjani - mina, ngokwemvelo, angikwazanga ukusiza nganoma iyiphi indlela.

Izinto zazingcono kakhulu ngamalebhu amancane, abaningi badlula amabili okuqala ngesikhathi noma ngaphandle kokuya kude kakhulu ngemuva kwawo; Cishe wonke umuntu wadlula owesithathu futhi, kodwa ekugcineni. Abanye bawenze kahle futhi kangcono kunalokho engangikulindele. Kodwa ngangifuna ukugcizelela ngokuyinhloko indawo yokusebenzela enkulu.

Ngibheka elinye iphutha lami ekuhleleni umkhuba njengokuhlelwa kokuqala kokugxila okuyinhloko komsebenzi enkingeni eyinkimbinkimbi engxenyeni yesibili yesemester, ngesikhathi ngase ngivele ngithule iningi lemibono yokwakha ama-algorithms ezifundweni.

Umbuzo wokuthi kungenzeka yini ukufuna kubafundi ngokwenza lokho okungakafundiswa ezifundweni wawukhathaza izingqondo zothisha abaningi engangibazi. Kwabonakala sengathi impendulo eqondile yayiwukuthi: akunjalo - phela, lokhu kusho kuqala ukuthatha isikhathi esengeziwe kubafundi ukuze bazifundele ngokuzimela lokho okuzotshelwa kamuva, bese bebatshela lokho asebevele bekuqonda. Kodwa manje ngicabanga ukuthi ukulimala okuvela kulesi sikhundla esisemthethweni kukhulu kakhulu: akusenakwenzeka ukuzama izinto ezinzima kakhulu ngesikhathi esifanele ekusebenzeni. Ngesikhathi esifanayo, kuyacaca ukuthi umfundi udinga ukuqonda indaba ngokuzimela, futhi ukuphindaphinda indaba kungenziwa ngendlela yokuqala, isibonelo, ngokumema umfundi oqonda kahle ukuba alungiselele futhi afunde ngokucophelela lesi siqeshana sencwadi. azifundise yena.

Ekugcineni, ingabe uhlelo olunjalo lunikeze okungaphezu, ngokwesibonelo, uhlelo lwakudala olunokuhlolwa? Umbuzo unzima, ngiyethemba ukuthi, phela, kuningi okunikiwe; ngenkathi kulungiselelwa izivivinyo, ezinye zazo bezingeke zicatshangelwe ngisho nangabafundi abasezingeni eliphezulu. Nakuba bekungekho okuningi okungeziwe esifundweni ezimpendulweni njengoba benginethemba.

Ngingathanda ukwenza inothi eyengeziwe mayelana nesici esibuhlungu sesimo lapho abafundi bengasabi uthisha.

Kuxhumene nalokho okwenzekayo, isimangaliso siyenzeka futhi uthisha uyakwazi ukufundisa abafundi into entsha emhlabeni jikelele. Isibonelo, phambi kwamehlo ami, umfundi uqala ukusondela ekuxazululeni inkinga ngegebe le-semantic ngobuhlakani kakhulu. Uthatha izinyathelo ezifanele ngokuvamile, uthola umphumela owamukelekayo, kodwa akazi ukuthi achaze kanjani. Futhi lapha mina, uthisha, ngizama ukuthola ukuthi wenzeni. Uchaza ngendlela engaqondakali - ngibuza imibuzo eminingi engajwayelekile, ngenza imibono eyinqaba, futhi ekugcineni ngithole amagama omfundi futhi ngiqonde. Nginikeza iseluleko sokuthuthukisa, ngezinye izikhathi ezimbi, njengomfundi oseziqonda izaziso zenkinga. Bese ngithola ukusabela okufana nokujwayelekile: "Kungani udinga ukwenza lokhu?" futhi "angisidingi iseluleko sakho" sokuthi "Ngingenza yonke into kahle ngaphandle kwakho."

Lokhu kungase kubonakale kunamandla ikakhulukazi uma kuqala into enjengalena: umfundi ekuqaleni ufika nesiphakamiso sakhe sokuzethemba nesokungacabangi sokuxazulula inkinga yefomu elithi “lapha udinga nje ukuthatha inethiwekhi ye-neural futhi uyiqeqeshe.” Uthi awukwazi ukwenza kanjalo nje, usadinga okungenani ukucabanga okuningi, futhi ngokuvamile kungcono ukungaxazululi le nkinga ngamanethiwekhi we-neural. Umfundi ngezinye izikhathi uyakucabangisisa, ahlupheke, kodwa, wenze kahle, uyakuqonda ngempela futhi uletha isixazululo esicatshangelwe kahle, esisekelwe kumanethiwekhi we-neural, futhi ngakho konke ukubukeka kwakhe uthi "Bengizokwenza lokhu ngaphandle kweseluleko sakho indawo yokuqala.” Ngiyaxolisa kulabo bafundi abangakwenzi lokhu, nikhona futhi ngiyabazi abanye benu, ngiyabonga. Noma kunjalo, abafundi ababonisa ukungabongi okunjalo bakhona, futhi, ngeshwa, nami, ngiye ngaziphatha ngale ndlela izikhathi ezingaphezu kwesisodwa.

Inkinga yokuveza ukungabongi okunjalo othisha abaningi ixazululwa kalula kusuka esikhundleni samandla: ungakwazi ukuphoqa isixazululo sakho enkingeni, uphazamise umfundi uma ethi into engekho ofuna ukuyizwa, njll. Lokhu kungase kusebenze, ikakhulukazi kubafundi ababi, kodwa kuncisha abafundi abahle ithuba lokucabanga futhi babone ukungalungile kwemibono yabo, imibono yabo - futhi bathole ulwazi oluzokhunjulwa ngempela. Izidingo eziwujuqu ezidlulele zokuxazulula inkinga ngaphandle kwezincazelo ezicacile esifundweni esinjalo zibangela ukulahlwa; umsebenzi oyinhloko womfundi uba ukujabulisa uthisha, hhayi ukuzuza ulwazi noma ukuxazulula inkinga. Ukwethembeka kuholela ekutheni abafundi abavilaphayo bangenzi okuningi, kanti abanye bayamcasula nothisha.

Ngangike ngasibona lesi sici ngaphambili, kodwa ngemva kwalesi semester ngandlela thize ngasizwa kakhulu, ngasizwa. Mhlawumbe ngoba ngempela yafundisa abanye abafundi. Ukungabongi okunjalo ngokusobala kubangelwa ukuzigqaja kwangaphakathi kwabafundi abanjalo, izakhiwo zabo eziyinkimbinkimbi, kanye nesifiso sokuzibonakalisa kuthisha osecwile wacishe wafinyelela ezingeni labo. Ngaphezu kokwenza kube nzima ukuhlelwa kwenqubo yemfundo, ukuziphatha okunjalo nokungabongi okuwubukhazikhazi kuvame ukuthukuthelisa abafundi: bafuna ngandlela-thile ukukhombisa ngokucacile umfundi ukuthi weqe umugqa. Ngaso leso sikhathi, uyaqonda ngengqondo yakho ukuthi empeleni umfundi usekutholile lokho, ukuhlola kufanele kube kuhle. Uzithola usesimweni esicishe siphelelwe ithemba, ongakwenza nje ukubheka lolu daba ngamancoko futhi usole yonke into ngobuwula bomfundi, kodwa lokhu kunzima. Angenzanga kahle futhi ngacasuka.

Ngakho-ke, ukungabongi kwabafundi kuvame ukulimaza isimo sengqondo sikathisha owabafundisa okuthile. Kungaba nezinto eziningi ezifanayo ezifaka ushevu emoyeni. Bagula kakhulu uma bonke othisha bebenethemba lokuphuma ekufundiseni laba bafundi bekuyintokozo. Lesi simo saphinde saqinisa ukuzethemba kwami kokuthi akunakwenzeka ukufunda inkambo yonke kahle ngenjabulo yedwa, udinga ukulindela ukuthola enye into, okungenani iphupho.

Enginesiqiniseko ngakho ukuthi isifundo sibe yimpumelelo kakhulu mayelana nokukhuthaza kanye nokuhlela ulwazi lwami. Yebo, ngangivame ukucabanga okuningi kwalokho engangikusho, kodwa ngazizwa ngijule kakhulu. Kwakunama-algorithms engangiwazi ukuthi ayekhona futhi asetshenziswa, kodwa angizange ngiqonde ngokugcwele ukuthi asebenza kanjani, ngingazi ezinye izindlela eziningi, noma ngazi amagama kuphela. Lapho ngilungiselela izifundo, ngaphoqeleka ukuba ngibheke lokhu. Kuphinde kube nenani lezinto ezintsha engiziqaphele, ezithonywe ngokusobala ngabafundi, njengama-autoencoder. Ngithole ulwazi oluningi, mhlawumbe olungajwayele ukusetshenziswa, kodwa oludingekayo ukuze ngiziqondise kahle endaweni yesifundo. Ngicabanga ukuthi ukuthuthuka kolwazi okwenzekile sekube nomthelela ngisho kwezinye izinqumo engizenzile emsebenzini wami lapho ngicabanga ngama-algorithms, ngithemba ukuthi kuzoba ngcono. Yebo, ukufunda lesi sifundo nakho kwangilethela injabulo, kodwa ngesikhathi esifanayo kwangilethela usizi nokudumala.

Ukuqhubeka

Kungenzeka ukuthi ngithole ithuba lokufundisa lesi sifundo futhi, isibonelo, ngonyaka ozayo. Anginayo imibono yezixazululo kuzo zonke izinkinga, kodwa kwabanye nginayo, futhi ngizozama ukuzichaza.

Ngicabanga ukuthi ngingakwazi ukuxazulula inkinga eyinhloko: ukuntuleka kwenqubekela phambili ngesikhathi somsebenzi oyinkimbinkimbi ngokuxoxa ngezingcezu ezifanayo zeminye imisebenzi kumasemina kanye nomsebenzi wesikole ocacile ngezinsuku zokugcina ezincane. Umsebenzi ngamunye wesikole wasekhaya uzodinga ukuqedwa kwesiqeshana esincane selabhorethri enkulu, njengokudweba isitatimende senkinga, ukukhethwa kokuqala kwedatha, ukucabanga ngemibandela yekhwalithi,... Amaphuzu azonikezwa ingxenye ngayinye eqedwe ngesikhathi. . Uma umfundi engemuva, kuzofanele abambe ukuze aqale ukuwathola.
Ngihlela nokuveza umqondo oyinhloko wesifundo ngokucacile futhi kaningi ezimeni ezahlukene. Nakuba ngingaqiniseki ukuthi lokhu kuzosiza: ngokuvamile, uma usho into efanayo, ngokuphambene nalokho, iqala ukubangela ukwenqatshwa. Umqondo oyinhloko, uma kukhona, wawuwukuthi ikhono lokuxazulula inkinga akukona ukusesha okungenangqondo kwamamodeli ahlukahlukene e-ML ekucushweni okuhlukahlukene, kodwa ukwakhiwa okwenziwa ngesandla kwemodeli ngayinye yomsebenzi kusetshenziswa izingcezu zamamodeli akhona afanele umsebenzi ngokunengqondo. izinguquko. Ngesizathu esithile, abantu abaningi abaqondi lokhu noma benza sengathi benza kanjalo ngokucophelela. Mhlawumbe abanye abantu bangawubona lo mbono kuphela ngokuzijwayeza, ngokusebenzisa izigaxa ezigcwele.
Ngihlela nokuyeka ukunikeza iphuzu elilodwa kubo bonke abeze esifundweni; futhi usethe, ngokuzenzakalelayo, ngaphansi kakhulu, isibonelo 1. Ukuze uthole amaphuzu engeziwe, uzodinga ukuthi ungithumele noma ungibonise amaphuzu abalulekile enkulumo noma izithombe zawo ngosuku lwenkulumo. Cishe noma yini engabhalwa, ifomethi nevolumu akungithakaseli. Kodwa ngamanothi amahle ngilungele ukunikeza kakhulu iphuzu eli-0,1.
Ngingathanda ukwengeza lokhu ukuze ngiqhubeke ngikhuthaza abafundi ukuthi balalele isifundo kunokuba balale futhi banake izindaba zabo. Abantu abaningi bakhumbula kangcono kakhulu abakubhala phansi. Umthwalo wengqondo wokudala amanothi anjalo akudingekile kakhulu. Kubukeka sengathi lokhu ngeke kuthwalise kanzima abafundi abangawabhali kakhulu amaphuzu, labo abawabhalayo bazokwazi ukuvele bawabhale.
Yiqiniso, bonke abafundi okwaxoxwa nabo babewugxeka lo mbono. Ikakhulukazi, baveza ukuthi akunzima kangako ukukopisha la manothi kumakhelwane ekupheleni kwenkulumo noma uvele ubhale okuthile phansi kuma-slides ngaphandle kokunaka ngempela inkulumo. Ngaphezu kwalokho, isidingo sokubhala singaphazamisa ukuqonda kwabanye.
Ngakho mhlawumbe kungaba kuhle ukushintsha umumo ngandlela-thile. Kodwa ngokuvamile, ngiyayithanda le ndlela yokubika, yasetshenziswa, isibonelo, esifundweni sezibalo zezibalo e-CSC: ngosuku lwelebhu, udinga ukuthumela ilebhu encane eqediwe - futhi, kubonakala kimi, lokhu. ikhuthaze abafundi abaningi ukuthi bahlale phansi bayiqede ngokushesha. Nakuba kwakukhona, yiqiniso, labo abathi babengenakukwenza ngalobo busuku futhi babesesimweni esibucayi. Lapha, kubonakala kimi, omunye umbono ungasiza: nikeza umfundi ngamunye ithuba lokushintsha umnqamulajuqu ngezinsuku ezimbalwa ngesemester ngayinye.
Kwakukhona umqondo wokushintsha isakhiwo esiyisicaba sezimpendulo zemibuzo ngesakhiwo sokhuni. Ukuze izimpendulo zayo yonke imibuzo zingangeni ohlwini oluqhubekayo, kodwa okungenani zinezinga ezimbili: khona-ke izimpendulo zombuzo owodwa zizobe ziseduze, futhi zingaxubene nezimpendulo zeminye imibuzo. Isakhiwo esinezinga ezimbili samazwana kokuthunyelwe sisekelwa, isibonelo, yi-Facebook. Kodwa abantu bayivakashela kancane futhi angifuni ukuyenza indlela eyinhloko yokuxhumana. Kuyamangaza ukugijima amaqembu amabili ngesikhathi esisodwa: VKontakte futhi Facebook. Ngingajabula uma noma ubani encoma esinye isixazululo.

Ziningi izinkinga engingakazi ukuthi ngingazixazulula kanjani futhi angazi noma kungenzeka yini nhlobo. Okukhathaza kakhulu:

izimpendulo zabafundi emibuzweni yami zilula kakhulu
ukuhlolwa okungalungile kwezimpendulo: ukuhlola kwami akuhlali kuhlobana neqiniso
simo, esingasizi neze: ukuhlola izimpendulo zabafundi ngabafundi ngokwabo kusekude kakhulu

Sekukonke, angisicabangi neze isikhathi esichithwe ngilungiselela futhi ngiletha isifundo esichithwe; okungenani kimi kwaba usizo kakhulu.

Kuleli qophelo yonke into ibonakala isigcwele kakhulu.

Izithombe eziyisisekelo ezithathwe ku:

https://too-interkonsalt-intelekt.satu.kz/p22156496-seminar-dlya-praktikuyuschih.html
http://language-school.ru/seminar-trening-tvorcheskie-metodyi-rabotyi-na-urokah-angliyskogo-yazyika-pri-obuchenii-shkolnikov-mladshego-vozrasta/
http://vashcons.ru/seminar/

Ngifuna ukubonga:

ukuze sibukeze: umama, uMargarita Melikyan (engifunda naye, manje osengumfundi oneziqu eMoscow State University), u-Andrey Serebro (ofunda naye ekilasini, manje oyisisebenzi saseYandex)
bonke abafundi ababambe iqhaza kulokhu futhi baphothula ucwaningo / babhala ukubuyekezwa
futhi wonke umuntu oke wangifundisa noma yini enhle

Source: www.habr.com

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