Expert and learning systems. Expert systems in training Database management systems and expert systems

Traditionally, the learning process in general and the process of teaching physics in particular are considered as two-way, including the activities of the teacher and students. The active use of computers in the educational process makes it a full third partner in the learning process. Computers provide virtually unlimited opportunities for the development of independent creative thinking of students, their intelligence, as well as independent creative activity of students and teachers.

Active work to find new forms and methods of teaching began in the 60s. Under the leadership of Academician A.I. Berg organized and carried out work on the problems of programmed training, the introduction of technical teaching aids and teaching machines. Programmed training was the first step towards enhancing learning activities. In-depth research on the theory and practice of programmed learning was carried out by V.P. Bespalko, G.A. Bordovsky, B.S. Gershunsky, V.A. Izvozchikov, E.I. Mashbits, D.I. Penner, A.I. Raev, V.G. Razumovsky, N.F. Talyzina and others.

The issues of effective use of computers in the educational process and research on the development of effective methods and means of computer training remain relevant today. Relevant work in this area is being carried out in our country and abroad. However, a unified view on the use of computer technology in the field of education has not yet been formed.

The initial period of using computers in the learning process is characterized as a period of intensive development of the ideas of programmed training and the development of automated teaching systems. Developers of automated training systems proceeded from the assumption that the learning process can be carried out through a well-organized sequence of frames of training and control information. The first experiments on the use of computers in the educational process were embodied in the form of educational programs with a deterministic learning scenario. This class of educational programs has the following disadvantages: low level of adaptation to the individual characteristics of the student; reducing the task of diagnosing a student’s knowledge to the task of determining whether his answers belong to one of the classes of standard answers; large labor costs for preparing educational material.

An alternative approach to the process of computerization of learning is the creation of so-called learning environments. The learning environment embraces the concept of learning through discovery. The fundamental difference between this approach and the one discussed above is that in this case the student is treated as some kind of autonomous system capable of having its own goals. This class of educational programs is characterized by the following features: the learning environment provides the student with educational materials and other resources necessary to achieve the educational goal set for him by the teacher or by himself; lack of control of the student’s actions by the system. The main purpose of the learning environment is to create a favorable, “friendly” environment or “world”, through which the student “travels” acquires knowledge.

Research in the field of psychology of thinking, advances in the field of artificial intelligence and programming technologies have expanded the scope of the computer in the educational process and made it possible to test in practice new concepts for the intellectualization of computer learning.

The sharp increase in the volume of information in the educational process places new demands on the cybernetic approach to teaching, and, consequently, on pedagogical software. They should help to effectively solve the main problem - managing the learning process using feedback based on a detailed diagnosis of students’ knowledge, identifying the reasons for their errors, while simultaneously explaining the computer-proposed solution to the learning problem. The noted features are most effectively implemented, first of all, by training systems built on the principle of operation of expert-training systems, which determines the relevance of the theoretical and practical study of this problem.

The introduction of expert systems into the educational process is a natural logical continuation of the computerization of education, its qualitatively new stage, laying the foundations for the informatization of education. This process became possible thanks to in-depth research conducted on the issues of computerization of education by scientists and teachers. Considering that the use of expert systems to solve problems in physics has yielded positive results, research on the development and application of expert systems is relevant not only in scientific but also in pedagogical activities, including teaching physics.

The use of training programs built on the principle of operation of expert-training systems in the learning process will give a new qualitative leap in education. Their introduction into teaching practice will make it possible to: change the style of teaching, turning it from informational and explanatory to cognitive, educational and research; reduce the time required to acquire the necessary knowledge.

The object of the study is the process of teaching physics.

The subject of the research is the process of learning to solve problems in physics using a teaching system built on the principle of operation of expert-learning systems, and the formation of a general way of solving problems in students.

The purpose of the work was to develop and create a teaching system built on the principle of operation of expert learning systems, focused on solving physical problems of a certain class, and to study the possibility of developing a general solution method for students when learning to solve problems in physics using data from specially developed pedagogical software tools .

The research hypothesis is as follows: the introduction into the learning process of teaching systems built on the principle of operation of expert teaching systems will lead to more effective learning by students of the general method of solving problems in physics, which will improve their academic performance, deepen their knowledge of physics and will contribute to improving quality of knowledge in the subject being studied.

Based on the formulated hypothesis, to achieve the goal of the study, the following tasks were set and solved:

Analysis of modern methods and means of developing educational programs. Focusing on those that correspond to the goals of the work;

Research into the possibilities of using a computer to implement the development of a common way of solving problems in students;

Development of the structure and principles of constructing a training system, built on the principle of operation of expert-training systems, focused on solving physical problems of a certain class;

Testing the proposed research hypothesis, assessing the effectiveness of the developed methodology, developed pedagogical software during the pedagogical experiment.

To solve the problems, the following research methods were used:

Theoretical analysis of the problem based on the study of pedagogical, methodological and psychological literature;

Questionnaires and surveys of pupils, students, teachers of schools and universities;

Studying the process of learning to solve problems and the developed methodology during visiting and conducting physics classes, observing students, talking with teachers, conducting and analyzing tests, testing students;

Planning, preparing, conducting a pedagogical experiment and analyzing its results.

The scientific novelty of the research consists of:

Development of a training system built on the principle of operation of expert-training systems, focused on solving a certain class of problems in physics;

Theoretical and practical substantiation of the possibility of developing in students a general way of solving problems when using developed pedagogical software tools (a teaching system built on the principle of operation of expert-learning systems) in the learning process;

Development of the fundamentals of a methodology for using a training system, built on the principle of operation of expert-training systems, when teaching the solution of physical problems.

The theoretical significance of the study lies in the development of an approach to teaching solving problems in physics, which consists in implementing control of students’ activities when solving problems using specially developed pedagogical software (a teaching system built on the principle of operation of expert learning systems).

The practical significance of the research lies in the creation of software and methodological support for physics classes (a teaching system built on the principle of operation of expert teaching systems), determining its role and place in the educational process and developing the fundamentals of a methodology for using these pedagogical software tools when conducting classes on solving physics tasks using a computer.

The following is submitted for defense:

Justification of the possibility of using the developed training system, built on the principle of operation of expert-training systems, in the process of learning to solve problems in physics;

Development of an approach to managing students’ activities through specially developed pedagogical software (a teaching system built on the principle of expert learning systems) when teaching solving problems in physics;

Fundamentals of the methodology for using a teaching system, built on the principle of operation of expert-learning systems, when conducting classes on solving problems in the process of teaching physics.

Testing and implementation of research results. The main results of the study were reported, discussed and approved at meetings of the Department of Methods of Teaching Physics at Moscow State University (1994-1997), at a conference of young scientists (Mordovia State University, 1996-1997), at conferences at Moscow State University (April, 1996).

The main provisions of the dissertation are reflected in the following publications:

1. Gryzlov S.V. Expert learning systems (literature review) // Teaching physics in higher education. M., 1996. No. 4. - P. 3-12.

2. Gryzlov S.V. Application of expert-learning systems in the process of teaching physics // Teaching physics in higher education. M., 1996. No. 5.-S. 21-23.

3. Gryzlov S.V., Korolev A.P., Soloviev D.Yu. Expert-training system focused on solving a set of problems about the movement of a body on an inclined plane // Improving the educational process based on new information technologies. Saransk: Mordovian State. ped. Institute, 1996. - pp. 45-47.

4. Gryzlov S.V., Kamenetsky S.E. Promising directions for the use of computer technology in the educational process of universities and schools // Science and school. 1997. No. 2.-S. 35-36.

Structure and scope of the dissertation. The dissertation consists of an introduction, four chapters, a conclusion, a list of references and an appendix. The total volume is 192 pages of typewritten text, including 25 figures, 8 tables. The list of references includes 125 titles.

CONCLUSIONS ON CHAPTER FOUR

1. Based on the analysis of possible directions for using a computer in teaching, the shortcomings of existing pedagogical software tools have been identified, the need for the creation and use in the educational process of software training tools built on the principle of operation of expert-learning systems has been substantiated.

2. A methodology has been developed for conducting classes using developed software (a training system built on the principle of operation of expert-training systems).

3. During the search experiment, the content was determined and the structure of the developed pedagogical software tools was adjusted.

4. Conducting a search experiment made it possible to develop the final version of the methodology for conducting classes using the developed teaching system, aimed at developing in students a general way of solving problems.

5. The conducted comparative analysis of the results of the control pedagogical experiment indicates the significant influence of our proposed methodology for conducting classes on solving physical problems using developed pedagogical software on the formation of a general method of solving problems in students.

Thus, the validity of the hypothesis put forward about the greater effectiveness of our proposed methodology for conducting classes on solving physical problems using developed pedagogical software tools has been proven in comparison with the traditional one.

CONCLUSION

1. Pedagogical, methodological and psychological literature and dissertation research on methods of using a computer in the learning process have been studied and analyzed. On this basis, it has been revealed that the most effective pedagogical software tools are educational programs built on the principle of operation of expert learning systems.

2. Expert-learning systems, focused on developing a common method of solving in students, are the most effective means of teaching problem solving.

3. The prospects for using expert-learning systems in the educational process are determined, directions for using expert systems in the learning process are proposed.

4. The structure of the training system, built on the principle of operation of expert-training systems, focused on developing a common way of solving problems in students, is proposed and justified.

5. A training system has been developed, built on the principle of operation of expert-training systems, focused on solving a set of problems about the movement of a body on an inclined plane. Control of students' activities in the course of solving a problem with the help of a developed teaching system is implemented through: a) computer modeling, which makes it possible to identify the essential properties and relationships of the objects discussed in the problem; b) heuristic tools that provide students with the opportunity to plan their actions; c) step-by-step control of the student’s actions by the learning system and presentation, at the student’s request, of a reference solution to the problem, developing the ability to evaluate one’s actions, and select criteria for this evaluation.

6. The methodology for conducting classes on solving problems using developed pedagogical software tools, their role and place in the educational process have been determined. The main provisions of this methodology are as follows: a) students’ independent choice of tasks to master the general method of solving problems of a certain class; b) the use of developed pedagogical software (a training system built on the principle of operation of expert-training systems) to form a general way of solving problems; c) a combination of independent problem solving by each student with a collective discussion of the solution plan; d) identifying an algorithm for solving problems of this class based on a generalization of already solved problems.

7. The results of the conducted pedagogical experiment showed that the formation of a general way of solving problems among students in experimental groups, where training was carried out using developed pedagogical software (a teaching system built on the principle of operation of expert-learning systems), is significantly higher than in control groups , where training was carried out using the most common types of computer programs (simulating and training), which confirms the reliability of the hypothesis put forward.

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