, 46,. 2, 2009 PLOVDIV UNIVERSITY PAISII HILENDARSKI BULGARIA SCIENTIFIC PAPERS, VOL. 46, BOOK 2, 2009 METHODS OF EDUCATION [1, 111]..

Transcription

1 , 46,. 2, 2009 PLOVDIV UNIVERSITY PAISII HILENDARSKI BULGARIA SCIENTIFIC PAPERS, VOL. 46, BOOK 2, 2009 METHODS OF EDUCATION, ; - ; -. :,,, -,,,,,,, -,. - [1, 111].,.,,,... -.,., , (q) (s), ( ). 27

2 .., - - [18]..,, -,,, -, , -.,.. e.,, -,.., ( -,, ) (, -, ).., [1, 112].. g, : - - (V:ed) - ( :m),,, -, [17]. ( ) -. -,.., [5]. ( ),,,. ( - ),,, 28

3 ,,. - (, - ),,,.,, ,. -, , -, -, [16]. -.,,,. 3 : 1) (, - ); 2) (, -, - - ;, - ); 3) ( - ; - ).,.. -, - [10]. ( ) ( ),. - : - 29

4 -.. -, ( ), [15].,,.., -,. ( ).. -,, -., -,., - ;, - ;, ; - - ;.. (,, -, ), - ( -,, ), (, -, ), - (, -, ) - (,, - ), - ( - ) -. e,, -,,.. (, -,, ),.. 30

5 , -, -, - - [11, 218]., Indiana University [ Last Modified: 11 March 2009] ( ) , -. 31

6 (, ) [3].,. -,,., - (.,,. - -,, -. -,. - ; -,,, [13, 134].. [6, 138] : 1. -, - ; 2. :, -,,,, ; 3. -., / content_psy/intellekt-1557.html. [9, 103] - -,,,,,,,.., - : ( - 32

7 ); ( - - ); - ( -, ); - ( - ); ( - ); ( ), - - ( - ), ( ). [14, 35] ( ).,,,,, - -.,., -. -, : (,,...) (, ),,.., -, -, -,, 33

8 ., ( ).,,,.,,, -,.,,.,,, -,,,. : 1.,.. // , 1, ,...,, ,..., , ,., //..:, ,., ,.,., ,. -.,

9 9.,.,,,, /, ,.. -.., ,...,., , - -, ,.. :, ,. : -.,.: -. - ;, Gardner, H., Multiple intelligences. The theory in practice. Basic Books, New York, p. 16. Sternberg, R. J. Diversifying instruction and assessment. // The educational forum , N Vernon, P. Intelligence: Heredity and environment. San Francisco: W. H. Freeman & Company Wechsler, D. (1944). The measurement of adult intelligence (3rd ed.). Baltimore: Williams & Wilkins.) APPROACHES FOR DETERMINATION OF THE INTELLIGENCE AND ITS STRUCTURE Toni K. Chehlarova Abstract An overview of basic concepts about the nature of intelligence and it s structure is made. On the foundation of their analysis of intelligence is defined as a dynamic synthesis of knowledge, skills and qualities of mental processes, which allows the acquisition of experience, problem solving and changing reality. 35

10

11 , 46,. 2, 2009 PLOVDIV UNIVERSITY PAISII HILENDARSKI BULGARIA SCIENTIFIC PAPERS, VOL. 46, BOOK 2, 2009 METHODS OF EDUCATION -,. -, - -, (linguistic), - (logic-mathematical), (spatial), (musical), - (body-kinesthetic), (personal intelligences) [5, 17]. - [4, 24],, [3, 18]., -,.,, (,, -,, ) [2, 107],,..,. - ( ). 37

12 .. -,.. -., - 38

13 -, -,,., (Naturalist intelligence) [6],. -, -,., [6], - 8 -, ;, ;, - ; - ; ). -,. -, -, -.,.,. - e.,. -, -,,,,, -..., -,. -.,. 39

14 ,, +. :. -, : - ( - ), - ( - ), - ( - ); - ( - ), - ( ), - ( - ),,... ( ). - -,, -,. -,, ;,,, -. ( ), ( - ), ( ).,,,,, - 40

15 -..,, - - ;.,,.. 2D 3D t ( ), -.,. 41

16 - Oxy z ( ; ; ) S M x y z Oxy M ( x ; y ; z ) O M y x x = x y = y z = z 42 M., - 180,,.,.. -,, ( ). - ( ).,,, ( 1;1 ) x + 2y = 3? 2x + 4y = 4., = ,.. ( 1;1 ),, ;

17 - x = 1 y = 1, x = 1 y = 0., Oy - x. -. ( - ), ; ( - -, ); a1x + b1 y = c1, a x + b y = c O y a : a = b : b c : c. 1: 2 = 2 : 4 3: 4, ( 1;1 )., , 1 0,5. 1,5 (1; 1) 1,,. 2.. : - 1 e., 2.6 S1 = = 6.., S2 = 2.3 = ( 6 = 3 e.) 2 y 1,5 1 O x x 43

18 ( 3 e.). - -,, -., ;0 ; C x ; y A ( ), B( x y ), ( ) S = x1 y2 x2 y 1, x1 x2. y y 1 2,., ( - ). [1, 180], ( ). -, -,, ( - ). -,. ( ). 44

19 - -,,. - -.,,.. -,. -., -,... AB = c O AB; OA = OB ( ; ) = ( B; a) = { ; } k O OA k k k C C ABC; ABC 45

20 .,.,.,,.,., -.. -,. -,. - -,.. : 1.,.,. - 96,., ,.,.,. -.,., ,. -., ,.. :., 1966, Gardner, H., Multiple intelligences. The theory in practice. Basic Books, New York, p. 6. Gardner, H., Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books

21 - STRUCTURE ACTIVITY MODEL T OF THE INTELLIGENCES Toni K. Chehlarova Abstract On the foundation of analysis for classical theories of intelligence, researches on mathematics teaching methodology and the educational practice we come to the structure activity model of the intelligences, which proved to be suitable for using didactic researches and applications. In the foundation of the model are the multiple intelligences of H. Gardner linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, personal intelligences, Piaget s ideas for connection between the mathematical structures and the structures of thinking and some actions (addition, elimination, displacement, replacement, exchange), which have an essential role in the real and educational tasks, as in their decisions. 47