Американский Научный Журнал CREATING A SITUATION OF SUCCESS IN THE EDUCATIONAL PROCESS – ACTUAL PROBLEM OF MODERNITY

Abstract .The article is devoted to the theoretical basis of the problem of creating the situation of success in the educational environment of younger pupils in the modern development of the pedagogical science. The article presents importance and need for the accounting aspects of success in modern schools. In the article the essence of phenomena «educational environment» and «a pattern of success» are considered in depth. The main aspects of the socio–pedagogical concept of «socio-cultural environment, as well as the ratio of this concept with the concept of «educational environment» are presented. The main types of success and the basic characteristics, namely such as «recognition», «success-overcoming» are presented. Скачать в формате PDF
34 American Scientific Journal № ( 31) / 20 19
CREATING A SITUATION OF SUCCESS IN THE E DUCATIONAL PROCESS – ACTUAL
PROBLEM OF MODERNITY
1S.B. Mazanova, 2R.Z.Hümbətəliyev

Abstract .The article is devoted to the theoretical basis of the problem of creating the situation of success in
the educational environment of younger pupils in the modern development of the pedago gical science. The artic le
presents importance and need for the accounting aspects of success in modern schools. In the article the essence
of phenomena «educational environment» and «a pattern of success» are considered in depth. The main aspects of
the s ocio –pedagogical concept of «socio -cultural environment, as well as the ratio of this concept with the concept
of «educational environment» are presented. The main types of success and the basic characteristics, namely such
as «recognition», «success -overc oming» are presented.
Keywords : “educational environment”, “situation of success”, primary school, objectivity of assessment, real
assessment

“If you do not think about your future, you won’t
have it ...”
Bertrand Russell.
The goal of the modern school – preparing
children for life... The basis of all modern approaches
to the establishment of the educational -upbringing
process is that student development occurs as a result
of upbringing and their active personal activity. M.I.
Rozhkov noted: “Upbr inging can be defined as a
purposeful process of forming humanistic personality
qualities based on the interaction of a student and the
surrounding social environment” [1].
The main goal of training in primary school is to
teach each child in a short perio d of ti me to master,
transform and use in the practical activities huge
amounts of information. The combination of traditional
teaching methods and modern information
technologies, including computer technologies, can
help the teacher in solving this diffi cult ta sk. In the past
10 -15 years, computers and computer information
technologies are actively entering our lives. Within the
framework of educational modernization, the goals of
education are changing, among which is work with new
information technologi es.
The introduction of the computer in the school
process opens new opportunities in this respect. We can
divide several directions of computer use in primary
school:
1. formation of elementary skills of Electronic
Calculator Machines (ECM) user;
2. creat ion of developmental training
environment;
3. formation of conscious reading and counting
skills;
4. use of computer assignment material in the
conduct of upbringing works.
The introduction of the standard of primary
education imposes certain requirements to the
verification of learning results, which should ensure
student readiness for perception of new educational
material, test their level of formation of ideas and
concepts, and identify the possibility of further
advancement them in training. A great pl ace in classes
is recommended to give oral work. At this time, it is
possible and necessary to prepare children for work on
a computer, develop their attention, test knowledge and
skills, and devote time to development of logical and
algorithmic thinking. It shou ld be taken into
consideration that there is a change of activities,
because children of primary school age cannot
concentrate for a long time on exercises of the same
type. When the oral work is over, the children work
(10 -15 minutes) at the comput er. It is necessary to
conduct physical exercises in classes, which the
condition of the eyes, muscles of the neck and hands,
and the spine is controlled. The impetus for the creation
of this creative unification was the possibility of
developing the cogni tive ac tivity of primary school
pupils with the help of computer technology, one of the
main directions of which is computer support of school
subjects in primary classes.
The main goal of creative unification: to form the
need for the successful and effe ctive u se of information
technology when mastering school subjects in primary
school. The following tasks are solved on it:
1. To investigate the impact on the need in
studying the information card in the world and at school
in particular.
2. To work out stable information training skills.
3. To develop logical, combinational thinking, the
beginning of algorithmic thinking in children,
computer skills.
4. To expand intellectual abilities of students.
The problem of an objective and realistic
assessment of the wor k done by students exists in
schools for more than one year. Each teacher solves it
in his/her own way. Most often used in their practice
testing. In the structure of the test of knowledge, the y
use the thematic, current, final tests. Test assignments
incl ude all the most important elements of knowledge,
the essential signs of objects, the relations between
them and the personal attitude of the person being
examined to the environment. Thus, the y ensure
compliance with the goal issues for which they are
tes ting. The scope of knowledge testing is usually
counted upon for 10 - 12 minutes of the pupil work.
Any answer implies a mark of “right/wrong”. Each
answer has an evaluation points. Each studen t,
answering questions, gaining points. The points are
accumula ted and the percentage rate is indicated. From
90% to 100% - “5”, from 70% to 90% - “4”, from 50%
to 70% - “3”, less than 50% - “2”. Such tests are carried
out at the end of each section. The p urpose of the
carrying out examinations is the quality control of
mastering educational material. Testing works are
carried out in two versions and with use of computer

American Scientific Journal № ( 31) / 2019 35

tests. Testing at the computer largerly strengthen these
characteristics. However, test s cannot serve as the main
form of control over the quality of students’
knowledge. In my opinion testing, with use of
computer, is one of the possible forms of control over
the knowledge, abilities and skills of students, it is not
necessary to reduce the merits of traditional forms of
control. Systematic and planned work on the
propaedeutics of information science in primary school
is available to today’s teacher within the framework of
all recommended educational models. Of course, this
requires appropri ate professional training (retraining)
in the field of computer science and its teaching
methods. If information technologies are introduced in
school from the first educational stage, this will
provide:
• Improvement of the level of the educational
proces s.
• Perfection of the assessment of the quality of
knowledge.
• Development of logical thinking.
• Formation of the need to an independent search
of effective methods of obtaining the education.
• Increasement of the level of independent activity
in prepa ration for lessons.
Also in the educational process, a success situation
is created in the lesson which allows to use computers
at the lesson. Considering the issue of creating a
situation of success, it is necessary to refer to the
concept of “educational environment”. The educational
environment is a combination of historically
established factors, circumstances, situations. It can
also be characterized as a combination of social,
cultural, as well as psycho -pedagogical conditions
specially organized in a n educational institution, as a
result of the interaction of wh ich the the formation of
the individual’s personality occurs [2].
However, the “educational environment” draws
the attention of educational specialists to the optimal
use of the educational env ironment as a system of
educational relations and environments for creating a
situation of success for a junior student. Recently,
child -orientation has become determinate in the
activities of Azerbaijani schools and a priority
philosophical idea of educ ation. The goal of modern
pedagogy and school is to create the necessary and
favorable conditions for the self -realization and
development of the child, to organize the learning
process in such a way that for them it would be joyfully
and pleasantly to lea rn and communicate. Since success
is associated with active hum an activity and is
impossible without his activity, expressed through the
act of creation, achievement or conquest, many
philosophers R. Descartes, M. Heidegger, G. Allport,
P. Ricoeur, C. G. J ung, V. C Stepin, G.V. Hegel, and
others tried to understand an d study the nature of
success. From a philosophical point of view, success is
considered as a complex multilateral object of study,
characterized by internal unity and inconsistency: on
the one hand, “success” is the characteristic and
indicator of the exp erience gained by individuals as a
result of their actions and efforts, on the other hand, an
indicator of the peculiarities of his position among
other people and consequently, the specifics o f his
social connections and communications [3]
Psychologist G . L. Hollingworth noted that for
achievement of success, a problem (goal) and a position
is needed which would express readiness to answer a
problem with an action leading to its solution (proc ess).
Thus, under success is understood the successful
achievem ent of the desired goal. I. V. Bondareva
proves that a “successful” person is a person who puts
forward perspective goals and is able to competently
achieve them: timely, with minimal energy lo ss, in
harmony with life and circumstances. Genuine success
is not only the satisfaction of basic requirements (goal),
but also a feeling of development, growth (process).
Success, in her opinion, is “the real living energy, with
the help of which it attra cts other people to itself,
creating around itself a certain wh irlwind of
circumstances, opportunities, obstacles and ways of
resolving them” [2]. In the pedagogical sense, success
may be the result of a thought out, prepared tactic of
teacher and family.
The term “situation of success” was introduced
into the pedago gical practice by A. S. Belkin, who
emphasized the necessity to distinguish the concepts of
“success” and “situation of success”. Situation – it is a
combination of conditions that ensure succe ss, and
success itself – it is the result of a similar situatio n. A.
S. Belkin considers that if a child is deprived of faith in
himself, it is difficult to hope for his bright future.
Collapse of optimism – is the most serious learning
problem. If a child loses interest in learning, it is
necessary to blame not only the family, the negative
realities of life, but also the school and its teaching
methods. E. V. Korotaeva notes that the activation of
activity may arise as a result of its stimulation. First o f
all, the expectation -anticipation of joy related with
future success is simulated. And the teacher is
stimulated, creating a situation of success. From a
pedagogical point of view, the situation of success is
such a purposeful, organized combination of c onditions
in which creates an opportunity to achieve significan t
results in the activities of both an individual and the
team as a whole[3]. Situation of success – is a variety
of situations that are intentionally created by a teacher,
educator for all chi ldren, but first of all for those to
whom this success is given with difficulty - self -doubt,
modest and shy, having an inferiority complex, without
great abilities. The student experiences the joy of
victory, managing with the difficulties, which helps
him to get rid of despondency, disbelief in his strengths
and abi lities. Creating (planning) situations of success,
the teacher extends a helping hand to the weak and
needy, equalizes the moral -psychological climate in the
children’s team. Creating situation s of success,
according to G. A. Zuckerman, leads to the cooper ation
of teachers with students. According to I. F.
Kharlamov, the need for learning among students can
only be formed by benevolent relations between
teachers and students based on respect and
demandingness, and to give the child the opportunity to
feel c onfident, to strengthen the sense of self -esteem
will help the situation of success. The success situation
is especially important in working with children, whose

36 American Scientific Journal № ( 31) / 20 19
behavior is complicated by num ber of external and
internal causes, since it allows them to re move
aggression, cope with isolation and passivity. At the
same time, the school teacher often faces another
problem - when an auspicious and generally successful
student, believing that succes s is guaranteed by
previous merit, stops making efforts in scho ol, lets
everything take its course. In this case, the situation of
success, created by the teacher, takes the form of a kind
of puff pie, where between the layers of the test
(between two situ ations of success) the filling is located
(the situation of fai lure).
Computer technologies help to qualitatively
change the content, methods and organizational forms
of training and under certain conditions can contribute
to the disclosure, preservation a nd development of the
individual abilities of the students, the ir personal
qualities; the formation of cognitive abilities; the
intention for self -improvement. Multimedia computer
technologies allows to replace almost all the traditional
technical training means. In many cases, such a
replacement turns out to be more effectively, allows the
teacher to operatively combine various means that
contribute to a deeper and more conscious mastering of
the material being studied, saves lesson time, fills it
with inf ormation. Therefore, it is completely natural to
introduce thes e means into the modern educational
process. Multimedia means allow to provide the best,
in comparison with other technical teaching means, the
realization of the principle of visibility, which plays a
leading role in the educational technologies of primar y
school. In addition, multimedia is given the task of
providing effective support for game forms of the
lesson, active “student -computer” dialogue, and all this
contributes to success in the e ducational process.
Thus, success as a process and a psychologi cal -
pedagogical concept is necessary for a modern teacher,
parent and junior student, the result of which is self -
realization of the pupil and feeling of satisfaction from
the work done.

REFERENCES
1.Slastenin V.A. Pedagogica. –M.:Akademia,
2003. – 576 p. (in Russion)
2.Kulyatkin Yu., Tarasov S. Educational
environment and personal development.// Novie
znanie. – 2001. – № 1.(in Russion)
3.Andreeva Yu.V. Teaching practice. Primary and
basic general education. Optimistic strategy of creating
a situation of success in the educational activities of
adolescents. –Ufa: East University, 2000. – 128 p.

METHODOLOGY DETERMIN ING DISPLACEMENT AND MAJOR DIMENSIONS OF UNMANNED
UN DERWATER VEHICLES IN THE EARLY STAGES OF DESIGN


Pyshniev S.N.
Ph.D.(Technical Sciences),
associate Prof essor of Admiral Makarov National University of Shipbuilding ,
Nikolayev, Ukraine.
Сhangli Yu
Ph.D, .(Technical Sciences),
associate Professor of Harbin Institute of Technology,
Weihai, P.R. China.


Abstract . The article is devoted to the description of the new method for determining of displacement and
the main dimensions of the remote ly operated underwater vehicles. The method is based on polynom ial
approximation of data array, the parameters received by results of mathematical modeling the teithed survey,
inspection and universal working vehicles. The method is based on the calculatio n of payload mass. The ROV
weight load includes the possibility to use modular elements. As an example, the calculation of the main
dimensions of the real vehicle builed in Nikolayev in 1993 -94 is given.
Keywords : unmanned underwater vehicle, displacement calculation, main dimensions calculation, weight
load calculati on, payload.

Defining the basic parameters of the object being
developed has always been and remains the most
important task for the designer. The efficiency of the
solution method is the hig her the more accurate the
calculations can be made at the first steps of the project
task.
The most important dependencies used to
determine of the displacement and dimensions of the
vehicles are balance equations, or the equations of the
existence of the vehicles, such as the equa tion of
masses, volumes, energy margin, and information
exchange.
Setting the task: correct determination of
displacement and main dimensions of unmanned
underwater vehicles (ROV) presents a difficult task for
the designer, especi ally if there is no close prototype.
[9]. The designer often has face to face a situation
where he, apart from the terms of reference, does not
have the necessary information for the future of the
project.
The object of the study is tied uninhabited
under water vehicles.
The main tasks , which were solved during the
study - development and justification of methods of
calculation of displacement and main dimensions of