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ICT Nlearning,Training and Education.Pdf Технический комитет ТК 461 «Информационно-коммуникационные технологии в образовании» Организационный комитет международной конференции «Электронная Казань» ЧОУ ВО Институт социальных и гуманитарных знаний ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИИ Рабочие материалы для подготовки словаря-справочника по электронному обучению INFORMATION-COMMUNICATION TECHNOLOGIES IN LEARNING, TRAINING AND EDUCATION Draft materials for an e-learning glossary Казань ЮНИВЕРСУМ 2019 Технический комитет ТК 461 «Информационно-коммуникационные технологии в образовании» Организационный комитет международной конференции «Электронная Казань» ЧОУ ВО Институт социальных и гуманитарных знаний ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИИ Рабочие материалы для подготовки словаря-справочника по электронному обучению Казань ЮНИВЕРСУМ 2019 Technical Committee ТК 461 "Information-Communication Technologies in Education" Organizational Committee of "eKazan" international conference Institute for Social Sciences and Humanities INFORMATION-COMMUNICATION TECHNOLOGIES IN LEARNNG, EDUCATION AND TRAINING Draft materials for an e-learning glossary Kazan UNIVERSUM 2019 ББК 74.04 И741 Под редакцией: Позднеев Борис Михайлович, д.т.н., профессор, МГТУ «СТАНКИН» Сутягин Максим Валерьевич, к.т.н., Газпром Корпоративный институт Зуев Владимир Иванович, к.ф.-м.н., доцент, Институт социальных и гума- нитарных знаний Составители: Ильин А.П., к.т.н., Вологодский государственный университет Паннатье М.А.,к.п.н., University of Geneva (EUG) Kultan Jaroslav, Ph.D., Dr.Ing, Ekonomická Univerzita v Bratislave Зуев В.И., к.ф.-м.н., доцент, Институт социальных и гуманитарных знаний Александрова М.Н., Университет Иннополис Баранова Э.Е., Институт социальных и гуманитарных знаний Мирзаянова Л.Ф., Институт социальных и гуманитарных знаний Технический редактор: Александрова М.Н., Университет Иннополис Корректор: Шамонова А.М., Институт социальных и гуманитарных знаний Информационно-коммуникационные технологии в образо- И741 вании: Рабочие материалы для подготовки словаря-справочника по электронному обучению / Под ред.: Позднеев Б.М., Сутягин М.В., Зуев В.И. Казань: Юниверсум, 2019. 167 с. ISBN 978-5-9991-0423-6 В настоящем издании представлены рабочие материалы, использу- емые для подготовки словаря-справочника электронного обучения. Все материалы взяты из открытых источников. This publication presents draft materials for preparing an e-learning glos- sary. All materials are taken from open sources. ББК 74.04 © Оформление. Издательство «Юниверсум», 2019 СОДЕРЖАНИЕ О ТЕРМИНОЛОГИИ ЭЛЕКТРОННОГО ОБУЧЕНИЯ 6 Введение 6 Место термина в системе знания 7 Терминология электронного обучения 10 Заключение 11 Список использованной литературы 12 СЛОВАРЬ НЕКОТОРЫХ НАИБОЛЕЕ ЧАСТО УПОТРЕБЛЯЕМЫХ ТЕРМИНОВ ЭЛЕКТРОННОГО ОБУЧЕНИЯ И ОБРАЗОВАНИЯ КАК СФЕРЫ ДЕЯТЕЛЬНОСТИ И ПРОИЗВОДСТВА В ЦЕЛОМ 13 БИБЛИОГРАФИЧЕСКИЙ СПИСОК 110 НЕКОТОРЫЕ ПОЛЕЗНЫЕ ИНТЕРНЕТ-РЕСУРСЫ 164 тЕРмИНОлОгИИ элЕктРОННОгО ОО бучЕНИя ВВЕДЕНИЕ Изучение материалов российских конференций в области электронного об- учения и участие в их работе позволяет сделать некоторые заключения и выводы. Если рассмотреть достаточно большой интервал времени (20–30 лет), то можно обнаружить, что темы выступлений участников этих конференций повторяются с определенной периодичностью, а доступные в интернете многочисленные вебинары и онлайн-курсы открывают истины, однажды уже кем-то открытые. Объяснение ситуации может быть только таким — примерно за десять лет вырастает новое поколение работников сферы образования и переподго- товки, которое заново открывает для себя основы электронного обучения. Конечно, большую помощь в этом могут оказать (и оказывают) социальные сети, в которых новички могут обратиться за помощью к коллективному раз- уму профессионального сообщества. Однако, в силу разных обстоятельств это могут сделать далеко не все. Из сказанного можно сделать вывод — необходим корпус соответствующей учебной и научной литературы. А в основе этого корпуса должны лежать периодически обновляемые глоссарии и справочники. При этом мы есте- ственным образом сталкиваемся с проблемой адекватной терминологии. Нечеткость терминов неизбежно открывает дорогу различным спекуляци- ям и злоупотреблениям. Это, как правило, относится ко всем инновациям, не только в области обучения. 6 Например, что такое «цифровая экономика»? Внедрение на производстве программ 1С? Использование технологий обработки больших данных для планирования и прогнозирования производства? Роботизация отдельных производственных процессов? Расчеловечивание (или дегуманизация) про- изводства на основе технологий интернета вещей? Все это — совершенно разные задачи с самыми разными возможными последствиями, объединен- ные, однако, в массовом сознании под одним зонтичным термином. Особую группу составляют термины, которые не переводятся на русский язык. Например, определение «смарт» (smart). Как перевести на русский язык Smart University — «умный» университет? Но тогда должен быть и «глупый» (Dumb). Наиболее близкий перевод прилагательного Smart — ладный, годный, но такие определения как-то не принято использовать в XXI веке. Или disruptive technologies — это «прорывные» или «разрушитель- ные» технологии? Рассмотрим некоторые вопросы, связанные с терминами, которые исполь- зуются при описании электронного обучения. МЕСТО ТЕРМИНА В СИСТЕМЕ ЗНАНИЯ Наука может эффективно существовать лишь при наличии языка, который должен быть приспособлен к её нуждам. Основным элементом этого при- способительного механизма выступает специализированная терминология. При этом последняя является не столько вспомогательным, но и сущност- ным элементом науки. Терминологический словарь и его основа — терми- нологическая система — являются формой представления знания данной науки*. При этом под термином понимается слово или словосочетание, которое вы- полняет строго номинативную функцию, функцию наименования специ- ального понятия, названия специального предмета и явления [1, 2, 3]. По употребительности в различных сферах профессионального общения выделяют три группы терминов: общенаучные, межотраслевые и узкоспе- циальные. Специальный научный текст является своеобразной средой профессио- нального общения, в которое оказываются вовлеченными как профессио- налы, так и начинающие исследователи. В этой среде функционируют как * Попов М.Х. Некоторые вопросы терминологической системы технетики. URL: http://www.kudrinbi. ru/public/401/index.htm 7 понятия давно известные и широко употребляемые среди профессионалов, так и понятия новые, не устоявшиеся и не имеющие строгого определения и понимания. Именно внутри этой когнитивно-коммуникативной среды профессионального общения (научного текста) и происходит осмысление и становление специальной терминосистемы [7]. Важнейшим условием успешного функционирования отдельно взято- го научного текста является его принципиальная возможность освоения реципиентом, в связи с чем последний должен обладать достаточным объ- емом предварительного знания. Именно это предварительное знание обе- спечивают терминологические словари. При этом под терминологией, вслед за В.М. Лейчиком, мы будем понимать стихийно складывающуюся, неупорядоченную и несистематизированную совокупность терминов, в то время как под терминосистемой понимается сознательно формируемая и подвергающаяся упорядочению совокупность терминов [3]. Из сказанного следует, что составление словарей и глоссариев различных отраслевых терминосистем является необходимым и практически важным, поскольку исследования в любой области знания требуют досконального изучения терминологического аппарата. В свою очередь термины являются результатом когнитивной деятельности человека и отражают уровень знаний в определенной области. Закрепив по- лученные человеком знания, термин сам становится инструментом этого знания (науки), поскольку дает возможность углублять эти знания, обога- щать их и передавать другим [5]. При возникновении нового знания о фрагменте реальной действительно- сти в определенной терминосистеме возникает терминологическая лакуна. Терминосистема, будучи структурированной совокупностью терминов и их связей для номинации нового знания, испытывает деформацию, образуя тем самым лакуну для нового термина. Отправная точка на этом пути актуализуется в первой значительной науч- ной публикации, посвященной обозначенной проблеме. Далее запускается механизм, в результате которого термин может быть принят рядом исследо- вателей и использоваться в некоторых локальных контекстах. Также термин может претерпевать дальнейшие изменения, пока он не будет удовлетворять большую часть экспертов данной области знания. После принятия термина он признается частью дисциплинарного контекста и становится структур- ным элементом терминосистемы [7]. 8 Особую важность в терминологической работе представляет упорядочение терминов. Эта работа может состоять из ряда этапов, к которым, кроме от- бора терминов, относятся следующие*: 1) систематизация понятий данной области знания по категориям и построение классификационных схем понятий; уточнение на ос- новании классификационных схем существующих дефиниций или создание новых; 2) анализ терминологии, который проводится с целью определения ее недостатков, позволяет выделить наиболее эффективные способы и модели образования терминов данной терминологии, выявить неудачные формы терминов и определить способы их улучшения или замены; 3) нормализация терминов, которая имеет две стороны — унифика- цию, направленную на упорядочение содержания терминов, и оп- тимизацию, имеющую целью выбор оптимальной формы терми- нов; 4)
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