Keywords
киберфизическая система
адаптивный киберфизический кейс
технический вуз
информационные технологии в технических системах
цифровой двойник
learning analytics
имитационное моделирование
инженерное образование
индивидуальная образовательная траектория.
How to Cite
Abstract
Muhandislikning raqamli transformatsiyasi texnik universitetlarda ta'limni tashkil etish talablarini asta-sekin o'zgartirmoqda. Bugungi talabalar uchun bitta dasturiy mahsulot, algoritm yoki axborot texnologiyasini uning haqiqiy texnik tizimda ishlashi kontekstidan tashqarida o'zlashtirish yetarli emas. Dasturiy ta'minot, apparat vositalari, axborot va analitik komponentlar yagona, boshqariladigan mavjudotning bir qismi sifatida ko'rib chiqiladigan o'quv faoliyatini tashkil etish zarurati mavjud. Shu bilan birga, talabalar orasida raqamli ko'nikma darajasi, texnik ma'lumotlar bilan ishlash qobiliyati, mustaqilligi va murakkab muhandislik muammolarini hal qilishga tayyorligi jihatidan sezilarli darajada heterojenlik saqlanib qolmoqda. Tadqiqotning maqsadi texnik universitetlar talabalariga "Texnik tizimlarda axborot texnologiyalari" fanini o'qitish uchun "Adaptiv kiber-fizik keys" (AKFK) metodologiyasini nazariy jihatdan asoslash va ishlab chiqishdir. Metodologiya adaptiv o'rganish, holatlarga asoslangan va loyihaga asoslangan o'rganish, simulyatsiya modellashtirish, o'rganish tahlili va kiber-fizik obyektlar yoki ularning raqamli modellari bilan ishlashning kombinatsiyasiga asoslangan. Adaptiv o'rganish, raqamli egizaklar, kiber-fizik o'rganish muhiti va o'rganish tahlili bo'yicha joriy tadqiqotlarning analitik sharhi o'tkazildi. O'quvchilarning o'quv dasturi bilan o'zaro ta'sirini modellashtirish, kompyuter simulyatsiyasi modellashtirish, adaptiv raqamli yo'llar va fikr-mulohaza tizimlari bo'yicha muallifning tadqiqotlari ketma-ketligi tahlil qilindi. Natijada, diagnostika-profil, muammoga asoslangan kontekst, adaptiv-faoliyat, analitik-tuzatuvchi va refleksiv-loyiha bosqichlarini o'z ichiga olgan adaptiv o'quv kompleksi (AKFK) uchun tuzilma ishlab chiqildi. Talaba faoliyatining uchta dinamik ravishda o'zaro bog'liq rejimi taklif etiladi: operator, muhandislik-sozlash va analitik-loyiha. Ushbu metodologiyaning asosiy farqi shundaki, u nafaqat ta'lim mazmunining hajmi yoki ketma-ketligini, balki o'quvchining bir xil kiber-fizik obyekt bilan professional o'zaro ta'sirining xususiyatini ham moslashtiradi.References
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