Russian Federation
Russian Federation
Russian Federation
Russian Federation
The article proves that qualimetry, in combination with linear algebra methods, can and should be the basis of the mathematical basis for the analysis of pedagogical technologies. In the modern world, the number of pedagogical technologies being designed is steadily increasing, but an increase in quantity does not always mean an increase in quality. Any projected pedagogical technology has targets, as a rule, reflected by quantitative indicators; therefore, its analysis should show to what extent it is suitable for achieving them and to what extent the experience of its practical implementation can be disseminated. The theoretical significance of the research results is that they can be the basis for further scientific understanding of the process approach as the basis of technology design; the practical significance is that they can be used in the examination of educational projects. Research methods: analysis of scientific literature and advanced pedagogical experience, modeling, methods of linear algebra, multiparametric analysis of systems, methods of infometry, methods of qualimetry and expert assessments. Methodological foundations of the research: a systematic approach (considers technology as a mechanism through which a didactic system is implemented), an information and cognitive approach (considers technology as a model of human activity implemented in practice, and a model of - as a form of knowledge), competence-based approach (imposes fundamentally new requirements for modern pedagogical technologies), process approach (considers educational activity as a set of interrelated processes for solving didactic tasks, is the leading methodological basis for technology design) and qualimetric approach (requires that technology targets are reflected by quantitative indicators, and also proclaims the need for multi-criteria analysis technology)
pedagogical technology, diagnostics, qualimetric methods, efficiency, analysis
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