Information Technology Reference
In-Depth Information
7
Logic of Integrity, Fuzzy Logic and Knowledge
Modeling for Machine Education
Fatma Khanum Bunyatova
Intellect School, Baku,
Azerbaijan
1. Introduction
Fast development of ICT clearly shows how training is behind this development. Quick
modification of process devices leaves far behind it hard on the modernization of education.
Though new directions in teaching how to e- learning, m-learning, online learning, machine
learning etc. were formed by ICT technical means, but these means are not yet in a position
to influence the fundamental change in education.
The reason is that educational principles
existing more than 300 years of memory oriented traditional teaching didactics were
invested into these technical means. Knowledge was memorized through the transfer of
private, unsystematically, non-logically constructed knowledge. But as we know, besides
human memory there is human cognition, whose reserves are used no more than 2-3%
(Gordon D., Jannette Voz 2000). Learning can be changed qualitatively and made accessible
to all, if we make a shift from memorization and quantitative accumulation of knowledge to
the organization of reasoning activities of students on knowledge for understanding.
Learning in the mainstream of intellectual activity allows increasing the use of these
resources several times and adequately raising the quality of education of all students.
Cognitive activity - the activity of the intellect, is the area of psychology, the subject matter
of its study.
Didactics - is the science about learning ways of a student, a science that seeks in more and
more sophisticated ways to teach the students certain knowledge. Psychology of intelligence
states that the knowledge that students receive is a reflection of what they have heard or
read, in the best case, it is a converted form of information. The present knowledge should
be built with the understanding of students on the basis of their previous experiences. New
knowledge must be combined, divided, associated with previous and subsequent
knowledge. Each student on the basis of his/her design of understanding constructs
proposed knowledge in his/her understanding. In practice, it actually looks this way, but it
is apparently only on the condition that a learner designs the structure of knowledge,
structure of mental activity and structure of learning activities. Furthermore, these
structures must be identical to the structures of intelligence. Under these conditions, a
student regardless of learning forms, based on the capabilities of his/her internal
understanding enters an active cognitive activity. Engaging in active learning activities,
students gain active knowledge to expand their
understanding
. Knowledge, while at work,
in such learning process destroys its traditional vertical structure of construction and it is
