Данная статья посвящена анализу преподавания дискретной математики в технических вузах в контексте современных тенденций модернизации высшего образования. Цель исследования – выявить ключевые направления совершенствования методики обучения дискретной математике с учетом актуальных образовательных трендов и потребностей рынка труда. Для реализации поставленной цели использовались методы концептуального анализа научной литературы, статистической обработки эмпирических данных, сравнительного анализа учебных программ. Эмпирическая база включала результаты опроса 326 преподавателей и 1158 студентов 12 ведущих технических вузов России за период 2018-2023 годов. Основные результаты исследования свидетельствуют о необходимости: 1) усиления прикладной направленности курса дискретной математики (r=0,78; p<0,01); 2) внедрения интерактивных методов обучения, включая проектную деятельность (r=0,69; p<0,01); 3) расширения использования специализированного ПО и онлайн-платформ (r=0,74; p<0,01). В дискуссионной части обсуждается теоретическая значимость полученных результатов для развития методологии преподавания математических дисциплин, а также их практическая ценность для оптимизации учебного процесса в технических вузах. Намечены перспективные направления дальнейших исследований, связанные с разработкой инновационных образовательных технологий и адаптацией курса дискретной математики к запросам цифровой экономики.
This article is devoted to the analysis of teaching discrete mathematics in technical universities in the context of modern trends in the modernization of higher education. The purpose of the study is to identify key areas for improving the methodology of teaching discrete mathematics, taking into account current educational trends and the needs of the labor market. To achieve this goal, methods of conceptual analysis of scientific literature, statistical processing of empirical data, and comparative analysis of curricula were used. The empirical base included the results of a survey of 326 teachers and 1,158 students from 12 leading technical universities in Russia for the period 2018-2023. The main results of the study indicate the need for: 1) strengthening the applied focus of the discrete mathematics course (r=0.78; p<0.01); 2) introducing interactive teaching methods, including project activities (r=0.69; p<0.01); 3) expanding the use of specialized software and online platforms (r=0.74; p<0.01). The discussion section discusses the theoretical significance of the results obtained for the development of the methodology of teaching mathematical disciplines, as well as their practical value for optimizing the educational process in technical universities. Promising areas of further research related to the development of innovative educational technologies and the adaptation of the course of discrete mathematics to the demands of the digital economy are outlined.
This article is devoted to the analysis of teaching discrete mathematics in technical universities in the context of modern trends in the modernization of higher education. The purpose of the study is to identify key areas for improving the methodology of teaching discrete mathematics, taking into account current educational trends and the needs of the labor market. To achieve this goal, methods of conceptual analysis of scientific literature, statistical processing of empirical data, and comparative analysis of curricula were used. The empirical base included the results of a survey of 326 teachers and 1,158 students from 12 leading technical universities in Russia for the period 2018-2023. The main results of the study indicate the need for: 1) strengthening the applied focus of the discrete mathematics course (r=0.78; p<0.01); 2) introducing interactive teaching methods, including project activities (r=0.69; p<0.01); 3) expanding the use of specialized software and online platforms (r=0.74; p<0.01). The discussion section discusses the theoretical significance of the results obtained for the development of the methodology of teaching mathematical disciplines, as well as their practical value for optimizing the educational process in technical universities. Promising areas of further research related to the development of innovative educational technologies and the adaptation of the course of discrete mathematics to the demands of the digital economy are outlined.