. .

. .

2

-
2009



. .

2
2006

__________________________________________________
:
. .

:
. . , , ( );
. . , , (. . );
. . , , (. );
. . , , ;
. . , , ;
. . , ,
:
. . , , ;
. . , , ;
. . , , ;
. . , , ;
. . , , ;
. . , , ;
. . , , ;
. . , , (. );
. . , , ;
. . , , ;
. . , ,

. . .
. .
. .
: 77-23714
: 36224
:
196605, , -,
. , , .10
./: (812) 476-90-34
http: // www.lengu.ru

()
. . , 2009



. .
............................ 7
. . , . .

..................................................... 13
. .


................................................ 17
. . , . .

....................................................... 21
. .

...................................... 27
. .
.-. . .

- ........................................ 32

. .
- .... 43
. .

XIX 20- . XX . .................................................... 53
. . , . .

XX ................................................... 62
. .


( , ) ........................... 73

. .

.............. 78
. .

........................... 89
3

. . , . .

.................................... 98
. .

-
............................................................... 101
. .


............................. 116
. .

...................................................... 125
. .


( ) ...................................... 130
. . , . .

..................... 138
........................................................................... 147

Contents

Designing of educational process

N. M. Poletaeva
The synergetic approach to education problems ................................. 7
A. V. Golanova, E. I. Golikova
Selection of the content of the course Contemporary means
of the evaluation of the results of the instruction ................................ 13
O. A.Golysheva
Questions of development of vocational training of graduates
according to the guidelines Applied computer science
on the basis of the competence approach ........................................... 17
S. D. Boronenko, O. Y. Ilyashenko
Comparative evaluation of technologies for processing
text information ..................................................................................... 21
A. V. Kaysina
The analysis of software packages for creation
of educational multimedia of means ..................................................... 27
T. P. Koloduaznaua
The concept of childhood J.-J. Rousseau and Leo Tolstoy
as the semantic basis of personality-oriented education ..................... 32

Problems of upbringing
I. A. Markaruan
Some aspects of education in psychological
and pedagogical researches ................................................................ 43
N. L. Romanenko
Germanism as the problem in the native pedagogics
of the second half of the 19th century till 1920th. ................................... 53
K. A. Sechina, V. A. Mosolov
The meanings and theoretical status of the concept of love
for children in domestic pedagogy of the XX century........................... 62
I. P. Miroshnichenko
Formation of students morality in higher educational institutions
(main tendencies, ways of decision of the problem) ............................ 73

Special pedagogics in education

M. L. Baranova
Organizational conditions of availability of formation in system
of the vocational education of the Rostov area .................................... 78
M. A. Muratova
Ability to detection of contradictions at children
of preschool age with speech infringement .......................................... 89
5

O. S. Orlova, P. A. Esterova
Application of psychotherapy to correcting of communicative
infringements during different types of dysphonia ............................... 98
O. G. Prikhodko
The early comprehensive differentiated correction and developing
help system for children suffering from cerebral palsy......................... 101
T. S. Ovchinnikova
Problems of training and education of preschool children
with limited health opportunities in the conditions
of general infant schools ....................................................................... 116
I. V. Gaydamakin
Features of introduction of controlling
in administrative activity of regional high school .................................. 125
H. V. Fedorkevich
The maintenance of training to discipline
Knowledge based systems students of a specialty
Applied computer science (in economy) .......................................... 130
T. A. Alekseeva, A. A. Koropetz
Application of the systems of computer mathematics
in preparation of experts of an economic profile .................................. 138
About authors ....................................................................................... 146

37.01
74.04(2)+7404
. .

,
. . -
,
,
, .
The article reflects as well the main characteristics of education systems from
the standpoint of synergistic approach as the development of conceptual ideas biopsycho-social systems. The material allows to identify new issues of educational researches and outlines the terms of the use of synergistic knowledge in pedagogy.
Systematical synergistic approach to the study of pedagogic phenomena allows to
examine their internal structure, relationship with the systems of a broader plan, to
determine the hierarchical relationship of studied phenomena with other social systems, to realize the patterns of educational development in the past and in the future.
: , , , , , , ,
, .
Key words: the synergetic approach, laws of development, social and pedagogical systems, methodological competence of the teacher, self-organising, dissipative structure, quality of education, synergetic school, advancing education.

, () ,


(.. , .. , .. ,
.. , .. , .. , .. .). 7

 ,

.
, , , ,
, , ,

. (.. ) , , , - .
. (, ),
. ..
, , , , , , , , , , , [1].

;
; . .
,
.
,
-- 1992 .,

.
,
( ),
, , , , (. ),
,
, , .
(.. ), ,
8


(.. , .. , .. ), - , ,
.
: , , .

,
,
,
,
, : ,
, .
,

, : , ,
, , . .
, ,
. :
(, , , . .);
;

;

;
, ( )
;

-
;
, (, , , .)
9


;
; - ; .

(.. ) [10],

,
,
. , , ,
, ,
; , , . , (, ),
, , , , ,
, .
:
;
();
, ;
, , ;

;
,
( ), ,
, , , , ;
() ;
, , ;
, ;
10


;
, , , . .
;
;
;
.
, , , ,
. . .. .. ,

(.. , .. , .. .)

[2, . 167] :

,
, ;

;
() ;
() , ;
,
.
, ,
.
:
, , , , , ;
11

 , , , ,
;
, ;

;
.

: , ,
, :
-

, , .


(, , ,
, , ).
: , , .

: (.. ) (.. , .. ) ,
(.. ) (A. Heschl, .. ,
.. ), - (.. ), (.. ), (.. ).


.

.

.
, 12

 , . ,
.. , Nomo ludens,
, , , , , .

1. .. : . .: - , 2001. 512 .
2. .., .. .
.: , 2002. 476 .
3. .., .. .
. .: , 2001.
159 .
4. .. . .: . . -: , 1999. 432 .
5. ., . : . . .: ,
2003. 256 .
6. . . , /
. . .: , 1982. 216 .
7. .. : :
. .: - . .. , 2002. 99 .
8. .., .., .. .
.: , 2000. 432 .
9. . .: - , 1999. . 125.
10. . . .:
-, 2000. 536 .
11. .. . .: . , 1973.
12. . .
. .: -, 2000. . 2855.

371.261:159.072:004
74.582.02
. . , . .


,
.
.
In this article are examined questions of the selection of the content of course
Contemporary means of the evaluation of the results of instruction, the principles
of the selection of the content are formulated. The subject plan of course became the
result of the selection of the content of instruction.
13

 : , , , , , , .
Key words: test, test task, forms of the test tasks, theory of the tests, computer
testing, the content of the instruction, selection of the content.

. :
, ;
, ;
, .
, ,
, .
,
, ,

;
.
.

, .

,
,
.
, .
,
, , .
14

 . ,

, , [2].
,
,
.
:
;
;
;
;
;

.
:
,
;
;
;
.

.
.
1.
,
.
2.

( ).
3. , ,
. ( ),
( ).
15

 , .
1.
. . . , , , .
. .
. . . 70- XX .
.
2. .
. ,

3.
, . . . . .
. .
4.
, ,
, .
. , , . .
5.
. .
.
6.
.
. .
7.
. . . . . .
8.
. .
9. .
. .
.
. .
.
16


1. ..
. ., 1989.
2. .. . ., 1980. 144 .
3. .. . .: , 1994. 16 .

378.016:004.9-057.85
74.58
. .




.
, .
This article is devoted to problem of development content of students in field of
applied computer science. It is offered including of additional subjects in field of modeling activity.
: ,
, , ,
Key words: the simulation, the professional preparation, the forms of the professional activity, the competence, the applied computer science.

, . , , ,
, .
, ,
, , , .
, .

[1].
17

 (),
, .. .


, ,
.
.
-, ,

,
.

() .
, ,
, ,
,
:
.
, .

. :

, ,
. .
: ,
,
-
,
, , ,
.
18



.

,
.
351400
( ) 14
2000 .
2004 .
, 27 2005 .
080800 .
, , , ,
.

351400
( ), , ,
, .

.
, . ,
,
, - ,
( -).

, 2005 ., ,


.
19


,

-
, . () ,
() (), .
- , .
, 2005 .,

,
.
.
, ,
. -
, ,
(-3); - (-6),
(-13), , , ,
(-24); (-27),
, , ,
(-28) [2].

.
, .
.
,
.
.
20


1.
2010 // . : . . ., 2002. 6.
2.
(, ).

004.912
32.81
. . , . .



.
.
,
, .
In article the approach to a comparative estimation of technologies of
processing of the text information is offered. Three variants of technologies of
processing of the text information are described by word-processor means. Criteria of
an estimation of efficiency of considered technologies are offered. Analytical expressions and the schedules are offered, allowing to estimate labour input of use of the
specified technologies.
: ,
, , , .
Key words: technology, comparative estimation of three technologies of formatting of documents, efficiency of technologies of formatting of documents, simple
documents on a format, difficult documents on a format.

, , , [1, . 99].

.
,
. : (.
Techne + Logos ) ,
21

, , ,
, ,
, . :
, ;
, ;
() .
,
.

, ,
. ,
, ( ) ,
.

(
MS Word), . , ,
, .
,
:

() MS Word ;
,
( 10- );
, .
,
, , [1, . 60
61; 2, . 4457]. , -
,
MS Word .
1. () . , 22

 ,
. ,
,
.
.
2. ().
,
, : , . MS Word

. MS Word ,
, . ,
, . ,
, .
3. ().
MS Word ,
. , ,
, -, [1, . 100103].

,
-: , , .

(), , :
() ;
() ;
();
();
();
() ;
() ;
().

,
23

1
2
3
4

, .

48

48

1,
5
0

4
(),

9
5

, .

- . . . .
5000 ,
:

, . , Y :
Y = x,
x ;
;
, .
- , .
, ,

. Y
- :
Y = + x,
x ;
;
;
, .
- ,
. , ,
24

 ( ). :
Y = + + x,
x ;
;
;
, .
. 1.
. 1 , , , -
510 ., -,
-, ,
-, .
450
400

350

(
), .

300

(
), .

250

(
), .

200
150
100

50
0
0

10

20

30

40

, .

. 1.

25


,
, ,
(. 2).
, , . . 2 ,
- . , , ,
,
- .
450
400

350

(
), .

300

(
), .

250

(
), .

200
150
100
50
0
0

10

20

30

40

, .

. 2.


1. ( ): . / .., .., .. .; . .. . .: -, 2003. 359 .
2. .. . .: , 2002. 208 . (.
).

26

 378.16:004.032.6
74.582.02
. .



, .
, .
The article is devoted to the problems of effective using different kinds of software and hardware in educational process of creation study multimedia, which raise
informative interest of pupils.
: , , , , , .
Key words: multimedia, tutorial, software packages, hardware, interactive
board, flipchart, presentation.

45 .
,
.

, , [4, . 7]. ,
.

,
. .
,

.
, .
27

 , .
Microsoft PowerPoint Microsoft,
-, , .
Microsoft Office, .
PowerPoint , ,
,
[4, . 23].
, (Slide
View), PowerPoint : (Outline View), (Slide Sorter View),
(Slide Show). , ,
, .
Ms Word. PowerPoint
, ,
[4, . 12]. (OLE) , PowerPoint.
-.
:
: , , ,
;
: , ()
, .
, .
() ,
, .
.
,
.
,

.
28

 Microsoft PowerPoint ,
.

. 2000
Internet Explorer.
, , .

PowerPoint *.ppt.
:*.pps, *.html; *.gif; *.jpg; *.tif; *.mht; *.rtf.
Flash MX , Web [2, .3].
Flash FutureSplash.
Macromedia FutureSplash 1997 .,
Flash [1, . 12]. Flash
,
. 2006 . Adobe.
Flash MX :
,
;
(tweening animation),
.

, .

, ,
.
. ,
.
:
: , , ;
: ,
, , () , .
29

 : Static Text, Input Text,

Dynamic Text.
Flash MX .
,
Flash, ,
*.WAV *.MP3,
. ,
Flash MX , . ,

.
.
Flash
*.fla.

. *.swf.

*.fla

:*.html; *.gif; *.jpg; *.png; *.exe; *.mov.

Promethean
, , :
. -: Hitachi, InterWrite, Promethean
[10, .42].
,
Promethean.
ACTIVstudio

. ACTIVboard ACTIVpen. ACTIVstudio ,
, , , , ,
.

, 30

 [11, . 63]. ACTIVstudio

.
:
: , , ;
:
, , () , .
, .
ACTIVstudio, , ,
MS Word. , .
,
PowerPoint. () , , .
ActivStudio . , , .
: , , , , , ,
, -, , , ,
, , , , .
ActivStudio
.
. (, , )
. : , , , ,
, .

ActivStudio
*.flp. : PowerPoint (.ppt), Word (.doc), (.pdf), HTML.
,
31

 .
.

1. Jay Armstrong, Jen deHaan. Macromedia Flash 8. .: , 2007.
256 .
2. Jen deHaan, Peter deHaan. ActionScript 2.0 Macromedia FLASH 8.
.: , 2007. 896 .
3. . , . :
. . . .: , 2007. 224 .: .
4. .. . MS Power Point
2000: . . .: . .. , 2003. 44.: .
5. .. : Flash. .: , 2005.
176 .
6. ., . Flash / . . .. . .: , 2006. 336 .
7. .., .. . .: ,
1999. 528 .
8. .. Macromedia Flash MX. .: . , 2005. 374.
9. .. / //
PCWEKK. 35. 2007. . 1820.
10. . . Smart Board: //
. 2006. 2. . 3948.
11. . . // . 2005. 12. . 6366.
12. .. : . .
.:-, 2004. 416 .

37.04+37.015
74.00+88.8
. .
.-. . .

-

. , . . .-. , ,
, . .. , , , -, .
.
.-. ..
.
32

The childhood world becomes a subject of steadfast attention and studying of

scientists and experts. The childhood is the period of development of the person, qualitatively distinct from a maturity. The respect for the childhood is first of all respect
for the nature. Z.-Z.Russo, rehabilitating a childhood category, urging to respect and
appreciate it, nevertheless looks at the childhood as for the period of a human life limited in time. L.N. Tolstoj considers, that the person combines in itself the child, the
young man, the old man and still something which were before of the child. The
child continues to live in a shower of the adult person. Opening of childhood Z.Z.Russo and the concentric concept of person L.N. Tolstogo allow to build new educational systems taking into account the best traditions of the past.
: , , , , , , , ,
.
Key words: the childhood; a childhood category; childhood stages; childishness; properties of children's soul; children's comprehension of the world; moral
stability; a childhood phenomenon; concepts of the lichnostno-focused formation.

. .
,
, ,
1416 .
, , , , . ,
, ,
. . ,

:
, .
: , , , .
.
, , , .
. , , , ,
.

...
... [6, . 5].
33

 ,
:
,
,
;

[8].
.
. , - , , , .
, (
:
, ,
).

.
.

. "", .. , ,
" " [9, . 10].
,
.
.
, . ,
, , , , [1,
. 253].
- .
, , ,
,
.-. , .
.-. .
.
34

 .
, , , , .
, , .
. ,
. ,
. , , .
.
, , , , , , ,
. ,

[3, . 123].
,
(, , ). .-. : . ,
, : ,
, , , , . .-.
.
.-. , ,
,
. .-. .
,
.

. ,
, . . ,
, . ,
. ,
.
. . .
35

 , :
, , ,
... ,
, , [5,
. 20]. , .-.
, ,
[5, c. 202].
.. , , , , , .
,
. ,
, , , ;
, ,
[5, . 205].
, .
, ,
, , ; ,
, ,
. , , ,
- ,
,
? ,
, [1, . 205206]. .-.
, ,
,
.
, , ,
,
, , .
,
. , . ,
, [5, . 224].
, , 36

 , ,
: ,
, !
, ,
?
,
, , ?
, , ?.. , ,
: ,
[5, . 225].
, , , ,
. , , .
, ,
, : . , , ,
[5, . 230]. , , .
, .
, , . , ,
, , , .
.
, .

, ,
, , , , , ,
, .
, . .
37

 , , .
.
, , , , : ,
. , , ,
. , , , ,
. , , . , ,
,
, , ? , ,
, . !
? , , ? !..
. ,

? : ;
, ; , . ,
[5, . 241].
, ,
, , , ,
. , ,
, .
, ,
.
.-. :
;

;
12 ; , ; ;
12 15 - ;
15 25 ; .
25 , . 25
.
38

 , .-. , ,
, .
.. ,
.-.
, , . .-. , ..
. ,
,
: , . .. . ,
, , -, .
.
.
, , , . ,
, [7].
, ..
. .. . ,

, .
, , , . ,
. , .. ,
,
, , , , , ,
. , . [10,
. 287]. , ,
. ,
. .. ,
, [10, . 285],
. ,
39

, ,
.
.. :
. .
.
, :
, , .
.. , . ,
.
.. , .
,
[2].
. , . ,
, .
. ,
, , . .
..
. , ,
, , . . , , ,
, , , . .
.
, , ,
, ,
,
, , .

, ( ), .
40

 ,
, , . ,
,
, , , .
, . , . ,
,
. , , ,
.
.
, , .
. , , , .
, .
,

. , .
, .. ,
, ,
. , ,
, , ...
[10, . 286]. , ,
,
, . .
[10, . 286]. ,
.
, .-. . :
,
;
, ;
, ()
.
.. , .
41

 , , : .
.-. ..
. , , , ,
XX . , ,
. , .. , .. ,
.. , .. , .. , .. ,
.. , .. , .. , .. ,
.. . :
, , .
, ,
, , .
.-.
..
. -
.

1. .., .. : . . .;
/, 1999.
2. .. : ..
., 1978.
3. .., . .. , . , .-.,
.. . ., 1988.
4. .. : . / .. , .. . .: -, 2007. 256 .
5. .., ., .-., ..
. ., 1989.
6. .. . ., 1988.
7. .. .. // . 1999.
7.
8. .. - // .
. 19. 1998. 3.
9. .. . . .: , 1999.
10. .. . ., 1989.
11. .. (
) / - : , , / . . .. . /, 1995.
12. P.M., .. / /
. . .. . /, 1998.
42


37.034
74.200.51
. .

-
.
,
. ,
. , .
Education questions in foreign and native pedagogics always were a point of
the issue and the attention of some scientists. The basic purpose of processes of
education consists in noticing in the child more strengths and to create him some
conditions for the maximum realisation of the possibilities. Such possibilities are the
unity of the processes of training and education defining the degree of breeding of
the person. The education of moral qualities is provided both the education process
and the process of educational activity.
: , , ,
, , , .
Key words: education, breeding, moral education, development of a person,
activity, training, soft competencies of a child.

, , .

, , ,
, [9].
,
. , ,
. : 43

 ,
,
,
[1, . 199].
, .-. , . .-. ,
.
, . .. ,
.

.
, ,
, .
.. , ,
, ,
, [12, . 153].
,

, .
.. ,
, . . , ,
,
(, ) . , ,
.
.. , , , ,
, . .
... , ,
, ,
, [11, . 56].
.. , ,
, ,
44

, ,
[3].
.. ,
, , , [16, . 96]. ,
: , , "" ,
. -
, .
, ,
[17, . 69].
, ,
.
(.. , .. , .. ,
.. ,
.. ,
.. ,
.. ,
.. .), -
(.. , .. , .. , .. ,
..

.),
-

(.. , .. , .. , .. .),


. , ,

. , .


[14, . 156]. ,
. , , , - .
45

 .. ,
,
,
,
,
. , .
: , , . ,
,
.
.

. , .
,
: , ,
, , , , , . ,

[10, . 14].
, , , . ,
.
. .. ,
,
,
,
,
, ,

,
[19, . 1920].
:
(, , , );
,
, , ;
46

 ;

.

: .
. [1]. ,

, , :
,

, , ;
,
,
;
,
, - ;
, , , . .;

;
, .
, ,
, , ,
, , .
,
(.. ),
, , .
,
: , , . ,
, , 47

-
, .
, , , ( , ), [14, . 123].

, , , ,
.
.. , :
, , , ,
[5, . 34]. , , , , . ,
, , ,
, , .
. , ,
[13, . 135].

. , .. , : ,
. . ,
,
.
, , . ,
[2, . 352].
,
, , .. ,
. .
, . , [4].
48

, .. , :
,
, ,
, ,
, , , , ;
,
68- 710 ,
;

;
,
;
.
.. :
, ,
. ,
,
,
[15, . 161165]. ,
.. , ,
.
, , ,
, .
,
, , (. , . , . .).
.
, ,
.
, .
.. , ,
49


, .
[8, . 814].


(.. ,
.. ,
.. ,
.. ,
.. , .. , .. .). : , ,
, , , , - , ,
, , , , , .
,
[18]. , .. ,

, , ,
- .
,
.
, .
, .
( , ,
, , ),
[14,
. 254].
, , :
, , ,
;

, ;
50


,
,
.
,
, ,

.

. , , [6,
. 187].

.
, ,
,
. , , .
, ,
. ,
, ,
.

-
,
- , .
. .. ,

- ,
[7, . 1112]. .
- . -
. 51

 ,
, , ,
. , .. , , ,
.
,
, , , .
[13, . 8].

1. .. . .: ,
1979. . 386.
2. .. : . .: , 1979.
3. .. . ,
1997. . 575.
4. .. //
. .: , 1975.
5. .. // . .: 1997. 4. . 1117.
6. .., .. : . . /, 1999.
7. .. // . 7. 1998. . 18.
8. ..
. .: , 1979.
9. / .
.. . /, 2000.
10. .. .
, 1997.
11. .. //
.: 7 . ., 1958. . 5. . 363.
12. .. . .: , 1998.
202 .
13. ..
: . - .
. /, 2004.
14. .. : : . / . .. . .: , 2000. .
336.
15. .. . .: , 1961.
16. .. : 3 . .:
, 1981.
17. .. . , 1969.
18. ..
. /: - . . . -, 1995.
19. .. // . 1998. 1. . 1920.
52

 371.013(09)(470+571)"1850/1917":37(430)
74.03(2)53+74.03(4)
. .

XIX 20- . XX .
XIX 20- . XX .
.
The article is researching the problem of influence of german ideas and practice
of school cause on russian pedagogics since second half of the 19-th century till
1920-th. The core of this problem is ambiguous concept and contradictory estimations of germanism.
: ; , ;
; ;
; .
Key words: germanism; german pedagogics; russian pedagogics; adoption of
pedagogical experience; teaching and upbringing methods; personality of teacher
and student.

, .. , , , . ,
,
.
.. , :
() [2, . 117].
. , .
1944 .
..
2002 .
.. XIXXX . . , ..
, .. .
, , :
53

 XIX XX . (- ) .. (2006), :
.. (2004). ,
.
, ,
.



.
, , -,
, , , . .
- .
, ,
. -, ,
. ,
XIX XX .
, ,
.
, ,
.
.. ,
.
,
, -, ( )
, - , . ,
,
. , .
:
, , , 54

 , . ,
, ,
,
. , . .
,
,
, ,
, , . , ,
.

,
.
. . , , , ,
, .
, .
: , , , .
[1, . 2223].
- -
? , . ,
, , .
: .
,
.. .. . (), .
, :
, , .
55

, ,
, , .. :
: , -,
, , ,
. ,
! , -.
,
: , , ;
, , .
, ,
[11, . 341342].
.. ,
, . ,
, - .
, ,
, -,
- , - . .. , ,
.. , .
,
,
,
.
.. , ,
, ,
, , , ,
,
[10, . 343].
.. , . , ,
,
.
, XVIII ., : ,
, ,
,
, , ,
.
56

 , ,
, . ,
, , ,

, : , , , ,
,
, , , .
XIX . ,
, , ,
, . ..
.
.. : , ,
. ,
, ,
7/10 .
" " [6, . 234235].


XX . .
. , , , -
. 20-30- . XX . 4 1923 . :
, .. .
[7, . 13].

(, , , , , )
:
, .
57

 ,
. . 1923 .,
, , , , ,
. : ,
, , , -, , , ,
[5, . 33].
:
, , : , , ,
,
, . ,
, , ,
[4, . 27].
, ,

.
.. . , , ..
. .. , , ,
, -,
, , -, ,
. ..
-,
.. .. . .. ,

[8, . 297].
.. , :
58

 , , , , , -:
, , , , , , , , , . .. ,
, . , , ,
, . , ,
, : ,
, .
, .. ,
, , . , , ,
, , .
.. , , . ,
, . ,
.
, , : ,
, [9, . 249].
,
,
.. , .. , .. , .. .
, ,
21 1874 . - ,
.
, .
, . , . ,

59

, . .
. . :
. , ,

? , " ", " "
. - :
, ,
, , . ,
,
, ,
,
, , , .
. ? , , , , ,
, .
:
, , , ,
, , , ,
,
? ,
, [3, . 117118].
, ,
:
1) ;
2) , ;
3) [3,
. 124].
60

 - , ,
, , ,
, .

. , ,
. -

,
.

, ,
, , , . , , ,
,
, ,
. ,
.
, - . 20-
,
, ,
. .
. ,
.
.
, -
,
.
.. , , ,
. , , , .
, XIX 20- . XX . 61

, . . ,
-
.
.

1. .. . // . .: , 1991.
2. ..
() // .. . . . / . .. . .:
, 1986.
3. . . . .
4. - // . .
.
5.
.. I
( ) // . . .
6. .. . ., 1990.
7. .. ,
I //
. . . 20- : . -. .: ,
1995.
8. . . // . . . . . / .
. . (). .: , 1989.
9. . . . .: , 1993.
10. .. . .
11. .. .
// .. . . . .: 4 . .: , 2005. . 4.

37.01(09)(470+571)"19"
74.03(2)6
. . , . .

XX
, , .
In this article the problem of love for children is considered in the context of the
immediate meanings of love, and that the conceptual apparatus, which pedagogically
specifies the phenomenon of love.
: ; ; ; ; ;
; ; ; ; .
62

Key words: love, love for children, pedagogical meanings of love, theoretical
status of concept, the conceptual apparatus of pedagogy, education in the collective;
pairing pedagogy, humanity, respect for the individual; pedagogical demands.

XX , ,
,
,

.
,

,
,

. , .

. , ,
,
,
. , ,
, - , . ,
.
, ,
, , ,
,
.

, .
- , , [11,
. 4147]. , , .
, ,
- , - ,
, .
63

 , .
, ,
.

, ,
, - , , , , . . . . , ,
.
, ,
, , ,
. :
, ?.
.
- , - -
, .. -:
XX .;
-
;
19181921 .,
. . ;
;
;
, 90-
.

, . . .
,

, () , ,
, , , ,
- , 64

, , ,
, ,
.
,
, - .
.
, . ,
, ,
,
. ,
.
, , , , , ; , , , ,
, , , ( ), , , (1 . 13, . 47).
, , , , . . , ,
.
,
,
, ,
, , (. 5, . 1130).
? , - . , - -
- .
, , .
- , , , , ,
, , .
, , ,
. , .
, , ,
65

 , , [5, . 67], .. ,
, .
, .. ,
[18, . 74] , ,
. ,
,
. ,
,
,
, .
, , , , , .
, .
-
, , .
, . ,
, , , , , ( ),
.
, , ,
, . . .

.


. , ,
. , . - ,
.
, -
,
. - ,

66

 ,
.. ,
(.. ), , ,
. . (.. , .. .).
, , -
,
- ,
, (. , . ).
2030- XX .
,
, .
,
, , - , ,
.
.. . ,
,

. , , , .
, ,
,
.
,
[10, . 168170].
-
.. . , . .
.. , , -, . . ,
67

 ,
,
-.
.. , , .
. .. : , . , ,
. , 4 ,
. . , ,
, , [9, . 223224].
, , . .. : .
, , ,
. !
, , , .
, .
, .. , - -
,
, , ,
, , , , ..
.. ..
, ,
.. .
, ..
.
- [16, . 37]. , ,
, , , ,
, , , ,
68

, , ,
,
[16, . 311].
.. ,
(
? ,
[14, . 42]), . ,
" ", , , ,
, , [14, . 38, 41, 48].
, , , ,
, , . . ,
.
, , , , , . .. ,
, . , ,
. ? .. :
. , , , , .
[15, . 3].
.. ,
. ,
. [14, . 83].
.. ,
, , ,
.

, . , [14,
. 25].
69

 .. . : ,
, ,
( , )
, . , . . ,
,
, , , . .
, () , - .
, , , , , -
. , ,
. ,
, ,
. , .
,

. 80-
,
-
(.. ,
.. ,
.. , .. , .. , .. ,
.. , .. , .. .) [17].
, , , , ,
, . .
, ,
. :
. :
.
.. :
,
, , ,
, , .
, , [8, . 423].
70

 -
,
,
.
.. , , , ,
, , , , ,
. , : , ,
[2, . 1112].
,

(.. , .. .. , .. , ..
.), .
.. ..
.
,
[13, . 100101].
..
. .. , , [3].
.
.

, , , ,
[4,
. 68]. , . ,
, .
, ,
, , ,
.. [1], .. [3], .. [6],
.. , .. [7], .. [12],
.. [19] .
71

 , , , -,
, ; -,
,

, , , .. .
-,
, ,
,
.. . ,
, .

1. .. . .: , 1994.
2. .. // / .
.. . .: , 1987. . 956.
3. .. : .
. 3. . .: , 2006.
4. .., .. : . .: ,
2000.
5. .. . : ,
1995.
6. .. . .: . . , 1996.
7. .., .. . .:
, 2003.
8. .. . : . . .: , 1998.
9. .. .. , 8 1925 . //
.. . .: 8 . .1. .: , 1989.
10. .. . //
.. . , , . ,
. .1. , 1921
1928 . / . . .. , .. . . : -
- . , 2007.
11. .. // : . . . . . 1. .:
. .. , 1968.
12. .. // . 2006. 8. . 3640.
13. .., .. . .: , 2000.
14. .. // ..
. .: 3 . . 2. / . .. , .. ,
.. . .: , 1980.
72

15. .. // .. . . .: 3 . . 3. / . .. , .. ,
.. . .: , 1981.
16. .. . 5- . :
., 1974.
17. . 1986. 18 . 1987. 17 . 1988. 18 .
18. .. // :
. .: -, 1993. . 6978.
19. .. . ., 1997.

378.034
74.580.51
. .


( , )
, .
.
The article covers problems of formation of students moral qualities in higher
educational institutions as the most important aspect of personal development. The
problem of their formation is one of the most priority-driven in the countrys state policy.
: , ,
, - .
Key words: moral qualities, education, pedagogical influence, spirituality.

( , ,
, , ) ,
-
, ,
, -
.

(, , )
.
73

 , ,

.
,
,
. . , .. [4],
,
, .
,
,
. ,
, , , , .
,
. ,
.
. , .. [1] ,
, .
,
, ,
, , ,

, , ,
[1].
.. : ,
, , ,
,
.
74


, . ,
, , , [1].
, .. ,
( ), ,
. , , , ,
,
, [1].
.
,

, , [1].
.
, .

.
.
,
[1].
, .. [1],
, , .
. , , : , , ,
, , , ,
, , , , ,
, , .
75

 : , ,
, , (), , , , , , ,
, , , (
) .
.. , ,
, ,
- [2]. ,
, ,
.
, , ,
, , . ()
, , , , .

, . ,
( .. ) [3]:

( );

( );

, ( );
, ;
, , ;
;
;
;
[3].
76

 ,
, , ,
(.. ) [3].
1. ,
, , , , , (,
, ).
2. , , , ,
, ,
, .
3. [3].
: , ,
.

,
, , . ,
.

1. .. ( ): . . . . . , 2005.
2. .. ( - ): . . . . : 13.00.01 .
, , 2007.
3. .. . , 1999.
4. .. ( . ): . . . . . , 2004.

77

377/378(470.61)
74.56/74.58(2-4)
. .


, . :
-
. :
, , , , .
In article the complete model of regional system of the vocational education,
realised in the conditions of the Rostov area is presented. The characteristic of all
steps of the vocational education, beginning from system of the early psihologopedagogical help is given children with deviations in development - to system of continuous vocational training of persons with the limited possibilities of health. Interaction between components of regional system of the vocational education is shown:
educational institutions, establishments and the services which are carrying out advisory, diagnostic and correctional services, state and private.
: , , , , ,
, .
Key words: children with the limited possibilities of health, region, the vocational education, integration, substantial characteristics, structural characteristics, the
methodical centres.

4,2 % ,
,
.
( )
,
78


[1; 2; 3; 4; 5].

(
) , -
, . ,
.
()
,
, , . , .
: ,
, , , , .
, ,
,
,
.


,
, ,
- ( ,
, ).
- ( 34 ),

, .

, 2004 .
, ,
. 2002 .
()
VIII .

79

 , () VIII
. 2006 . , ( 1 . ).

.
.
.
.

( ),
.


.
() ,
.
.


9 479 .
6 208 .
, 1697 . ,
, 1 007 . 359
208 .

57
; , ,

339 ;
80

 20; () .
2002 .,
. , ,
,
.
, ,
, -
, -,
. ,
, , -, - .
: (
), -
, , -, . ,

. ,

,
, , .

( 293 . --, 66 . ),
( 92, . --, 4),
-
(
316, . --),
( 175, . --), -
-,
( ) (
57, . --) . .
81


()
4 898 .
1 500 -. IVIII 3 387 .
VIII () -
77 .
() ,
2 500 . , 2 438
IVIII
.
()
IVIII . () VIII
. VIII .
()
30, 215. : I
II 5 ; VII 194 ; VIII 16 .

(.
; . -
; .
VIII ).
() ,
, ,
.
101 , -.
, , () , ,
, ,
.

82

 .
, - ,
,
, .
()
, . ,
. ,

() .
,
, .
.
.
,
, , , - (
).
( , ),
, ,

.

, ,
.
83

 IVI () . : 1)
; 2) ; 3)
1011 . , , , ,

,
, , ,
, .

VIII .
, ,
, , . -
.

- (),

() .
: 41 . , 48 . , 11 . --,
30 . , 58 . . () ,
, .
.
. ,
- , ,
,
; , ,
2001/02
, 050718 ()
() I II ; ,
.
84

 ,
.
, .
540601 . ,
,
.



, - - .
, .
-

(),
- , - , ,
, -
() , () - .

-- . 2000
2009 . ( 2000 . 24, 2009 . 33).
.
, , , ,
.
, - (-).
16. , 85

 ,
, ,
, , .
.
-
- 65 13 ;
. -- ;
, ,
;
; - (. --);
,
; ,

,
, .
.
()
, .

.

: (), - ,
(); - -,
; , . 86

 ,
: , ,
,
- .
, , ,
. :
-
. . ( 181, 175, 66,
67);
: ( 293, . --, 66, . ); (, 181 189, . -);
:
- (,
2, . --, . );
(,
- ), () (, -
II 48, . --);
() ( , , , ),
;
() (,

- VIII . 45);
( , . 18, . -);
87

 ,
(,
VII .
-, ).
.
, , ,



, , . -
() () . ,
, .
() .

-
. .
.
, ,
,
.
,
.

1. .. : : . /: , 2006. 228 .
2. .. : . / .. , .. . .: -, 2007. 256 .
3. .., .. .
: . / .. , , 2008. 224 .
88

4. ..
// .
.-. . . .:
, 2001. . 3047.
5. .. // . .-. .
. .: , 2001. . 5661.

376.1-058.264
74.37
. .


, , [3; 8]. [3;
7; 8], , ,
, . ,
,
[4].
. , . , .. - [5],
.. -, .. [2] ,
, .
,
.
.
, , ,
. .
,
. ,
89

 , .
, .
,
, .
.
[13]. , , ,
.
,
. . ,
, , , ,
[2].
, . , ,
. , . . , ,
, [9].
, ,

.
,
. . ,
, .
,
, .
[9].
. , .
,
. 90

 ,
. ,
, ,
.
[9].
,
.

. . , ,
, . ,
. , .
, .
, , .
. ,
.
[9].
.
,
, .

.
, ,
. . , ,
, . , , . .
, ? . ,
, , , , , ,
. .
, .
, , . 91

 ,
, . . . . ,
.

.
. .
, .
, . ,
,
, ,
[1, . 9].

, .
, .
. , ,

, .
. . ,
, , , [14].
, , -, ,
.
- , .
. - ,
.
92


, . , . [9],
. .
, .. [6].
60 223.
: 1- III (13 , 45 ); 2-
III (25 , 67 ),

, .. ,
.. [11], 3- , , (32 , 47 ),
.
15 ,
, , , .
: ,
?. , ,
,
(), . :
: ( )
.
: :
1) , (, , .
: );
2) (, : , , );
3) (,
, . :
);
4) ,
(, ,
. : );

93

5) , (, , .
: . );
6) (, ,
. : );
7) , .
, - -

. 1, 2, .
,
.
2.2, ( ) , ,
, ,

. , , : ,
, ,
, , , . . , .

. , , , . .

(. 1).

30
25
20

III 1

15

III 2

10

5
0

..

. 1. 2.2
( )

23,1 % III , 4 %
III 10 %
94

 . 0 % III , 12 %
III 10 %
. . 1 , . 12 %
III ,
,
, , , : , ,
. , , , .
, , , ,
: , , ,
. , ,
,
.
, 10 %,
, .
. , 10 % , ,
, . 10 % ,
2.2,
. ,

. ,
, ,
.
2.4 ( , ) , , ,
(. 2).

95

24
20
16

III 1

12

III 2

4
0

..

. 2. 2.4 ,

. 2 , 0 %
III , 8 % III
, 3,3 % , .
: 7,6 % III , 8 % III , 20 % ,
. ,
III 0 %, ,
, .
, 7,6 % , . III
4 % , ,
, - .
, . , 20 %
,
, . , ,
, . ,
, .
, , .

, , . 96

, ,
, .

[12],
, , , .
, III

.
,
[13], , .
, ,
.
III
,
,
, .

1. ., . , , . ., 1986.
2. - .., .. .
., 1977.
3. .. . .: , 1934.
4. .., .. . . ., 1967.
5. - ..
. ., 1909.
6. .. . ., 1977.
7. .. : 2 . .,
1983.
8. .. . ., 1963.
9. . . ., 1994.
10. .. . .; ., 2006.
11. .., .. . ., 1991.
12. ..
. ., 1993. 193 .
13. Guilford Y. P. The nature of human intelligence. N. Y.: Mc-Graw Hill,
1967.
14. Smedslund J. The acquisition of conservation of substance and weight in
children. I-VI Scand. J. Psychol., 1961.

97

 376.1058.264:615.851
74.37
. . , . .


,
, .
.
The article touches upon one of the most important aspects of work with children suffering from dysphonia, namely application of psychotherapy. The authors analyze results of the experimental research of personal features of this category of
children.
: , , , , .
Key words: dysphonia, psychotherapy, fairy tale therapy, communications,
dialogue.

.
.
.
,
, , .

: ; , ,
, .
,
, .

,
-
.

, , .
98

 -- , :
, ,
- ,
, , .


,
. ,
.
,
, .
,

, , , .

,
.
, , , .
, , .
.
, .

, ,
,
, 99

 .

.
,

. , , . , ,
, ,
.
, - , ,
.
, .
,
, ,
. , ,
.
, , .
200 ( , , , ,
, ,
, , ), , .
:
6,5 %, 39 %, 54,5 %. , ,
.
, : , , .
. ,
.
100

 , ,
.

, , . ,
(57 . 28,5 %), (95 . 47,5 %),
(4824 %).
,
, .

: , ,
, , (, ,
).

,
.
376.1056.29
74.39
. .

-

. (19882008 .) ,
, . - , ,
-- .
The article is dedicated to the problem of early complex intervention to children
with moving cerebral pathology. Are generalized the long-term (19882008) experimental data, gave the characteristic of mental, speech and motion developmental
peculiarities of children with cerebral paralysis, of complex disturbance structure. We
suggested the model of system of early individual correctional help to the children
with cerebral paralysis, described the principles, tasks and directions of medical, psychological, and pedagogical therapy with them.
101

 : , , ,
- ,
- ,

,
- .
Key words: infantile cerebral palsy, infringements of the musculoskeletal [locomotor] system, experts professional competence, the early comprehensive differentiated correction and developing help to children with ICP, model of organisation
of the early comprehensive differentiated correction and developing help system for
children suffering from cerebral palsy, specially organized educational space, social
adaptation, correction and developing environment.

() , , .

[1, 2].
,
, 1,9 5,8 1000 [1, 4, 5].
5 .
, , - ,
[4, 5].

- : ,
(. . ,
. . , . . , . . , . . , . . , . . , . . .),

(. . ,
. . , . . , . . , . . ,
. . , . . , . . .);
(. . , . . , . . ,
. . , . . , . . , . . .); - (. . ).
,
.

, 102


(. . , . . , . . , . . ,
. . , . . , . . ).
,
.
-- .

. , ,
,
- [3].
,
.

-, -, .
-
, , .
-
-
.
- 1986
2008 18 (19861997), "" (19971998),
(20032007), (20032008). ,
,
510 : 350 ,
160 . 180 1 3 .
103

 90 , 1618 ; 90 . 60
1 3 ,
.
-

, -
, (,
, ), , ,
.

, ,
, , , .
.
- (. 1).
: , ,
,

.
-
:
- ( ,
, , , ).
- (
),
( ), , .

104

. 1. -

-

-
:
:
; ;
,
;
(, , , ).
-
( , , , , , ),

.
105

 - , ,
, , .

(, , ) .
,
, ,
.

-
.
.
- (. . , . . ,
. . ;
. . ;
. . ;
. . ,
. . ;
. . ;
. . ,
. . ,
. . ; . . .).
.
, .
:
, , ,
.
:
(, , -,
); ;
, , , .
: , , () .
: ,
, .
106


,
.
: , , .
, .
. ( 1 4 ): 1
( ); 2 ( ); 3
( ); 4 ( ).
( )
.
1 1 2 .
, ,
,
, ,
. ( ) -
.
(
) (
, , ), .
. : 29 % ;
48 %;
23 % . (99 %)
.
, ,
.
107

: (,
, , ), , ,
, , , (, , ),
(, , ) (, ,
, , , ) , .
(85 %)
. () : ()
21 % , 33 %, 31 %.
15 % .
.
: ,
; ( , - );
.

, ,
. -
.
. , , -
, , . ,
.

. , . .
. (17 %) , , . ,
.
. (34 %)
108

 ,
. , . (, , )
. (32 %), - ,
. .
, , ,
. 17 % , .
, .

, (
).
. 4 %
: (, ), ( ). -
,
.

(94 %).
. .
, , .

( 3 10), , . .
.
.

() , : , -
. (88 %)
.
.
109


, .
, ,
. , .

.

(. 2).

III .
.
.
23%

III .
.

.
12%

I
6%

III .
.

17%

II
9%
III .
.

9%

III .
.

24%

. 2.

I
, . ( ) .
10 (6 %).
II
, () , . 17 (9 %).
110

III (153 85 %) . : (90 50 %).

- (17
9 %), (42 24 %), (31 17 %).
:
(63 35 %).
(22 12 %) (41 23 %).
,
,

, .
- .
, - , :
, .

, , ,
.
- , .
, .
-
( ,
, , ).
() .
(, , , ).
.
111

 , .
(
).

(
).

- , .
.
I. : ( , - ,
);
.
II. : , , ; (,
, - );
,
; ; - ;
.
III. , . (
, , ) (, , 23 ,
() , - . .).
,
. ,
, .
, , , .
IV. :
( , ,
112

),
; , ,
;
- ; .
, , .
.
I . II
. III
,
, .

, .
, , ,
( ).
,
. ,
. ,
, , , ,
.
,
- .
- .
, ,
(, ), ,
.
, ,
.
113


,
, , , ,
.
- .
1. , , ,

( 1 3 ) , ( )

, .
2. , ,
,
(--) - .
3.
,
,

,
-

, .
4. ,
, , -
.
5.
. , , , ,
.
114

6. -
,
,
.
7. - ,
: , ,
, , , .
8. ,

-
(, -,
-, , ) , ,
, .
9.
- ,
, ,
.
10. ,
- ,

.
11. .
12. ,
, ,
- , ,
115

 ,
, , .
13. ,

- , .
14. , - ,
-
.
15.

, .

1. . . .: , 1984.
2. . .
. .: ,
2001.
3. . ., . .
-- /
. . . . -. 1 (16). 2007. . 98104.
4. . .
. .: , 1999.
5. . . / : . 3 (27). 2008. . 1621.

373.2056.264
74.1
. .



.
,
.
116

The article deals with the problem of integration of children with limited health
opportunities in general infant schools. The author considers the most actual problems connected with the organization of training and education of this category of
children.
: , , , , .
Key words: preschool children with limited health opportunities, integration,
educational standard, educational model, quality of education.

- -
, ,
, .
, , ,
, , (. . [4]).

, ,
:

;
,
;
: -
,
, .

(),
, .
,
(. . , . . ,
. . , . . , . . , . . ). 117

 30 % ,
:
, ,
;
, , ,

.
:
-

;

, ,
, ,
;

,

.
, , ,
, .
, ,
, , .
,
(, ), 67 ,
.

, , ,
118

 , ,
. ,
.
,
, , , ,
:
, .
, , .

, , , :
, ,
;
: , ,
,
, ,
;
, ,
, ,
.

(. 1), , , , , ,
, .
:
;
;
.
119

. 1.

, ,
, ,
.
, - :
;
120

 - (, ) ;


.

, ,
, . :
;

;

;
,
.
-
:
, ;
, , ;
,
;
,
- ,
, , ;
( ),
- ;
,
.
, () 121

 (), ()
():
= ++,

;
(
, ) - : , ;
.

:
-,
;
;
;
, .
, ,
,
.

(-,
, , ), , , -.
, , ,

.
, , , -, -, - () .
122

- ,
.
,
, ,
(. 2).

6%

20%

-,

45%
29%

8%

17%

22%

-,

-
53%

10%

3%
-,
20%

67%

. 2.
123

 - , (
: , , , ,
.),
.
: , , , , . ,
, . , , ,
. .

.
:
,
;

, , ;

.
:
;
,

.
:
;
,
;

, ;

.
124


,
,
.

1. /
. . . , . . , . . . .:
, 2004.
2. . . / . . //
. 2006. 2 (4).
3. : . /
. . . . .: - . . . , 2007.
4. . . :
// : , /
. . . . .: .., 1999. . 4448.

378.127.541
74.580.41
. .


,
.
This article proves the necessity of using controlling in management activity of
regional institute of higher education, and determines goals and stages of its introducing.
: , , .
Key words: controlling, management activity, competitive ability of regional institutes of higher education.

, , ,
, , 125

 .
.
.

, , .
, ,
[2].


.
. to control , .
, ,

.
, , .
,

. , ,
, , , .
, 70- , 90- .
[3].
,
.
-
126

 , ,
.
,


,
, :
;

;

;
;
.
, ,

. ,

[1].
:
, (, );
(, ,
.);

( , ,
, . .);
,
;
,
, ;
,
;
127

 ( - ).

: ; ; ; .

: ; ,
; ;

;
, ; .
:

;
; ; ,
.
,
.
, :
.


.
,
. .
128

,
, .
, ,
,
, .
,
. ,

.

.
, ,
.

,
, .
:
, , , ,
,
,
.


.

1. . . / . . ,
. . // . . . 2004. 3.
2. . . : . / . . . : - , 2008.
3. : . / . . . .
2- ., . . .: -, 2002.
129

 378.016:004.9:33
74.582.6
. .



( )

, .
,

.
Article is devoted selection of the maintenance of training of the future experts
in the field of applied computer science to usage and development of knowledge
based systems. In article results of the analysis of the maintenance of a scientific direction Knowledge engineering are resulted, units of the maintenance of training to
discipline Knowledge based systems are selected and as an example one of possible variants of construction of the given training course is considered.
: , , , ,
, Prolog
Key words: training maintenance, knowledge based systems, knowledge engineering, discipline Knowledge based systems, logic programming, Prolog

()
. - ,
, ,

- ( )
.
,
, ,
,
, , . .
130

 , -
, , , , .
080801 ( ),
.
, , .

,
, (, ).


, , . ,
.
. (, . artificial
intelligence, AI) 1956
(Dartmouth College, ). , .
[3].
,
, ,
.
, .
, ,
, , , , ,
131

 . ,
, - .
, .
[1, . 15] , , -
, , .
: (
).
:
, . , ,
.
, .
: ,
( ). , ,
.

(), .
(. 1), ,
, , ,
, [2, . 15].

132

. 1.

, .
,
(, . Knowledge Based Systems, KBS) ,
, ,
[1, . 34].
.
() ,
[1, . 39].
,
, ( )
: (1)
; (2) , , ; (3)
; (4) ; (5) ,
(, ).

(), , ,
, .
, , .
(), .
. ( ) .
:
(, , OPS5, ROISE);
(Prolog);
133

 (SIMER+MIR, NET);
(FRL),
- (SMALLTALK, CLOS).
, ,
,
.
, , :
() ;
;
.
.
, , ,
. .

,
. , , ,
,
.

, .
,
. -, ,
, , . ,
.
.

- :
(1) . . .
134

(), , () (). .
(2) . . .
, .
(3) .
, . . : , ( ),
. Prolog.
(4) . , , , , .
(5) .
. . . : , . .
.
,
(6) . , . . .
,
.
(7) - . -
. - (, , ).
- .
(8) . . , .
. .

, ( )
. . .
:
1) ,

;
2) ;
3)
, .
135


,
. :
;
(, , , , -);
, , ;
, ;
;

Prolog.
:

;
;

Prolog.
I.
1. . .
. (),
, () (). .
2. . . .
, .
3. .
, . :
, ( ).
Prolog.
4. .
. . . : , . .
. .
, .
5. . ,
. . .
. ,
.
136

6. . . , .
. .
II.
1. Prolog. ().
( ). .
. Prolog: . Arity Prolog.
.
2. ,
Prolog. -. - , . Prolog.
3. Prolog. .
4.
Prolog. , . . .
5. Prolog. () .
.
6. Prolog. .
. . ( , , ).
7. Prolog. . , ,
, , .
8. Prolog. .
.
9. Prolog .
10. Prolog. . . .
.

, : , ,
,
.

.
Prolog, Arity Prolog 6.0.
137

 60 (15 . ,
45 . ). :
, .

1. .., .. . .: , 2001.
2. .. : .
.: , 2004.
3. .. : . . . : 08.00.13. .,
2004.

378.016:51:330.4:004.9
74.582.6
. . , . .


() , ,
.
In article efficiency of use of the systems of computer mathematics (SCM) in
teaching of disciplines of an economic-mathematical cycle is analyzed, criteria of selection of software product of ruler SCM for application in educational process are
formulated, role SCM in formation of a through educational route and an establishment of interdisciplinary communications comes to light.
: , ,
, , , , , .
Key words: mathematical model, information technology, system of computer
mathematics, through educational route, economic event, economic indicator, marginal analysis, elasticity.

138


.
, ,
.
, . ,

,

, . ,

:
,
,
.
,
-
,
, , .

,
, ,
.
, ,
, ,
. , ,
.
139

 .
.
: ,
, - , , , .
,

. , , ,
,
. () .
:
( );

;
;
.

. ,
, .
: MATHCAD,
MAPLE, MATLAB, MATHEMATICA.
,
, ,
.


:
140

 ;
;
;
;
;
- ;

.
, Mathcad.
Mathcad
.
, .
,
, , , . [2, . 4243].

, ,
. (
, , , . .)
( ) ( ).
, ,
, .

, (1 %).
.
, : ,
141

 .

P=P(q)
1. Ep(q)
.
2. , , Ep(q).
3. q ,
.
4.
.
5. .
6. .
Mathcad
- .

. P(q),

1
.
Ep (q=
)
Eq ( P)

R(q)
Rp(q) .

142

q0 ,
Ep(q ) = 1 . q0 = 4.52 ,
. P, [1, . 36
37].

, Ep(q ) < 1 Ep(q ) > 1 .

143

 , , .

.
.
1) FN
( Ep(q) = 1 ), , P(q) , N q = 4.52, P = 1.37 , NK
,
.
2) Ep(q) < 1 NK
( q > 4.52 ) Rp(q) , . . R(q) ( MK). Ep(q) > 1 FN ( 0 q < 4.52 ) Rp(q) ,
, R(q) .
144

3) CB
, . . Ep (q ) =
. , C
CA
CB = CA , . .
Ep(q) = 1 [2, . 7475].
, MATHCAD, , , ; ,
; .
- -. :
;

;
;
;
;


.
, ,
, ,
[3, . 78].
, ,
.

1. .. : . . . 1. Mathcad. .: . .. , 2003. 60 .
2. .., .., .. : . 2- . .: . .. , 1999. 368 .
3. .. .
MathCAD Pro: . / .. .
.: . ., 2003.
145

146


- ,
,
. . (-), e-mail:
korat3@yandex.ru
, , ,
(. --), e-mail: marinaSku@yandex.ru
,
,
. . (-) e-mail: bsd1@yandex.ru
, ,

(. ),
e-mail:
gaydamakina@mail.ru
,
,

. .
(-),
e-mail:
golanova@yandex.ru
, , . . (-), e-mail:
golikova_kat@inbox.ru
, . . (-), e-mail: olyagol@rambler.ru
, ,

. .
(-),
e-mail:
ioy12@yandex.ru
,
,
.. , (-), e-mail: kaysina-anna@yandex.ru
, , ,
. . (-), e-mail: natp1955@yandex.ru
,
, (. ), e-mail: korzina57@yandex.ru
147

 , ,
(. --), e-mail: marinaSku@yandex.ru
,
. . (-), e-mail: tflgu@norcom.ru
, ,
. . (-), e-mail: kafpedlgu@mail.ru
,
(. --), e-mail: m_mur77@mail.ru
, ,
. . (), e-mail: ots58@inboks.ru
, , . .
(), e-mail: os_orlova@mail.ru
,
, . . (-), e-mail:
natp1955@yandex.ru
, , (), e-mail:
ogprihodko@mail.ru
, . . (-),
e-mail: Natwaddim@mail.ru.
, . . (-),
e-mail: kseniya_sechina@mail.ru.
,
, . . (-), e-mail:
jingerella@mail.ru
,
,
. . (), e-mail: os_orlova@mail.ru

148


. . ( ) , ,
, ,
,
.

,
. .
.
.

:

1.
18 26 . .
2,0 ; 1,0 . Times New Roman Cyr,
14 , 1,5 .; 12 , 1,0 .
Word.
.
: [5: 5657]. ( ) .

.

.
2.
:
.
300
350 .
(710 ) .

149

3.
: , , ,
, , , , , .
,
.
.
(
) .

.
.
.
:
196605, -,
. , , .10
. (812) 479-90-34
E-mail: vestnik_lgu@list.ru

150

E
..

- :
: : (1 ; 0,5 ; 0,25 );
(1 ; 1 ; 1 ; 0,75 ; 0,75 );
(1 ); : (1 ; 1 );
(0,5 ); (1 ); : (1 ); : (1 ; 1 ; 0,5 ; 0,5 ); (1 ); (0,25 ); :
(1 ; 0,25 ); (1 );
(0,25 ); :
(0,25 ); (1 ; 0,5 ; 0,5 ; 0,25 );
(1 ); : (1 ); (0,5 ); (0,5 ; 0,5 ; 0,5 ;
0,5 ); :
(0,5 ); (0,5 ); : (0,25 );
(1 ; 0,25 ); : (0,25 );
(1 ); (0,5 ); : (0,25 ); (0,5 ; 0,25 ); (0,5 ); (0,25 ); :
(1 )/
: : (1 );
(0,8 ); - : (1 ; 0,5 ; 0,5 ; 0,35 );
(1 ; 0,5 ; 0,25 ; 0,25 ).
: - :
(1 ); (1 ; 0,5 ); : (0,5 ;
0,25 ); (0,25 ); : (0,5 ; 0,5 ); (0,5 ; 0,5 ).
: ; ; ; - ; .
-


: 196605, -, , 10, 9.00 17.00; . 451-91-73

151

. .
2

: . . , . .
. .
- . .
_____________________________________________________
20.04.2009. 60x84 1/16.
. Arial. .
. . . 9,5. 500 . 448
______________________________________________________
..
196605, -, . , , 10
_____________________________________________________
197136, -, ., 25

152