1. 1 - . -, . , : , . - 73 . . 9 06.01.2010 , 2010

2. 2 ...................................................................................................................3 1. .......................................................................5 1.1 ........................................................................6 1.2 ...........................................................................8 1.3. ......................................................................9 2. ...................................................................12 3. .............................17 4. - .............................................................................23 5. .............................25 5.1. , ..................................................................................................................26 5.2. ....28 5.3. ...31 5.5. . .............32 6. ............................................................................................................34 ..................................................................................................................48 .............................................................................49 ....................................................................................................................51 ....................................................................51 , .........................................53 3. 3 . . , , , , , , . . , . , . , . , , , , , . , . - , . - . 4. 4 . . , . , , , , , . . , , , . , , , . - , , . :- ;- , ;- - ;- ; 5. 5- . . , . , , . . , . 1. . , , , . . - , . - , . , , , . - , 6. 6 . , , . - . , , , . . , , , . , , -- , , , . - , . , . . ,. , , . , . 1.1. . . , . 7. 7 , , . . , , . . , , , ; - , ,; . , -. , , , , ., . .. , , , . , - , , , . - . , . , - . , 8. 8, , . , , , ,, . . 1.2 , . - . , . . , ; ; , . , , --. , , , -, . , , , , . , . , . , ; , , . 9. 9 . , . . , , , , . . , . . . 1.3. . , . - : : , , , , . , (, , ) , , . ( ) , , ., - , , - , . 10. 10 [13] : , , . , , , , , . :, , , , . - . . , , . . - , . , , . . - , . . , .. ., - , . 11. 11 , , , (..). . , - . . , . , , , , , , -. , . , - , , . - , , , , . , , , . . , 12. 12 , . , , . , , [10,11]. , , , , , : , , , . . , - [1,9]. . - - [8]. [15]. . , . 2. - , [3,4]. 13. 13 , , , . , , . - , . , , . , . . , . , , . . , , , : [16,17,22]. :- ;- ;- , , ;- [21]. , , , , , , , . 14. 14 -: (), ( - ). , , . , ,, , [5,10]. , ? . - ? -, . , , , , . : , , , ; ; ; . , . , . , , . , , , 15. 15 , , , . .. , - , , . : , . , . -, , , , , . , , . , , . , , , , . . [3,4]. , : 16. 16- , ;- , , , ;- ;- : , , . , , . , . , , , - . , . [15]. . , . . 17. 17 , , - -. , , . , . , , , , , . [21]. 3. . , , , , , , , . , . . , - , , , . , , 18. 18 [17,24]. . , : , , . , , . - . , : , , , - , , , . - , . . - , . : - ; - ; - ; - ; - . . : - , ; - , , , , , , ; 19. 19 - . . , . , . , , , . . . , . , 5 - 6 . , , . , , , . , , , . , , . . , 20. 20, , . : , . . . , , . , , . . , . : , , . , , , - . , ,, , . , , . , , , , . , ( ). , , , . 21. 21 . . , . (,, , ) . , , . . , , , . : ? ? ? ? ? ? . , , . , , , : , , , , , . , , . 22. 22 , . , , . ., , , . , , - , ,. ., : - ? - ? - ? . , , , , . , , . , ( ). , , , . . 23. 23 , , ; ; , , . - - , , , , ,, . 4. - . : 1. - . - ,[25] : (, .);- : (, , , , ), , .;- : : (, , , , , .), - (, , ), ( , .), .;- (, , , , .) : - , 24. 24 ; , ( ); - , ( ); - ; () ( , , ). 2. (, ,), . , , . , , . , , . 3. - . - , , , . , - - ( ). : 25. 25 - , - , : - , - (, : , ; - , , , , , ; , , , ), - , - , - . 4. - ( ), , , . - . . . , . . 5. . [5,10,14,20] . , 26. 26. - ,, . :1. , , .2. , , ,, .3. , , .4. ,, . :- , , ;- ;- ,, , . , , . 5.1. , :- ,- ,- , 27. 27 - . : , , , . , , , , , , . : - , , , . : - , , , , , . 28. 285.2. , ,, . . , , , . . . , : 29. 29 30. 30 . , , , , . : - ; - ; - ; - . : 1. , . 31. 31 2. . 3. , . 4. , . 5. , , , , . 5.3. . . , . (, , -). , :, , , . , : , , , - . , , 32. 32 . , , , , - , , 5.4. .. - . . , , , - . , , , . . , . 33. 33 . . , (, , , .). . , ( - ) . , . , , . : : - , , , ; - , ; - , . :- , ;- ;- , . 34. 34 , , . 4. . 4.1. : .- . 6 29.01.10 .: .:: .: , , .: , , ,, .: , . : : , ( ), , , , , 35. 35 5-6 , .., ,1998, 201-205 ., : , . , : . : , .1. ..................................................................................2 .2. ...................................................5 .3. , , , ..............................................................................................................2 .4. ........................................................................15 .5. ................................................................4 .6. ......................................................................................2 7. ...6 .8. ...........................45 .9. .........................3.10. ......3 .11. ...5 . 1. (2 .) 36. 361. 2. 3. 4. 5. 2. (5 .): . , .1. ?( .) 2. ?( , , , , ) , .3. ? ? 37. 37( . .)4. ?( , , , 5. ?( , , , . , , .)6. ?( , )7. ? ( . , .)8. ? ? ( . )., , . 38. 383. , , (1 .): .: . . . . , . .4. (15 .): , , . : , , , . . ? ? -120 ; ; ;120 . 39. 39 . :I. .(). : , , .II. () . .III. , (, , ). .IV. . , . , , , .V. .(, , , , , , ) 1) .2) .3) .5. : . . 40. 406. (6 .): , . . , , - , , , , , . . , , , , , . , . . :- .- .7. (43 .)( )1. .) .) (2 .) 41. 412. .) , .) .8. (3 .)1. .2. .3. .4. .5. .9. (3 .) : ( , ) 1. ? 2. ? 3. ? 4. ? 5. ? 6. ? : , .( ) 42. 424.2. 4.2.1. 43. 434.2.2. 44. 444.2.3. 45. 454.2.4. - 46. 464.2.5. 47. 474.2.6. - , 48. 48 , - , : - - . - :- - ;- ;- - ;- ;- ( );- , ;- - - . , , . . (, ), 49. 49 .1. . . - .: , 2005. - 264 .2. . // . - 2000. - 11- .49-52.3. .. : - // . 1997. - 4. - .9-17.4. .. / . . .. - .:, 1991. - 480 .5. .. . -.: , 2007. - 180 .6. / .. .-.:, 2009. - 176 .7. ., . . .: . , 19718. . // . 2000. - 2. - .5-7.9. .. . - .: , 1999. 476 .10. . // . 2006. - 5. - .57- 60.11. .. - // . 1993. - 5-6. - .49-51.12. .. - - . : , 2009 -34 . 50. 5013. . //. 2000. 1. .13 15.14. .. . .: , 2007. 160 .15. .. // . -1987. - 5. - .33-36.16. .. // . - 1996. - 12. .21- 23.17. . // . 2004. 2. .11 14.18. .. - . .: , 2001. 608 .19. . - / . .. : ..., 2001. 256 .20. . . : - ,1993. 116 .21. .. . - .: , 1999. 368 .22. .., .., .. . . - .: , 2006. - 320 .23. .. : 2 .. .: , 2006. .1. 816 .24. .. - . .: . , 2000. 286 .25. .., .. () . ( )//. - 2003. - 26 (5043) 4-11 . - .7. 51. 51 1 - , / - 1 23 4 5 61 16 . 2 ... - - . - : 2006,.56-572 16 . 2 ... - .-: 2006,.71-723 2 . 1, 2006... - .33-34 ..4 17 .2 . .. - . - : 2007, . 943-944. 52. 525 17 . 2 ... - .-: 2007,. 941-942.6 8 3 .. . : - -- - .- .:. 2007,.144-146.7 - 8 3 ... : - .- .:. 2007,.148-150.8 -.2 . .. . ... .. .:- , 2007. .39-40.9 -.2 . .. . ... .. .:- 53. 53 , 2007. . 129-130.10 2 . 1, 2008... - .42-43. ..11 2 . 1, 2008. .. - .49-50. .. 12 2 . 1, 2009. - .. .44-45. ..13 2 . 1, 2009. - .. .54-55. .. 14 2 . 1, 2009. - .. .67-68. ..15 2 - .. /COMINFO2009/. 5-. .-.., 5-9 2009. -, ,.: , 2009. .201-202. 2 - .., . 54. 54Consider the ways of improving the cognitive activity and the level of perception of thematerial in the process of conducting lessons. . , . , () , , () [1]. () . , (, - , ) [2-5]. . - - . , . , , , , . : - , - , - () , - , ( ) [6] , . () [7,8] , . (, , ) , ( , , , , , , , ). , , ( ) [3-5]. 55. 55 , . , . . () , . -(, ), , , , . , . ( , , ) ( ). . . , . . , , , , , , . , , . , , - ( ), . , . : 1. , . 2. . 56. 56 3. , . 4. , , . 5. , , .1. .. .- : , 2007.-160 .2. .. // VII . . : .- .: , 2005.- . 233-234.3. , ... . .- .: , 2005. 288 .4. .. . . .: ,. 1990.-287 .5. .., .., . .. - // VII . .-. . : . .: , 2005. . 182-184.6. .. . - : , 2009.-176 .7. . .- .: , 1993.- 224 .8. . , . . : ,1992.- 384 . - .., .., 57. 57 . () () . (-, ) . , , . - . : , , . - .- . ( ) , ( ), ( ), ( ). , . , . , . , , , , . , . , . . 58. 58 (, - , 25 ). . , . , . , , , , . , . , . , . ( ). ( ), . , , ( ). , , . . . , (). . ( ) . 59. 59 () , . : , , , . ( ) . , , . , , , . , , , - , , , , , . - .., .. 37, -, , 03056.380-44-454-94-25 - - . I. 60. 60 - , . , . , . [1] , , , . , , , ,, . . II. : , . ( ) [2] , , . : . , . : ( ) () [3,4]. . , , . , , -, , ( ), - 61. 61 [5]. , . , . . ( 10,,,20). , [6], . ( ) , , , . , , , . . , , . , , . , . 0,8. . :- , ,- ,- , , ,- , . :- , (, 62. 62, ), ;- .III. 1. , . 2. , ( 15) . 3. . IV. [1] .. . . , . 13. 3.1992. .24-28.[2] .. . . // VII - . : ..- .: , 2005.- .233-234.[3] .. . . . .: ,. 1990.-287 .[4] .. . . .:, 1995, 220 .[5] .. , .. . . .: , 2000. 500 .[6] , .. . . .- .:,2002, .: , 2002. 352 .DEVELOPMENT OF CREATIVITY AND SOLUTION OF COMPLICATED SCIENTIFIC-AND-ENGINEERING PROBLEMS UTILIZIG THE METOD OF KNOWLEDGE TRANSPLANTATION Poddubny V.A., Poddubny A.A. National Technical University of Ukraine "KPI", Radio Department, 37 Peremoga Ave. KPI RTF, Kiev, Ukraine, 03056,el.380-44-454-94-25 63. 63Annotation - In the present publication it is suggested to use the knowledgetransplantation method for the development of the students creative abilities and forsolution of complicated scientific-and-engineering problems. I. INTRODUCTIONEffectiveness of the process of creativity development can be enhanced addressingthe right brain hemisphere, to the mental vision by means of inner vision. Thispossibility is often neglected, emphasizing practicability of the logical problem solutionand situation analysis. The present publication is an attempt to show how to use intuitiveways of a problem solution with maximum efficiency. II. MAIN PARTThe process of knowledge transplantation includes: the necessity to solve a problem activation of work of the right brain hemisphere receiving the necessary informationat the subconscious level implementation of the information received. Activation ofwork of the right brain hemisphere can be achieved by use of meditation techniques, inparticular, Chzhun Yuan Qigong method as the one most fit to the European lifestyle. Itallows achieving the targeted result in a short term (15 years). This technique allowsthe students to understand and memorize the necessary information amount with lesseffort; get the necessary information about the objects under consideration directly fromthe common information field of the Earth; not to be tired during, before and after thelessons; increase concentration and ability to concentrate on a certain task; better realizeones creative abilities. III. CONCLUSION1. For development of an individuals creative abilities it is necessary to activate theright brain hemisphere, which can be achieved by use of the meditation techniques. 2. The most acceptable method of activation of the right brain hemisphere is ChzhunYuan Qigong un method as the one most fit to the European lifestyle, which at the sametime allows achieving the targeted result in a short term (15 years). 3. It is expedient to add the course of basic Qigong and field physics to the teachingprogram. .., .. 64. 64 37, -, , 03056 .380-44-454-94-25 . . . . . , .I. , - () ( ). . , , . , (,-, 25 ) [1,2]. [3], . , , - , . , . , . . . , . [4].II. , 65. 65 (-, ). . , . , [5]. :- (20...25 ) - . ;- , , ;- - , ;- ( , , );- (, , ), ;- , . , , , , , . : , . . : 50 % - - ; 25% - ; 25% - . , , 25% 25% , 66. 66 . ( 100%): - - 10% ; - 40% ; - 10% ; - 20% ; - 20% . , , . , , , , , , , . . , . . , , , , ( ) ( ). , , , . , . , , (, , ) ( ) . 7.090701 , 7.090702 , , 7.0907003 , 67. 677.091003 . , . , , .III. 4. , .5. , . .6. , . IV. [1] .. . , . 13. 3.1992...24-28.[2] .., . .. .// VII - . : . .: , 2005. . 148-150.[3] .. . // - .233-234.[4] .. . // - .135-136.[5] .., .. .// - .42-43. 68. 68 THE ROLE OF THE FEEDBACK BETWEEN STUDENT AND TEACHER INOUTLOOK FORMATION Poddubny V.A., Poddubny A.A. National Technical University of Ukraine "KPI", Radio Department, 37 Peremoga Ave. KPI RTF, Kiev, Ukraine, 03056,el.380-44-454-94-25 Annotation - Lecture classes, are mass actions. During lecture the teacher works withall students simultaneously. It does not point separate persons.Personal work is carried out on individual classes. Only on them to the full it ispossible to carry out a feedback between the student and the teacher. The technique ofcarrying out of the laboratory works is introduced, providing the maximal feedback isoffered.It is shown, that the rating system of knowledge assessment allows the student tocompare self-estimation and an estimation of its knowledge associates. Thus it isexcluded internal and external conflicts, opportunities for personal development.For adequacy of the self-estimation the feedback between the teacher and the studentis important. It is carried out through energy-information exchange the student - theteacher on group and individual employment. .., .. 37, -, , 03056 .380-44-454-94-25 () . . 69. 69 . , .I. [1]. () [24]. , (ECTS), 100- . . , , . . , , . , . , . II. , . - . , . :- , ,- ,- ,- , , . 70. 70 . , , . , . , . , , . , , -, . . , . , . ( ) ( ), , , 12 ( ) ECTS 5 ( ). , , . : - ,- ,- . , , , . - ( 2), - - . . 71. 71 , ( ), . , , , , . : - , , ; - . III. , . 7. , . 8. , , . 9. , . IV. [1] .. . - . // VII . : . .-.: , 2005.- ..25-27. [2] .. , .. . - - . // VII . . : . .- .: , 2005.- .95-97.[3] .. , ... - - - . // VII. . : 72. 72 . .- .: ,2005.- .103-105.[4] .. , .. . .// VII . . : . .- .: , 2005.-.107-108.SPECIFIC FEATURES OF THE RATING SYSTEM OF THE KNOWLEDGE LEVEL ESTIMATE Poddubny V.A., Poddubny A.A.National Technical University of Ukraine "KPI"Radio Department , 37 Peremoga Ave. KPI RTF, Kiev, Ukraine, 03056, el.380-44-454-94-25Annotation - Specific features of the rating system of knowledge assessment arebeing considered. Possible variants of the rating system are being shown, along withbrief characteristics and drawbacks. It is recommended to apply hard rating as the onethat can be a maximum stimulus for the educational process.I. INTRODUCTIONUkraines entry into the Bolonja process implies solution of a number of tasks.Introduction of a rating system of knowledge assessment (RSKA) can be considered asone of such tasks. Rating system of knowledge assessment is an accumulation system ofassessment of marks received by a student during the educational process. Rating is thestudents ranking among all students of this institution at the basic speciality. Suchsystem can encourage healthy competition between students, pushes those who haveworse results forward.II. MAIN PARTPossible variants of RSKA: soft and hard rating, rating with a mandatory examfor receiving the highest grade, summary rating. It is recommended to use the hardrating as the one that can maximally promote educational process, enhance the studentspotential, and raise specialists with good knowledge and skills. Analysis of the results ofutilization of the rating system of knowledge assessment has shown that it allows toarrange systematic students work during the whole educational process, promotes betterand more active learning. Drawbacks of the rating system can be considered as follows:necessity of a big number of tests while teaching, which requires a lot of teachers time,especially when they teach in big groups and some of the students having lower ratingare seeking marks instead of knowledge. 73. 73 III. CONCLUSION 1. Utilization of the rating system of knowledge assessment allows to show thestudents potential better, to educate them as specialists with good fromed knowledgeand skills. 2. It is rational to use the hard rating system of knowledge assessment as the onethat has highest efficiency for promoting educational process. 3. Results of RSKA have shown its practicability for the higher educationalestablishments as well as for a secondary school. 4. When assessing knowledge of students according to this system a teacher hasincreased amount of work during the term, but at the same time less work during theexam session.