Research practice master's students (hereinafter referred to as practice) is an integral part of the main educational program of higher education vocational education and the preparatory stage for the development and writing of a master's thesis. In this regard, the content of the report on the completion of research practice and the level of its protection should be taken into account as one of the main criteria when assessing the quality of professional implementation. educational programs.

The goals of research practice are the formation of creative professional thinking skills by mastering scientific methods of cognition and research, ensuring the unity of educational (teaching and educational), scientific and practical processes, as well as the creation and development of conditions (legal, economic, organizational, resource, etc.). d.), providing the opportunity for each student to realize their right to creative personal development, participation in scientific research and scientific and technical creativity - full, equal and accessible to everyone in accordance with their needs, goals and abilities. As a result of practice, the student must master scientific research technologies, develop the ability to think outside the box, prepare and conduct experiments, formalize and evaluate the results scientific research, identify the problem, formulate a research plan, modify existing and develop new methods based on the objectives of a particular study, and also present the results of the work done in the form of reports, abstracts, articles, designed in accordance with existing requirements, using modern editing and printing tools.

On preparatory stage the goals, place and order of the internship are determined, individual assignments are formed, a list and sequence of work are established for the implementation of the individual assignment (formation of a research plan). An individual assignment for research practice includes the formulation of the direction of research, the goals and objectives of the research, general review ways and methods for solving similar problems that exist in the theory and practice of personnel management, recommendations on sources of information in accordance with a given aspect of research work.

The main (research) stage involves conducting bibliographic work with the involvement of modern information technologies, summarizing information in order to identify the problem and its clear formulation, selection, justification of the research method, action planning, collection of theoretical and factual materials for the study, processing of the results obtained, their analysis, systematization and comprehension taking into account the data available in the literature, preparation for publication scientific and practical article (series of publications), designed in accordance with existing requirements, using modern editing and printing tools, as well as the formulation of conclusions and recommendations.

On final stage the student prepares a report on scientific research practice and protects him.

During the internship, the master's student, together with the supervisor, adjusts the topic of the master's thesis and draws up an assignment (a detailed work plan with deadlines). For this purpose, the master's student:

Conducts information searches on the topic of dissertation research;

Systematizes and analyzes collected information;

Identifies the area and object of consideration, plans possible problems and builds models for their solution;

Masters the elements of professional activity necessary to complete a master's thesis;

Considers scientific research methods in relation to the topic of the dissertation;

Uses modern computer facilities and information technologies when processing information for a master's thesis;

Carries out the construction of methodological schemes for dissertation research.

The following basic requirements are imposed on the report on completion of research internship:

Independence and consistency in carrying out research on a specific problem;

Reflection of knowledge of legislative acts, regulations, instructions, standards, etc.;

Application of various methods, including economic and mathematical methods, to write a report on the completion of research internship;

Competent and logical presentation of research results.

At the same time, uniform requirements for work do not exclude, but presuppose initiative and a creative approach to the development of each topic. The originality of posing and solving specific questions in accordance with the characteristics of the study is one of the main criteria for evaluating a report on research practice.

Research practice of master's students is carried out in the second year in accordance with the schedule educational process. Its implementation is different for two groups of master's students: in core and non-core areas of the master's degree.

Master's students of the first category undergo internships at their workplaces, master's students of the second category - at internship sites with which the university has contracts. Master's students working outside of their field of study undergo internship during the period of four-month leave granted to them in accordance with the Labor Code of the Russian Federation.

Educational and methodological management of research practice is carried out by the graduating department.

In November, undergraduates are required to submit applications to the graduating department regarding the selection of research objects. The graduating department, before December 10, prepares draft orders on the practice of undergraduates at the relevant research objects.

The draft orders indicate: Full name. master's student, research objects, of which there must be at least two (the choice of one research object is allowed only if it is a financial and industrial group, holding, corporation, etc., i.e. those companies in which participation of several organizations is expected); scientific supervisors of practice from the university and organization.

The duration of a master's student's working time during internship in organizations is no more than 40 hours per week (Article 91 of the Labor Code of the Russian Federation).

From the moment undergraduates are enrolled in the period of practice as interns at their workplaces, they are subject to labor protection rules and internal regulations in force in the organization.

Before completing the internship, the undergraduate, together with the supervisor, clarifies the research topic and approves the research plan with the supervisor. Depending on the intended topic of the dissertation research, the program of scientific research practice includes individual questions from the following list: construction of methodological schemes in the dissertation research; use of private and common methods scientific research; study and use of objective economic laws and patterns; application of mathematical modeling methods and models in economic research; studying the structure of the enterprise, the main functions of production, economic and management divisions; study and analysis of planning and management processes at the enterprise; study of the logistics and personnel support of the enterprise; assessment of the nomenclature, range and quality of products; studying the mechanism for creating the efficiency and costs of pricing, as well as issues related to the sale of products; determination of the financial results of the enterprise; analysis of information support for enterprise management; developing options, assessing and making management decisions to improve enterprise and personnel management; analysis of the organization of implementation of management decisions and control over their implementation; management analysis from the standpoint of enterprise performance; assessment of social efficiency of production and management activities.

At the final stage of the research internship, the undergraduate must summarize the material collected during the internship, determine its representativeness and reliability in order to complete the development of the dissertation research topic, and draw up a report on the internship.

Scientific supervisor of practice from the university:

Ensures all organizational activities are carried out before undergraduates go to practice (instructs on the procedure for completing internship, etc.);

Establishes contact with practice managers from organizations;

Develops topics for individual assignments;

Responsible, together with the head of practice from the organization, for compliance by undergraduates with safety regulations;

Monitors master's students' compliance with the organization's internal labor regulations;

Monitors compliance with the terms of practice and its content;

Renders methodological assistance master's students when completing their internship program;

Helps undergraduates in choosing methods and approaches of scientific research;

Evaluates the results of the master's students' implementation of the internship program, gives feedback on their work and submits to the head of the department a written report on the organization of the internship along with recommendations for improving the practical training of undergraduates.

During the internship period, the master's student must collect necessary information, identify problematic issues of the organization on the topic of scientific research, select methods and methodological approaches to research.

As the master's program progresses, the student collects material and compiles a report on the internship. Within ten days after completing the internship, the undergraduate must submit a report to the department to his supervisor for verification. Along with the report, it is also necessary to submit a certificate confirming the place and time of the research internship, certified by the seal of the enterprise (organization).

After completion of the internship, its supervisor from the university submits a report in the prescribed form to the program director. The results of the practice are discussed at a meeting of the department and the university faculty council.

Based on the results of the internship, the master's student prepares a report no later than two weeks before his defense. In writing a report on research practice, the level of theoretical training of the master's student, his ability to analyze and summarize information, and the acquired skills in solving current problems are revealed. practical problems in a specific area of ​​economics, planning and management of enterprises (organizations), mastery of methods and approaches of scientific knowledge and scientific research as part of writing a master's thesis, the skill of constructing methodological schemes in dissertation research. The report on the completion of scientific research practice is required to show knowledge of general and special methods of scientific research, expert assessments in conducting research, techniques for conducting sociological research, as well as knowledge of current legislation, regulations, methodological and instructional materials, and basic literary sources.

The report is typewritten on A4 sheets, Times New Roman font, font size 14, one and a half line spacing, left margin - 3 cm, right margin - 1 cm, top and bottom margins - 2 cm each. The report must have a standard title page.

Various text inserts and additions placed on separate pages or on the reverse side of the sheet are not allowed.

All footnotes and footnotes are printed on the same page to which they relate, but in a smaller point size - 12.

All pages are numbered starting from the title page (the page number is not placed on the title page). The number indicating the serial number of the page is placed in the upper right corner without a dot.

WITH new page the following structural parts of the work begin: introduction, general characteristics object of study, conclusion, list of references, applications. The distance between the chapter title and the following text should be equal to one missing line. The same distance is maintained between chapter and paragraph headings. The intervals between the bases of the title lines are taken to be the same as in the text. There is no period at the end of the heading located in the middle of the line. Underlining headings and hyphenating words in headings is not allowed. The first letter of the title is uppercase, the rest are lowercase. Only headings should be in bold.

For example:

Chapters, paragraphs, paragraphs and subparagraphs (except for the introduction, conclusion, list of references used and applications) are numbered in Arabic numerals (chapter - 1, paragraph - 2.1, paragraph - 2.1.1, subparagraph - 3.2.1.1), after which thematic headings are given . Words Chapter, Paragraph, Clause, Subclause are not written. Headings should reflect the content of the sections.

For example:

1. Theoretical aspects of system research
personnel management

1.1. The essence of personnel management
V modern organization

1.2. Trends in the organization of personnel management

1.2.1. Problem-oriented approach to system development
personnel management in service organizations

1.2.2. Features of the application of the competency-based approach
to modernize the personnel management system in the service sector

All text, with the exception of headings, must be the same. Bold, italic, or underlining is not permitted. Phrases starting with a new (red) line are printed with a paragraph indent equal to 1.25 cm.

It is necessary to correctly format generally accepted conditional abbreviations. After the transfer they write etc.(and so on), and so on.(etc), and etc. (and others), etc.(and others); with references: see (look), cf. (compare); for digital designation of centuries and years: c. (century), centuries (century), year (year), years (years).

Illustrations are placed immediately after reference to them in the text. It is advisable to place illustrations so that they can be viewed without rotating the work. If a turn is inevitable, then the illustrations are arranged in a clockwise direction. All illustrations must have titles and numbering. For example: Fig. 1.; Rice. 2. etc. References to previously mentioned illustrations are given in abbreviated form Look, for example: (see Fig. 2).

Internship

The practical training program contains formulations of the goals and objectives of the practice, arising from the goals of the Higher Professional Education Program for the master's program, aimed at consolidating and deepening the theoretical training of students, their acquisition of practical skills and competencies, as well as experience of independent professional activity. Thus, the purpose of industrial practice is for students to acquire such professional competencies as skills in solving organizational, economic and managerial problems in the formation, development and use of the organization’s personnel; deepening theoretical knowledge and consolidating practical skills in developing documents for normative and methodological support of the organization’s personnel management system, etc.

To achieve the goals set for industrial practice, the place of internship is important. According to the practice program, practice bases can be industrial enterprises, research and design institutes, banks, insurance, trading and other companies, employment and social protection services, personnel recruiting agencies, government and municipal authorities and management, higher education institutions and other organizations (regardless of their legal form and form of ownership), which include personnel management services or units performing personnel management functions.

The industrial practice program includes: collecting information about the object of industrial practice - the organization, including its brief description, indicators of production, economic, financial and commercial activities and their analysis, analysis of the personnel management system and its functions; personnel, methodological, information and other support for the personnel management system; study and analysis of the main regulatory documents of the personnel management system: Regulations on personnel, Internal labor regulations, Regulations on the personnel management service and its other divisions, job descriptions, regulations on hiring personnel, on certification, personnel incentives, etc. An important part of the practice is a more in-depth study and analysis of the implementation of the function or process of personnel management that is related to the topic of the final qualifying work chosen by the student. The practice ends with the preparation and defense of a report on the practice.

3.5. Teaching practice

Pedagogical practice is the most important component and integral part of the educational process of master's students. This type of practice performs the functions of general professional preparation of students for teaching activities in higher education. Pedagogical practice is based on the study of courses “Organization of scientific research and pedagogical activity in the field of personnel management”, “Psychology”, “Speech culture and business communication”.

Pedagogical practice reveals the level of scientific training of a master's student in all the most important areas of professional specialization and acts as a link between theoretical preparation for professional activity and the formation practical experience its implementation.

The program takes into account the requirements of the Federal educational standard for higher professional education in the direction of a master's degree.

The goal of teaching practice is the formation and development of the competencies of a teacher (teacher) of higher education and advanced professional education who is proficient in modern educational technologies.

Pedagogical practice solves the following tasks:

Developing the ability to improve one’s general cultural and professional level and independently master new working methods;

Development of skills in the field of development of educational programs and educational materials to ensure the learning process;

Participation in the organization of the educational process in the implementation of the content of educational programs of higher professional education and further professional education, forming the professional competencies of personnel management specialists;

Practical development of methods, techniques, means of pedagogical activity in higher education, corporate universities, business schools, etc.

General methodological management of the practice is carried out by the Department of Personnel Management. Direct supervision is entrusted to professors, associate professors and teachers of the department. The main normative and methodological documents regulating the work of a master's student in practice include the internship program and the master's student's practice diary.

Carrying out pedagogical work involves attending classes of department teachers in various academic disciplines, conducting observation and analysis of classes in agreement with the teacher of the academic discipline, independently conducting fragments of classes in agreement with the supervisor and (or) the teacher of the academic discipline, independently conducting classes according to the plan of the academic discipline with using multimedia and projection technology, developing lecture notes and presentations on individual academic disciplines, creating a teaching package for a chosen academic discipline, preparing publications on the subject of an academic discipline, participating in the work of the department, generating a report on pedagogical practice.

Thus, the teaching practice program contributes to the process of socialization of the student’s personality, switching him to a completely new type of activity - teaching, mastering social norms and values ​​of the teaching profession, as well as the formation of the personal business culture of the future master.

Related information.

After completing a research practice, each student needs not only to fill out a diary and prepare the collected materials, but also an important part of this work is to create a report on the research practice. This is quite a painstaking job, which differs from writing a regular practice report, as it has a number of basic requirements and specific rules.

Basic criteria for writing a report on research practice

So, before you start writing a report, you need not only to study the basic requirements, select the necessary and appropriate literary sources, and also prepare and adjust your diary. Having made all the necessary preparations, it is worth starting to prepare the report itself, which must include approximately 30 pages without taking into account additional materials attached to it. It is worth noting that the requirements for the list of references, which relates to the final part of your work, are quite strict, so it is recommended to take a responsible approach to creating a list of books used, including at least thirty sources and format it in accordance with the requirements stipulated by the standards. It is very important to keep in touch with your practice manager to avoid unnecessary mistakes when writing your report.

Structure of a scientific practice report

In order for your report on the undergraduate research practice to be written concisely and correctly, it is very important to structure it. By dividing it into certain parts, you will be able to correctly present all the necessary information about the completed practice. You can structure your report using the following example:

• Title page.
• Summary.
• Epithets and designations.
• Introductory part.
• The main part, divided into several sections.
• Final part.
• List of used literature.
• Additional documents (applications).

Having structured your report in this way, you can begin writing it.

What should be the first and introductory part of the report on the research practice of a master's student?

It is quite difficult to create a detailed structure for the sections of this report, since each specialty and educational institution has its own individual requirements for writing this type of work. However, there are a number of recommendations that will certainly help in writing a research report on the practice of a master’s student.

• Constant communication with the practice director is very important. It will help in solving many questions that arise when writing this work.
• This type of practice also implies participation in various conferences that are suitable for the topic. It is worth mentioning this in your report, indicating the time, topic and number of visits.
• It is recommended to describe in detail the process of studying and analyzing very important information from literary and information sources.
• After conducting at least two experiments, you can begin to prove and describe the actions performed.

Learn more about writing report text

The report on the master's student's research practice should include your personal data, such as: full name of the master's student, type, place and period of the internship, as well as the topic of the qualifying work. After presenting the general data, you can begin writing the main text. First of all, it should reflect the work carried out by the undergraduate in research practice. It is important to remember that your report should cover:

• The object that is selected for research.
• Primary goal.
• Methods used to carry out the work.
• Results of the implemented scientific research.

Using these recommendations, you will certainly be able to write a correct and informative report on scientific research practice (an example can be found on our website). However, if you have any difficulties or are not confident in your abilities, our specialists are ready at any time to write for you a report that will meet all standards.

The tasks posed by modern production to engineering personnel are so complex that their solution requires creative search and research skills. In this regard, a modern specialist must possess not only the necessary amount of fundamental and specialized knowledge, but also certain skills in creatively solving practical problems, constantly improve his skills, and quickly adapt to changing conditions. All these qualities need to be developed at a university. They are brought up through Active participation students in research work.

In modern conditions, scientific research students (NIRS) is being transformed from a means of developing the creative abilities of the most successful and gifted students into a system that makes it possible to improve the quality of training of all specialists with higher education.

The concept of “student research work” includes the following elements:

– teaching students the basics of research work, instilling in them certain skills;

– carrying out scientific research under the guidance of teachers.

In this regard, the forms and methods of attracting students to scientific creativity can be divided into research work included in the educational process and, therefore, carried out during school hours in accordance with curricula and work programs (special lecture courses on the basics of scientific research, various types training sessions with elements of scientific research, educational and research work of students), as well as for research work carried out by students during extracurricular hours.

Students' educational and research work (UIRS) is carried out during the class time allotted by the class schedule by each student on a special assignment under the guidance of a supervisor (department teacher). The main task of UIRS is to teach students the skills of independent scientific work, familiarization with real working conditions in laboratories and research teams. In the process of carrying out educational research, future specialists learn to use instruments and equipment, independently conduct experiments, process their results, and apply their knowledge to solve specific problems.

To conduct educational and research work, students are assigned a workplace in the laboratory and are provided with the necessary materials and instruments. The topic and scope of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of specialized literature.

Scientific supervisors include teachers actively involved in scientific work, research assistants, engineers and graduate students.

The final stage of UIRS is the preparation of a report in which the student outlines the results of his scientific work. The report is defended before a special commission with a grade.

A promising direction is the creation of student research laboratories (SNIL) in higher educational institutions, in which scientific research is conducted and at the same time educational and research work of students is organized.

In some universities, educational and research work is preceded by a special course on the basics of organization and methodology of scientific research, on the organization of bibliographic and patent work (in the disciplines “Introduction to the specialty”, “Fundamentals of scientific research”, etc.).

Important form The research work of students, carried out during school hours, is the introduction of elements of scientific research into laboratory work. When performing such work, the student independently draws up a work plan, selects the necessary literature, carries out mathematical processing and analysis of the results, and draws up a report.

Many university departments organize scientific seminars or student scientific and technical conferences (SNTK). Seminars are held regularly throughout the semester so that each student can make a report or report on the results of the work done. SNTK is carried out, as a rule, 1–2 times a year between semesters or at the end of each semester.

For junior students, the main forms of SNTK within the educational process are the preparation of abstracts, individual homework with elements of scientific research, and participation in subject clubs.

Research work of students during practical training is carried out by performing individual assignments in production on the subject of research work carried out by the department, as well as “bottlenecks” of production. Tasks are being carried out to improve technological processes, equipment, scientific organization of work, factual material is collected and its primary processing is carried out for the purpose of further use in coursework and diploma design.

Scientific supervision of students during practical training is carried out jointly by university teachers and enterprise specialists. The results of the work are presented in a report, which students defend before the commission after completing their practical training.

Students' research work during coursework and diploma design is associated with the development of special sections with elements of scientific research and research carried out in the process of solving real problems of specific enterprises. Such graduation projects can end in implementation and in this sense they are indeed real.

The implementation of complex diploma projects developed by a group of graduate students of various specialties is being developed. Each student is assigned to complete a separate independent section of a comprehensive diploma project. General management of the development of such a project is carried out by one of the leading departments; each section is assigned its own leader from the department that ensures its development.

When defending a complex diploma project, a commission is created with the participation of representatives of the customer and the university. She evaluates each topic of the diploma project completed by individual students, and also makes a decision on the project as a whole and on the possibility of using it at the customer’s enterprise.

Many university departments, together with enterprises, compile a list of production bottlenecks, from which they then formulate the topics for coursework and diploma projects. This approach makes it possible to effectively use the scientific and creative potential of students to solve specific production problems and increases students’ responsibility for the quality of their work.

The scientific work of students, carried out during extracurricular time, is implemented through the participation of students in research on the topics of planned state budget and contractual research work of departments and scientific institutions of universities, the organization of student bureaus and associations such as the student research laboratory (SNIL). SNIL can carry out design, technological and economic tasks, patronage work at schools, and lecturing work to disseminate knowledge in the field of science, technology, and culture.

The main form of research work carried out during extracurricular time is to attract students to carry out scientific research conducted by departments and scientific institutions of the university on state budgetary and contractual topics. Typically, a group engaged in solving a specific scientific and technical problem includes several students, usually from different courses. This allows us to ensure continuity, continuity and clear organization of their work. Senior students are registered as technicians or laboratory assistants with payment and entry in the work book. The work is carried out according to a schedule approved by the supervisor. The work of students is supervised by teachers, researchers, engineers and graduate students working in a group.

Students who have successfully completed the task in their section are included in the list of authors of the report as co-authors. Based on the results of the work, an application for an invention may be submitted or an article may be published.

Collective forms of creative work of students have proven themselves well - student research laboratories (SNIL), student design, technological, economic bureaus (SKB), scientific and computing centers, etc.

SNIL is organized at the university as its structural unit. The topics of work are formed either on the basis of business agreements with organizations or in the form of state budget themes of the university and intra-university orders.

The staff of the SNIL consists mainly of students who perform work under the guidance of the teaching and engineering staff of the university. The head of the SNIL and several engineering and technical workers included in the SNIL provide organizational and methodological guidance to the work of students.

In parallel with carrying out research work, students carry out organizational and management functions while simultaneously acquiring relevant skills.

The diagram of the comprehensive program of student research work for the entire period of study is presented in Fig. 1.

An important role in intensifying the scientific and technical creativity of students is played by the organizational and mass events held in the republic: “Students and scientific and technological progress,” competitions for the best organization of students’ scientific work, republican scientific conferences of students, exhibitions of scientific and technical creativity.

Modern level student participation in scientific work, the diversity of its forms and methods require an integrated approach to its planning and organization. A comprehensive research and development program should provide a stepwise sequence of activities and forms of students' scientific work in accordance with the logic of the educational process.

The implementation of comprehensive planning of research work in higher educational institutions for each specialty and the creation on this basis of a unified integrated system of student research work allows for more complete use of the scientific potential of universities in the training of modern highly qualified specialists.

Classification of scientific research works

Scientific research is the process of understanding a new phenomenon and revealing patterns of change in the object being studied depending on the influence of various factors for the subsequent practical use of these patterns. Scientific research is classified according to various criteria: methods for solving problems, the scope of application of research results, types of object under study and other factors

Research can be theoretical, theoretical-experimental or experimental. Classification of research into one of the types depends on the methods and means of scientific research used.

Theoretical research are based on the use of mathematical and logical methods of cognition of an object. The result of theoretical research is the establishment of new dependencies, properties and patterns of occurring phenomena. results theoretical research must be confirmed by practice.

Theoretical-experimental Research involves the latest experimental verification of the results of theoretical studies on full-scale samples or models.

Experimental studies are carried out on full-scale samples or models in laboratory conditions, under which new properties, dependencies and patterns are established, and also serve to confirm the put forward theoretical assumptions.

Scientific research on the use of results is divided into fundamental And applied .

Fundamental ones aim to solve fundamentally new theoretical problems, discover new laws, and create new theories. On their basis, many applied problems are solved in relation to the needs of specific branches of science, technology and production.

Applied research is the search and solution of practical problems in the development of individual industries based on the results of fundamental research.

According to the composition of the studied properties of the research object, they are divided into complex And differentiated .

Complex ones represent the study of heterogeneous properties of one object, each of which may involve the use of different methods and means of research. They are performed at different times and in different places. An example of a comprehensive study would be an assessment of the reliability of a new car. The reliability of a car is an integral property and is determined by such individual properties as reliability, maintainability, storage and durability of parts.

Differentiated research is a study in which one of the properties or a group of homogeneous properties is known. In the example considered, each individually studied property of car reliability is differentiated.

Research is also divided based on the location where it is conducted, since this predetermines the use of various methods and means of scientific research. In this sense, experimental studies conducted in laboratory or industrial conditions are called laboratory or production. The object under study may be full-scale or represent him model. In each case, the choice of the type of object under study must be justified. In technology, many studies and tests are carried out on models and samples, since this greatly simplifies the creation of a laboratory base for research (often full-scale tests are fundamentally impossible). The most reliable are the results of full-scale tests.

According to the stages of implementation, research is divided into search, scientific research and pilot industrial developments. When developing a major scientific and technical problem, the first stage is exploratory research, as a result of which the fundamental principles, ways and methods of solving the problem are established. The second stage is research developments, the purpose of which is to establish the necessary dependencies, properties and patterns that create the prerequisites for further engineering solutions. Third stage - pilot development, the main task of which is to bring the research to practical implementation, i.e. its testing in production conditions. Based on the results of the pilot production test, adjustments are made to the technical documentation for the widespread introduction of the development into production.

Each research work can be attributed to a specific area. A scientific direction is understood as a science or a complex of sciences in which research is being conducted. In this regard, technical, biological, physical-technical, historical and other areas are distinguished with possible subsequent detail.

The structural units of a scientific direction are: complex problems, problems, topics and scientific questions. A complex problem is a collection of problems united by a single goal. A problem is a set of complex theoretical and practical problems that require resolution in society. From a socio-psychological point of view, the problem reflects the contradiction between the social need for knowledge and the known ways of obtaining it, the contradiction between knowledge and ignorance. The problem arises when human practice encounters difficulty or even encounters "impossibility" in achieving the goal. The problem can be global, national, regional, sectoral, intersectoral, which depends on the scale of the emerging challenges. For example, the problem of nature conservation is global, since its solution is aimed at meeting universal human needs. In addition to those listed, there are general and specific problems. General problems include general scientific problems, national problems, etc. The nationwide problem of our country is the introduction of low-waste and non-waste, energy- and material-saving technological processes and machine systems.

Specific problems are typical for certain industries. Thus, in the automotive industry, such problems are fuel economy and the creation of new types of fuel.

The topic of scientific research is an integral part of the problem. As a result of research on a topic, specific scientific questions covering part of the problem are answered.

Scientific questions usually refer to small scientific problems related to a specific topic of scientific research.

Choosing a direction, problem, topic of scientific research and posing scientific questions is a very responsible task. Current directions and complex research problems are formulated in policy documents of the country's government. The direction of research is often predetermined by the specifics of the scientific institution or branch of science in which the researcher works. The specification of the direction of research is the result of studying the state of production demands, social needs and the state of research in one direction or another. In the process of studying the state and results of already completed research, ideas for the integrated use of several scientific areas to solve production problems can be formulated. It should be noted that the most favorable conditions for carrying out complex research are available in higher education due to the presence in universities scientific schools, formed in various areas science and technology. The chosen direction of research often becomes a strategy researcher or a scientific team for a long period.

When choosing a problem and topics for scientific research, at the first stage, based on an analysis of the contradictions of the area under study, the problem itself is formulated and the expected results are defined in general terms. Then the structure of the problem is developed: topics, questions, and performers are identified.

Topics of scientific research must be relevant (important, requiring prompt resolution), have scientific novelty (i.e., make a contribution to science), and be cost-effective for the national economy. Therefore, the choice of topic should be based on a special feasibility study. When developing theoretical research, the requirement of economy is sometimes replaced by the requirement of significance, which determines the prestige of domestic science.

Each scientific team (university, research institute, department, department), according to established tradition, has its own scientific profile and competence, which contributes to the accumulation of experience, improvement theoretical level developments, their quality and economic efficiency. At the same time, a monopoly in science is also unacceptable, since this excludes competition of ideas and can reduce the effectiveness of scientific research. The choice of topic should be preceded by familiarization with domestic and foreign sources. The problem of choosing a topic is significantly simplified in a scientific team that has scientific traditions (its own profile) and is developing a complex problem.

An important characteristic of the topic is the ability to quickly implement the results obtained in production.

To select application topics great importance has a clear formulation of tasks by the customer (ministry, association, etc.).

At the same time, it must be borne in mind that in the process of scientific development, some changes in the topic are possible at the suggestion of the customer and depending on the developing production situation.

Cost-effectiveness is an important criterion for the prospects of a topic, however, when assessing large topics, this criterion is not enough and a more general assessment is required, taking into account other indicators. In this case, expert assessment is often used, which is performed by highly qualified experts (usually from 7 to 15 people). With their help, depending on the specifics of the topic, its direction or complexity, evaluative indicators of the topics are established. The topic that has received maximum support from experts is considered the most promising.

Stages of research work

Each scientific research presupposes a general sequence of implementation of its conditionally independent components, which we will further call the stages of scientific research. In the most general case, we can assume that scientific research includes the following four main stages.

1.Preparation for the study. First, the purpose of the research is determined, the subject and object of the research are justified, the accumulated knowledge on the subject of the research is mastered, a patent search is carried out and the need to carry out the research is justified. this study, a working hypothesis and research objectives are formed, a program and general research methodology are developed.

2. Experimental research and processing of experimental data. This stage of the study involves planning experiments, preparing for experiments, checking and eliminating sharply deviating values, and statistical processing of experimental data.

3.Analysis and synthesis of experimental research results. This stage involves the transition from observation to an analytical description of the state of the system and revealing the nature of the impact of individual factors on the process using system modeling and mathematical analysis methods.

4. Verification of the generalization results in practice and assessment of the economic efficiency of the research results.

Let us consider in more detail the implementation of scientific research, for which we will introduce some explanations and methodological recommendations for individual stages.

At the beginning of any research, it is necessary to determine the goal, select the subject and justify the object of research. The purpose of the research is the result cognitive process, i.e. why the research is being done. The purpose of the study must be clearly stated and quantifiable. The purpose of research carried out in the field of automobile repair is, for example, to increase labor productivity, reduce repair costs, increase the durability of restored parts, etc. The subject of research is understood as its substantive part, fixed in the name of the topic and associated with the knowledge of certain aspects, properties and connections of the objects under study, necessary and sufficient to achieve the goal of the study. A typical representative characteristic of studying the essence of a phenomenon or revealing a pattern is chosen as an object of study.

Mastering accumulated knowledge and critically assessing it is a multifaceted work. First of all, it is necessary to understand the extent to which the topic being developed is covered in the literature of domestic and foreign authors. One of the first conditions for reading scientific literature is the ability to find it. When working in libraries, they usually turn to library workers for information and advice or look for guidance in library catalogs. According to the grouping of materials, the following main types of catalogs are distinguished: alphabetical, systematic, subject, etc. An alphabetical catalog contains descriptions of books arranged in alphabetical order by the names of the authors or titles of the books (if their authors are not indicated). The systematic catalog contains a bibliographic description of books by branches of knowledge in accordance with their content. Special reference, bibliographic, abstract and other publications provide enormous assistance in finding the necessary literature.

Reading scientific literature usually consists of a number of techniques:

general familiarization with the work as a whole according to the table of contents and a quick glance at the book, article, manuscript, etc.;

reading in sequential order of material and studying the most important text;

selective reading of material;

“score reading” or simultaneous familiarization with the content of the text in the amount of half a page or a whole page;

drawing up a plan of the material read, notes or theses, systematizing the extracts made;

registration of new information on manual punch cards;

re-reading materials and comparing it with other sources of information;

translation of text from foreign publications with recording in native language;

thinking about the material read, critically evaluating it, writing down your thoughts about new information.

The most common form of accumulating scientific information is taking notes of various kinds when reading books, magazines and other sources of written information. The following are the most common recording techniques:

records in the form of verbatim excerpts from any text indicating the source of information and the author of the quotation;

records in free presentation with exact preservation of the content of the source and authorship;

records and drawings on loose-leaf blank sheets and transparent paper of drawings, tables, etc.;

drawing up a plan for the work read;

compiling notes based on materials from a read book, article, etc.;

crossing out and underlining individual words, formulas, phrases on your own copy of the book, sometimes with colored pencils;

records of quotes from several literary sources on a specific topic;

verbatim notes with comments;

records made on manual punch cards or on cards, in notebooks, notepads, etc. by symbols, shorthand characters, etc.;

presentation of your comments on the material read in the form of aphoristic notes.

Notes on material from reading scientific literature can be made in ordinary general notebooks, on forms or sheets of paper of arbitrary sizes, on punched cards, and bibliographic cards. Each of these methods has its own advantages and disadvantages. Notebook entries make it difficult to select statements on one topic or problem, or to find statements among a series of others. The card system, although it requires an increase in paper consumption, makes it easier to organize statements in a personal file cabinet and quickly find the necessary materials. This system has undeniable advantages over the traditional form of recording in general notebooks.

As a result of studying scientific, technical and patent literature, the physical essence of the development of phenomena and the connections of individual elements with each other is revealed. The researcher becomes familiar with the use of technical measurement tools, methods for analyzing the processes of the system under study, and criteria for optimizing factors affecting the process. The factors are ranked on the basis of a priori information, the need for this research and the possibility of using previously obtained results to solve the problems of the research being carried out are substantiated.

The working hypothesis is formulated based on the results of studying the accumulated information about the subject of research. A hypothesis is a scientific proposal about possible mechanisms, causes and factors determining the development of the phenomena under study, which have not yet been proven, but are probable. One of the main requirements for a hypothesis is the possibility of its subsequent experimental verification. A working hypothesis is an important element of research; it synthesizes an a priori idea of ​​the subject of research and determines the range of tasks to be solved to achieve the goal.

The research program and methodology justify the choice of research methods, including the experimental research method. A method generally means a path of research, a method, the application of which allows one to obtain certain practical results in knowledge. Along with the general method of dialectical materialism, it is also widely used specifically - scientific methods, such as mathematical analysis, regression and correlation analyzes, methods of induction and deduction, method of abstraction, etc.

The research program and methodology include:

compilation calendar plan performing work in stages with an enlarged presentation of the content at each stage;

selection of technical means of experimental research for the reproduction and generation of the development of phenomena or connections of research objects, registration of their states and measurement of influencing factors;

mathematical modeling of the research object and experimental planning;

optimization of output indicators of the processes under study;

selection of methods for statistical processing of experimental data and analysis of experimental results;

choosing a method for economic analysis of research results.

Let's look at some of the most common questions experimental research. Technological research is characterized by the need to take into account a large number of factors that have different effects on the output indicators of processes. For example, when studying the influence of technological factors on the efficiency and quality of car repairs, as well as when optimizing the conditions for implementing the technology, three types of problems arise:

identifying the significance of the influence of factors on the properties of the part being repaired and ranking them according to the degree of influence (tasks of assessing factors for the significance of their influence);

search for such conditions (regimes, etc.) under which either the given level will be ensured or higher than that achieved to date (extreme tasks);

establishing the type of equation based on revealing the relationship between factors, their interactions and an indicator of the properties of the part being repaired (interpolation problems).

Any technological process, as an object of study under the influence of various factors, is considered in the form of a poorly organized system in which it is difficult to isolate the influence of individual factors. The main method of studying such systems is statistical, and the method of conducting experiments is active or passive. Conducting “active” experiments involves the use of planning methods, i.e. active intervention in the process and the ability to choose how to influence the system. An object of study on which an active experiment is possible is called controlled. If it turns out that it is not possible in advance to choose ways to influence the state of the system, then a “passive” experiment is carried out. For example, such experiments are the results of observations of cars and their individual units during operation.

Mathematical planning of an experiment, selection of factors, levels of their variation and mathematical processing of results is carried out using special techniques and has its own specific features when solving specific problems and is considered in the specialized literature.

After completion of theoretical and experimental studies, a general analysis of the results obtained is carried out, and the hypothesis is compared with the experimental results. As a result of the analysis of discrepancies, additional experiments are carried out. Then scientific and production conclusions are formulated and a scientific and technical report is compiled.

The next stage of topic development is the implementation of research results into production and determination of their actual economic efficiency. The introduction of fundamental and applied scientific research into production is carried out through developments carried out, as a rule, in experimental design bureaus, design organizations, pilot plants and workshops. Developments are formalized in the form of experimental technological or experimental design work, including the formulation of the topic, goals and objectives of development; study of literature; preparation for technical design of an experimental sample; technical design (development of technical design options with calculations and drawings); production of individual blocks, their integration into a system; coordination of the technical project and its feasibility study. After this, detailed design is carried out (detailed study of the project); a prototype is being manufactured; it is tested, fine-tuned and adjusted; bench and production tests. After this, the prototype is refined (analysis of production tests, alteration and replacement of individual components).

Successful completion of the listed stages of work makes it possible to submit the sample for state tests, as a result of which the sample is launched into mass production. At the same time, the developers exercise control and provide advice.

The implementation is completed by issuing a certificate of economic efficiency of the research results.

Student's classroom and extracurricular work

When analyzing reform processes high school, educational situation at a state university, as well as when studying national and world trends in the development of university education, the following trends clearly appear:

a) modern sociocultural conditions dictate the intrinsic value of the idea continuing education when students (and not only) are required to constantly improve their own knowledge;

b) in the conditions of the information society, a fundamental change in the organization is required educational process: reduction of classroom load, replacement of passive listening to lectures by increasing the share independent work students:

c) the center of gravity in learning moves from teaching to learning as an independent activity of students in education.

Types and structure of independent work of students

Depending on the place and time of the SRS, the nature of its management by the teacher and the method of monitoring its results, it is divided into the following types:

– independent work during main classroom sessions (lectures, seminars, laboratory work);

– independent work under the supervision of a teacher in the form of scheduled consultations, creative contacts, tests and exams;

– extracurricular independent work when the student completes homework of an educational and creative nature

Of course, the independence of the types of work listed above is quite conditional, and in the real educational process these types intersect with each other.

In general, independent work of students under the guidance of a teacher is pedagogical support for the development of target readiness for professional self-education and represents didactic tool educational process, artificial pedagogical design of organizing and managing the activities of students.

Thus, structurally, SRS can be divided into two parts: organized by the teacher (OrgSRS) and independent work, which the student organizes at his own discretion, without direct control from the teacher (preparation for lectures, laboratory and practical classes, tests, colloquiums, etc. .) In this regard, we emphasize that CPC management is, first of all, the ability to optimize the process of combining these two parts. OrgSRS should be at least 20% of the total time allocated according to the curriculum for independent work. The direct distribution of hours on the OrgSR is approved for each discipline by the scientific and methodological councils of directions and specialties. It is assumed that OrgSRS should be provided for all disciplines curriculum.

The contents of the OrgSRS can be described in work program each discipline and is aimed at expanding and deepening knowledge in a given course, and in senior courses - also at mastering interdisciplinary connections. The time to complete it should not exceed the norm allotted by the curriculum for independent work in this discipline. In this regard, it is necessary, even at the stage of developing curricula, when assigning the amount of time allocated to a student’s classroom and extracurricular work, to take into account the form of the Organizational Social Work, because its different forms naturally require different time expenditures.

Technological organization of independent work of students

If we talk about the technological side, the organization of SRS may include the following components:

1. Technology for selecting goals for independent work. The basis for selecting goals is the goals defined by the State Educational Standard, and the specification of goals for courses that reflect an introduction to the future profession, professional theories and systems, professional technologies, etc.

The selected goals reflect a taxonomy of goals, for example: knowledge of sources of professional self-education, application various forms self-education when organizing independent work. In addition, the goals of independent work must correspond to the structure of readiness for professional self-education, including motivational, cognitive, and activity components.

2. Technology for selecting SRS content. The grounds for selecting the content of independent work are the State educational standard, sources of self-education (literature, experience, self-analysis), individual psychological characteristics of students (learning ability, training, intelligence, motivation, characteristics educational activities).

3. Technology for constructing tasks. Assignments for independent work must correspond to the goals of various levels, reflect the content of each proposed discipline, and include various types and levels cognitive activity students.

4. Control organization technology. Includes careful selection of control means, definition of stages, development of individual forms of control.

Main characteristics of students’ independent work

Analysts at the Russian Research Institute of Higher Education (NIIVO) highlight the main characteristics of the SRS:

1. Psychological conditions success of SRS. First of all, this is the formation of a sustainable interest in the chosen profession and methods of mastering its features, which depend on the following parameters:

– relationships between teachers and students in the educational process;

– level of complexity of tasks for independent work;

– involvement of students in the activities being formed future profession.

Like any kind human activity, educational activity from a psychological point of view is a process of solving specific problems. Difference educational tasks from all others is that their goal is to change the subject himself, which consists in mastering certain methods of action, and not in changing the objects with which the subject acts. The need to formulate and solve such problems arises for the subject only if he needs to master methods of action that are based on generalizations of a theoretical type.

Considering educational activity as a process of problem solving, the following links should be distinguished.

Firstly, setting the learning task. In psychology (educational psychology) it is known that a goal arises as a result of concretizing the meaning-forming motives of activity. The function of such motives can only be fulfilled by interest in the content of the acquired knowledge. Without such interest, it is impossible not only to independently set a learning task, but also to accept the task set by the teacher. Therefore, training aimed at preparing students for independent educational activities must ensure, first of all, the formation of such interests.

Secondly, the use of optimal methods for solving the problem. There is a fundamental difference between educational activities under the guidance of a teacher and its independent forms, which is not paid enough attention. When a teacher leads students from concept to reality, such a move has the power only methodological technique. When it comes to the formation of a concept through independent work with educational materials and tools, the conditions of activity radically change:

The first among these conditions is the formation of methods for logical analysis of sources of educational information, in particular, methods for logical analysis of information models in which the content of scientific concepts is recorded, which at the same time constitutes one of the most important tasks of teaching, designed to prepare students for independent educational activities.

Second an important condition The transition to independent educational activity is the mastery of productive ways of solving educational problems, and ensuring this condition is almost impossible without the active methodological and methodological participation of the teacher.

Thirdly, monitoring and evaluating the progress and results of solving the problem. The formation of control and evaluation operations should go from mastering the methods of monitoring and evaluating the actions of the teacher and other students through monitoring and evaluating one’s own work under the guidance of the teacher to self-monitoring and self-evaluation of independent educational activities.

2. Career guidance disciplines. The indisputability of this educational content thesis from the point of view of knowledge, introduction to creative professional activity, effective personal interaction in the profession should not detract from the importance of knowledge of the general humanitarian culture of the corresponding blocks of disciplines of the curriculum.

In addition, the depth of profiling of certain disciplines should take into account the psychological patterns of the multi-level division of future professionals: bachelors, specialists, masters.

3. Limited student time budget. Firstly, when forming the temporary scope of his subject, the teacher must take into account the total total workload of students, without the often very subjective opinion of the undoubted importance of “my” discipline.

Secondly, the intensification of the educational process involves the rhythm of SRS by reducing the student’s routine work in semesters.

4. Individualization of SRS, which includes:

– increasing the proportion of intensive work with more prepared students;

– dividing the lesson into mandatory and creative parts (for everyone trying to independently cope with more difficult and, most importantly, non-standard tasks, additional questions, educational problem situations, etc.)

– regularity of consultations with trainees;

– comprehensive and timely information about the thematic content of independent work, deadlines, the need for auxiliary aids, forms, methods of control and evaluation of the final results with mandatory comparison with the expected ones.

It is important to emphasize that a student’s learning is not the individual’s self-education of his own free will, but a systematic, teacher-controlled independent activity of the student, which becomes dominant, especially in modern conditions of the transition to multi-stage training of higher education specialists at BSU and in the higher education system as a whole.

In this regard, the proportionality between classroom and extracurricular activities has caused close attention to the problem of organizing students’ independent work (SWS) in general, and not only and not so much within the traditional boundaries of specific disciplines. Strategically, the initial level of independence with which the applicant arrived in comparison with the requirements for a higher school graduate comes to the fore.

Effective writing

The value of notes

1) they speed up the review task. Repeatedly reading reports or business books in their entirety is a waste of valuable time. If the notes are well written, with key points and essential definitions to remember, then all you need to do is review the notes.

2) writing notes during meetings or during the learning process allows you to actively engage in this process. Writing uses visual and kinesthetic (that is, muscle sensations) functions, which helps concentration and strengthens memory.

3) People who take and use notes are generally more effective at recalling information than people who don't.

4) Writing notes is a good test of listening, comprehension and short term memory skills. Notes can also form the basis for discussion and research.

There are three main methods for taking notes.

1. Notes in general terms (schematic).

2. Detailed notes.

3. Maps of Thought.

Schematic notes are compiled by compiling a list of keywords that evoke mental images of key concepts and ideas from the main text. Schematic notes are primarily saved in a standard linear format. They can also be transferred to pocket-sized cards that can be carried with you and viewed whenever the opportunity arises, for example when traveling on a bus or tram.

Detailed Notes is a system used by many people for fear of missing something important. If the report was made logically, the notes can be left without further Change. However, this is not always the case, and notes may require editing and reorganization. They often need additions that include further reading, research and reflection.

Due to the similarity of the shape of the third type of notes to a spider's web, they are sometimes called spider diagrams. They are also known as Mind Maps, which is a method of note-taking that offers greater flexibility and overcomes the disadvantages of sketchy and detailed notes. Mind Maps are a non-linear, spatial, graphic technique in which the subject under discussion (plot) is crystallized in a central image. The main themes of the subject (plot) come from the central image as a branch. The branches include key images or key words printed on the corresponding lines. Topics of lesser importance are also represented as branches attached to branches of higher importance. high level. The branches form a connected nodal structure. Mind Maps can be expanded and enriched with color, images, codes, symbols and the third dimension to stimulate interest. These extensions help you remember, understand, motivate, and recall information.

For example, when writing notes, a Mind Map could be a visual representation and outline of key words in a chapter of, say, a business book or self-development program. You can draw a series of micro Mind Maps for each chapter of a business book and a macro Mind Map for the entire text. Then you will have a schematic macro Mind Map for the entire book, supported by schematic micro Mind Maps for each chapter.

Mind Maps – only one method of diagrammatically representing Information that has been used in business and education for more than twenty years. With the advent of computer graphics, including Mind Map display programs, the use of this method is becoming increasingly popular and accessible. Other schematic systems for presenting information include tables, graphs, bar, pie, and organization charts, decision trees, Venn diagrams, algorithms, and so on.

Creating Mind Maps

1. Use a sheet of A4 size (or A3, if necessary) of blank paper.

2. Start your Mind Map in the center of the page and move along to the edges.

3. Connect the main themes to the central image.

4. Use the “pitchfork” or “fish skeleton” technique to connect the auxiliary lines with the main ones.

5. Type single keywords on the connecting lines.

6. Use images, drawings, symbols and codes.

7. Segment the main themes by drawing bounding lines around them.

8. Use custom codes. and well-known abbreviations.

9. To make information more memorable, use mnemonics for key points. Example of a thinking map:

Effective writing is the technology for optimal note-taking.

Explanatory dictionaries, thesaurus, glossary

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Multivolume Latin dictionary. Here is the definition given to the dictionary by different sources:

A dictionary is a book containing a list of words, usually with explanations, interpretations or translations into another language. (Dictionary of modern Russian literary language: in 17 t.)

A dictionary is a book containing a list of words arranged according to one or another principle (for example, alphabetically), with one or another explanation ( Dictionary Russian language: In 4 volumes / Ed. D.N. Ushakov).

A dictionary is the universe in alphabetical order. (Voltaire)

Any dictionary consists of dictionary entries.

The dictionary includes words of all parts of speech found in the sources, as well as proper names - personal names, geographical and other names. Options are presented in the form of independent articles linked by cross-references. The exception is for options that differ in whether they are written with a lowercase or capital letter (see the OPTIONS section). Participles and gerunds, adjectives and participles in short form, adjectives in the comparative, superlative degree and in the meaning of a noun. Parts of compound words appended with a hyphen are drawn up as separate reference articles (see the REFERENCE ARTICLES section). Unit forms and many more Parts of nouns are given in one article (see section HEADING WORD). All heading words that actually appear in source texts are printed in capital letters in bold. Heading words are given in square brackets that are not actually found in the text, but reveal a particular person (object) in the comments to the context (see REFERENCE ARTICLES section). Dictionary entries are arranged in alphabetical order of their capital forms (the letters e and ё do not differ in alphabetical order). Foreign language inclusions are given in the Dictionary in a separate block after the main body of articles.

HEADING WORD

a) For nouns, the head form is the form im. p.un. h., except for cases such as AUSTRIANS, AUGURS, ACRIDS, etc. (as is customary in modern dictionaries, for example in Russian spelling dictionary* ). Parts of speech that appear in the meaning of a noun are marked substance. (for example: ALOE [ substance. adj.], BIG [ substance. adj.], BELIEVER [ substance. prib.], AH [ substance. intl. ]);

b) for adjectives, the capital form is the form named. p.un. h. husband r., with the exception of words like AZORES (islands). Short adjectives are separated into separate articles (for example: AL, AUTOMATIC, BAGROV, TREASURED). Adjectives in the comparative and superlative degrees - too (for example: ALEE, FRAGRANT, GREATEST);

c) pronouns and numerals have the same capital form as relative nouns and adjectives. Capital forms of possessive pronouns his her, their these forms themselves serve;
d) for verbs, the capital form is the infinitive (perfective or imperfective, with a particle – xia or without it);

e) participles have the same capital form as adjectives; participles (including short ones) present. and past time are formalized into independent articles (for example: ALEVSHY, ALEWY, DENTED, ATTACKED, VDET);

f) for adverbs, gerunds and other unchangeable categories of words, the head form is the actually encountered form (for example: APPETITELY, BEZZZVEZDNO, ALEYA, AS);

g) in some cases, word forms of an occasional nature noted in the works (for example: AROMATNY-LEGKI) act as heading words.

OPTIONS

The Dictionary adheres to the principle of maximum independence of variants, that is, various types of variants are presented in separate articles - from outdated word usages (for example: ALAVASTER [ outdated ;var. To[ALABASTER]]) to author's occasionalisms (for example: AL [ new; var. To SCARLET]). Variants are usually linked by reciprocal links, which are placed after the heading word. The normative version is accompanied by references see, see also, cf., cf. etc. In case of non-normative variant there may be marks: var., var. To, at old, simple, collapsible, new. and so on. If the normative version is not present in the texts of the sources, then it is enclosed in square brackets, for example: [ALABASTER], and is formatted as a reference article. A foreign word can act as a normative option - in cases where the author used its transcription. So, for the word ALAS [English. alas- alas!] article is introduced cm. ALAS.

REFERENCE ARTICLES

Reference articles are those that do not provide context; in the Dictionary they fall into two groups. The first group includes articles on words that are not actually present in the sources. Each such word is enclosed in square brackets and followed by, if necessary, reference Information, and then a link to the main dictionary entry. For example, in the article: ALEXANDER [A.G. Aizenstadt] Lived A. Gertsevich, Jewish musician. He nailed Schubert like a pure diamond. OM931 (172 ) – we are talking about the violinist Alexander Gertsevich Aizenstadt, a neighbor in the apartment of O. Mandelstam’s brother. In the real context, the surname "Eisenstadt" does not appear. Therefore, the following article is introduced into the Dictionary: [EISENSTADT] [Alexander Gertsevich - musician, apartment neighbor of Alexander Mandelstam, brother of the poet; cm. ALEXANDER (A.G. Aizenstadt)].
The second group of reference articles includes parts of compound words joined by a hyphen, for example: [-COM] cm. A-BE-VE-GE-DE-E-ZE-ZE-COM, [-HARPIST] cm. MARY THE HARPIST.

2. STRUCTURE OF A DICTIONARY ENTRY

In the structure of the dictionary entry of the Dictionary, five zones are distinguished: HEADING WORD (CAPITAL FORM OF THE WORD), MEANING ZONE, CONTEXT ZONE, COMMENTS ZONE and CYPHER ZONE.

ZONE OF VALUE

The meaning zone is optional and immediately follows the head word. The information contained in this area is given in square brackets (except for links to other articles) in a straight light font with an initial lowercase letter and provides:

a) information of a linguistic nature (grammatical and stylistic notes, etymological commentary, brief interpretations - for lexical units not in S.I. Ozhegov’s dictionary - etc.), for example: ALEY [ compare Art. adj. SCARLET]; MAYBE [ decomposition.]; AVION [French] avion- airplane]; ALMEYA [dancer-singer in the countries of the East];

b) information of an encyclopedic and other nature; as a rule, they are given in articles relating to historical persons - see the PROPER NAMES section above, but they may also be present in geographical names, for example: ALFEROVO [village in Ardatovsky district b. Simbirsk province];

c) reference information (see REFERENCE ARTICLES section above).

CONTEXT ZONE

The context zone is the main one and is absent only in reference articles. It consists of one or more contexts, an explanatory commentary on the context (optional); essentially the cipher zone belongs to it. Contexts within one article are arranged in chronological order (dates of writing, accurate to the year), and within one date - alphabetically by authors. Contexts can be of two types:

a) A fragment of a poem. The goal of the compilers of the Dictionary was to provide such a contextual environment for the word in order to identify those new and unexpected “incrementations” of meaning that arise in poetic word usage; at the same time, the compilers sought to maximize the “compression” of the context; therefore, the boundaries of contexts range from phrases (angelic armor P943 (II, 553); lush scarlet rose AB898 (I, 374); In a crazy car M927 (539)) to entire poems (see article A-AH, where Tsvetaeva’s poem “The Cry of a Gypsy for Count Zubov” is almost completely given). The compilers also sought to present the fragments in such a way that information about the rhythm of the verse was not lost and the opportunity to show the reader unusual rhyme structures was not missed. For example, in the article ABESSALOM, a fragment is taken from Tsvetaeva’s poem that includes the rhyming word: “My seer willows! Virgin birches! The Elm is the furious Absalom, The rearing Pine in torture is you, the psalm of my lips.” When presenting the context, the compilers used some formal techniques indicating an omission in the context (<…>), to the boundary of the stanza (//), as well as to the boundary of the verse (/) in cases where the verse begins with a lowercase letter (for example, in Mayakovsky, Kuzmin, Khlebnikov). At the end of the context, the punctuation mark in the source is retained. Within the context or immediately after it, short comments may be given in square brackets, for example: ABSINTH About forty / you are pulling / your a. / from a thousand reproductions. [about Paul Verlaine] M925 (149 ); FORNICATION<…>And igniting in the oncoming gaze Sadness and b., You pass through the city - brutally black, heavenly thin. [about Don Juan] Tsv917 (I, 338.1) <…>. In addition, compilers use marks like Iron., Shutl., RP, NAR etc. (See “List of Conventional Abbreviations”).

b) Title, subtitle, dedication, epigraph. If the context is one of these fragments of text, then when it is presented in the article, the font design adopted in the source is preserved ( capital letters for headings, italics for epigraphs, etc.). After a context of this kind, an appropriate mark is placed, for example: HARP MELODY FOR HARP Cap. Ann900 (189.1 ); VARIATION VARIATION Sub-section P918 (I, 184); APUKHTIN [Alexey Nikolaevich (1840–1893) – Russian. poet] ( In memory of Apukhtin)Dedicated. Ann900 (79.1 ); ANNENSKY [Innokenty Fedorovich (1855–1909) – poet, lit. critic, translator]<…>You are with me again, friend autumn! In. Annensky Epgrf. Ahm956 (225 ).

COMMENT AREA

The comment area is optional. The comment is located after the context, given in square brackets in a straight light font with a lowercase initial letter. Unlike information in the meaning zone (which applies to all contexts of this word) the comment relates only to a specific single context, but should also contribute to a deeper disclosure of the peculiarities of word usage. In the comments (based mainly on information given in the sources) titles of poems, historical information may be given, linguistic and poetic considerations of the compiler, rhymes, etc. may be indicated, for example: ALLEY<…>I think about the fingers - very long - In the wavy hair, And about everyone - in the alleys and in the living rooms - with longing eyes for you. [cont. to J.N.G. Byron] Tsv913 (I, 186); ALEXANDRA. Macedonian (356–323 BC); tj in the name . ] <…>“The exploits of Alexander” you sculpt with wonderful hands - [about the book by M.A. Kuzmina “The Exploits of the Great Alexander”] Khl909 (56 ); ARCHANGEL<…>On the sails, under the dome, the four Archangels are most beautiful. [about the Church of St. Sofia in Constantinople] OM912 (83.1 ); DUGGER Thieves / with fools / holed up in a dugout / embezzlement / and red tape. [ rfm. To even] M926 (268).

CIPHER ZONE

The cipher zone is mandatory and accompanies every context. This zone indicates the author and date of creation of the work, and also provides a link to the source page. For each of the 10 authors, brief notations are introduced: Ann- Annensky, Ahmm– Akhmatova, AB– Block, EU– Yesenin, Kuz– Kuzmin, OM- Mandelstam, M– Mayakovsky, P– Pasternak, Chl– Khlebnikov, Color- Tsvetaeva. The last three digits of the year are usually used to indicate the date; The date is printed immediately, without a space behind the author’s code, in italics: AB898, Ann900, Akhm963. Sometimes the interval between the dates (or the estimated period) of the creation of the poem may be indicated: P913.28, AB908–10, Ann900-e. The estimated date of creation of the work is enclosed in square brackets: Color. Code ~ link to the page of the corresponding publication ~ is printed with a space after the date in parentheses in italics. For each poetic text (a separate poem, a poem as part of a cycle, a fragment of a poem), the page on which the first line of this text is located is given as a reference. If there are several poems on a page, then the corresponding serial number is indicated: Akhm910 (305.2). For multi-volume editions, the volume number is indicated in front of the page in Roman numerals: Tsv921 (II, 7); Ec924 (II, 159).

ABBREVIATIONS

The Dictionary uses the following reduction technique (primarily in the context zone and comment zone): a heading word inside an article can be shortened to its initial letter, but only in a word form that matches the head form (practically - nouns and adjectives in the noun form h., verb in the infinitive, etc.). This rule usually does not apply to words consisting of two or three letters or included in titles, subtitles of works, in epigraphs to them, or with an accent mark. All abbreviations accepted in the Dictionary are presented in the “List of Conventional Abbreviations”.

Glossary

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A glossary is a small dictionary that contains words on a specific topic. Often located at the end of the book.

The word "glossary" comes from the word "gloss", which means translation or interpretation unknown word or expressions mainly in ancient written monuments. The Greek word glossa means an obsolete or dialectal word or expression.

A glossary is the oldest type of monolingual dictionary. We can say that a glossary is a list of words that are difficult to understand in a text (outdated words that have disappeared from the language, etc.) with comments and explanations. At the same time, the glossary comments and explains the text, which, for religious or other reasons, is considered especially important.

For example, Alexandrian grammarians created a glossary for the works of Homer. In the Middle Ages, a glossary was created for the surviving monuments of Roman literature (lexicographic works of Isidore, Papias, Januensis, etc.). Indian experts have created a glossary for the Vedas, which are a collection of the most ancient monuments of religious literature in India. There are many such examples.

Nowadays, a glossary is a comprehensive introduction to a topic. The glossary consists of entries that provide definitions of terms. Each article consists of the exact formulation of the term in the nominative case and a substantive part that reveals the meaning of the term

The glossary, with its articles, collectively describes a particular area of ​​knowledge.

Nowadays, many reference books are published with the subtitle “Glossary”, that is, the concept of “glossary” is often simply defined as a dictionary that explains little-known words and expressions in any field of knowledge or in any work.

The next type of dictionaries is thesauri(Greek thesauros – treasure treasury). A thesaurus is an ideographic dictionary that shows semantic relationships (generic, synonymous, etc.) between lexical units. Structural basis thesaurus usually serves hierarchical system concepts providing a search from meaning to lexical units (i.e., searching for words based on the concept). To search in the opposite direction (i.e. from word to concept), an alphabetical index is used.

Ideally, a thesaurus should be structured as follows. The most general concept related to human ideas about the world, say Universe. It is given by a certain word. Then this concept is divided into two (in the thesaurus it is better to use a binary system of division, although this is not necessary) other concepts. For example alive – inanimate(those. Universe will be divided into wildlife And inanimate nature). Live nature can be divided into reasonable And unreasonable. The rational is divided into men And women. Unreasonable - on organic And inorganic etc. As a result of the sequential binary division of each concept, a tree-like structure is obtained.

A thesaurus is a huge conceptual tree containing a person’s general knowledge about the world. At the bottom of this tree there are further concrete concepts that are semantically indivisible. For example the word a tear which can hardly be separated semantically. Those units that are at the bottom of the tree i.e. in what follows, indivisible elements are called terminal elements. Without a doubt, not the entire tree can be drawn, but only some node. Therefore, a tree is usually presented in a thesaurus like this: each node of the tree is given a number - the first number corresponds to the distance from the top, the second shows whether this unit is a more left or more right branch. In the dictionary, next to each word there should be a number, regardless of whether it is a terminal word, i.e. associated with an indivisible concept or located in nodes.

A thesaurus dictionary, in particular, is a brilliant dictionary of synonyms because words that have a similar meaning in a language fall into the same node (after all, it is a conceptual dictionary).

The two sets into which a node splits are antonyms. Such a dictionary of antonyms turns out to be complete and accurate since each concept is represented by a set of specific linguistic units. Dictionaries of synonyms and antonyms are byproducts of creating a thesaurus. The first thesaurus published in the middle of the last century was built by P.M. Roger. It exists in two forms: in English and French. In English it is called “Roget's International Thesaurus of English words and phrases”. Roget's thesaurus is not built on a binary principle of division. The main concept is “Categories”, which is divided into 8 semantic parts: “Abstract relations” ( "Abstractrelations") "Space" Physical phenomena“Physics” “Matter” “Sensation” “Intellect” “Volition” and “Love” (“Affections”) each of which in turn is divided into several others, etc. until synonymous rows of words are formed, which represent terminal blocks.

For the vast majority of languages ​​in the world, complete thesauruses still do not exist. But there are partial thesauri not of the entire language but of sublanguages, for example, the thesaurus of metallurgy, the medical thesaurus, etc. In the practice of information work, information retrieval thesauri have become widespread, the main task of which is the uniform replacement of lexical units of text with standardized words and expressions (descriptors) when indexing documents and the use of generic and associative connections between descriptors in automated information retrieval of documents.

In theoretical terms, the thesaurus has lasting value because it structures humanity’s understanding of the world. In addition, the thesaurus is one of the possible models of the semantic system of vocabulary.

A dictionary is a reference book containing a collection of words (or morphemes, phrases, idioms, etc.), arranged according to a certain principle, and providing information about their meanings, use, origin, translation into another language, etc. (linguistic dictionaries) or information about the concepts and objects they denote, about figures in any fields of science, culture, etc. (New encyclopedic Dictionary. M., 2000).

Dictionary, vocabulary, word-explanatory, word-explanatory, dictionary, dictionary; dictionary; dictionaries; riverman, lexicon; a collection of words, sayings of any language, with interpretation or translation. Dictionaries are general and private, everyday and scientific (Dal V.I. Explanatory Dictionary of the Living Great Russian language).

A dictionary is a collection of words (usually in alphabetical order), set expressions with explanations, interpretations or translation into another language (Ozhegov S.I. and Shvedova N.Yu. Explanatory dictionary of the Russian language).

A dictionary is a collection of words of a language in alphabetical order or arranged according to word production (Dictionary of the Russian Academy. St. Petersburg, 1806–1822).

Used Books

1. Altaytsev A.M., Naumov V.V. Educational and methodological complex as a model for organizing educational materials and tools distance learning. In the book: University education: from effective teaching to effective learning (Minsk, March 1–3, 2001) / Belarusian State University. Center for Problems of Educational Development. – Mn., Propylaea, 2002. – 288 pp., pp. 229–241.

2. Popov Yu.V., Podlesnov V.N., Sadovnikov V.I., Kucherov V.G., Androsyuk E.R. Practical aspects of implementation multi-level system education at a technical university: Organization and technology of education. M., 1999. – 52 p., p. 3.1 Independent work of students pp. 15–24. – (New information technologies in education: Analytical reviews on the main directions of development of higher education / NIIVO; Issue 9).

3. V.P. Shishkin, Ivanovo State Energy University (ISUE, Ivanovo). Planning, organization and control of extracurricular independent work of students.

4. Semashko P.V., Semashko A.V., Nizhny Novgorod State Technical University (NSTU, Nizhny Novgorod). Organization of independent work of students in senior courses.

5. Kravets V.N., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod). Organization and control of students’ independent work.

6. Papkova M.D., Noskov V.V., Volgo-Vyatka Academy civil service(VVAGS, N. Novgorod). Features of organizing independent work of students in senior years.

7. Magaeva M.V., Plekhanova A.F., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod) Organization of independent work of students in universities of the Netherlands.

8. Tishkov K.N., Koshelev O.S., Merzlyakov I.N., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod). The role and methods of student independent work in modern conditions.

9. pravoved.jurfak.spb.ru/Default.asp?cnt=83 Puchkov O.A., Solopova N.S. Self-organization of educational activities in a law school (methodological foundations).

10. Kovalevsky I. Organization of independent work of a student // Higher education in Russia No. 1, 2000, p. 114–115.

11. Kuzin F.V. Preparation and writing of a dissertation. – M., 1998. – 282 p.

12. Kuhn T. Structure of scientific revolutions. – M., 1975. – 345 p.

13. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.

14. Popov Yu.P., Pukhnachev Yu.V. Mathematics in images. – M.: “Knowledge”. 1989. – 208 p.

15. Walker J. Introduction to Hospitality. – M. 1999. – 463 p.

17. Gulyaev V.G. New information technologies in tourism. M. 1999. – 144 p.

18. Kuznetsov S.L. Computerization of office work. M. 1997

19. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.

Zaretskaya E. N. Rhetoric: Theory and practice of speech communication. - 4th ed. - M.: Delo 2002. - 480 p.

Murina L.A. Rovdo I.S. Dolbik E.E. Russian language exam. A guide for applicants to universities. L.A.Murina I.S.Rovdo E.E.Dolbik and others - Minsk: TetraSystems 2000; 255 pp.

Faculty of Mathematics, Computer Science, Physics and Technology

Department of Informatics and Informatics Teaching Methods

REPORT

in research practice

Performed):

1st year master's student

Faculty of MIFIT

Agreed: scientific adviser

Doctor of Pedagogical Sciences, Professor

Omsk – 2013

PLAN

undergraduate research practice

Gordeychik Elena Ivanovna

for the period from 01/07/2013 to 01/19/2013

(master's program "IT in Education", 1st year of study)

Dissertation topic: “Distance educational technologies as a means of developing children’s talent (primary school)”

	Research tasks (in accordance with the topic of the master's thesis)	Dates and deadlines	Planned results	Conclusion on implementation (vised by the supervisor upon completion of the internship)
	Conduct a theoretical justification for the direction of master's research. Formulate a contradiction, identify a scientific problem, formulate a goal, hypothesis and research objectives.		Manuscript 8-10 pp.
	Formulate the purpose and objectives of the ascertaining stage of the pedagogical experiment. Determine research methods. Select an experimental research base.		Manuscript 3–5 pp.

Head of Master's Program____________________

Head of practice _______________________

Scientific adviser _______________________

The relevance of research

The development of a system for searching, supporting and accompanying talented children is the basis for the modernization of Russian education.

The previous educational translational-reproductive paradigm, which trained personnel for the outgoing industrial society, in modern conditions of global uncertainty, instability, and constant changes turns out to be ineffective.

Working with gifted children is a key link through which it is possible to overcome the educational, cultural, ideological, and anthropological crisis experienced by modern civilization, which is in dire need of creative, independent, responsible, competent, holistic individuals.

An interdisciplinary approach to the construction of educational content and a model of creative education, having emerged and clearly manifested itself in pedagogical work with gifted children, can and should be used in broad educational practice, since the majority of children are potentially gifted.

The current social and economic situation in the country has contributed to the emergence of a new education strategy, the development of a technological approach to learning, and a new understanding of the content and goals of school education. At this time, the system of person-centered education is several orders of magnitude ahead of the knowledge model of education.

Improving the quality of general education that meets the level of scientific and technological progress and social development has always been the primary task of the education system. It is especially acute today – in the era of socio-economic transformations and the expansion of informatization of the educational space.

In addition, the problem of working with gifted students is extremely relevant for modern Russian society. That is why it is so important to determine the main tasks and directions of work with gifted children in the general education system, as well as in terms of application e-learning, distance educational technologies.

Controversies

Between the traditional content of education and the modernization of this content in accordance with the new opportunities and demands of modern information civilization;

Between the traditional classical teaching of computer science at school and a differentiated approach aimed at developing children's talent;

Between the simplified, stereotypical understanding of informatization as the “organization of computer classes” and the complexity of the real process of integrating ICT into school life;

Between effective models of using ICT in the educational process and the existing regulatory framework that constrains such use;

Between the high potential of information technologies and the lack of analysis of best practices in their use in public schools.

Problem

Theoretical and practical justification for solving organizational and pedagogical problems of introducing distance educational technologies in the general education system when working with gifted children.

Research topic:“Distance educational technologies as a means of developing children's talent (primary school)”

Object and subject of research

The object of the study is the process of teaching gifted primary school students using distance learning technologies.

The subject of the study is the use of distance learning technologies, aimed at effectively solving the problem of working with gifted children in primary schools.

Purpose of the study: to identify and substantiate methodological principles, to develop scientific and pedagogical support (model) for the effective use of distance educational technologies for teaching gifted children (primary school).

Research hypothesis

The methodology and practice of DET as a means of developing children's giftedness can be built as a design system, subject to coordination and balance in time, funding and other parameters for the implementation of the following processes:

Changing the content of education and certification, taking into account new priorities in relation to the goals of education and processes taking place in the social environment;

Formation and support in the education system of personnel potential with professional ICT competence, involvement of parents, the public, and government officials in the process of working with gifted children;

Providing access for students and teachers to an open information space controlled for educational purposes;

Providing students and teachers with tools for searching, collecting, analyzing, organizing, presenting, transmitting information, modeling and design, organizing the educational process;

Changes in the regulatory framework of general education and local regulatory framework educational institutions, including educational standards and programs, norms regulating the structure of the school, subject to the coexistence of both an updated regulatory framework and a traditional one;

Transformation of the educational process, professionally implemented by ICT-competent teaching staff, whose activities must be supported by technical and methodological support, in order to effectively achieve priority and long-term educational goals.

Research objectives

To develop and justify a project for scientific and pedagogical support of the process of working with gifted children, focused on priority, socially motivated educational goals and results achieved through the use of ICT and DET tools.

To develop organizational and pedagogical requirements for a systematic and harmonious process of working with gifted children, optimizing the impact of the main factors that influence the effectiveness of working with gifted children.

To develop a pedagogical model “Program of work with gifted children of primary school”, implementing a modern system of priorities for general education based on information and communication technologies.

To develop and implement a model of general education using distance learning technologies for gifted children in primary school.

Research methods

Theoretical analysis of philosophical, psychological, pedagogical, methodological, educational and technical literature on the research problem;

Analysis and generalization of theoretical research on the implementation of certain distance educational technologies, according to methodological foundations use of information and communication tools in general education;

Analysis of practical experience of Russian and foreign schools;

Conducting comparative international studies, including SITES, and analyzing their results in accordance with international methods;

Analysis and discussion of research results with specialists, psychologists, class teachers, subject teachers at scientific and methodological conferences, meetings and seminars;

Observation, conversations, questioning, testing of students and teachers;

Pedagogical experiment on the basis of a secondary school.

Research in the field of theory and teaching methods (, etc.);

Fundamental works devoted to the history and current state of education in the world (,);

scientific and methodological works on the problems of activating students’ cognitive activity, on humanization, differentiation and individualization of education, on the development of students’ creative abilities (, etc.);

Research on general issues of introducing information technologies in education (, etc.);

Works on special psychology and pedagogy (, etc.)

As well as various scientific and pedagogical articles, monographs and textbooks by domestic and foreign scientists on the problem under study; normative and legal acts; research in the field of computer science and technical aspects of the functioning of information technologies in education; publications in periodicals on relevant topics; proceedings of Russian and international conferences, seminars, working groups; statistical materials; standardization documents; Internet sites covering current state informatization of general education.

Materials for the ascertaining stage of the experiment

The purpose of the ascertaining stage of the pedagogical experiment is to determine the level of giftedness of primary school students.

Objectives of the ascertaining experiment

1) determine the criteria for the level of giftedness of primary school students;

2) select diagnostic material and equipment;

3) diagnose the level of giftedness in the experimental and control groups.

Research methods

Identifying children with extraordinary abilities is a complex and multifaceted problem. Until now, science and pedagogical practice have presented two opposing points of view on giftedness. Supporters of one of them believe that every normal child is gifted and you only need to notice a specific type of ability in time and develop it. According to researchers who share the opposite point of view, giftedness is a very rare phenomenon, inherent in only a small percentage of people, so the phenomenon of a gifted child is like a painstaking search for grains of gold.

Considering the problems of giftedness, I identified the following main stages through which the development of the idea of ​​general giftedness passed:

The desire to identify giftedness with a separate mental function;

Recognition that giftedness can manifest itself in a whole group of mental functions;

Differentiation in any intelligent activity of two factors: specific to a given type of activity and general, which Charles Spearman considered giftedness;

Giftedness as the average of a number of different functions;

Recognizing that there are multiple types of giftedness.

One of the ways to assess children's giftedness is the result of their participation in various Olympiads, projects and competitions, including distance ones. Typically these results are reflected in the student's Portfolio.

A powerful modern means of diagnosing giftedness are tests aimed at assessing intelligence and creativity. The use of tests, however, requires professional psychological training. In some tests, like D. Wechsler's test, it is necessary to evaluate the respondents' answers in points, which requires significant practical experience. In other cases (for example, with computerized tests), the assessment of answers is carried out automatically, but there still remains the problem of interpreting the results, which can only be competently carried out by a qualified psychologist. The testing findings must be correlated with the results of observing the student’s behavior in the classroom, the opinion of parents, etc. Also, the choice of a particular test or battery of tests for examining a student depends on the testing objectives and the entire context of the school situation.

Prominent American psychologists J. Renzulli, R. Hartman and K. Calahan were the coordinators of the creation of the concept and system of working with gifted children. They collected research works of scientists from all over the world devoted to the problems of children's and youth's talent.

Based on these works, Renzulli, Hartman and Calahan decided to create a reliable and valid tool for objective expert assessment by teachers of various aspects of children's giftedness. Four types of giftedness were selected: (1) learning ability, (2) motivational and personal characteristics, (3) Creative skills(creativity) and (4) leadership abilities.

These tests are adapted for experimentation by teachers.

Experimental base

On the basis of the 9th (information) class of the school, 2 control and experimental groups were created. To conduct the ascertaining experiment, scales were selected for rating the behavioral characteristics of gifted schoolchildren by J. Renzulli et al. (1977) in adaptation. (Annex 1)

These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. The assessment should reflect how often the teacher observes each characteristic being demonstrated.

This scale is filled out by all teachers who have worked with a child for quite a long time.

The assessments of different teachers are compared, discussed, and in controversial cases it is necessary to ask to describe specific situations, in which one or another characteristic was manifested. In case of doubt, it is better to make a collective decision in favor of the child, that is, give him a chance to show himself in a special program to study the influence distance education for the development of talent.

For the purity of the experiment, this scale is also offered to parents and students themselves, and mutual assessment is also expected.

After identifying the level of giftedness of the 9th grade students in the experimental group, a telecommunications project will be conducted with them, as a result of which they will also be asked to evaluate themselves using these scales.

Last name, first name of the student _________________

Date __________

School No. ______________ Class ______________

Age_________________

How long have you known this child?

______________________

Instructions. These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. Your score should reflect how often you observed each characteristic occurring. Because the four scales represent relatively different aspects of behavior, scores on different scales are not summed.

Please read the statements carefully and circle the appropriate number as described below:

1 - if you almost never observe this characteristic.

2 - if you observe this characteristic from time to time.

3 - if you observe this characteristic quite often.

4 - if you observe this characteristic almost all the time.

Scale I. Student’s cognitive characteristics

1. Has an unusually large vocabulary for this age or grade level; uses terms with understanding; speech is characterized by richness of expression, fluency and complexity

2. Has a wide range of information on a variety of topics (outside the usual interests of children of this age)

3. Quickly remembers and reproduces factual information

4. Easily grasps cause-and-effect relationships; tries to understand “how” and “why”; asks a lot of thought-provoking questions (as opposed to fact-seeking questions); wants to know what underlies the phenomena and actions of people

5. Sensitive and quick-witted observer; usually "sees more" or "gets more" than others from a story, a movie, something that happens

Multiply by the appropriate factor

Add the resulting numbers

General indicator

Scale II. Motivational characteristics

1. Completely “goes” into certain topics and problems; persistently strives to complete what he started (difficult to involve in another topic or task)

2. Gets bored easily with routine tasks.

3. Strives for excellence; is self-critical

4. Prefers to work independently; requires only minimal direction from the teacher

5. Has a tendency to organize people, objects, situations

Count the number of circled numbers in each column _ _ _ _

Add the resulting numbers

General indicator

Scale III. Leadership Characteristics

1. Shows responsibility; does what it promises and usually does it well

2. Feels confident both with peers and with adults; feels good when she/he is asked to show her/his work to the class

3. Expresses thoughts and feelings clearly; speaks well and usually clearly

4. Likes to be with people, is sociable/outgoing and prefers not to be alone

5. Has a tendency to dominate others; usually manages the activities in which he participates

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Scale IV. Creative characteristics

1. Shows great curiosity about many things; constantly asks questions about everything

2. Pulls out big number ideas or solutions to problems and answers to questions; offers unusual, original, smart answers

3. Expresses his opinion without hesitation; sometimes radical and ardent in discussions; persistent

4. Likes to take risks; has a penchant for adventure

5. Tendency to play with ideas; fantasizes, invents (“I wonder what will happen if...”); engaged in the adaptation, improvement and change of social institutions, objects and systems

6. Shows a subtle sense of humor and sees humor in situations that do not seem funny to others

7. Unusually sensitive to internal impulses and more open to the irrational in oneself (more free expression of “girlish” interests in boys, greater independence in girls); emotionally sensitive

8. Sensitive/sensitive to beauty; pays attention to the aesthetic aspects of life

9. Not influenced by the group; accepts disorder; not interested in details; not afraid to be different from others

10. Gives constructive criticism; disinclined/disinclined to accept authority without critical examination

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Bibliography

1. Government Order Russian Federation dated 01.01.2001 “On the implementation of the national educational initiative “Our New School”;

2. Decree of the President of the Russian Federation dated 07. No. 000 “On measures to implement state policy in the field of education and science”;

3. The concept of a nationwide system for identifying and developing young talents, adopted on April 3, 2012;

4. A set of measures to implement the Concept of the Russian national system for identifying and developing young talents dated January 1, 2001.

5. Federal Law of 01.01.2001 N 11-FZ “On Amendments to the Law of the Russian Federation “On Education” regarding the use of e-learning, distance educational technologies”;

6. Letter from the Ministry of Education and Science of the Russian Federation dated 01/01/2001 “ Guidelines on issues of interaction between institutions of general, additional and vocational education on the formation of an individual educational trajectory for gifted children.”

7. Diagnosis of creativity. Torrance test. Methodical manual. St. Petersburg: Imaton, 1998.

8. Psychodiagnostics creative thinking. Creative tests. St. Petersburg: SPbUPM, 1997. 2nd edition: St. Petersburg: Didactics Plus, 2002.

9. Johnson Creativity Questionnaire. St. Petersburg: SPbUPM, 1997.

10. Modified Williams creative tests. St. Petersburg: Rech, 2003.

11. J. S. Renzulli, R. K. Hartman. Scale for rating behavioral characteristic of superior students. Exceptional Children, 1971, p. 38, 243–248.

Introduction
1. The concept of marriage family relations
2. Dynamics of marriage norms and family formation
3. Study of family and marriage orientations and attitudes in modern Russia
4. Clarification of the object
5. Clarification of conditions
6. Description of methods
List of sources used

Introduction

Relevance. Family and marital relations are of particular interest to researchers, since the family is one of the fundamental institutions of society, giving it stability and the ability to replenish the population in each next generation. The state of the family is both a consequence and a cause of a number of processes occurring in modern society. She not only experiences the powerful influence of all operating factors
social dynamics, but in many ways these factors themselves determine and reproduce.

Modern research in the field of family indicates the presence of many negative trends in its development. There is an intensification of such negative processes as: degradation of the family way of life, the spread of alternative forms of marriage and family relations, decline in family prestige, the need to have children, an increase in the number of divorces, etc. Researchers agree in their opinions that these processes indicate changing family orientations and values ​​in modern society.

The relevance of this topic is associated with the enormous importance of the institution of family in society. The study of family and marital attitudes is necessary to identify the characteristics of family functioning in modern conditions. The most important social function of the modern family is the education of the future family man, that is, the preparation of the younger generation for marriage and family relations. Therefore, in considering the dynamics of family orientations modern society A special place is occupied by the study of the family attitudes of young people, attitudes towards family and family values, since they play an important role in replacing outgoing generations and reproducing the socio-demographic structure of society. The concept of youth is understood as a special socio-demographic group experiencing a period of formation of social maturity, the position of which is determined by the socio-economic state of society. Trends and development prospects younger generation represent for society big interest and practical significance, primarily because they determine its future.

The development of modern Russian society cannot be imagined without stable family relationships, which largely depend on the stability of society and on the social policy pursued by the state in relation to the family. The problem of studying the marriage and family attitudes of modern youth is very relevant, given the important role of youth in the reproduction of the socio-demographic structure of the country. The processes of industrialization and globalization, characteristic of the modern stage of development of society, changes in systems of social roles, generally accepted norms, values ​​and attitudes have affected all social institutions, including the family. In recent decades, family relationships have been changing under the influence of numerous intra-family and external social factors that lead to the transformation of value orientations and views on marriage and family among young people.

The family is the primary unit of the social community of people, built on marriage or consanguinity, as well as one of the most ancient social institutions. The family is a complex social phenomenon that combines all the diversity of forms of social relations and processes. None other social education cannot satisfy as many diverse human, individual and social needs as a family. It represents a social group that leaves its mark on a person’s entire life. It is in the family that a person first becomes acquainted with the world, the rules and norms that exist in it; it is the family that gives him direct knowledge about life in general, its ideals and values. In addition, the modern family is characterized by a fairly impressive percentage of divorces and an increase in the number of cohabitations, which are becoming increasingly popular among young people. Internal changes include an increasing increase in individual needs in the hierarchy life values spouses; increasing the value of partnerships in marriage; weakening the differences between male and female roles, both in the family and outside it; strengthening of the tendency towards a nuclear family and, as a consequence, weakening of family ties.

Purpose of the study. To determine the attitude of young people towards the family and their readiness to start a family.

Hypothesis: Young people’s ideas about marriage and family relations are connected with their ideas about love and sympathy, family roles, and are also connected with their value orientations, which are destructive in nature.

Research objectives:
1) Identify the value orientations of young people;
2) Determine the readiness of young people to start a family;
3) Identify personal factors influencing the desire to get married;
4) Identify the obstacles facing young couples when starting a family;
5) Factors influencing opinions regarding the family.

Subject of study: Ideas about marriage and family relations among young people: about love and sympathy; family roles and value orientations.

Object of study: 75 subjects aged 18-30 years with different experiences of family relationships.

Psychodiagnostic techniques: Scale of love and sympathy (author Z. Rubin, modification by L.Ya. Gozman and Yu.E. Aleshina);

Rokeach’s “Value Orientations” method;

Family roles and family role distribution questionnaire

(Yu.E. Aleshina, L.Ya. Gozman, E.M. Dubovskaya).

Research methods: observation, conversation and questioning.

1. The concept of marriage and family relations

The concept of family differs among different nations. Its significant changes occurred at different periods of human history. The protection of family relationships is regulated by many branches of law, which interpret the concept of “family” differently. There is no uniform definition of family in monographic studies. Family is a family based on marriage or consanguinity small group, whose members are connected by a common life, mutual assistance, moral and legal responsibility [Ozhegov, S.I. Dictionary of the Russian language / S.I. Ozhegov. – M., 2007., p.515-516]. S.I. Ozhegov defines a family as a group of relatives living together. At the same time, a family, people living together, their household, as well as an apartment, are a home. Everything that relates to home, family and private life is considered domestic [Fundamentals of juvenile law: textbook. allowance. – Voronezh, 2006. – T. 1., p. 58, 194]. According to L.A. Kolpakova, a family is a social group whose members are united by legal or actual marital relations, relationships of kinship or property, mutual rights and obligations arising from family legal relations, a common life and emotional and psychological connections [Kolpakova, L. A. Domestic violence: Victimological aspect, differentiation of responsibility and issues of legislative technology: abstract. diss. ...cand. legal Sci. 12.00.05 / Kolpakova Lyudmila Aleksandrovna. – Yaroslavl, 2007. – 17 p.].

G.F. Shershenevich pointed out: “A family is the permanent cohabitation of a husband, wife and children, that is, it is a union of persons related by marriage and persons descended from them” [Shershenevich G.F. c. 259]. With all this, he especially emphasized that “the physical and moral structure of the family is created in addition to law... The legal aspect is necessary and appropriate in the field of property relations of family members” [Shershenevich G.F. c. 259]. The Russian philosopher N. Berdyaev defined the essence of the family in the fact that it “has always been, is and will be a positivist worldly institution of improvement, a biological and social ordering of the life of the clan” [Berdyaev, N. p. 257].

Sociologist A. G. Kharchev believes that the family can be defined as a historically specific system of relationships between spouses, between parents and children, as a small social group whose members are connected by marriage or kinship relationships, a common life and mutual moral responsibility, the social necessity of which is determined by the need society in the physical and spiritual reproduction of the population [Kharchev, A.G. Marriage and family in the USSR / A.G. Kharchev. – M, 2010., p. 75].

When we talk about the most important social institutions, we name the family among the first. The family is the main institution of human society. In turn, the institution of family includes many more private institutions, namely: the institution of marriage, the institution of kinship, the institution of motherhood and paternity, the institution of property, the institution of social protection of childhood and guardianship, and others.

Marriage is an institution that regulates relations between the sexes. In society, sexual relations are regulated by a set of cultural norms. Of course, sexual relations can occur outside of marriage, and marriage itself can exist without them. However, it is marriage in human society that is considered the only acceptable, socially approved and legally enshrined form of not only permitted, but obligatory sexual relations between spouses.

Thus, we can conclude that marriage and family relations are specific social relations, which presuppose the existence of certain features of their development.

The most important functions of family and marriage include the following:

1) population reproduction – physical and spiritual-moral reproduction of a person in a family;

2) educational function - socialization of the younger generation, maintaining the cultural reproduction of society;

3) household - maintenance physical health community members, care for children and elderly family members;

4) economic – obtaining material resources from some family members for others, economic support for minors and disabled members of society;

5) the function of spiritual communication – development of the personalities of family members, spiritual mutual enrichment;

6) social-status – providing a certain status to family members, reproduction of the social structure;

7) leisure – organization of rational leisure, mutual enrichment of interests;

8) emotional – receiving psychological protection, emotional support, emotional stabilization of individuals and their psychological therapy;

9) the function of primary social control is the moral regulation of the behavior of family members in various fields life activities, as well as regulation of responsibilities and obligations in relations between spouses, parents and children.

2. Dynamics of marriage norms and family formation

The family and marriage sphere is regulated and governed by one or another value-normative system of its subjects and objects. To subjective factors of this type interpersonal interaction refers to the marriage and family attitude, including the attitude toward marriage, the birth of children, gender role orientation, and family values. Scientists divide this kind of social attitude into three types: egocentric, sociocentric, traditional. Although the age cycle life path from 17 to 23 years old, mainly characterized by the positioning of family as a value, it becomes clear, according to many sociological studies of the last decade, that family lifestyle is not a priority in the personal value-normative systems of student youth.

In addition, gender role attitudes change significantly family life. If in Soviet times girls were predominantly sociocentrically oriented in this area, that is, towards cooperation with a man, fulfilling maternal duty, responsibility for the family team, then in last years There is an immoral reorientation towards egocentric attitudes: an open pursuit of pleasure, having few children, a tolerant attitude towards divorce, abortion, etc. At the same time, scientists have also recorded purely socio-psychological differences in value orientations modern students Russian universities, so young men expect emotional and entertainment benefits from marriage, while girls still hope more to receive communicative comfort and psychological comfort in it.

“The decline in marriage rates has occurred since the early 1990s. So, if in 1980 there were 10.6 marriages per thousand population, in 1990 - 8.9, in 1996 - 5.9, in 2000 - 6.2, then in 2006 - 7.8. In the new economic and sociocultural conditions of post-Soviet Russia, the institution of marriage and attitudes towards it inevitably changed.”

Having dropped to a minimum of 849 thousand in 1998, the number of registered marriages subsequently grew, increasing in 2011 to 1316 thousand. Deviations from the growth trend were observed in 2004 and 2008. In general, during the period 1998-2011, the number of marriages increased by 55%. However, in 2012, fewer marriages were registered than in 2011 (1213.6 thousand versus 1316.0 thousand).

The reasons why people are not ready to get married may be: fear of divorce and the associated emotional, economic and legal consequences. Many are also afraid of the social problems that follow a divorce - what relatives, friends, and colleagues will think and say. In some cases, divorce is also unacceptable for religious and national-cultural reasons.

There is also the problem of unregistered marriages. “People who are connected by intimacy and affection live together and run a joint household, but are in no hurry to formalize their relationship legally, at least until the birth of a child. Cohabiting couples examine their relationship before entering into marriage and co-ownership relationships.” EAT. Gurko calls such relationships “trial marriages” [Gurko, T.A. Marriage and parenthood in Russia / T.A. Gurko. – M.: Institute of Sociology of the Russian Academy of Sciences, 2008. – 325 p.].

3. Study of family and marriage orientations and attitudes in modern Russia

Modern changes taking place in the socio-political and economic life of Russia permeate all spheres of activity and cannot but affect the processes of formation of value priorities of society, social groups and individuals. The transformation of Russian society undertaken in the 90s of the 20th century is associated with radical changes in social processes, social structure and life value systems. The social sciences were faced with the task of recording and explaining the ongoing processes in the social structure of life and in the value orientations of the individual. At the same time, the issues of forming the value orientations of younger generations in the processes of socialization and social education, especially the difficulties in forming among young people the moral basis of the hierarchy of values, become especially relevant. A number of social problems related to the change in the social system in the country and the sharp stratification of society (deterioration of healthcare and public health due to drug addiction, alcoholism; increase in indicators of social pathology and deviant behavior, social orphanhood and neglect, an increase in general and juvenile crime, etc.). Along with these problems, according to many researchers, a crisis arises in the basic institution of socialization - the family.

In recent decades, negative trends in marriage and family relations among young people have been clearly visible: the moral and psychological climate in youth families is deteriorating; the number of divorces and the number of single mothers is growing; moral and sexual standards of young people are deteriorating; there is a denial by the majority of young families, including student families, of the principles of cohabitation of the older generation; there is a predominance of professional and career values ​​over family values; There is a proliferation of various forms of marriage: legally registered, guest marriage, remarriage, de facto marriage, group marriage, etc. T. A. Dolbik-Vorobey especially emphasizes that over the past decades, young people have seen a growing positive attitude towards premarital relationships.

Sociological studies conducted at the end of the 20th century show that this form of marriage, such as cohabitation, is becoming more and more widespread among students every year (although legally registered marriages still remain a priority in student circles). In contrast to the opinion of the majority of students in an open marriage, who believe that premarital cohabitation is the best form of recognizing a person in everyday life and adapting to each other, it has been scientifically proven that extra-family experience can complicate the transition from concentrating on one’s own affairs to taking into account the needs and desires of others family members, especially children. Cohabitation is not a system that successfully prepares future spouses for marriage, since the lack of commitment in a non-family household can lead to their absence from marriage.

Throughout its history, the family has gone through and continues to go through global processes of change. IN modern science interest in the study of family and marriage relationships is growing. This is largely due to the fact that modern changes in the family are enormous in their historical consequences.

Exist different points views on the changes taking place in the institutions of family and marriage. According to the functionalist approach, the current state and dynamics of family and marriage are regarded as crisis, decline, destruction, degradation. Supporters of the evolutionist approach are convinced that family and marriage develop in line with general evolutionary processes. An interesting point of view is the point of view of A.I. Antonov, who believes that the institution of the family exists not because it performs functions vital for the existence of society, but because “marriage, birth, maintenance and upbringing of children correspond to some deeply personal the needs of millions of people. Apparently, it is the weakening and extinction of these personal motives and desires that most clearly reveals the crisis of the family as a social institution and, in this sense, the crisis of society itself. On the other hand, facts of failure to fulfill the basic functions of the family, recorded by statistics and data from social, including sociological studies, may not indicate a family crisis if the process of family disorganization does not affect family values ​​and is not associated with a devaluation of the value of children and the value of parenthood" [ Antonov A.I., Medkov V.M. Sociology of the family. M.: Publishing house of Moscow State University: Publishing house of the International University of Business and Management (“Brothers Karich”), 1996., p. 110].

4. Clarification of the object

The study involved 50 subjects aged 18-30 years with various years of experience and experience in family relationships, who are students of different courses and faculties of the higher educational institution ISPiP.

5. Clarification of conditions

The study was conducted in group form in a specially equipped classroom in the afternoon. At the first stage of the study, motivation was formed, which consists in feedback for each subject. At the second stage - drawing up a set of methods for conducting the study, selecting experimental groups: Group I - officially married persons;
Group II – these are persons living in a civil marriage (cohabitation);
Group III are single (free) people who do not currently have a spouse. The third stage of the study is conducting the empirical part of the study, processing the research results. The fourth stage is summing up the results of the study.

6. Description of methods

Let's consider the methods used for the study.

The questionnaire is designed to determine what predominates in a relationship: love or sympathy.

In particular, three components of love seemed important to measure: affection, caring, and the degree of intimacy of the relationship.
The sympathy scale records: the degree of respect, the degree of admiration and the degree of perceived similarity of the object of evaluation with the respondent.

The final version of the methodology, adapted by L.Ya. Gozman and Yu.E. Aleshina, included 14 points.

The scores on each scale are summed up.
Final scores can vary from 7 to 28 points.
Calculating the total score on both scales gives general level emotional relationships in the dyad (from 14 to 56 points).