Research is that. Practical significance of the study

«METHODS OF CRITICAL REFLECTION OF ASOCIAL PHENOMENA IN THE MEDIA Lozhkina A.I. The novelty of the study lies in the fact that the author for the first time identifies the main methods of reflection and criticism of asocial ... "

Modern Research of Social Problems, №4(24), 2013

www.sisp.nkras.ru

DOI: 10.12731/2218-7405-2013-4-22

UDC 159.9.072.5

CRITICAL REFLECTION METHODS

ASOCIAL PHENOMENA IN THE MEDIA

Lozhkina A.I.

The novelty of the study lies in the fact that the author for the first time reveals

main methods of reflection and criticism of asocial phenomena in journalism.

The definition of the introduced concept "methods of critical reflection" is given.

The possibilities of their application are described. The subject of the research is the methods of representation of reality in the content of periodicals. The theoretical significance of the study lies in the expansion of ideas about the methods, nature and way of displaying the existing objective, social reality in the media. Approbation of the data was carried out on the example of the materials of the Russian socio-political and business newspaper Izvestia for three historical period. An attempt was made to compare the proposed methods, reflecting asocial phenomena that occurred in society in different periods the history of the country. The results of this study can clarify the boundaries of asocial journalism and positions in the coverage of asocial phenomena.

Keywords: methods; critical reflection; public opinion; manipulation of consciousness; antisocial events.

THE METHODS OF ASOCIAL PHENOMENA CRITICAL

REFLECTION IN MASS MEDIA

Lozhkina A.I.

The novelty of the study is that the author first identifies the main methods of reflection and criticism of asocial phenomena in journalism. The introduced concept of “the methods of critical reflection” is identified." The features of method's application are described. The subject of study is the method of representation of reality in the content of periodicals. The theoretical value of the study is to increase understanding of the methods, the nature and method of displaying the existing objective social reality in the media. proposed methods, reflecting asocial phenomena that have occurred in society in different periods of history.

Keywords: methods; critical reflection; public opinion; manipulation of social consciousness; social phenomena.

Introduction The media play an important role in the life of society, reflecting the features of social processes, problems and phenomena occurring in it. At the same time, the press introduces assessments of the current situation into the mass consciousness, which form public opinion. In recent years, the problem of limiting certain methods in the activities of the mass media, methods that allow journalists to get too carried away by some topics to the detriment of others, has become more and more acute. In its arsenal, journalism has a variety of methods of reflecting social reality. We will consider methods of reflecting asocial phenomena in the media.

Methods of critical reflection are techniques used (consciously or unconsciously) by the authors of publications in the selection, generalization and interpretation of the facts of the described reality, depending on the goals facing them. These are techniques by which the assessment of asocial phenomena is expressed in the text by means of artistic expression.

Materials and Methods Among scientists there is no unity in what methods of the empirical level should be considered methods of critical reflection of asocial phenomena, therefore they are formulated and concretized by the author of the work independently. The grounds for the formulation of some methods, their description and typology were taken from such researchers as V.P. Kokhanovsky, E.E.

Pronina, L.S. Salemgareeva, M. Grigoriev and A.A. Tertychny.

For a more detailed and visual consideration of the methods of critical reflection of asocial phenomena by the media, we analyzed the Russian newspaper Izvestia using the content analysis method. Comparing printed materials published during the three periods of the publication's existence: from January to December 1975, from January to December 1991 and 2009.

In our study, we considered those asocial phenomena that were described by us earlier in the master's thesis " public sphere asocial:

methods of critical reflection in the media (on the example of the newspaper Izvestia)”.

– – –

Aggression. The method of emotional impact on the audience through the concentration of facts of violence (shooting scenes, murders, blood, etc.), reaching informational sadism. The method is based on the principle of Freudianism, which explains the subconscious Thanatos complex (death instinct), according to which the spectacle of death can most attract the attention and interest of the audience. September 18, 2002 during the "Round table" on the topic "The specifics of Russian media coverage of crisis situations. Propaganda of violence", the participants of the discussion stated that "the Russian media have turned reality into a horror series" .

Goebbels. A method based on the repeated repetition of a lie to introduce it into the mass consciousness as an indisputable truth. The overwhelming majority of advertising campaigns of many tabloid newspapers use the same method of suggestion.

Hedonic. A method based on pleasure as the highest goal of life (hedonism - from the Latin "pleasure", "pleasure") and a conscious denial of responsibility, duty, prohibitions, ideals. The function of the hedonic text is pleasure, entertainment, desacralization of values and mockery. The hedonistic text launches drive-thinking, which subsequently leads the spiritual sphere of the individual and society as a whole to a state of primordial chaos.

The method of enhancing expressiveness through Hyperbolic.

overt and deliberate exaggeration. The use of hyperbole is often combined with such stylistic devices as metaphors, comparisons, etc.

Deductions. It is based on the principle of the process of cognition from the general to the individual. A characteristic feature of the deductive method of reflecting reality in a journalistic text is that the author goes from true premises not to a probabilistic, but to a true, reliable conclusion.

© Modern Research of Social Problems (electronic scientific journal), Modern Research of Social Problems, No. 4(24), 2013 www.sisp.nkras.ru, new truths can be obtained from existing knowledge using pure reasoning, without resorting to experience , intuition, common sense, etc.

Ignoring. A method based on strict control of information. The journalist leaves out important or significant events and facts, he simply avoids situations that can cause an audience reaction.

Induction. It is based on the principle of the process of cognition from the particular (experience, facts) to the general (to generalization in conclusions). Since experience is inherently incomplete and therefore infinite, conclusions based on inference and intuition always have a probabilistic (problematic) character. Inductive generalizations are usually considered as empirical laws (experimental truths). The transfer of a particular fact into the sphere of the general. For example, talking about the murder of a student who expressed anti-fascist views, the author of the publication blames neo-Nazis (Russian fascists) for everything.

By asserting this, he thereby, voluntarily or involuntarily, testifies to the existence in the country of an organized movement called "Russian fascism."

Collage. This method is based on the application of a technique used in fine arts, in which objects and materials are glued onto the substrate that differ from the base in color and texture (collage from French Collage - gluing). By including heterogeneous materials in the publication, the author achieves the effect of surprise, as well as the emotional richness and sharpness of the work.

Critical. This method is based on the identification and condemnation of negative facts and phenomena of the life of society and is a kind of journalistic genre. The number of critical articles has increased dramatically since the beginning of democratization. Many publications, analyzing the events of the past, contain harsh, often swearing intonations.

Understatement, litotes (from other Greek - simplicity, smallness, moderation).

The method of deliberately underestimating the value, magnitude or strength of the depicted event or phenomenon. The author of the publication compares two heterogeneous phenomena on the basis of some common feature, but this feature is presented in the phenomenon-means of comparison to a much lesser extent than in the phenomenon-object of comparison.

- a benevolent and correct display of the Loyalty of ongoing events, compliance (sometimes only external, formal) with existing laws, regulations of authorities. Loyalty principles:

not to question the decisions of the country's leadership, the ruling party;

do not ridicule, do not speak derogatoryly about the policy and actions of the first persons of the country and government officials.

do not spread rumors and gossip about the government and leadership;

do not discuss in publications the internal structure of the government, their methods of work, etc.

The disguise method is used in journalistic materials in order to mislead supporters of the opposite opinion about the real intentions of the author of the publication. Disguise, despite its apparent simplicity, is an important tool for a journalist. The fact of using this method in the text is far from always possible, because its essence is to conceal true motives.

Hoaxes. A method in which the author of the publication passes off as a real event that actually did not happen, a false event. The work of the tabloid press is built on the use of this method. For example, “evidence” of satanic orgies and cruel rituals with bloody sacrifices has long been set on edge and cause nothing but disgust or anger towards the authors of such publications.

Mythology. The method of using various kinds of speculation and rumors in publications, focusing primarily on the irrational side of the human psyche: when they are looking not for information, but for hope; not facts, but estimates; not logic, but the outcome of feelings; not justification, but a panacea for their troubles; not objectivity, but support, etc. characteristic feature mythological text is poeticization. Mythological texts of mass communication play an important role in maintaining the system of spiritual values by reproducing and updating collective symbols.

Neutrality. This is a method of reflecting the conflict, which does not give any advantages to either side of the conflict. This method is followed mainly by Western journalism. According to Erik Fichtelius, one of Sweden's most famous and experienced reporters, "a journalist is not a judge empowered to decide who is right and who is wrong, and not a prophet who predicts the future for mere mortals."

Profanation. The method of deliberate distortion of facts, vulgarization of any ideas, "desecration of the sacred". It is believed that profanation is a natural process associated with the peculiarities of the human psyche.

The most striking example of profanation of the 20th century was the one proposed by V.I.

Lenin's idea of creating a socialist state, which in the course of history has been repeatedly interpreted ruling structures depending on political trends.

Method of truthful, objective reflection Realistic.

social reality and human personality in its indissoluble unity with social relations, which has an extraordinary variety of ways to approach reality, ways of generalization, stylistic forms and techniques.

events, actions, phenomena. This method is used in the preparation of materials for both informational and analytical and publicistic genres. At the same time, it should be borne in mind that reconstruction involves rebuilding, new organization, restoration of displayed events, depending on the goals of the authors of the publication. Journalistic reconstruction can be operational, used to restore a picture of current events, and historical, used to depict and analyze events that have become facts of history.

Satirical. A method of exposing asocial phenomena through various comic means: parody, irony, sarcasm, grotesque, allegory, hyperbole, etc. In satirical publications, life phenomena that the author considers vicious are ridiculed: individual or social extravagances and abuses. Modern journalism uses such methods of denunciation as invective, parody, etc. office from voluntary alienation of property". Humor is widely used in satirical publications to dilute direct criticism and make it more attractive.

Izvestinsky R. Arifjanov and S. Mostovshchikov transformed the feuilleton genre into a kind of symbiosis of journalistic investigation, reporting, satirical story and parody. However, these works do not lose their feuilleton orientation, since they do not lose the genre features of a classic feuilleton - they are based on a strict factual basis, with the author's overtones, they contain an associative theme, images, pictures, use a satirical sharpening of the topic and lyrical humorous intonation, there are specific conclusions.

© Modern Research of Social Problems (electronic scientific journal), Modern Research of Social Problems, No. 4(24), 2013 www.sisp.nkras.ru Beliefs. The method involves the use of suggestion. The author of the publication convinces the audience of his own competence, gaining confidence in it, becoming a kind of alter ego of the audience. To this end, the reader or viewer is introduced into the so-called suggestive state (reactive behavior - the behavior of a puzzled crowd), in which the reader, listener, viewer takes on faith everything that is presented to him, without requiring proof. All religions are built on the basis of suggestion: "You don't have to think, you have to believe." In a persuasive text, warnings sound from above, like the opinion of a mentor.

Intimidation. The method of "horror stories", in which the audience is faced with a choice of the lesser of two evils. A picturesque story about the horrors of a greater evil makes one perceive the lesser almost as good. For example, the appeal of some media to the history of the Third Reich (although, of course, that story has nothing to do with the current situation in Russia and in the world).

The fragmentation method consists in dividing the flow of information into separate fragments that are not related to each other, as a result of which consumers of information become unable to form a correct and complete picture of the world, or at least highlight the main idea, focus on one thing.

Discussion of the results The presented methods are used by journalists based on their own beliefs and mood, the topic of the publication, the situation, the available facts, the chosen genre.

As a result of the study, the following conclusions can be drawn:

Firstly, through communication using specific methods of critical reflection of reality by the media, public opinion is created and public consciousness is formed, that is, mass consciousness is manipulated both inside © Modern Research of Social Problems (electronic scientific journal), Modern Research of Social Problems, No. 4(24), 2013 www.sisp.nkras.ru of the state and beyond. It all depends on who actually defines the information content.

Secondly, there are a number of specific methods of reflecting asocial phenomena through the media, the most commonly used among which are persuasion, influence, intimidation, suppression of facts, fragmentation, mystification, critical, collage method, induction and deduction. Within one publication, several methods can be used.

Thirdly, the individual has a certain space for the independent formation of his opinion regarding the reality around him - his own culture.

Conclusion B modern means mass media, the number of anti-social materials has increased dramatically, while the methods used to cover anti-social phenomena do not contribute to their objective and adequate assessment in society. A major role in the nature and ways of displaying the existing objective reality is played by the specifics of the publication, the composition of the team of authors and its leadership.

– – –

5. Matveychev I. About the notorious "dirty" methods and not only // PolitTech: site, 2011. URL: http://polittech.org/2011/04/07/about-the-notorious-dirty-methods-and-not-t / (date of access: 14.02.2013).

6. Podlesova I. Journalists were taught to write correctly // Izvestia.

2002. No. 169. URL: http://main.izvestia.ru/community/article24070/ (date of access: 10.12.2012).

7. Pronina E.E. Psychology of journalistic creativity. M.: KDU. 2006.

8. Salemgareeva L.S. Mass media and public consciousness: influence, problems, technologies of manipulation // Bulletin of electronic and printed media.

2007. No. 2. URL: http://vestnik.ipk.ru/vip_2_salem.html/ (date of access:

9. Tertychny A.A. For a journalist. What is reconstruction // Journalist. 2004. No. 4. pp. 77-79

10. Fichtelius E. Ten commandments of journalism. Unpress Multiportal: Stockholm, Sweden. 1999 URL:

http://www.journ.bsu.by/index.php?option=com_remository&Itemid=108&func=do wnload&id=530&chk=c87bfe3ffc5dd611b1f8fd808115ba05&no_html=1&fname=Fichtelius_10_zapovedej.pdf/ (Accessed: 01/30/2013).

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- the art history didactic material used in the Russian language lessons has a direct and hidden impact on the education of schoolchildren, forms their aesthetic taste.

Research methods

It is also important to determine the methods of scientific research. At different stages of the study, a set of complementary methods is usually used. Science has not developed a universal research method. Everyone chooses the most appropriate, based on the topic and objectives of the study.

a) general theoretical methods:

Descriptive, involving the coverage of methodologically significant aspects;

Theoretical analysis (identification and consideration of individual aspects, features, features, properties of phenomena);

Comparative analysis (comparative-comparative), which makes it possible to compare something within the framework of the stated topic;

Historical (diachronic, genetic-historical, comparative-historical) and logical methods, revealing the dynamics of the development of the educational process;

Deductive method - the ascent from the abstract to the concrete, involving the discovery of the main connection of the object under study;

Inductive method of generalization of empirically obtained data;

Characteristics of the research material

In the Introduction, under the heading "Research Material" (less often - "Research Sources"), it is necessary to characterize the material on which the study is based. Get acquainted with some structures that are often used in scientific papers to characterize research material. Please note that when constructing sentences, ambiguous (connective) verbs are usually used (“serve”, “be used”, “become”, “appear”, etc.):

- The following texts served as the basis for the analysis ...

- The material of the study was the current programs in the Russian language ...

- Tape recordings were used as research material ...

- Also involved in the analysis written works students.

- The sources of the material were explanatory dictionaries

Since it is customary in scientific papers to clearly characterize the amount of material on the basis of which the study was carried out, the author often specifically stipulates which material was not analyzed by him.

It is possible to use the following construction:

- The research material was...

- The work is based on research materials ...

- They are left outside of the analysis… as they deserve special attention and can be the subject of independent research. The work also does not analyze ...

Testing and implementation of research results

There are several forms in which the approbation of scientific research can take place.

- Separate provisions and fragments of the study are reflected in publications.

- The main conclusions were presented in the speeches at the Dalev Readings and scientific and practical conference students.

- The main provisions of the work were tested in the form of ...

- Work received a positive assessment at speeches

- Approbation of certain provisions of the work took place in the form of a report at a student conference.

Check out this piece of research paper:

- The research materials were used in the Russian language lessons in the secondary school of the village of Noshino, Abansky district, in high school No. 2 of Kansk, as well as in speeches at the regional student Dalevsky readings (2002) and at the regional regional conference, held on the basis of the Kansk Pedagogical College in 2003.

Sample Introduction

It is impossible to study the grammar of the language, vocabulary, style, phonetics in isolation from the surrounding reality. The task of the language teacher is, first of all, to make learning educative, so that tasks in the Russian language help the student to actively engage in creative activity, so that the younger generation learns to penetrate the secrets of nature and community development. In this sense, the study native land will be a fertile, nourishing environment that will help the teacher to convey to the students' awareness the concept of the patterns of the diverse world, to reveal and show the history, culture and life of our people, the beauty and grandeur of its language. The local history material used in the Russian language lessons will serve as an active means of forming specific ideas and concepts, thereby contributing to the comprehensive development of students.

The study of the native land is of great interest for the language teacher himself, introduces him to scientific activities, develops the skills of a researcher, and this will require additional knowledge from him in the field of history, geography, ethnography and other sciences.

All of the above determined relevance of this study, which is due to the search for effective ways of learning aimed at overcoming formalism in teaching the Russian language.

To teach students to see and understand the beauty of the world around them, to instill a love for their native places, for people living nearby, and finally, for the great and mighty Russian language - these are the primary tasks of a language teacher who uses local history material in the classroom.

object research is the process of arming students with a knowledge system, ways of mastering educational information in the Russian language and the effectiveness of speech developed on the basis of the use of local history material in the lessons of the Russian language. Thus, the local history material in the lessons of the Russian language is subject our research.

Target research: to prove the importance of using local history teaching and didactic material in the lessons, which implements the principle of interdisciplinary connections as one of the main means in solving complex problems of education and upbringing.

Purpose and objectresearch determines the working hypothesis which is based on the following principles:

- local history material as educational and didactic, reflecting the principle of interdisciplinary connections, contributes to the solution of a number of learning tasks - stronger and deeper assimilation of knowledge, development of language and speech skills;

- the local history didactic material used in the Russian language lessons has a direct and hidden impact on the education of schoolchildren.

To achieve the set goal and test the hypothesis, it was necessary to solve the following tasks:

- analyze the psychological, pedagogical and methodological literature on the research problem in order to determine the theoretical foundations for the use of local history material in Russian language lessons;

- determine the place of local history material in the system of intersubject communications;

- to isolate the principles of selection of didactic material of a local history nature, to show its influence on the education of schoolchildren;

- show a system of methods for using local history material in Russian language lessons as one of the ways to implement interdisciplinary connections.

Research sources :

- theoretical positions of the classics of pedagogy (, J. J. Rousseau,), modern teachers (, and others), outstanding psychologists (, and others) and methodologists (, and others), working on the problems of interdisciplinary connections and issues of using local history material;

Research methods :

study and analysis of psychological, pedagogical and methodological sources on the problem; experimental work, observation of educational activities in Russian language lessons using local history material, processing of work results, systematization and generalization.

Research novelty consists in an attempt to theoretically substantiate the use of local history material in the lessons of the Russian language as didactic in the implementation of interdisciplinary connections; The paper proposes an approach to solving complex problems of education and upbringing on the basis of local history in the implementation of interdisciplinary connections on the example of studying the topic "Vocabulary" in the 5th grade.

Practical significance research is as follows:

- The proposed approach to solving complex problems of education and upbringing on the basis of local history, which implements the principle of interdisciplinary connections when studying the topic "Vocabulary" in the 5th grade, can serve as methodological recommendations in the work on the topic "Vocabulary".

- the theoretical aspect of the work can be used by the teacher in the selection of didactic material of a local history nature for effective solution tasks of developing and educating education.

Work structure: The work consists of Introduction, two chapters, Conclusion, Appendix, List of references, numbering 54 titles.

Approbation : The results of the study were successfully tested at the regional scientific and practical conference (Krasnoyarsk, 2001)

Main part

The main part contains material that is selected by the student to consider the problem. You should not create very voluminous works, turning your work into a mechanical rewriting from various sources of the first material that comes across. It is better to pay more attention to the reasonable distribution of material into paragraphs, the ability to formulate their title, and compliance with the logic of presentation.

The main part is divided into chapters (most often 2, less often 3), with each chapter consisting of two or three paragraphs (points). Chapters should be proportionate to each other, both in structural division and in volume. The content of the main part must exactly correspond to the topic of the work and fully disclose it, show the author's ability to concisely, logically and reasonably present the material.

The main part, in addition to content drawn from various sources, should also include personal opinion and formulated independent conclusions based on the facts presented. It is necessary to approach the coverage of little-studied and debatable problems correctly. It cannot be presented as an indisputable one of the existing views. It is very good if you express your own opinion on this issue, justify it or motivate your agreement or disagreement with the point of view already expressed.

If the work is a monographic abstract, then the construction of its main part largely depends on the structure of the source text, obeys the laws of its internal organization.

Most often, the main theoretical provisions on the topic under study are first stated, a theoretical understanding of the problem, and then the textual factual or empirical material specified in the methodological plan, which reasonably confirms the stated theory, based on an analysis of the existing practice of teaching the Russian language. In the process of analysis, it becomes possible to determine the direction and those issues that need to be addressed in the upcoming study, in order to improve the process of learning the Russian language.

Any scientific work must contain a generalization. Generalizations are the main meaning of scientific research. It is impossible to recognize as satisfactory a work in which facts are heaped up, examples, positions, views of scientists, etc. are listed, and there are no generalizations, the writer cannot compare the material, combine, present in a generalized form.

Each chapter and work as a whole ends with conclusions. Conclusions should be concise, with specific data on the results. General phrases that mean nothing words should be excluded from the wording.

First chapter- theoretical, usually review. It outlines the history and theory of the issue, provides a critical analysis of the literature, and defines the conceptual apparatus. It contains an abstract presentation (evaluative nature) of scientific research in this area, draws attention to the quality of already studied problems, identifies a range of unresolved problems, defines the boundaries of the phenomenon studied by the author of the work, and reveals the theoretical prerequisites for studying this problem.

Chapter 1. Theoretical basis problem learning

1.1. From the history of the issue

1.2. The concept of "problem learning". Its types, levels

1.3. Problem-Based Learning Methods

The first condition of any scientific work is accurate communication with factual material, confirmation of the put forward provisions with convincing evidence. It is necessary to indicate whose reasoning or conclusions you use, noting the opinion of researchers on this issue.

The ability to generalize "and independently think critically" is manifested in the ability to draw conclusions. Conclusions are the result of reasoning, evidence, analysis of the material. For example, developing the idea that the question of the words of the state category is controversial in Russian linguistics, that there is no single view on the possibility of classifying this category of words as a special part of speech among scientists, you note that some scientists consider the words of the state category to be a special part of speech , others - do not distinguish them from the composition of nouns, adjectives and adverbs from which they originated. Scientists find the reason for this in the fact that the words of the state category coincide in form with adverbs, short neuter adjectives and nouns, therefore they are homonyms. Here, a private conclusion is possible that the last reason cannot serve as an obstacle to separating the words of the category of state into a special part of speech.

The conclusions on the first chapter should define the theoretical provisions on which the author of the work will rely in the course of further research.

Second chapter– practical, experimental ( empirical) is devoted to describing the methods and presenting the empirical results of the research, methodological or applied work that was done by the student. The chapter should be aimed at solving the chosen problem and contain a detailed and system description practical results of direct analysis methodological material on the research topic, reasoned interpretation of their own observations and conclusions. The second chapter (and subsequent chapters, if any) contains a description of the research process, highlights the research methodology and technique, and the results achieved. The analysis of textbooks and programs included in this chapter is aimed at determining the effectiveness of the content and teaching methods.

This chapter shows the student's ability to plan and conduct experimental research.

In methodological works, in which there are no explicit hypotheses, the chapter describes the measures taken to identify empirical indicators, verify or improve the reliability of the developed, improved or compared methods. In applied work, in which hypotheses are also absent, this chapter fixes the procedures carried out to solve a practical problem, the results obtained in this process. In this case, the chapter also contains an assessment of the effectiveness of the proposed solutions. In experimental work, this chapter presents the procedure for testing the experimental hypothesis, aimed at testing the truth of the proposed theoretical constructions, and the results obtained here.

This chapter includes a rationale for the methods used, which explains why these methods were used and what their advantages are over others. The description of the methods involves a description of the tasks that the subjects performed and the instructions they received.

In addition, it is necessary to give a demographic (gender and age) and qualitative characteristics to the selected subjects.

The analysis of the obtained data confirms or refutes the hypothesis put forward.

The results of the work should be presented in a way that is understandable to the reader. The data is translated into a form convenient for perception - graphs, tables, diagrams demonstrating the quantitative ratios of the received data. With an abundance of illustrative materials of the study, the Appendix can present the most indicative of them in terms of interpreting the results.

The following can be distinguished stages of experimental work:

1. Constructing a hypothesis, formulating the goal of the experiment, which, as a rule, begins with verbs: find out ..., reveal ..., form ..., justify ..., check ..., determine ..., create. .., build... You need to answer yourself the question: “what do you want to create as a result of the organized experiment?”

2. Creation of the experiment program.

3. Development of ways and means of fixing the results of the study.

4. Implementation of the experiment.

An experimental chapter can consist of three paragraphs:

§1 Psychological and pedagogical substantiation of age and typological peculiarities of schoolchildren's perception.

§2 Substantiation of their methodology of work on the stated topic.

§3 Description of the experiment.

The experiment includes 3 stages: ascertaining, forming and final.

At the ascertaining stage, cross-sectional work is carried out, which makes it possible to identify the level of development of schoolchildren before the implementation of the methodology.

At the formative stage, the developed methodology is applied.

At the final stage of the experiment, a control sectional work is carried out.

To conduct an experiment, a student must develop his own teaching methodology, lesson notes, and didactic material for students. The methodology should be built not only on private, but also on general concepts.

At the same time, methods for fixing the progress and results of experimental work, criteria for evaluating the results of the work carried out with students, and tasks for testing the effectiveness of the implemented methodology are determined.

The central point of the experimental work is the holding of lessons at which the work methodology developed by the student is tested. Conducting lessons requires not only the implementation of a methodological system, but also the observation of students. During the lesson, it is necessary to record its results.

It is necessary to compare the obtained results with the initial hypothesis and answer the questions: how do these results compare with the hypothesis, to what extent this hypothesis is confirmed by the results, how the obtained data correlate with the available data on scientific publications, what conclusions does this comparison lead to, etc. If in the course of the discussion, new hypotheses appear that have not yet been confirmed, it is possible to state them and indicate possible ways to confirm them. If negative results are obtained that do not confirm the hypothesis, they must also be stated. This gives credibility and persuasiveness to the work.

The conclusions for the second chapter should present the results of the experimental work.

Conclusion

In conclusion, the results of the study are summarized: conclusions are formulated on the paragraphs to which the author came, their significance is indicated, the possibility of implementing the results of the work; attention is drawn to the implementation of the tasks and goals (goals) put forward in the introduction; prospects for further work within the framework of the problems raised are outlined. This confirms the relevance of the study. In general, the conclusion should provide answers to the questions: Why was this study undertaken? What is done? What conclusions did the author come to? In the conclusion, one should not repeat the content of the introduction and the main part of the work, which is a typical mistake of students who continue the presentation of the problem in the conclusion.

The conclusion should be clear, concise and detailed, following from the content of the main part.

Sample Conclusion

One of the indispensable conditions for successful work in the Russian language is to constantly develop students while teaching. It is unacceptable, in our opinion, to reduce learning to the assimilation of only certain linguistic and speech material. It is necessary to teach in such a way that at the same time the mental abilities of students develop. Memorizing rules, for example, does little to advance development. The setting of creative tasks, the creation of problem situations, the search for rational ways to solve certain typical educational tasks significantly affect mental development schoolchildren. Therefore, the organization of problem-based learning at school is one of the important and complex tasks of the present time.

Having solved the problems posed in the introduction, we came to the following conclusions:

1. Problem-based learning should be understood as such an organization educational process which includes the creation of a problem (search) situation in the classroom, arousing the need for students to solve the problem that has arisen, involving them in independent cognitive activity aimed at mastering new knowledge, skills and abilities, developing their mental activity and developing their skills and abilities for independent comprehension and assimilation of new scientific information. But, despite the close attention to the issues of introducing problem-based learning into school practice, to the development of its technology, in our opinion, it is incredibly difficult to implement in practice. problem learning"in pure form» as a type or system of education, as this requires a significant restructuring of both the content and organization of education; in connection with this, the problematic presentation of individual elements of the educational material mainly takes place, problematic tasks are solved mainly by “strong” students. Problem-based learning is also carried out at electives, olympiads, and competitions.

2. Problem-based learning has a system of methods (the method of problem presentation, partly - search, research), built taking into account the principles of problematic and goal-setting; such a system ensures the process of educational and cognitive activity of students controlled by the teacher, their assimilation of scientific knowledge, methods of mental activity, and the development of their mental abilities.

3. The organization of a problematic lesson is difficult not only for beginners, but also for experienced teachers who, when building it, are guided by the traditional structure. Meanwhile, an indicator of the problematic nature of the lesson is the presence in its structure of the stages of search activity (the emergence of a problem situation and the formulation of the problem; making proposals and substantiating the hypothesis; proving the hypothesis; checking the correctness of the solution to the problem).

4. Didactically cognitive activation is achieved through a question, a task, a task, visualization, speech, and more often a combination of them. Under certain conditions, these elements become in the hands of the teacher an instrument for creating a problem situation, arousing the interest and emotional mood of students, mobilizing their will, and inciting them to act.

The considered most important means of organizing the process of problem-based learning stimulate the active cognitive, search activity of students, educate them in their desire and ability to search, independently learn new things.

5. A comparative analysis of textbooks shows that the textbook by R.N. Buneeva (educational program "School 2100") is more focused on problem-based learning, since it contains learning tasks high level didactic difficulty. Performing such tasks, students penetrate into the essence of the studied facts and phenomena, as they show cognitive independence, which consists in the ability to solve problems without outside help (that is, without the help of a teacher).

However, in our opinion, the teacher should strive to increase the degree of complexity of educational tasks, regardless of the textbook he has chosen, to permeate with elements of developmental activity different types classes in the Russian language, to make the lessons varied, entertaining, creative.

Indeed, creative educational activity, unlike reproductive, provides a better assimilation of knowledge, gives a pronounced developmental effect, and also educates an active, proactive personality.

Application

Applications are an obligatory component of course and final work. They do not count towards the amount of work assigned.

The content of the application is very diverse. Auxiliary or additional, reference and experimental material is placed here, visually representing the results of the study: various tables, diagrams, diagrams, methodological, illustrative material, experimental programs, instructions, reporting forms, for example, samples of student work, the content of questionnaires, abstracts and fragments of lessons , etc. Applications are connected with the main part of the work, form a single whole with it, are drawn up as a continuation of the work on its subsequent numbered pages, arranging them in the order in which links appear in the text.

At the beginning of the Application it is necessary to give a general list of all applications.

Examples of including Annexes in the main text:

- As soon as the students have mastered the algorithm, the reduction of logical operations begins. Some are done meaningfully, some are done intuitively, without the strain of thought and memory. At first, it is convenient to record actions in a special table (Appendix 2).

- For example, when repeating the topic "Noun" at the beginning of grade 5, a fairy tale dedicated to declensions of nouns will help update knowledge about spelling case endings. (Annex 7)

- If the child could not write an exciting fairy tale, but composed interesting story or a poem, then it, of course, also needs to be encouraged. An example of the work of a 6th grade student, see Appendix 5.

Writing and formatting requirements

Requirements for a coherent speech statement:

The subordination of all proposals to the realization of one goal, idea, main idea;

Logical and linguistic connectivity;

Structural order;

Semantic and compositional completeness;

Stylistic uniformity.

When completing a term paper, the author must remember that each structural part (introduction, chapters of the main part, conclusion, appendix, bibliography) begins on a new page. All pages must be numbered (the title page is not numbered). The numbering of pages on which the application is made should be continuous and continue the general pagination of the main text. Applications are numbered in Arabic numerals (without the number sign), indicating the word "Application" in the upper right corner, for example: " Appendix 1", "Appendix 2", etc. The name of the application is written on a new line.

First page - content(table of contents) - a list of structural elements (chapters, paragraphs, etc.) compiled in the order in which they are given in the work. The content indicates the page number on which the beginning of the chapter, paragraph, etc. is located.

The headings presented in the content should exactly repeat the headings in the text, be concise, clear, consistently and accurately reflect the internal logic of the work. Headings of the same rubrication levels should be placed under each other. The headings of each subsequent stage are shifted to the right in relation to the headings of the previous stage. All headings start with a capital letter without a dot at the end.

Difficult terms found in the text must be explained in special footnotes or directly in the work.

Only generally accepted abbreviations and abbreviations are used, the meaning of which is clear from the context.

Please follow the citation rules. It is better to resort to intratext links, which are arranged in brackets. For example: , which means: 28 - source number in the list of references, 104 - page number. Or [, p.48], where the author is indicated (possibly with the source) and the page number.

Required typing indentation parameters: one interval from the chapter and two - from the paragraph (point) inside it.

The list of references is compiled in alphabetical order of the names of the authors.

Print Standard:

- type - Times New Roman

Size 14 p.

Line spacing - 1.5;

The size of the left margin is 3.0 cm;

The size of the right margin is 2.5 cm;

Upper size - 2.5 cm;

Lower - 3.5 cm.

Rules for the design of tables and diagrams:

Numbering is in Arabic numerals;

An appropriate inscription (table, diagram) is placed above the upper right corner indicating the serial number;

Tables are provided with thematic headings with an inscription in the middle of the page. Names are written with a capital letter without a dot at the end.

Title page:

The name of the ministry;

Name of the academic institution;

Department name;

Surname and initials of the student, number of his group;

Surname, initials, scientific title, position of supervisor.

Approximate work plan on the topic "Collective form of organization of developmental education in the lessons of the Russian language"

The form of existence and development of science is scientific research. In Art. 2 of the Federal Law of the Russian Federation of August 23, 1996 "On Science and State Scientific and Technical Policy" the following definition is given: scientific (research) activity - is an activity aimed at obtaining and applying new knowledge.

In the general case, scientific research is usually understood as an activity aimed at a comprehensive study of an object, process or phenomenon, their structure and relationships, as well as obtaining and putting into practice useful results for a person. Any scientific research must have its own subject and object, which define the area of research.

object scientific research is material or ideal system, but as subject maybe the structure of this system, the patterns of interaction and development of its elements, etc.

Scientific research is goal-oriented, so each researcher must clearly formulate the goal of his research. The purpose of scientific research is the projected result of the research work. This can be a comprehensive study of a process or phenomenon, connections and relationships using the principles and methods of knowledge developed in science, as well as obtaining and putting into practice useful results for a person.

Scientific research is classified according to various grounds.

By funding source distinguish:

Scientific research budgetary,

Contractual

And unfunded.

Budget research is financed from the budget of the Russian Federation or the budgets of the constituent entities of the Russian Federation. Contractual research is funded by customer organizations under economic contracts. Unfunded research may be carried out at the initiative of a scientist, individual plan teacher.

In normative acts on science Scientific research divided by purpose into:

fundamental,

Applied.

AT federal law dated August 23, 1996 "On science and state scientific and technical policy" the concepts of fundamental and applied scientific research are given.

Basic scientific research- this is an experimental or theoretical activity aimed at obtaining new knowledge about the basic laws of the structure, functioning and development of a person, society, and the natural environment. For example, studies on the patterns of formation and functioning of the rule of law or on world, regional and Russian economic trends can be attributed to the number of fundamental ones.

Applied Research- these are studies aimed primarily at applying new knowledge to achieve practical goals and solve specific problems. In other words, they are aimed at solving the problems of using scientific knowledge obtained as a result of fundamental research, in practical activities of people. For example, as applied, one can consider works on the methodology for evaluating investment projects, depending on their types, or work related to marketing research.

search engines called scientific research aimed at determining the prospects of working on a topic, finding ways to solve scientific problems.

Development called a study that is aimed at putting into practice the results of specific fundamental and applied research.

According to the timing of the implementation of scientific research can be divided into:

long-term,

Short term

and express research.

Depending on the forms and methods of research, some authors distinguish between experimental, methodical, descriptive, experimental-analytical, historical-biographical research and research of a mixed type.

In the theory of knowledge, there are two levels of research : theoretical and empirical.

Theoretical level research is characterized by the predominance of logical methods of cognition. At this level, the facts obtained are investigated, processed with the help of logical concepts, inferences, laws and other forms of thinking.

Here, the objects under study are mentally analyzed, generalized, their essence, internal connections, laws of development are comprehended. At this level, sensory cognition (empiricism) may be present, but it is subordinate.

The structural components of theoretical knowledge are the problem, hypothesis and theory.

Problem- this is a complex theoretical or practical problem, the methods of solving which are unknown or not fully known. Distinguish between undeveloped problems (pre-problems) and developed ones.

Undeveloped problems are characterized by the following features:

1) they arose on the basis of a certain theory, concept;

2) these are difficult, non-standard tasks;

3) their solution is aimed at eliminating the contradiction that has arisen in cognition;

4) ways to solve the problem are not known. Developed problems have more or less specific indications on how to solve them.

Hypothesis there is an assumption that requires verification and proof about the cause that causes a certain effect, about the structure of the objects under study and the nature of the internal and external connections of structural elements.

A scientific hypothesis must meet the following requirements:

1) relevance, i.e. relevance to the facts on which it relies;

2) testability empirically, comparability with observational or experimental data (with the exception of untestable hypotheses);

3) compatibility with existing scientific knowledge;

4) possessing explanatory power, i.e. a certain number of facts, consequences, confirming it, should be derived from the hypothesis.

The hypothesis from which the the largest number facts;

5) simplicity, i.e. it should not contain any arbitrary assumptions, subjectivist accretions.

There are descriptive, explanatory and predictive hypotheses.

A descriptive hypothesis is an assumption about the essential properties of objects, the nature of the relationships between the individual elements of the object under study.

An explanatory hypothesis is an assumption about causal relationships.

A predictive hypothesis is an assumption about the trends and regularities in the development of the object of study.

Theory- this is logically organized knowledge, a conceptual system of knowledge that adequately and holistically reflects a certain area of reality.

It has the following properties:

1. Theory is one of the forms of rational mental activity.

2. Theory is an integral system of reliable knowledge.

3. It not only describes the totality of facts, but also explains them, i.e. reveals the origin and development of phenomena and processes, their internal and external connections, causal and other dependencies, etc.

Theories are classified according to the subject of study. On this basis, social, mathematical, physical, chemical, psychological, economic and other theories are distinguished. There are other classifications of theories.

In the modern methodology of science, the following structural elements of the theory are distinguished:

1) initial foundations (concepts, laws, axioms, principles, etc.);

2) an idealized object, i.e. a theoretical model of some part of reality, essential properties and relationships of the studied phenomena and objects;

3) the logic of the theory - the totality certain rules and methods of proof;

4) philosophical attitudes and social values;

5) a set of laws and regulations derived as consequences from this theory.

The structure of the theory is formed by concepts, judgments, laws, scientific positions, teachings, ideas and other elements.

concept- this is a thought that reflects the essential and necessary features of a certain set of objects or phenomena.

Category- a general, fundamental concept that reflects the most essential properties and relationships of objects and phenomena. Categories are philosophical, general scientific and related to a particular branch of science. Examples of categories in legal sciences: law, offense, legal responsibility, state, political system, crime.

scientific term is a word or combination of words denoting a concept used in science.

The set of concepts (terms) that are used in a particular science forms its conceptual apparatus.

Judgment is a thought that affirms or denies something. Principle- this is the guiding idea, the basic starting point of the theory. Principles are theoretical and methodological. At the same time, it is impossible not to take into account the methodological principles of dialectical materialism: to treat reality as an objective reality; to distinguish the essential features of the object under study from the secondary ones; consider objects and phenomena in continuous change, etc.

Axiom- this is a provision that is initial, unprovable and from which other provisions are derived according to established rules. For example, at the present time it is necessary to recognize as axiomatic the statements that there is no crime without an indication of it in the law, ignorance of the law does not exempt from responsibility for its violation, the accused is not obliged to prove his innocence.

Law- this is an objective, essential, internal, necessary and stable connection between phenomena, processes. Laws can be classified on various grounds. So, according to the main spheres of reality, one can single out the laws of nature, society, thinking and cognition; according to the scope of action - universal, general and private.

regularity- this is:

1) the totality of the action of many laws;

2) a system of essential, necessary general links, each of which constitutes a separate law. So, there are certain patterns of crime movement on a global scale:

1) its absolute and relative growth;

2) the lag of social control over it.

Position- a scientific statement, a formulated thought. An example scientific position is the statement that the rule of law consists of three elements: hypotheses, dispositions and sanctions.

Idea- this is:

1) a new intuitive explanation of an event or phenomenon;

2) the defining pivotal position in the theory.

Concept is a system of theoretical views united by a scientific idea (scientific ideas). Theoretical concepts determine the existence and content of many legal norms and institutions.

The empirical level of research is characterized by the predominance of sensory cognition (the study of the external world through the senses). At this level, forms of theoretical knowledge are present, but have a subordinate significance.

The interaction of the empirical and theoretical levels of research is that:

1) the totality of facts constitutes the practical basis of the theory or hypothesis;

2) facts can confirm the theory or refute it;

3) a scientific fact is always permeated with theory, since it cannot be formulated without a system of concepts, interpreted without theoretical ideas;

4) empirical research in modern science is predetermined, guided by theory. The structure of the empirical level of research is made up of facts, empirical generalizations and laws (dependencies).

The concept of " fact" is used in several meanings:

1) an objective event, a result related to objective reality (fact of reality) or to the sphere of consciousness and cognition (fact of consciousness);

2) knowledge about any event, phenomenon, the reliability of which is proven (truth);

3) a sentence fixing the knowledge obtained in the course of observations and experiments.

Empirical generalization is a system of certain scientific facts. For example, as a result of studying criminal cases of a certain category and generalizing investigative and judicial practice, it is possible to identify typical mistakes made by courts in qualifying crimes and imposing criminal penalties on the guilty.

empirical laws reflect regularity in phenomena, stability in relations between observed phenomena. These laws are not theoretical knowledge. Unlike theoretical laws, which reveal the essential connections of reality, empirical laws reflect a more superficial level of dependencies.

The theoretical and practical significance of the study lies in the fact that the provisions and conclusions contained in the study make it possible to deepen scientific knowledge about the subjective positions of the state in civil law relations and can be used as source material for further study of legal problems in this area, as well as in the process of improving the legislative framework of the Russian Federation.

The dissertation materials can be used in the preparation of textbooks and in the process of teaching educational and special courses in civil law.

Approbation of the research results

Materials are also used in teaching activities author at the Russian State Humanitarian Institute.

Thesis structure

The structure of the dissertation is determined by the purpose and the tasks arising from it. The work consists of an introduction, two chapters, including six paragraphs, a conclusion and a list of references.

In the general case, state-legal regulation is a common legal mechanism (system) implemented on the basis of the expression characteristic features implementation of the rights and obligations of a participant in civil law relations: the state, on the scale of territorial influence, implements the procedure for introducing legal technologies for organizing socio-economic processes using accessible methods.

Integration (from lat. integrum - whole) - in the general case means association, interpenetration.

Cm. public interest Yu.A. Tikhomirov Public Law, Textbook. - M .: BEK Publishing House, 1995, p. 55.

They are now widely known in scientific circles: the principle of social (social) construction; principles of structure and organization of the state system; the principle of expressing the interests of citizens through their political participation in the state system; the principle of decision-making by "majority votes" of those present, etc.

In a functional sense, legal regulation is a purposeful process of the effective impact of legal norms on social relations regulated by these norms. Depending on the function of law being implemented, the process of legal regulation can be both regulatory (aimed at maintaining the established legal order and making positive changes to it), and protective (aimed at preventing, detecting, suppressing and investigating offenses; determining and implementing measures of legal responsibility in against offenders) character.// See details. Borchenko V.A. "Object of private law regulation" dissertation abstract for the degree of candidate of legal sciences, St. Petersburg, 2006.

The practical significance of the study is clearly reflected in the expression of the participation of the state in civil law relations as a carrier of interest. A number of researchers in their writings made a clear emphasis on the importance of the state interest both in public relations and in civil law relations in particular. See, for example, V. P. Gribanov, Interest in Civil Law // Soviet State and Law, 1967, etc. However, dividing relations in absolute terms according to the Roman tradition of civil law into public (public) and private (edu), it is worth noting that that the subjective role of the state in the general case will not change, but will only remain subject to change in accordance with the implementation of the principles of the globalization integration nature (the process of relations). In this case, the implementation of the civil law structure of society, a sovereign legal state will be determined by the development of the system of budgetary regulation of the system of civil law relations, based (of the system) on administrative and constitutional, and in some cases international law. The fulfillment of the obligations of the state through dominance-centralization (normative) puts the interests of the state (public) character at risk, revealing the temptation of a foreign element to actively interfere in the internal affairs of the state and society.

See the Civil Code of the Russian Federation, Ch. 19.

"Supercorporation", which has its influence not only on the processes by representing the interests of the participants, but also exercising its powers in accordance with the "constitutional interests" of society.

See the Civil Code of the Russian Federation, part 4.

According to the principles specified in chapter 1 paragraph 3 of this work.

Such cycles are well known to system administrators or moderators of any interactive network, whose work is: based on subjective judgments, determine the category of network user information, in some cases reduce operations to automatic (algorithmic) presentation of results (data), their analysis. Branches of the national economy, which are a set of production cycles based on operation and use on intangible benefits, which should include recognized authors of works, researchers in the fields of scientific creation of communication environments for the interaction of subjects of civil law relations.

Relevance This study lies in the fact that the study of the specifics of artificial intelligence as a literary hero has not yet been carried out, unless one takes into account such first manifestations of artificial intelligence as Galatea, Frankenstein's Monster, Pinnochio, etc. . The choice of this particular direction for research is due to the fact that science fiction and its specific problems do not receive due attention in the studies of literary theorists, although it is science fiction and its subsection - science fiction - that have created a powerful cultural layer that influences the entire further development of literature.

Scientific novelty research is as follows:

It is the first attempt to separate such concepts as "artificial intelligence" and "artificial intelligence" within the framework of literary theory.

It states the uniqueness of artificial intelligence as a literary hero, not suitable for any of the literary classifications, and so suffering from incompleteness.

It compares artificial intelligence and artificial intelligence in the light of the latest scientific achievements in the field of robotics within the framework of science fiction.

Objective- to identify and streamline the specifics of artificial intelligence as a literary hero, to identify cases of logical violations in the image of artificial intelligence in science fiction, to draw a line between artificial intelligence and artificial intelligence.

Research objectives in the light of the goal that has been set, become the following:

Theoretically substantiate the specifics of artificial intelligence as a literary hero

Identify patterns of behavior of artificial intelligence and artificial intelligence

Identify differences in the functioning of artificial intelligence and artificial intelligence

· Apply the acquired knowledge to analyze a literary work, identify where in the material the researcher deals with the mind, and where - with the intellect.

Object of study in this case, these are the works of Isaac Asimov and Sergey Lukyanenko, or rather the Positronic Robots series, which includes four stories and the Deeptown series with three stories, respectively.

The subject of the study is the behavior of artificial intelligence in the framework of interaction with other characters, the features of the image of artificial intelligence and the relationship with the author of artificial intelligence as a literary hero.

Research methods, taking into account the specifics of the study, the following are used: axiomatic method, which consists in the fact that without personal verification all the facts from the field of robotics can only be accepted as axioms and, starting from them, draw logical conclusions. Descriptive Method characterizing the position of artificial intelligence in the literature today. Typological method determined by the fact that artificial intelligence appears in a variety of literary works and lends itself to classification, since the authors of science fiction works use a limited number of ways to depict artificial intelligence. And also used method of mythopoetic analysis, since artificial intelligence, unlike artificial intelligence, has deep mythological roots.

Research material served as the story "Steel Caves", "The Naked Sun", "Robots of the Dawn", "Robots and the Empire" by Isaac Asimov and the story of Sergei Lukyanenko "False Mirrors".

The source of research in this case is the classic science fiction literature of the late 20th - early 21st century.

theoretical value of this work lies in the fact that it was the first to analyze artificial intelligence as a literary hero in science fiction literature.

Practical value is that this material can be used when reading the course foreign literature beginning of the XXI century and the analysis of the science fiction genre.