Research work study. Research work "Studying methods for creating crossword puzzles

It is best to adhere to the generally accepted form of the report on the studies performed. At the top title page the organization, circle, school, etc., where the author of the work studies (studies) is indicated. In the upper third of the sheet, the full name of the topic of the observations is written. Information about the author is placed below (last name, first name, age of the performer or class of his education at the time of handing over the work to the supervisor or submitting it to any competition). The surname, name and patronymic of the head of work (if any) must be indicated. In the middle of the lower part of the sheet, the year of the report is given, which should not be confused with the year of the observations, they may not coincide.
The text is written (printed) only on one side of the sheet. For registration of the report, standard A4 paper is used. The next page should begin with the full title of the completed work. If it includes the names of plants or animals, then it is customary to duplicate them using Latin. Then the sections of the work itself follow.

Place and time of observation. In this section, you need to give the geographical location of the territory in sufficient detail: name the administrative region and district in which your research took place, indicate the natural zone (subzone) in which they are located, provide a description of the landscapes and main biotopes of the area, indicate the timing of the work.

Purpose and objectives of the study. In this section, it is necessary to formulate the main idea of the work, its purpose. It often happens that a brief statement of the purpose of the study to some extent coincides with the title of the work. I would like to draw the attention of those who do not yet have experience in independently developing the goals and objectives of the forthcoming work to this feature.
When the strategic goal is defined, it is necessary to develop research tactics, identify questions that need to be answered and formulate them in the form of specific tasks. They may sound like this:
To study the nature of the distribution of research objects ...
Explore the nature of the interaction...
Monitor daily temperatures...
Determine the qualitative and quantitative composition ... and the like.
Solving specific problems in the course of work will allow you to achieve the desired result - the purpose of the study.
It is very important not to confuse working (research) tasks with technical tasks related to the researcher's self-education. For example, studying the literature necessary for conducting a study, analyzing the material obtained, mastering the methods, etc. are not the working tasks of the study.
In the same section, you can indicate the reason for choosing the topic and its relevance, elaboration by other researchers, and formulate a working hypothesis. It is not necessary to do this when doing academic work. Agree that the relevance of the work of a novice researcher lies mainly in the educational component of his actions and in satisfying his own curiosity. By the way, the last statement is true for adults as well. scientific community. In any case, remember that this section should not exceed one page (preferably less), and should be placed before the purpose and objectives of the study.

Material and technique. Describe the methodology by which the work was carried out, that is, how the answers were obtained, the questions formulated in the research tasks and what material you managed to obtain. In this paragraph, mainly quantitative data are reported: how many kilometers have been traveled, taking into account (in total and in different biotopes), how many geobotanical sites have been described and in which biotopes, how many daily observations have been made, nests have been examined, etc., that is, the volume of collected material.

The discussion of the results. This is the main part of the work, in which the collected material is presented, its analysis is carried out, a comparative description of the data obtained is given, graphs, tables, diagrams, etc. are provided. At the same time, the graphic material is necessarily commented, and the logical conclusions are argued. Illustrative material is usually divided into two groups: drawings (diagrams, diagrams, graphs, etc.) and tables. Numbering of figures and tables is separate. Illustrations are placed in the text near the place of their first mention. Numbers and titles of tables and figures are printed above them. The title should include a semantic part (what this material reflects) and an address part (where and when the material was collected). The work should not contain embellishing lustrations, for example, landscape photos places of research, portrait photographs of objects of study, and even more so of the author of the work. When selecting figures, it is necessary to proceed from their expediency in the argumentation of the research material. It is not recommended to cite work tables in the text (including in the appendix). Working tables are usually called tables in which the primary material of the study is entered. In the text of the work, tables containing the analyzed, generalized results of the study, which serve as confirmation of the provisions of the work, will be appropriate. If necessary, this section of the work is divided into subsections.

Conclusions. They contain a brief summary of the main results of the work, which follow from the material presented in the previous section. Conclusions should correspond to the stated purpose of the study and the tasks set. In fact, the conclusions are the answers to the questions of the research tasks. Naturally, you understand that the word "questions" in this context is somewhat broader than just a phrase with a question mark at the end. That is why work tasks are rarely formulated in interrogative form. As a rule, the conclusions quantitatively coincide with the tasks set in the study, there may be more of them, but this section should not be artificially enlarged. a large number small conclusions. If there are fewer conclusions than the tasks were set, this means that the study has not been fully completed.

Applications. This section contains large tables, graphs, figures and other graphic materials, which for one reason or another are inconvenient to place in the text of the main section. All of them, regardless of which section of the work they are in, are assigned their own serial number. The numbering of tables and figures in this case is end-to-end - Appendix No. ... All of them, except for the number, are given a specific name. And in the work itself, it must be indicated which of the tables or figures should be referred to at one time or another while reading the text.

Literature. Keep in mind that the object of your observations is unlikely to have come to the attention of a naturalist for the first time. It would be nice to get acquainted with the articles and books available on this problem and supplement the report with a comparison of our observations with the literature data. Reference to the used literature is made as follows.

Example one. “This method of study was used even (1946) in the study…”. The numbers in parentheses indicate the year of publication of the work you are citing. The author's surname and year of publication will help the reader to find the full title of the article or book in the bibliographic list at the end of the report.

Second example. "This approach to taking soundings is described in detail in the literature (Oshmarin, Pikunov, 1990)". In this case, the names of the authors and the year of publication of the cited work are indicated in brackets. Note that in this case the initials of the authors are omitted. If a reference is made to several literary sources at once, then the next one is indicated after a semicolon (;) inside the same brackets. Try to place links of this kind at the end of sentences.

Third example. “The tendency of this species to settle in groups was also noted in other parts of its range - in the Subpolar Urals (Bobrinsky et al., 1965), in the Yenisei taiga (personal communication) and in Tuva (Sidorov, 1990c).” In this case, the references are given sequentially, since the phrase contains a listing of natural regions studied by various authors. This example shows how you can refer to data that has not yet been published, naturally with the permission of the author of the observations. If the cited source has more than two authors, only the first one can be indicated in the reference, but all of them will need to be indicated in the bibliographic list. If for a comparative analysis of your material you use several works of the same author published in the same year, then letters are added to the year of publication, which will allow you to determine which of his articles you are citing.

Fourth example. "Information about the biology of the species is given in the book" hunting animals and birds" (1968). However, the full name of the cited source is rarely given in the text. This is allowed in cases where it is justified from an informative point of view or makes the text more readable.
The bibliographic list of used literature is given in the last section. It is arranged in alphabetical order, starting with the last name of the author of the article or book. For example:
, Sanin of various ways of counting the elk // Biological bases for accounting for the number of hunting animals. Tver. 1990. S. 4 - 21.
Formozov tracker. M.: Publishing House of Moscow. University of Moscow State University. 19s.
Chelintsev winter route accounting of game animals // Bull. MOIP, dep. biol., 1999, v. 104, no. 6. P. 15 - 21.
The sign "//" separates the title of the article from the title of the collection in which it is published. In a number of editions, they are replaced by another frequently used option for indicating punctuation marks at the end of the article title - a dot and a dash (. -). In particular:
, 1990. Analysis of different ways of counting elk. - In: Biological bases for accounting for the number of game animals. Tver. pp. 4 – 21.

In any case, the range of pages that the article occupies must be given. If it is published in any periodical, the number (volume) of the corresponding issue is indicated. When referring to the entire book, the total number of pages is reported. After the title of the book write the name of the city in which it was published. In the case of Moscow and St. Petersburg (Leningrad), abbreviations are used (M. or St. Petersburg (L.), respectively), in other cases the name is given in full.
In collections or magazines, unlike books, the name of the publisher is usually not indicated. Some editorial boards also refused to mention the publisher in the cited books. If it is given, then usually through a colon (:) after the name of the city.
, 1952. Pathfinder's Satellite. Moscow: MOIP, 360 p.
, 1990. Pathfinder's Satellite. Moscow: Moscow State University (or Publishing House of the Moscow University), 320 p.
, 1968. Hunting animals and birds. M.: Lesn. prom., 308 p.
This example suggests that the book was published in 1952 by the publishing house of MOIP (Moscow Society of Naturalists) on 360 pages and in 1990 by the publishing house of Moscow State University (Moscow State University) on 320 pages, and the monograph - in the publishing house "Forest Industry".

Thanks. Young researchers should not forget about scientific ethics. Someone helped to organize research, advised, helped to establish the species of hard-to-identify objects, etc. These people, mentors and colleagues, should be thanked for their help. Acknowledgments are usually written very briefly, in one or two sentences, and are placed either at the end of the Material and Methods section, or at the end of the work, but before the appendices and bibliographic list. In many scientific journals Acknowledgments are in italics. Small differences in the design of the work may depend on your personal style, the nature of the work, scientific school to which you and your supervisor belong. Important when writing research work preserve the general principle of its construction and not lose the logic of the presentation of the material.

MBOU "Karagai secondary school No. 2"

Research work

"How We Learned Water"

Pupils of the 3rd "b" class

MBOU "Karagai secondary school No. 2"

Head: Novikova Anastasia Alekseevna,

primary school teacher

Karagay -2017

Annotation.

“Water, you have no taste, no color, no smell, you cannot be described, you are enjoyed without knowing what you are. It cannot be said that you are necessary for life: you are life itself. You fill us with joy beyond our senses." These wonderful words said . Much has already been written and said about water by great people. Water has always been of interest to people. In the lessons of the world around us, we studied the basic properties of water. We became interested in what properties of water we use every day and whether we can live without water. To find out, we decided to study the properties of water in more detail and observe where and how we use them.

In progressresearch activity contributes to the formation of:

Personal UUD

experiencing a sense of joy in learning new things, a sense of pride in oneself, having given a valuable idea, the younger student feels increased self-confidence, which, in turn, reinforces his positive attitude towards himself;

formed motivational basis educational activities;

the internal position of the student is developed at the level of a positive attitude towards school.

Regulatory UUD:

children learn, in cooperation with the teacher, to set new learning objectives;

show cognitive initiative in educational cooperation;

independently adequately assess the correctness of the performance of actions and make the necessary adjustments

Cognitive UUD:

to carry out an extended search for information using the resources of libraries and the Internet;

build logical reasoning, compare, synthesize; classify;

consciously and voluntarily build messages in oral and written form;

Communicative UUD:

build statements that are understandable for the partner;

negotiate and come to a common decision in joint activities;

take into account different opinions, establish working relationships, collaborate effectively formulate personal opinion and position;

adequately use speech means to solve various communicative tasks, build a monologue statement, master the dialogic form of speech

Planned result:

To study the properties of water that we use every day;

Complete a research paper.

Table of contents

1. Introduction. 2-3

2. The main part. "Water in human life".4-8

2.1 Is life possible without water?

2.2 Three states of water in nature.

2.3. Human activity and water properties.

3.Research part. The study of the properties of water. 8-10

Experience No. 1 "Water increases objects."

Experience number 2 "Where does the rainbow come from?".

Experience No. 3 "Waterproof fabric".

Experience #4" Warm - cold ".

Experience #5" mirror water ".

Experience No. 6" Where has the water gone?".

Experience No. 7 " Mix-dissolve ".

Experience No. 8 "Water for life".

4. Conclusion. 12

5. Bibliographic list. 13

Introduction.

Land on planet Earth occupies only 20%.The rest is covered by the oceans - seas, rivers, lakes, swamps, glaciers, underground rivers.body of wateris the habitat of many living organisms. According to various estimates, the share fresh water in total water on Earth is 2.5-3%. About 85-90% of fresh water is contained in the form of ice. In ordinary life, we rarely think about the essential role of water. Meanwhile, nothing living can appear, develop and exist without water. Water in human life and all life on Earth plays a primary role. The body of an adult consists of an average of 60% water, in the body of a child it is even more. Water is everywhere - in the body of animals and birds, in food, in various plants, in the soil, in the atmosphere.The population of hot, arid places on our planet knows firsthand real value natural liquid.

We know that water is transparent, has no taste and smell, it is fluid, has no shape, dissolves other substances. But are these all the properties that plain water has, and where do these properties occur in our lives? We decided to conduct some experiments to find out what other properties ordinary water has and how we use it in life.

Target: Find out what properties of water we use every day.

Tasks: - find information about water in various sources;

Learn the importance of water in human life;

Reveal the state of water in nature;

Conduct experiments, observations;

Summarize and draw conclusions.

Object of study: water.

Subject of study: water properties.

Hypothesis: AllThe properties of water are essential for human life.

Research methods:

1. Theoretical:

Comparison, comparison;

Observation;

Generalization.

2. Empirical:

Study of literature;

Experimentation;

Generalization, conclusion.

Practical significance of the study:

This work can be used in the lessons "The world around" in primary grades.

Main part. "Water in human life".

2.1. Is life possible without water?

At is transparent , which does not have (with a small layer thickness), and taste. About 71% of the surface covered with water , , , , ice) . On Earth, approximately 96.5% of water is in the oceans, 1.7% of the world's reserves are groundwater, another 1.7% are glaciers and ice caps and , a small part is found in rivers, lakes and , and 0.001% in clouds (formed from particles of ice and liquid water suspended in the air). Most of the earth's water is salty, unsuitable for and drink. share is about 2.5%, and 98.8% of this water is in glaciers and . Less than 0.3% of all fresh water is found in rivers, lakes and , and an even smaller amount (0.003%) is found in living organisms.

Without water, life on planet Earth is unthinkable, human life is unthinkable. Water is the most common, accessible and cheap substance. It's hard to remember where it doesn't apply.Water is present in all areas of life.

In medicine - a solvent, a drug, a means of sanitation and hygiene.

AT agriculture- used for watering agricultural plants, when feeding animals, birds.

In everyday life, water is a means of hygiene. It is washed, washed, used in cooking.

Water is part of every living organism. It is enough to crush the leaf of the plant in your hands, and we will find moisture in it. Remember how much juice is in fruits - watermelon, orange, lemon. This juice is water with dissolved in it various substances. Our body is approximately 70% water.

In addition, water also feeds, being the habitat of game animals, fish, and plants.

Water is the biggest and most convenient road. Vessels sail on it day and night, carrying various cargoes and passengers.

Water "produces" electric current, working at hydroelectric power plants.

Water is a miracle of nature, without which no one could survive. creature on our planet.

Water comes in three states: liquid form; vapor state; solid aggregate form - ice.

Water is a liquid . The liquid state of water in nature is most common to us. In this form, water can range from 0 to 100 degrees Celsius. It is this aggregate state that water has in rivers, seas, oceans and during rain. This transparent substance has no taste, no smell, no form of its own. Liquid seems to be the most pliable, but at the same time it has tremendous power. The liquid state of water in nature gives it the ability to dissolve many substances. Water currents can destroy rocks, create caves, and thus change the relief of the planet.

Water changes from liquid tosolid aggregate state when the temperature drops below 0 degrees Celsius. It is interesting that almost all objects decrease in volume when cooled, and water, on the contrary, expands when it freezes. If so, it is transparent and colorless, then when it freezes, it can turn white due to the ingress of air particles into the ice. The solid state of water in nature is giant icebergs, a shiny crust of ice on a river, white snow flakes, icicles hanging on rooftops.

Ice is of great importance for human economic activity and has a great influence on the maintenance of the vital activity of many organisms. For example, when a river freezes, it performs a protective function, keeping the reservoir from further freezing, thereby protecting the underwater world. But ice can also cause devastating natural disasters. For example, hail, icing of buildings and aircraft, freezing of the soil, ice landslides.

By heating the liquid to 100°C, we can see the transition to the gaseous state of water. In nature, we can meet such water in the form of clouds, fog, evaporation over rivers, lakes and seas when the weather changes or simply high humidity. There are always water droplets in the atmosphere, the tiny size of which allows them to hold on to weight. We can only notice the presence of moisture in the air when it increases and clouds or fog appear.

The transition of water from one state to another plays the role of a large-scale purification process. Only during evaporation, freezing and thawing are large masses of water able to self-purify.

Water in any physical statethis is the highest value . The Bedouin, who lead a nomadic life in the deserts, say that it is worth more than gold.

Man uses water in all its states.

First, every living being, including humans, needs to consume a certain amount of water every day. Secondly, we need it to maintain hygiene. We take a bath or shower every day, wash our hands several times a day, grow vegetables and fruits in our gardens, provide them with water, and wash our clothes. Without even thinking, for all these procedures we use liquid water.

We use frozen water as a coolant, throwing small ice cubes into drinks to cool them. In this way, they can be cooled food products and medical preparations.

A person uses steam to make ironing easier after washing. AT recent times special devices appeared, the basis of which is the formation of water vapor. These are steam generators. They have many functions, the main of which is the fight against pollution and microbes. Also, the process of vaporization can be traced on the example of the operation of a household air humidifier.

Research part. The study of the properties of water.

Experience number 1. "Water enlarges objects."

Would need:

1 empty glass;

1 glass of water;

Shell.

Pour water into one transparent vessel, leave the other empty. We put the shell first in an empty vessel, then in a filled with water. We will see that in the empty vessel, the size of the shell has not changed, but in the vessel with water, the shell has increased significantly.

Conclusion: water visually enlarges objects. In life, we can see this by watching fish in an aquarium.

Experience number 2. "Where does the rainbow come from?"

Would need:

1 glass of water;

A strip of napkin;

Markers.

On a strip of napkin, draw multi-colored dots in the form of a rainbow with felt-tip pens. We lower the edge of the napkin with marks from felt-tip pens into a glass of water, hang the clean edge of the strip outside the glass. Some time passes, and we see how the water rises up on the napkin, and our dots turn into rainbow stripes.

Conclusion: water can move up on its own. This phenomenon is called capillarity.

This amazing property helps plants get moisture from the soil and move it from the roots through the stems to the leaves.

Experience number 3. "Waterproof fabric"

Would need:

bottle or glass;

Water;

Gauze;

Toothpicks.

We filled the glass with water, wetted the gauze, covered the glass with it and pulled it tight. With a quick movement, we knocked over the glass, and it turned out that the water did not pour out of the glass. Even after we pierced the gauze with toothpicks. If the surface is mechanically disturbed (for example, by clicking on the fabric or tilting the glass), then the water will pour out of the glass.

Conclusion: when we first moistened the gauze with water, it filled the entire space between the fibers of the fabric, and due to the force of surface tension, an impenetrable barrier arose for water from the glass.(Appendix No. 2 figure 14) After this experience, it became clear why castles can be built from wet sand, but not from dry sand, and why water striders can glide on water.

Experience number 4. "Heat-cold".

Would need:

2 glasses with cold water;

2 glasses with warm water;

2 small sheets of cardboard;

Paints and brush.

Take two glasses of cold and two glasses of warm water. We paint cold water with yellow paint, and warm water with black. Take a glass of black warm water, cover it with a sheet of cardboard and carefully turn it over onto a glass of yellow cold water. Carefully take out a sheet of cardboard and see that the water remains in the glasses as it was. Now take a sheet of cardboard and cover it with a glass of yellow cold water and turn it over onto a glass of black warm water. Carefully take out a sheet of cardboard and see that the water has begun to mix.

Conclusion: warm water, as less dense, rises, and cold water goes down. An example of this is the water in the river. It is warm on top and cold on the bottom.

Experience number 5. "Mirror water".

Would need:

Basin with water.

It is necessary to take a basin, pour water and consider what is reflected in the water.

Conclusion: surrounding objects are reflected in the water, it can be used as a mirror.

Experience number 6. "Where did the water go?"

Would need:

Plate;

Sponge, cloth, newspaper, cotton wool, plasticine, wooden cube;

Glass of water.

Pour water into a bowl. In turn, we will lower the listed objects into the water and observe which of the objects absorbed the water and which did not. After that (if you need to add water), mark the border of the water and leave for a day. The water will partially disappear.

Conclusion: water can be absorbed, but not all items can absorb water. Plasticine and a wooden cube did not absorb water. Sponge, cloth, newspaper and cotton absorb water. Water evaporate. In everyday life, we use this property when water is spilled. We often use a cloth or sponge to collect water.

Experience number 7. "Mix, Dissolve"

Would need:

Sugar, salt, vegetable oil;

- capacity for water;

A spoon.

Stir sugar in water, salt in another container, vegetable oil in a third container. Leave for 1-2 minutes. Consider what happened to water and substances. Water where sugar and salt are dissolved can be tasted.

Conclusion: Sugar and salt are dissolved in water. The water has changed the taste. The vegetable oil has not dissolved, it floats on the surface. Every day we use this property when we drink tea, salt food.

Experience number 8. "Water for life".

Would need:

2 glasses;

2 onions;

Water.

Take two glasses. Pour water into one glass. Put the bulbs in glasses and put on the windowsill. Watch the bulbs.

Conclusion: An onion with water has taken root and an onion feather. The bulb withered without water. Water gives life to all living things. All indoor plants need watering. Because A person needs to drink clean water every day.

Based on my experience, I can conclude:

First, water can flow not only down. It spontaneously can rise up the capillaries.

Secondly, water can be absorbed.

Thirdly, water visually enlarges objects.

Fourthly, we learned where water can disappear.

Conclusion.

Based on the experiments, our hypothesis was confirmed, and we also learned a lot of new and interesting things. Water is a unique substance, as it exists simultaneously in three states.Knowledge of the properties of water described in this paper allows us to use them more skillfully in everyday life.

Water is one of the main wealth on Earth, it plays a very important role in nature and in the life of living organisms. Life is impossible without water.

The knowledge that we have acquired while working on experiments will be useful not only in the lessons of the world around us, but also in life.

The supply of fresh water on Earth is limited. Water must be protected. Do not pollute it with sewage, which includes production waste. Discharge or other inflows of harmful substances into water basins worsen the quality of surface waters and limit their use. Water must be conserved - and this is the law of our life!

Bibliographic list.

1. E.E. Salmina " Workbook for Experimental Activities No. 1,2”. LLC "Childhood-Press", St. Petersburg, 2017

2. "Knowledge is power" - popular science magazine http://www.znanie-sila.ru/

3. M.I. Stepanov "Phraseological Dictionary of the Russian Language". Victoria Plus Ltd. St. Petersburg, 2009

4. "Science and Life". Electronic edition. http://www.nkj.ru/

5. Encyclopedia "The World Around Us". M., 2000

6. Yu. V. Novikov “Ecology, environment and man." Moscow, 1998

Internet resources:

5. ...

The research activity of students is the activity of students associated with the solution of a creative research problem with a previously unknown solution.

Research activity assumes the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science: problem statement, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of own material, its analysis and generalization, scientific commentary, own conclusions. Any research, no matter in what field of science it is carried out, has a similar structure.

The project activity of students is a joint educational, cognitive, creative or game activity of students, which has common goal, agreed methods, methods of activity aimed at achieving the overall result of the activity.

Sine qua non project activities is the presence of pre-developed ideas about the final product of the activity, design stages (development of a concept, determination of the goals and objectives of the project, available and optimal resources of the activity, creation of a plan, programs and organization of activities for the implementation of the project) and the implementation of the project, including its comprehension and reflection of the results of activities .

The difference between research activity and project activity is that the main result of research activity is an intellectual product that establishes this or that truth as a result of the research procedure and is presented in a standard form. It is necessary to emphasize the inherent value of achieving truth in research as its main product.

Educational research activity is a specially organized, cognitive creative activity students, in their structure corresponding to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness, the result of which is the formation of cognitive motives, research skills, subjectively new knowledge or methods of activity for students.

Research activity is always associated with the discovery of new knowledge - this is its fundamental difference from the activities of educational, educational, informative, informative: research always implies the presence of a certain problem, a certain contradiction, a white spot that needs to be studied and explained.

At the same time, the first and one of the important points of research activity is finding a problem that needs to be solved, discovering this white spot, therefore, the cognitive need, the motivation of research activity is its integral characteristic.

The purpose of research activities is always to obtain new knowledge about our world. This knowledge can be both private and general in nature, but it is always an essential characteristic, such information that cannot be obtained at the level of simple perception.

The foundations of research learning can be found in the teachings of humanist teachers of the Renaissance, in the works of the classics of pedagogy J. Comenius, J. Locke, J. J. Rousseau, I. Pestalozzi and others.

In Russia, for the first time, the idea of a research approach to teaching was put forward by the educator N.I. Novikov in the second half of the 18th century.

Great figures and teachers of Russia N.I. Pirogov, N.G. Chernyshevsky, D.I. Pisarev, N.A. Dobrolyubov, K.D. Ushinsky and others were of great importance in the theoretical substantiation of the problem of research activity.

In the post-revolutionary period, the research method was promoted in our country in the modern school by N.K. Krupskaya, S.T. Shatsky, B.E. Raikov.

In the 50-70s of the XX century. In Russia, a number of works of well-known didacticists and methodologists (M.N. Skatkin, I.Ya. Lerner, S.G. Shapovalenko, etc.) are devoted to the issues of the research method.

Currently, as part of the overall goals of the initial school education one of the tasks is the task of organizing the search for new ways of action and ensuring a balance between the search and performing part of the educational work of schoolchildren. Preparing a child for research activities, teaching him the skills and abilities of research search becomes the most important task education and the modern teacher.

In the studies of V.V. Davydova, L.V. Zankova, G.V. Kozlova, D.B. Elkonin et al., it is emphasized that the originality of thinking, the creativity of schoolchildren are most fully manifested and successfully developed in a variety of educational activities that have a research orientation.

A.I. Savenkov gives the following definition: "Research activity should be considered as a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of exploratory behavior."

Research activity allows you to reveal the individual characteristics of children and gives them the opportunity to apply their knowledge and show the publicly achieved result. Everyone understands that in the course of their research, children will not make new discoveries. But “discovery for oneself” helps to form an active life position.

Research work helps and teaches students to work with various sources of information, to analyze what they see. Students are directly involved in an active cognitive process, formulate a research problem, plan options for solving it, collect the necessary information, analyze their activities, draw conclusions, acquire new knowledge, specific skills based on the study of real life.

Research activity is characterized by students' own cognitive need, self-control and is the highest manifestation of their independence. Its leading characteristic is creative activity, which consists in an initiative, transforming attitude towards external reality, other people, and oneself.

The development of research activities of students in a modern school will be effective in creating organizational and pedagogical conditions. This is a systematic step-by-step inclusion of students in research activities through various forms of lesson, extracurricular work taking into account age characteristics, motivation of students; constant improvement of the level of pedagogical management of the research activities of students in the process of work, organization of cooperation between teachers, students, parents.

It is important to go through all the steps schooling the graduate acquired a new approach to understanding the world around him, creating a special type of thinking - research and creative.

Considering the project method as one of the ways to organize research activities, L. Levchuk and V. Zhinzhilo define it as “purposeful educational school or extracurricular activities with a specific goal, according to a specific program for solving educational, search, research problems on a subject, interdisciplinary, integrated basis , oversubject basis"

One of the trends of today's life, which scientists write about - psychologists, for example, A.I. Savenkov, says that the rapidly changing life makes us reconsider the role and importance of exploratory behavior in human life and, accordingly, exploratory teaching methods in the practice of mass education. “with the beginning of the new century, it becomes more and more obvious that the skills and abilities of research behavior are required not only for those whose life is already connected or will be connected with scientific work, they are necessary for every person ...” According to A.N. Poddyakova, exploratory behavior is not precisely defined by anyone. At the same time, numerous studies by biologists, psychologists, teachers prove that exploratory behavior should be considered as an integral manifestation of the vital activity of any living being.

Exploratory behavior performs an important function of human development, a unique personal beginning in each of us. So, A.I. Savenkov notes that in humans it manifests itself mainly in creativity.

A.N. Poddyakov defines exploratory behavior as a universal characteristic that pervades all other activities. “It performs fundamentally irreplaceable functions in the development of cognitive processes at all levels: in learning, in the acquisition of social experience, in social development and personal development. The concept of exploratory behavior is on a par with such fundamental concepts as learning, intelligence, creativity, forming an inextricable link with them.

Exploratory behavior is one of the most important mechanisms for the development of the child, the formation of his intellectual and creative potential. In other words, exploratory behavior is the foundation of a child's future intellectual and social achievements. It is in the younger school age the child is the most flexible, and due to the proposed forms of education and classes, he develops models of behavior, including exploratory ones.

Traditional education is based not on the methods of independent, creative research search, but on reproductive activities aimed at assimilating ready-made truths obtained by someone. At the same time, the main feature of exploratory behavior, search activity, is largely lost in the child.

The result is the loss of curiosity, the ability to think independently, making the processes of self-learning, self-education, and self-development almost impossible.

Exploratory behavior makes junior schoolchildren creative participants in the process of cognition, and not passive consumers of ready-made information. Currently, searches are underway and modern technologies are being actively developed. educational technologies research training (Poddyakov A.N., Leontovich A.V., Shumakova N.B., Obukhov A.S., etc.).

Children's need for exploratory search is biologically determined. Any healthy child is already born an explorer. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information about the world are considered as essential features child behavior. Children, by nature, are full of desire to learn, and, as you know, it is the period of younger schoolchildren that is distinguished by a great desire for creativity, knowledge, and vigorous activity. Research, search activity - natural state child, he is tuned to the knowledge of the world, he wants to know it. It is this desire for research that gives rise to exploratory behavior and creates the conditions for mental development child initially unfolded as a process of self-development.

Exploratory behavior is one of the most important sources of a child's understanding of the world. In educational psychology and pedagogy there is a special term - "research learning". This is the name of the approach to learning, built on the basis of the natural desire of the child to independently study the world around him. The main goal of research education is the formation of the student's ability to independently, creatively master and rebuild new ways of activity in any sphere of human culture.

Exploratory behavior is behavior aimed at studying an object, which is based on a mental need for search activity, and exploratory learning is a type of learning built on the foundation of exploratory behavior. Parents, teachers often limit the research activity of the baby. For this, many tricks and prohibitions have been invented. First of all, these are numerous prohibitions: “don’t interfere”, “don’t touch”, “leave me alone, it’s too early for you to think about it.”

The well-known Swiss psychologist, who specialized in the problems of learning and developing children's intellect, J. Piaget argued that one of the most important properties of human nature is the desire for contact and interaction with the outside world, the desire to be in an active search for new tasks. The level of need for exploratory behavior is directly dependent on the level of mental organization of a living being. The higher the level of development of the need for exploratory behavior, the more intensively the organism develops. Search, research activity is one of these mechanisms.

To explore, to discover, to study means to take a step into the unknown and the unknown. The activity of a researcher is a creative activity, and the researcher himself, of course, is a creator. The desire and ability for exploratory behavior is a kind of universal characteristic of the creator.

Research practice is not an end in itself, it is a means of developing a child's personality, improving his intellectual and creative potential.

Full title of the work topic
Learning how to create crossword puzzles

Name of forum directions
Sociology, psychology and pedagogy (including educational multimedia resources)

The type of work
design and research work

Age nomination
9 - 10 grade

Territory
Aginskoye village, Sayansky district

Place of study
Municipal educational institution Aginsky secondary school No. 2

Class
Grade 9

Place of work
School Scientific Society "Rostok"

Supervisor
Pylova Larisa Yurievna, MOU Aginskaya secondary school No. 2,

scientific adviser

Responsible for proofreading the text of the work
Pylova Larisa Yurievna

annotation

Benedychuk Anzhelika
Municipal educational institution Aginsky secondary school No. 2, grade 9
"Learning how to create crossword puzzles"
Head: Pylova Larisa Yurievna

Purpose: Based on the study of the material on the methods of creating crossword puzzles, to trace which of them are used in our educational institution using information and computing technologies. Research methodology: work with information sources (Internet, scientific materials, reference literature), analysis and generalization of information on how to create crossword puzzles, questioning and mathematical data processing. The main results of the work: found information about the history of crossword puzzles; analyzed and structured the results obtained; collected data on the types of crossword puzzles used in our school; crossword puzzles were created using Microsoft Word, Microsoft Excel, Microsoft PowerPoint; the advantages and disadvantages of each method are revealed.

Plan
I. Introduction 1 page
II. Theoretical part
From the history of the crossword puzzle 5 pages.
Why do people like crossword puzzles? 5 pages
Classification of crossword puzzles. 6 p.
Types of crosswords 7 p.
General requirements for compiling crossword puzzles 8 p.
III. Practical part
1. Questionnaire 10 pages
2. Creating crossword puzzles using Microsoft Word, Microsoft Excel, Microsoft PowerPoint 12 p.
IV. Conclusions page 16
V. Bibliographic list 17 pages

Introduction
Purpose: Based on the study of the material on the methods of creating crossword puzzles, to trace which of them are used in our educational institution using information and computing technologies.

Tasks:
- Search for information about the history of crossword puzzles; analysis and structuring of the obtained results.
-Classification of crossword puzzles.
-Systematization of data about the types of crossword puzzles used in our school.
- Consideration of methods for creating crossword puzzles using Microsoft Word, Microsoft Excel, Microsoft PowerPoint.
-Creation of crossword puzzles using the considered methods.
- Identification of the advantages and disadvantages of each method.

Hypotheses:
1) It is assumed that the use of crossword puzzles in the classroom and in extracurricular activities affects the activation of mental activity.
2) Compilation of crossword puzzles is done by both teachers and students.
3) The most common way of compiling crossword puzzles on paper, without the use of information and computer technology.
4) Lack of awareness about the methods of creating crossword puzzles.

Methods:
- Working with information sources (Internet, scientific materials, reference literature).
- Analysis and synthesis of information on how to create crossword puzzles.
- Questioning and mathematical data processing.

II. Theoretical part
Crossword (eng. Crossword - the intersection of words (crossword)) is the most common word game in the world. There are many periodicals that specialize in crossword puzzles, and they are also often printed in non-specialized print media.
A crossword puzzle is a task game in which a figure from rows of empty cells is filled with intersecting words with meanings given by the game conditions.
From the history of the crossword
During the excavations of the ancient Roman settlement of Corinum in 1868 in England, a slab was found with a picture depicted on it, very similar to a crossword puzzle. The find dates back to the III-IV centuries. Something similar was found on a column in the famous Pompeii during excavations in 1936. This creation dates back to 79 AD and was striking in that the crossword puzzle could be read the same way from left to right, right to left, top to bottom and bottom to top.
Why do people like crossword puzzles?
The crossword puzzle has the amazing property of challenging the reader to compete each time, assessing his abilities, and at the same time does not punish for mistakes. The crossword successfully satisfies the need to overcome someone. A crossword puzzle is a way to find an independent answer to many questions, it is, in a way, knowledge of the world through guesses. And also - fun! If a person copes with a crossword puzzle, and most often intuitively or consciously he chooses the one that he can do, he receives the same charge of optimism that gives at least five minutes of laughter.
There is a lot of talk about the health benefits of crossword puzzles. Crossword puzzles gained incredible popularity precisely in the dynamic 20th century - life rushed at a gallop, people's nerves became thinner, and so that they would not break, a simple and effective means of neutralizing stress was required. This tool became a crossword puzzle. Solving crossword puzzles has a beneficial effect on the body - it calms, relaxes, which encourages all organs to work optimally.
Solving crossword puzzles will help keep a bright mind in old age - mental exercise stimulates the growth of new neurons and prevents pathologies such as Alzheimer's or Parkinson's from developing. Solving crossword puzzles trains memory, broadens one's horizons, and even contributes to the development of ingenuity. Doctors, in turn, have been using this puzzle as a sedative for quite some time. The best way to engage as many brain cells as possible and therefore ensure they get a good night's sleep is to do crossword puzzles about thirty minutes before you go to bed. It has been scientifically proven that doing crossword puzzles before bed improves memory!
Crossword puzzles are also used in educational activities. A crossword puzzle is a kind of self-examination, an entertaining test. The educational role of crossword puzzles is that it allows intensifying the process of mastering new knowledge in a game situation, and the positive emotions that arise in children in the process of solving crossword puzzles help prevent overload. Here the solution of questions of an individual and differentiated approach to students. The developing and organizing role of crossword puzzles is that when solving them, students have to work with textbooks and other literature without any coercion.

Crossword classification
in the form:
- crossword - rectangle, square;
- crossword rhombus;
- crossword triangle;
- round (cyclic) crossword puzzle;
- cell crossword; curly crossword;
- diagonal crossword, etc.
by location:
- symmetrical;
- asymmetric;
- with a free arrangement of words, etc.
by content:
- thematic;
- humorous;
- educational;
- numerical.
by country name:
- Scandinavian;
- Hungarian;
- English;
- German;
- American;
- Estonian;
- Italian.
Types of crosswords
Classic crossword
The pattern of this crossword puzzle has, as a rule, two- or four-sided symmetry. Preferably, at least two intersections, and ideally, single black blocks touching diagonally. There are open crossword puzzles, i.e. black blocks are also available outside or closed - only letters are outside the crossword puzzle.

Japanese crossword
Optimal size Japanese crossword horizontally - 20-35 or 55 cells. The number of cells that is not divisible by 5 without a remainder is undesirable.
A row (column) should contain no more than five groups of filled cells.
It is desirable that the resulting picture is recognizable and more or less interesting.
A Japanese crossword must have a unique solution.

keyward
A kind of crossword puzzle, in the cells of which numbers are indicated replacing letters. For the same letters, the same numbers. Perhaps, to simplify the solution of the crossword puzzle, it already indicates a word

criss cross
Given a crossword puzzle grid and the words that need to be placed in it. Perhaps, just like in a keyword, a word or letters are inscribed in the grid to simplify the initial process.

Scanword
Questions to words are written inside the grid, in cells not occupied by letters. The correspondence of questions to words is indicated by arrows. If the arrows are only horizontal and vertical - the type of gothic crossword puzzle. If there are arrows and diagonally, then italic

fillword
This type of crossword is a field filled with letters. In all this accumulation of letters, it is necessary to find the words that are listed next to each other. There are two types of fillwords: Hungarian and German. Hungarian assumes the direction of the word in any direction, including along a broken line. In this type of fillword, one letter can be used once.

General requirements for compiling crossword puzzles
When compiling crossword puzzles, it is necessary to adhere to the principles of visibility and accessibility.
1. The presence of "dice" (blank cells) in the crossword grid is not allowed.
2. Random letter combinations and intersections are not allowed.
3. The hidden words must be nouns in nominative case singular.
4. Two-letter words must have two intersections.
5. Three-letter words must have at least two intersections.
6. Abbreviations (ZiL, etc.), abbreviations (orphanage, etc.) are not allowed.
7.Not recommended a large number of two letter words.
8. All texts must be written legibly, preferably printed.
9. Each sheet should have the name of the author, as well as the name of this crossword puzzle.

Design requirements:
1. The crossword puzzle must be clear.
2. The grids of all crossword puzzles must be made in two copies:
1st copy. - with completed words;
2nd copy. - only with position numbers.
Crossword answers. They are published separately. The answers are designed to check the correctness of the solution of the crossword puzzle and provide an opportunity to get acquainted with the correct answers to the unresolved positions of the conditions, which contributes to the solution of one of the main tasks of solving crossword puzzles to increase erudition and increase vocabulary.
Answering crossword puzzles:
- For typical crosswords and chainwords: on a separate sheet;
- For Scandinavian crossword puzzles: only completed grid;
- For Hungarian crosswords: a grid with neatly crossed out search words.
Drawing up conditions (interpretations) of a crossword puzzle.
First, they must be strictly concise. They should not be made lengthy, unnecessarily exhaustive, verbose, carrying redundant information.
Secondly, try to present the word from the least known side.
Thirdly, look through the dictionaries: perhaps one of them will contain best definition. Definitions should not contain single-root words.

II.Practical part
Questionnaire
I conducted a survey of teachers and students in grades 7-9. 37 students and 14 teachers were interviewed. Data processing has been carried out.
Analysis of the results of the survey of teachers
Do you use crossword puzzles in your lessons?
A) yes of course
B) no
B) rarely

Do you give homework assignments - to create crossword puzzles?
A) yes
B) no
B) very rarely

Where do you get crossword puzzles?
A) in magazines, newspapers, etc.
B) on the Internet
B) compose

Can you create crossword puzzles using computer technology?
A) yes
B) no
B) haven't tried

What is the purpose of solving a crossword puzzle in class?

_____________________________________________
Analysis of the results of student surveys
What do you like to do in your spare time?
A) go to classes
B) solve scanwords, puzzles, crosswords.
C) watch TV, play computer
G) ___________________________________

Do they ask you to create a crossword puzzle at home?
A) yes
B) no
B) rarely

Do you think crosswords are useful?
A) yes
B) no
B) don't know

Do you know any types of crossword puzzles?
A) no
B) yes, ____________________________________
B) few

Do you like solving crossword puzzles?
A) yes
B) no
C) I don't solve them

Do you do crossword puzzles in class using computer technology?
A) no
B) yes
B) rarely

Why do you solve crossword puzzles?
A) to develop creative skills
B) to enhance mental activity
AT) _____________________________________________

2. Creation of crossword puzzles using Microsoft Word, Microsoft Excel, Microsoft PowerPoint.
In order to increase students' motivation for learning, you can use the capabilities of a personal computer to solve and create crossword puzzles. If you do a crossword puzzle using a computer, then interest increases many times. And the teacher receives a kind of test program in the form of a crossword puzzle. The purpose of the crossword technology.
The development of such basic qualities of creativity as fluency, flexibility and originality of thought, development of ideas, active creative self-development, intellectual independence of students.
The result is the activation of the mental activity of students.
Basic ideas of crossword technology.
Crossword technology is interconnected with design and gaming technologies. And so it has ideas similar to them.
These are developing, activity, personality-oriented, research, communicative, reflective approaches.
Like any other project, the crossword is focused on the personality of the student. And this is one of the most important requirements for design assignments.
So, I will solve the problem in three ways. I will consider the methods for creating a crossword puzzle in each of the programs: Microsoft Word, Microsoft Excel, Microsoft PowerPoint.
First way. Creating a crossword puzzle in MS Word.
Basic tricks
Creation of a grid by a graphical method; all elements must be grouped

Tasks for a crossword puzzle can be arranged in the usual way or in the form of callouts to the corresponding cells.
Requirements for creating a crossword puzzle in MS Word.
The presence of a grid.
Availability of numbers.

Visual design and location of the crossword puzzle on the page

Advantages of the method:

Independence from the computer when using.
Ease of implementation.
Disadvantages of the method:
Not
The impossibility of automating the verification of the result.
Created mainly for paper work only

The second way. Create a crossword in Microsoft PowerPoint.
Basic tricks
Creation of a grid by a tabular method; while the borders of unnecessary cells are erased
Numbers are either inserted directly into cells or written next to the corresponding cells
Tasks for the crossword puzzle can be arranged in the usual way, or a separate slide is assigned to each question.
Crossword solution should be organized automatically, using hyperlinks.
Requirements for creating a crossword puzzle in Microsoft PowerPoint.
The presence of a grid.
Availability of numbers.
The presence of well-formulated tasks for the crossword puzzle.
Visual design and location of the crossword puzzle on the slide.
The ability to select the correct answer and the presence of incorrect answers with hyperlinks to the automatic appearance of the correct answer in the grid and the transition to the slide is incorrect when choosing the wrong answer.

Advantages of the method:
Possibility of repeated use.
Efficient possibility of use in electronic form.
Possibility of use for educational purposes.
Disadvantages of the method:
Unable to print.
Computer addiction.
Difficulty in implementation.
Checking the result occurs when choosing answers, until the student completes the task.

The third way. Creating a crossword puzzle in Microsoft Excel.
Basic tricks
The crossword grid is created by marking the borders of the cells and adjusting their width and height so that they are square.
Tasks for a crossword puzzle can be arranged in the usual way or in the form of notes to the cells in which the numbering is located.
Checking the correctness of solving a crossword puzzle can be done using conditional formatting (for example, if the correct letter is entered in the cell, then the cell is filled with a certain color or the correct letters in words are counted).
Requirements for creating a crossword puzzle in Microsoft Excel.
The presence of a grid.
Availability of numbers.
The presence of competently formulated tasks for the crossword puzzle.
Visual design and location of the crossword puzzle on the worksheet.
The presence of verification of the correctness of the solution of the crossword puzzle.

Advantages of the method:
Possibility of multiple printing.
Possibility of placing a large crossword puzzle.
The ability to automate the verification of the result.
Created to work not only on paper, but also in electronic form.
Efficient possibility of use in electronic form.
Disadvantages of the method:
Dependence on the computer when using.
Validation settings require certain knowledge.

IV. Conclusions.
A crossword puzzle is a kind of self-examination, an entertaining test. The educational role of crossword puzzles is that it allows the process of learning new knowledge to be carried out in a game situation, and the positive emotions that arise in children in the process of solving crossword puzzles help prevent overload. Here the solution of questions of an individual and differentiated approach to students. The developing and organizing role of crossword puzzles is that when solving them, students have to work with textbooks and other literature without any coercion. Asking the meanings of incomprehensible and unsolved words, students involuntarily force them to join in learning activities and the adults around them. Conditions are created for the useful organization of free time. Solving crossword puzzles trains memory, broadens one's horizons, and even contributes to the development of ingenuity.
Teachers note that they rarely use such an activity as compiling crossword puzzles by students in their work. Although compiling a crossword puzzle is an excellent means of enhancing the mental activity of students in the classroom.
A survey of students showed that teenagers prefer watching TV and working on a computer to solving logic games, although they note the usefulness of solving crossword puzzles. Solving crossword puzzles, according to students, trains and improves memory, broadens horizons, contributes to the development of intelligence, thinking, allows you to acquire knowledge, memorize words in game form, acts as a sedative, can be used for testing, teaches how to work with reference books and dictionaries, allows you to spend time with benefit.
The students participating in the study note that they enjoy solving crossword puzzles outside of class because the crossword puzzle:

it is a charge of optimism;
Exploring methods for creating crossword puzzles using Microsoft Word, Microsoft Excel, Microsoft PowerPoint. The easiest way to master is the way to create a crossword puzzle in Word, which is also the most commonly used among teachers and students in our school. The most difficult to master is the way to create in Microsoft Excel. Each of the methods requires a sufficient amount of time. All of these methods have both a number of advantages and a number of disadvantages.

V. Bibliographic list
Kashintseva L.N. Studying the methods of creating a crossword puzzle in the informatics lesson / Informatics and education / 2008 - No. 10
Ozhegov S.I., Shvedova N.Yu. / Explanatory dictionary / M., 2002.
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Fig 1. Classic crossword puzzle

Fig 2. Japanese crossword

Fig 3. Keyword

Fig 4. Criss - cross

Fig 5. Scanword

Fig 6. Fillword

Diagram #1