Write your own conclusion to this chapter. Rules for conclusions in term paper and abstract (conclusions by chapters, conclusions in the conclusion)

Sample Conclusion term paper in Word format. Template for the conclusion of the thesis in Word format.

Conclusion

MAIN PART
To achieve this goal, we solved the following tasks:
1. Study the concept and signs ... etc. As a result of the study, it was revealed that ... / it turned out that ..
2. Formulate a classification...etc. Based on the results of the review of existing approaches to the classification ... etc. it was determined that...etc.
3...etc.
First summarized theoretical conclusions, then the results practical research. It is determined whether the hypothesis of the thesis or term paper was confirmed or refuted.

RECOMMENDATION
In conclusion, recommendations are formulated for improving and optimizing the subject of research, as well as assessments of the socio-economic efficiency of the implementation of the proposed measures.
In the course of the study, the following were revealed ... facts, indicators, data. To improve the functioning of the identified ..... we have formulated a list of relevant activities:
1. Evaluate / audit / inventory ... the following data: ...
2. Develop a plan for reengineering / reforming / optimizing...
3. As a result of the calculations, it was found that the implementation of the proposed measures will provide ... an influx of investments / an increase in trade turnover / an increase in the sales market, which will bring additional ..... million / thousand. rub profit in the future next.....months, years.
For legal work: ...the proposed changes to the relevant regulations will harmonize the current legislation and improve the efficiency of regulation in this area. The implementation of the proposed measures will simplify the procedure for ensuring the rights of citizens to .... and eliminate the possibility of ... certain problems.

The conclusion, along with the introduction, is also the most important part of the work. It should be 1~5 pages (depending on the type of work) to state the main conclusions.

The conclusion outlines the following aspects:

• - conclusions made by the author of the work on the study of the theoretical part of the work;
• - results of the analysis of the subject of research;
• - recommendations for improving the subject of research.

It is good if the conclusion to the thesis begins with a short introduction on the topic of the work. The conclusions in the conclusion should be short, concise, but summarizing the essence of the analyzed issue. Copying parts of the text from the introduction or the main part of the work in the conclusion is not allowed.

Often teachers are asked to write a conclusion in accordance with the tasks. Then in the conclusion the phrase will look good: "In in the process of performing the work, its goal was achieved, and the tasks were solved. The main sources on the research topic were analyzed in the work ... In the thesis work, the main provisions of the theory were revealed using an example.

The conclusion can be created in the form of continuous text or a numbered list. In the second case, as a rule, they write: As a result of the work done, the following conclusions were drawn. And then there is a numbered list.

In conclusion, it is allowed to carry out brief retelling work. When retelling the content of the work, the following phrases can be used.

"AT The first chapter of the work analyzed the theoretical issues of the study ... ".

"In the second chapter of this work, the main directions of the enterprise's work were considered,

"AT The third chapter of this thesis described measures to improve ... "

If a hypothesis was put in the introduction, then in the conclusion it is necessary to indicate whether it was confirmed or refuted. For example, in As a result of the work done, the hypothesis was confirmed; as a result of the experimental study, it was found that children with a general speech disorder have difficulties in compiling a coherent text.

It is better to finish the conclusion with a general conclusion on the topic of the work, as well as the prospects for applying the developed recommendations in other conditions or on other subjects of research.

For example: "The study made it possible to develop the following design and practical recommendations and assess the possibility of their implementation:

• 1. The first direction of the proposed recommendations is related to overcoming staff turnover by providing special working conditions for employees in comparison with other St. Petersburg firms by providing additional vacation days and bonuses.
• 2. The second direction is related to reducing the significant workload on staff on busy days by attracting additional staff and additional cash payments.
• 3. The third direction of increasing the effectiveness of the motivation system is associated with the development of non-material incentives for personnel. Here it is possible to introduce various bonuses, certificates, verbal thanks.

It will also look good in the work to highlight the prospects for researching the topic of the work. For example: "Prospects for the study of this topic lie in the need to study the methods of staff motivation, the features of optimizing the costs of motivation. At the same time, it should always be remembered that a motivated employee makes better use of his abilities, new opportunities technical means which leads to the desired result and more efficient operation of the entire organization.

The full version of writing the conclusion to the thesis is given in the appendix.

Thus, the conclusion acts as a generalization of the results of the work, its results.

Full or partial reprint of materials without notice to the administration is prohibited

Abstract Introduction, which is about 10% of the total volume of work (usually 1-2 pages), is one of his essential parts. It is no secret that lecturers who are limited in time, as a rule, read only the introduction and conclusion in the abstracts. This is enough for them. An experienced teacher, after reading these sections, is quite capable of assessing the level of preparation of the author of the work as a whole. Therefore, both the introduction and conclusion of the abstract, should be written in an interesting and competent way, at a level that can satisfy the most demanding teacher.

Writing a competent abstract introduction is not difficult at all, if you adhere to certain rules and recommendations.

1. In the first lines, it is necessary to show the relevance of the topic considered in the abstract, to show what problems humanity had in the past, which it has in the present due to the unresolved problems you describe.
2. Describe the degree of knowledge, i.e. add a few phrases about the history and study of the question, by whom and when the research was carried out, what results were achieved, who and what failures befell.
3. Describe the goal. The purpose of the abstract can be: describe, establish, consider, highlight, reveal, etc. As a rule, the goal is a paraphrased title of the topic of the essay.
4. After describing the goals, it is necessary to dwell on the specific tasks to be solved. The solution of each problem is subsequently described in each paragraph (chapter) of the abstract. How many points, so many tasks.
5. An integral part of the abstract is a description of its structure, i.e. in a direct or veiled form, you need to list the components of the work: introduction, paragraphs, conclusion and list of references.
6. The conclusion of the introduction should be an indication of the sources used, meaning not a complete list of literature, but a generalized enumeration: educational, methodological, scientific, periodical literature, materials obtained from the Internet and the media.

This list is not mandatory, but recommended, each of the items can be both expanded and compressed. Certain items can be completely abandoned.

Conclusion of the abstract, as well as the introduction, is about 10% of the total work. By the way the conclusion is written, we can conclude how meaningfully the author did the work, learned its content and essence. The conclusion is a logical continuation of the introduction. With a well-written introduction, it is not difficult to write a conclusion correctly.

The conclusion should provide clear and precise answers to the questions posed in the introduction. It is necessary to re-identify the goal of the abstract and briefly mention what tasks were solved to achieve the goal. (Were considered .... It was comprehended ... Were studied ... Were systematized, etc.)

Then you should dwell on the results obtained. (The results can: testify to ...; show that ...; etc.) The results should lead to certain conclusions, from which a conclusion should follow about the achievement of the goal of the abstract. At the very end, you should show your personal attitude to solving the problem, about your attitude to the results obtained.

Next, we should move on to perspectives, namely, to show the significance of the issue under consideration, to describe who and where is currently developing these problems, what importance governments attach to their solution, what and to what extent scientific forces are involved, the most striking results achieved in recent times. Describe the possible benefits to humanity if a successful result is achieved, possible breakthroughs in various fields of science and technology.

When writing the introduction and conclusion, it is very important to keep the same style as the abstract. The introduction and conclusion, written in a competent language, using special terms, leaves an excellent impression and shows high level preparation of the author of the work.

The conclusion contains the results of understanding the problem, the conclusions that the author of the abstract comes to, as well as an assessment of the significance of these conclusions for practice or for further study of the problem, because often the abstract develops into a course or thesis. Conclusions should directly correspond to the tasks set. If there is no such correspondence, then it is necessary to return to the introduction and reformulate the tasks in order to achieve this correspondence. Sometimes you have to change the title of the abstract, but in this case it is necessary to coordinate its new title with the head.

How to write a conclusion.

The conclusion is a brief retelling of your entire work. It is somewhat similar to the introduction. But if the introduction is an introduction to your work, then the conclusion is its result. And the conclusion should be written in other words than the introduction.

The conclusion can be written in the following way. The introduction takes 3-4 pages. Items are not numbered.

Relevance of the problem.

Brief review of the theoretical part.

The aim of our empirical study was….

We set ourselves the following tasks….

We used the following methods...

Participated in the study... man, they were... (those).

We got the following results….

How to write conclusions

Conclusions are an even more concise summary of all your work. Occupy 1-1, 5 pages, no more. The pins are numbered. You can have 4 - 7 pins. The size of one output is approximately one paragraph (5 - 10 lines).

1 conclusion is written according to the theory.

The remaining conclusions are written according to the empirical part. It is possible to draw a conclusion in each conclusion according to one of the methods used. Then the number of empirical findings will coincide with the number of methods. It is better, of course, to draw conclusions not by methods, but by reliable results obtained by you using mathematical statistics. In this case, one conclusion will include or the conclusion about the presence of one relationship between two psychological indicators (“there is a significant positive relationship between the aggressiveness of parents and children, the Pearson correlation coefficient is 0.5, R<0, 05»), или заключение о наличии различий между двумя группами людей (« существуют различия в уровне интеллекта детей из неполных семей и детей из полных семей; средний уровень IQ детей из неполных семей достоверно выше на 6,2 балла, по критерию Стьюдента с R<0,05).Один вывод может быть посвящен описанию психологических показателей между которыми достоверные различия или взаимосвязи отсутствуют. При желании последний вывод можно сделать теоретическим, обобщающимсявсе полученные результаты.

An example of writing a conclusion and conclusions on the topic "Peculiarities of short-term memory in children with mental retardation"

Conclusion

The particular relevance of studying the memory of children with mental retardation is due to the fact that it is sufficient maturity cognitive processes is often the main reason for the difficulties that children with mental retardation have when studying at school. As shown by numerous clinical and psychological and pedagogical studies, a significant place in the structure of the defect in mental activity in this developmental anomaly belongs to memory impairment. In view of the fact that the program of special educational institutions for children with mental retardation provides for their education in the volume of a secondary school, the creation of a system of remedial education for such students necessarily involves a thorough study of the originality of their memory, which can help find ways and methods to improve it.

According to the Institute of Correctional Pedagogy of the Russian Academy of Education, the number of children with mental retardation is 5.8% of all primary school students. However, only 30% of them, after completing primary school, can be transferred to the general education school program, the rest must be trained under the program for children with mental retardation. This testifies to the insufficiently effective correctional work with students at an early stage of their education and the lack of an individual approach in working with such children.

The scientific basis for the approach to the problem of correction of defects in children with mental retardation was the theory of the development of children under the influence of education, which was developed by L.S. Vygodsky and his colleagues. Their works show that in children with mental retardation, under the influence of education, complex types of mental activity are formed. L.S. Vygodsky emphasized that in addition to defects, children with mental retardation also have intact aspects of the psyche, based on which one can educate mental development, smoothing out their shortcomings. The scientifically substantiated thesis of L.S. Vygodsky about the possibility and necessity of the formation of relatively complex types of mental activity in children in the learning process is the basis on which the principles of correctional work with children of this category have developed.

A comprehensive study of the clinical, psychological characteristics of children with mental retardation and their potential (M.S. Pevzner, T.A. Vlasova, K.S. Lebedinskaya, R.I. Machinskaya, M.I. Fishman, U.V. Ulyankova and others) showed that in children with mental retardation, almost all neuropsychological indicators are lower than those of healthy children.

In this case, memory indicators (visual and auditory) differ to the greatest extent. And memory, according to L.S. Vygodsky at primary school age is one of the leading mental functions, as it plays a significant role in the formation of thinking, speech, and general regulation of activity. Unformed mystical processes is one of the common causes of school failure in children. Studies by domestic psychologists have shown that short-term memory plays an important role in the learning process, thanks to which the information perceived by the child is stored for a short time necessary to solve the task (reading, copying from a blackboard or book, visual counting, etc.). At primary school age, at the initial stages of learning to read, the role of short-term visual memory is especially great, since it determines the rate of recognition of letters and their combination into words and their subsequent coding when translating visual images into verbal. To date, a strict relationship has been established between the level of development of short-term visual memory and mastery of reading.

As you know, primary school age is sensitive for the formation of higher forms of voluntary memorization, therefore, targeted developmental work on mastering mnemonic activity is the most effective during this period. Improving memory in primary school age is primarily due to the acquisition in the course of educational activities of various methods and strategies of memorization associated with the organization and processing of memorized material. However, without special work aimed at the formation of such methods, they develop spontaneously and often turn out to be unproductive. The earliest technique is the translation of visual information through open or internal verbalization into auditory memory, in contra it is stored through repetition.

The purpose of our empirical study was to study the characteristics of short-term memory in children of primary school age with mental retardation, as well as a comparative analysis of the memory characteristics of children with mental retardation and healthy children.

The subject of the study was short-term memory. The object of the study were junior schoolchildren 8-9 years old - 42 people. The main group consisted of students of a special class for children with mental retardation - 21 students. For comparison, normally developing children, successfully coping with the school program - 21 children were involved in the research.

We assumed that mental retardation has a negative impact on the level of development of short-term memory in children of primary school age compared with healthy children of the same age.

In the work, we used methods for diagnosing visual and auditory short-term memory, as well as methods for clinical diagnostic analysis of findings and methods of mathematical statistics.

During the study, our hypothesis was confirmed. Defects in mnestic activity were found in children with mental retardation. Short-term visual memory for objects that are difficult to verbalize is most severely affected in children with mental retardation. In the test, children were asked to memorize drawings of abstract geometric shapes (circle, square, triangle, etc.). Of the various geometric shapes, children with mental retardation most often memorized those that were able to verbalize. Five children from this group called the circle - a ball or a ball. There was a characteristic for preschoolers to replace geometric shapes with the name of an object similar in shape: for example, a square - a cube, a triangle - a roof. In contrast to children with mental retardation, healthy children less often replaced geometric shapes with names, such errors were rare in them.

Also, the difficulty in memorizing in children with mental retardation was caused by the test "Memorizing numbers". Children with mental retardation memorized numbers worse than words and easily verbalized pictures (ball, tree, etc.). The smallest memory impairments in children with mental retardation were found when they memorized objective images (easily verbalized pictures) and words.

As can be seen from our study, the more complex the mnestic task, the more pronounced are the differences in the organization of the memory of healthy children and children with mental retardation.

Thus, our study confirmed our hypothesis.

CONCLUSIONS

1. Insufficient maturity cognitive processes is one of the main reasons for the difficulties that children with mental retardation have when studying at school. Clinical and psychological and pedagogical studies have shown that a significant place in the structure of a defect in mental activity in this developmental anomaly belongs to memory impairment. Many more complex defects are initially based on short-term memory impairment. The short-term memory of mentally retarded children is characterized by a number of peculiar features. Special literature provides data on the features of this type of memory in children with mental retardation. In particular, there is a decrease in the amount of memory, a slow increase in the productivity of memorization upon repeated presentation of material, an increased inhibition of traces by side interfering influences, violations of the order of reproduction of verbal and digital series.

2. Our empirical study showed that the processes of memorizing abstract objects, geometric figures, and numbers are most severely disturbed in children with mental retardation. .In the group of healthy children, all objects were able to recognize 6 children, and none in the groups with mental retardation. At the same time, 10 children (47%) in the group of children with normal mental development completed the test with medium and high rates, in the group of children with mental retardation - 8 children (38%).

3. In second place in terms of the degree of impairment in children with mental retardation is a violation of remembering numbers, since numbers also carry abstract information.It was found that the average indicator of short-term auditory memory for numbers in children with normal mental development is 5.1 ± 2.12. In children with mental retardation, this indicator was equal to 3.4 ± 1.48, which is significantly lower than in healthy children (according to Student's t-test, R<0,001).

4. Our study showed that the least memory impairment in children with mental retardation was found when they memorized specific verbal information, the highest was the amount of short-term memory for subject images (easily verbalized pictures) and words that also denote specific objects. The average indicator of recognition of easily verbalized objects in children with normal mental development is 8.4 ± 0.97, in children with mental retardation 7.7 ± 0.92, which, although less than in healthy children, is within the limits of the short-term memory capacity.

An abstract is a test of knowledge, so when creating it, you have to try to do everything as correctly as possible. One of the required elements is write a conclusion in an abstract. In fact, this is a report, so pay special attention to compliance with standards and rules. The conclusion in the abstract is the final stage of work on the main section. If it is strong, then even a mediocre presentation of the topic can save. Competent conclusions will avoid questions from the teacher.

The conclusion in the abstract is a section that makes up 5-10% of the total volume. The purpose of writing a conclusion is to systematize knowledge, summarize, highlight statements, and indicate what has been achieved. The inspector must understand what problems have been considered, whether their practical use is possible.

Conclusion of the abstract:

• analyzes and structures the content;
• determines the main
• answers the main question;
• summarizes the theoretical and practical part;
• creates a positive impression of the material.

The purpose of the conclusion of the abstract is to emphasize the significance of the work, to pay attention to the most important. This section briefly describes all the work, methods for achieving the goal, results, characteristics of the problem, recommendations of the author. The most important thing is to write harmonious conclusions to each paragraph of the abstract in the conclusion.

How to draw conclusions in an abstract

Although conclusions at the end of chapters are not mandatory according to GOST, they improve the quality of the material, as they systematize the content. This is the attitude of the author, the opinion about the information presented, a new look at it. The conclusions are related to the tasks and goals set in the introduction of the abstract.

To write conclusions in the abstract does not mean to rewrite in other words the information presented in the work. This is the systematization of the studied material in order to create one's own point of view on the research problem. Novelty is not needed, but the opinion of the author is required. From the point of view of syntax, these are logical judgments, consisting of previously expressed and proven theses, substantiated by each other. This does not mean that the rationale is created by the author. It is the conclusion of the authors whose works are used in the material.

The results are subject to the laws of logic. They are based on specific work. Methodologically, this is a generalization, the definition of the general characteristics of the subject, indicating the ability to highlight the common from various approaches and concepts.

No wonder most teachers consider the conclusions in the abstract the most difficult part. These are the thoughts of the author, an indicator of the degree of elaboration of information. Conclusions are closely related to the objectives, purpose and content. The main characteristic is the specificity, clarity of the wording, based on statistical and analytical data.

Conclusions - statements based on the analysis of sources and the results of the study. The author insists on the assertion because he has verified its authenticity and can prove it. This is his point of view, which he is ready to defend.

There are 3 methods used to write conclusions:

1. deductive - from general to generalization;
2. inductive - from individual facts to a generalization;
3. based on other people's findings.

Using the first method, conclusions should be written for each paragraph. This requires fluency in information related to the topic. If the student encounters new information, knowledge may not be enough to present the data in a logical sequence. In such situations, instead of systematization and generalization, duplication of information is obtained.

When using the second method, external sources are taken as the basis. The third method can be used if it was possible to find data that is fully relevant to the topic. If this condition is not met, the conclusions are absurd, standing out against the background of the main text.

How to write an essay conclusion

After writing the main part, you need to collect conclusions to the paragraphs, systematize them, rephrase, get rid of contradictions. If the volume is not enough, additional data should be added, focusing on the subject and purpose of the study. The conclusions in the conclusion of the abstract should have the same focus as the material as a whole. These are brief thoughts that do not contradict the topic, the essence of the problem under consideration.

If the teacher does not require the formation of conclusions at the end of each chapter, the conclusion should be written as a logical conclusion to the work. Read the main part again and try to retell the abstracts. Write down the theses - they will become the basis of the conclusion. It is not necessary to review every chapter. The main condition is to stick to the topic indicated on and. All points should create an integral structure, smoothly flowing into each other.

The conclusion in the abstract should be written separately from the general part. On a separate page, “Conclusion” is written, aligned in the middle. 2 indents are made. The font, size and line spacing are the same as in the main part. It is unacceptable to issue a conclusion in the form of an enumeration.

Try to write the conclusion in such a way that the conclusions do not contain meaningless words. Try to avoid the same or the same root words too close to each other. You can copy phrases from the material. The style is journalistic, partly scientific.

The conclusion to the abstract can be written using the phrases:

• Summing up, it can be argued;
• conclusions can be drawn from the research results;
• Summing up the results of research and analysis, we can note;
• we came to the conclusion;
• summarizing, we can say;
• Based on the above, we can conclude.

Do not include new information in the conclusion. This is a summary of the abstract, a listing of the results.

Sample conclusion in the abstract

Sample conclusion in the essay on the topic "Fundamentals of a healthy lifestyle":

So, in the conclusion of the abstract, it can be noted that the careless attitude of some people in our society to their health causes socio-economic and moral-psychological damage to the family, production team and society as a whole; largely depends on shortcomings in the functioning of the system of physical education of children and youth in the recent past.

Psychosomatics has a significant impact on the state of the human body, therefore, the following healthy lifestyle conditions are sometimes distinguished: emotional, intellectual and spiritual well-being. You can not question the benefits of the regime of the day. Therefore, a systematic approach to the distribution of time is needed. Properly selected mode is the change of periods of physical and mental work periods of relaxation of the body. Thus, sleep should consist of 7-8 hours per day for an adult.
The importance of rationally selected nutrition has also been clarified. A healthy lifestyle goes hand in hand with proper nutrition.

Physical education is one of the fundamental elements of a healthy lifestyle. The current level of development of technological progress has greatly simplified human life, but with this positive effect, human motor activity has significantly decreased. Nowadays, people walk much less. Movement is necessary for the normal functioning of the body. The choice of physical activity depends only on the age, physical capabilities and individual desires of a person.

An example of a correct conclusion in an abstract

An example of the conclusion of an essay on the topic "Modern industrial city and sports practices"

In conclusion of the abstract, we will make brief conclusions based on the results of studying the problem:

– It was revealed that in the conditions of modern industrial cities, certain conditions in which this activity could manifest itself as a sport and reinforce it with an appropriate social attitude are called upon by the state, regional and municipal policy in the field of development of physical culture and sports. One of the main tasks is to ensure the territorial and price accessibility of sports and leisure facilities, mainly sports schools. This also requires the development and implementation of municipal policy in the development of sports practices in large industrial cities.

- The development of the subject of research is hindered by three large blocks of problems: economic, social and political. At the same time, a study of the practice of implementing municipal programs aimed at developing sports practices in large cities shows that city administrations determine the goals, directions and terms for modernizing the system of additional sports education. A number of authors believe that with a sufficient level of funding for these mechanisms for implementing programs on the topic studied in the abstract, it will help to bring the development of sports in large cities to a new level, subject to further commercialization of the development of sports practices at the municipal level.

How to finish an essay

Anyone can write a good opinion. To, in the conclusions, give some advice on solving the problem. You can also indicate the value of the study. It would not be superfluous to assess whether the tasks set were achieved, what was achieved by the study.

A prerequisite for writing an essay is a high level of literacy. Even for a student of the basics of economics, it is unacceptable to turn in work with punctuation and stylistic errors.