Scientific research practice of masters report an example of pedagogy. Diary of scientific research practice of undergraduates sample

State budget educational institution

higher professional education

"North Ossetian State Pedagogical Institute"

Faculty of Psychology and Education

Department of Pedagogy

REPORT

about the passage of research practice

Master of _________ course in the direction44.04.01 Pedagogical education, profile Management of educational systems

Full name of the undergraduate ____________________________________

Scientific adviser:

___________________________

________________________________

Vladikavkaz

Introduction……………………………………………………..………...……….…...3

Main part……………………………………………….…….……….………4

Section 1. Terms and place of internship………………….……...………4

Section 2. Content of practice……………………………………………………….4

2.1.Individual task for practice…………………………………4

2.2. Analysis of students' activities in accordance with the work plan and the content of the practice……………………………………………………………….5

2.3. Reflection of own achievements………………………………….6

Conclusion………………………………………………………………………………7

List of used sources………………………………………………..8

Applications

Introduction

main goal research practice of undergraduates is the development of the ability to independently perform research work related to the solution of professional tasks necessary for the current or future professional activity, alsogaining experience in managerial, organizational and educational work in a team.Research practice is dispersed and is carried out by a master student with a supervisor. The direction of research practice is determined in accordance with the master's program and the topic of the master's thesis.

Main tasks research practice are: the development of professional research thinking of undergraduates, the formation of a clear idea of ​​​​the main professional tasks and ways to solve them,to form the personality of a future researcher specializing in the field of educationmoreover, the formation of the ability to independently set professional tasks, plan research work and carry out practical research in solving professional problems using modern research methods, as well as the formation of the ability to competently use modern technologies to collect information, process and interpret the experimental data obtained, conduct bibliographic work on the topic of the final qualifying work with the involvement of modern information technologies.

MAIN PART

Dates and place of internship

In the period from 11/28/2016 to 12/24/2016 in secondary school No. 25 "Municipal budgetary educational institution secondary school No. 25" I passed scientific - teaching practice.

Activity analysis

The topic of scientific research practice was the title of the master's thesis "Quality management of the pedagogical process in a general educational organization". As part of the practice, a number of key areas writing the work, the introduction and the first chapter were compiled.

The main issue of the work was the study of the features of managing the main areas of activity that ensure the quality of the results. educational process at school. In its constant increase in accordance with the needs of the individual, society, state and the real possibilities of the traditional education system.

Together with the leader, the most effective hypothesis was identified, which states that: quality management of the results of the educational process at school will be most effective if:

Expand the concepts of "quality of education", "management of the quality of education".

The main directions in ensuring the quality of the results of the educational process will be:

Working with students;

Self-awareness of the individual;

Working with the teaching staff;

Work to unite the team of students.

The criteria for the quality of the results of the educational process will be:

- pedagogical communication;

Cohesion of the whole school team;

- personal results.

Effective indicators, the above criteria will be suitable such as:quality of communication, interaction, level of sociability, student satisfaction with school life, self-determination, self-esteem.

In the 21st century, understanding the quality of education is not only the compliance of students' knowledge with state standards, but also the successful functioning of the educational institution itself, as well as the activities of each administrator and teacher in the direction of ensuring the quality of educational services at school.

To these criteria and indicators, we have selected methods for diagnosing.

1. The technique reveals the level of teacher's competence from the point of view of the student, determines the degree of sympathy of the student for the teacher, shows the real interaction between the teacher and the student (developed by E. I Rogov)

2. A.A. Andreeva "Study of satisfaction with school life".

3. Methodology for studying self-esteem "What am I" (developedbased on the new Federal State Educational Standards (FSES)).

We can see the results of the diagnostic cut at the ascertaining stage in the tables "No. 1,2,3

Table number 1. The development of pedagogical communication, the "teacher-student" methodology.

Table No. 2 The level of satisfaction of students with school life

Table No. 3 Methodology for studying self-esteem "what am I"

From the above drawings of the methods carried out, we see that the level of pedagogical interaction between the teacher and the student is high, but there are also students whose level does not even reach the average.

1. The psychologist, together with the class teacher, develop a topic for the classroom.

2. Regularly hold parent meetings, as well as work with certain parents.

3. Conduct trainings every quarter, etc.

Thus, in the course of practice, generalization and systematization of the results of experimental research was carried out, and an educational program was developed.Diagnostics was carried outthe effectiveness of the quality of the educational process at school No. 25. Analytical work has been drawn up to notify the assessment of the quality management system of the educational process, recommendations have been developed for improving management activities.

Conclusion

As a result of scientific research practice, a study was conducted as part of writing a master's thesis, namely, the issue of studyingmanagement features of the main activities that ensure the quality of the results of the educational process at school.

We received results that allowed us to conclude that the low results of our students in conducting methods (questionnaires) at the ascertaining stage and the positive dynamics of results at the experimental stage are not accidental and confirm the need for constant ones;

trainings,

The psychologist, together with the class teacher, develop topics for the classroom;

Organize work with parents (parents' committee) for effective management the quality of education in an educational institution.

Diagnosis and analysis of the quality of the educational process of schoolchildren can be considered as the main direction and method of work that allows you to purposefully manage the quality of the educational process at school. This involves solving the following tasks:

Planning the educational process on the basis of diagnosing the level of education and upbringing of students.

Constant monitoring of the dynamics of the level of quality of education of students and the development practical advice for its increase.

Diagnostics of value orientations and the level of practical readiness of the teaching staff, especially class teachers to interact with students in extracurricular activities in order to track the dynamics of the quality of the educational process.

Diagnostics of the level of pedagogical knowledge of parents in order to clarify the parental position.

List of sources used

1.Babansky Yu.K. Pedagogy M.2003.-S.366.

2. Bolotov V. A. Evaluation of the quality of education. Retrospectives and prospects // School management - 2012 - No. 5 - p. 9 - 11.

3. Bordovsky G.A. Educational process quality management: Monograph. / G.A. Bordovsky, A.A. Nesterov, S.Yu. Trapitsyn. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001. - C 37

4. Korotkov E.M. Education quality management.- St. Petersburg: Academic Project, 2010.- С 320

5. Maksimova V.N. Diagnostics of learning // Peddiagnostics. - 2004. - No. 2. - S. 56

6. Shipareva G.A. Quality monitoring as an element of the educational process management system. Thesis. M: 2013-s.4.34

Title page on research practice.doc (439.00 Kb) - Open, Download

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

Institute of Subsoil Use

Department of Mineral Processing and Engineering Ecology

1 Individual master's plan

2 General characteristics of the program execution

Research practice for undergraduates is aimed at ensuring the relationship between the theoretical knowledge gained in the assimilation of the university educational program in the framework of the specialty "Environmental Safety" and practical activities for the application of this knowledge in the course of research work.

During my internship, I completed the following tasks:

Consolidation of knowledge, skills and abilities acquired by undergraduates in the process of studying the disciplines of the master's program

Mastering modern methods and methodology of scientific research, most relevant to the profile of the chosen master's program

Improving the skills and abilities of independent research activities

Gaining experience in scientific and analytical activities, as well as mastering the skills of presenting the results obtained in the form of reports, publications, reports

Formation of relevant skills in the field of preparation of scientific and educational materials using translation skills from foreign languages

I think that the research practice program has been fully implemented.

Diary of teaching practice (assistant) in the specialty International economic relations

Diary of teaching practice (assistant) in the specialty International economic relations of a master's student of the Kyiv University of Tourism, Economics and Law:

1. 10/14/2011 - Familiarization with the organization of scientific and technical work of university teachers
2. 10/15/2011 - Coordination with the teacher of an individual schedule for lectures and seminars
3. 10/14/2011-11/03/2011 - Visiting the recommended classes of teachers of various disciplines
4. 10/16/11 - Conducting lectures according to the schedule
5. 10/19/2011-10/21/2011 - Coordination with the teacher of the prepared lecture material, developed test tasks and control questions for the seminar
6. 10/22/2011 - Conducting seminars according to an individual schedule
7. 28.10.2011- 6.11.2011 - Writing a report on the passage of teaching practice and writing an analysis of the classes attended.

p> For passage of pedagogical practice the discipline Methodology of an economic science has been chosen. The purpose of pedagogical practice is the professional and pedagogical preparation of undergraduates for creative scientific and methodological activities within a higher educational institution in the specialty International Economic Relations. According to the tasks and goals set, the process of passing the internship by the master included the following: Attending lectures in order to familiarize with the methodology and features teaching activities Acquisition and formation of skills for independent analysis and evaluation of lectures, practical and seminar classes Selection of literature, drawing up a plan and schedule for lectures and seminars, which would contribute to the formation of skills for independent planning, organization and conduct of methodological work Preparation of lecture material, development of test tasks Conducting lecture and seminars, which made it possible in the real conditions of pedagogical activity to test their own knowledge and skills in organizing and conducting research and research work.

Compiled by Kuspanova, B.K. Master of Natural Sciences, Lecturer at the Department of Ecology and Nature Management of the West Kazakhstan Agrarian and Technical University named after Zhangir Khan

Mukhtarov M.U. Master of Agricultural Sciences, Lecturer at the Department of Mechanized Technologies and Land Management of the West Kazakhstan Agrarian and Technical University named after Zhangir Khan

Kabaeva S.M. Master of Natural Sciences, Lecturer at the Department of Ecology and Nature Management of the West Kazakhstan Agrarian and Technical University named after Zhangir Khan

Reviewer: Kydyrshaev A.S. Doctor of Pedagogical Sciences, Professor of the Academy of Pedagogical Sciences of Kazakhstan,

Guidelines on "teaching practice" for 2nd year undergraduates in the specialty 6 N 0608-Ecology, 6 N 0806-Agroengineering

Developed on the basis of the State Compulsory Standard of Higher and Postgraduate Education of the Republic of Kazakhstan and the standard curriculum of the State Educational Standard of the Republic of Kazakhstan, approved by the Ministry of Education and Science of the Republic of Kazakhstan dated 5.04.019-2008 Higher education. Basic provisions 5.04.033-2008 Magistracy. Key points

Discussed on __________ _______ 2012 Minutes No.

Approved by the UMC of the University in 2012, Protocol No. ____

Guidelines for "Pedagogical practice" is intended for 2nd year undergraduates studying in the scientific and pedagogical direction.

It contains all the necessary materials that can be useful to undergraduates during the passage of pedagogical practice - this is a program for pedagogical practice, samples of an individual plan, a diary, schemes for analyzing lectures, practical (seminar) laboratory classes, lesson plans, abstracts, a report on pedagogical practice.

The materials of the guidelines are compiled on the basis of the analysis of textbooks on teaching methods, a number of dictionaries, modern pedagogical and psychological sources with a focus on State standards on teaching methods for universities. The manual has been developed on the basis of a holistic and student-centered approach to the pedagogical process.

Introduction

1. GENERAL PROVISIONS AND REQUIREMENTS FOR THE ORGANIZATION OF PEDAGOGICAL PRACTICE OF MASTER STUDENTS………………………………………………………………….5

1.1. The main goals of pedagogical practice…………………………………6

1.2. Tasks of pedagogical practice……………………………………………..7

1.3. Organization and management of scientific and pedagogical practice………..7

2.1. Organizational work……………………………………………………8

2.2. Educational and methodological work……………………………………………….9

2.3. Educational work……………………………………………………. 9

2.4. Rights and obligations of undergraduates……………………………………….10

3. CONTROL OF THE WORK AND REPORTING OF MASTER STUDENTS ON PEDAGOGICAL PRACTICE………………………………………………….11

3.1. Forms of reporting on pedagogical practice………………………. 12

4. EXAMPLES OF PRACTICE PROGRAM DOCUMENTATION..12

4.1. Master’s individual plan………………………………………12

4.2. Diary of teaching practice……………………………………….14

15

4.2.2. Schedule of calls and classes……………………………………………..15

4.2.3. Technological map of the educational, methodological and educational work of the undergraduate………………………………………………………………………..15

4.3. Characteristics of the material and technical base of the department……………. eighteen

4.4. Scheme of analysis of the lecture session …………………………………….18

4.5. Scheme of analysis of the seminar (practical) lesson………………. 22

4.6. Diagnostics of professional readiness for pedagogical activity of a novice teacher………………………………………23

4.7. Scheme of characteristics for undergraduates…………………………………..27

4.8. Individual task on pedagogical practice. 28

4.9. Approximate scheme of the outline of the lecture lesson……………..29

4.10. Approximate scheme of the plan-outline of the seminar (practical) lesson……………………………………………………………………………30

4.12. Review of the head on the passage of pedagogical practice ... ..32

List of basic literature………………………………………………..33

List of additional literature………………………………………..33

Research Practice Program

Approval sheet

Compiled. Ph.D. Associate Professor Director of the European Business School of the IKBFU I. Kant Altunina V.V.

1. Explanatory note

1.1. The place of research practice in the structure of the Basic Educational Program (BEP) for the preparation of masters in the direction 080100.68-Economics program "European Economics and Entrepreneurship".

Research practice is included in the cycle "Practice and research work" and is a mandatory part of the main educational program in accordance with the Federal State Educational Standard in the direction of Economics.

The normative justification is the Federal State Educational Standard of Higher Professional Education in the direction 080100.68 Economics, the curriculum in the direction 080100.68 Economics under the program "European Economics and Entrepreneurship".

1.2. The purpose of research practice.

The research practice of undergraduates is carried out with the aim of collecting, analyzing and summarizing scientific material, development of original scientific ideas to prepare the final qualifying (master's) work and acquire the skills of independent research work, as well as to consolidate the formed competencies in accordance with the Federal State Educational Standards of Higher Professional Education (OK - 2 - 5 PC 5-12, PC-17-18) in the course of deepening theoretical and practical knowledge , which the masters received in the process of studying in the master's program at the university (Appendix 1).

1.3. Tasks of research practice:

To systematize and deepen the theoretical knowledge necessary for the high-quality and effective implementation of professional activities in the disciplines of specialization in the context of the master's program

Work out the application of competencies in the research work of an economist

Conduct an experimental (empirical) study in line with a master's thesis

Justify theoretical conclusions master's research.

To test the methods, technologies, models, projects developed in the master's study.

Organize and conduct a planned study to test the hypothesis of the master's work.

Learn in practice key aspects management of the object of study and the features of the analysis of its activities in order to make the right business decisions to improve the efficiency of a particular enterprise, organization.

1.4. Basic training requirements necessary for the successful completion of the Research Practice.

The undergraduate must fully master the curriculum, including work practice, and form a theoretical and practical basis for the following competencies.

2. Structure of research practice.

2.1. Duration of practice: 3, 1/3 weeks.

2.2. The timing of the internship is set by the European Business School in accordance with the curriculum and the capabilities of the production base.

2.3. The regime is established based on the length of the working day of undergraduates during internships in organizations aged 18 years and older - no more than 40 hours per week (Article 91 of the Labor Code of the Russian Federation). From the moment of enrollment of undergraduates during the period of practice as interns, they are subject to the rules of labor protection and internal labor regulations and other local regulations in force in the organization, with which they must be familiarized in the manner established by the organization.

2.4. Stages of work

Preparatory stage. Inclusion in the work of a real organization, getting acquainted with it and performing some functions within its framework, where the undergraduate needs to get acquainted with the structure and functioning of the organization and master the methods of conducting research and implementing developments used in the organization. Acquaintance with the content features of economic processes in a real organization. Studying the state of affairs and the needs of the organization in entrepreneurial activity in accordance with the main activities of the enterprise.

Planning stage. Based on the study of literature on the problem, the undergraduate sets the goal and objectives of scientific research in the field of European economics and entrepreneurship.

The undergraduate is responsible for the planning of the study, the adequacy of the methods and techniques used for the purposes of the work, the organization, conduct, collection and processing of empirical data, for the reliability of the results obtained and the conclusiveness of the conclusions.

Empirical research in the field of the European economy and entrepreneurship should be aimed at solving an actual problem, have theoretical and practical significance and novelty. Relevance is characterized from a practical and scientific point of view. Theoretical significance - the need to solve a specific scientific problem due to the lack of certain knowledge, research methods in the field of European economics and entrepreneurship. Practical significance is determined by the need to develop a methodology that has a practical focus.

Typically, the process of empirical research includes the following steps:

1) Studying the state of the problem and clarifying the research topic. Statement of the problem, substantiation of relevance, choice of object and subject of research. Review of available publications on this issue.

2) Development or refinement of the original research concept. Construction in general terms of a model of the phenomenon of interest. Putting forward hypotheses.

3) Study planning. Definition of goals and objectives. Choice of methods and techniques.

4) Data collection, their analysis and description. In theoretical research: search and selection of facts, their systematization.

5) Processing and interpretation of the received data.

6) Evaluation of the results of hypothesis testing, interpretation of the results within the framework of the original research concept.

7) Correlation of results with existing concepts and theories. Refinement of the model of the phenomenon under study. Formulation of general conclusions. Assessing the prospects for further development of the problem (Appendix 16, 17).

Practical stage. At this stage, the undergraduate performs the activities of an economist in accordance with the tasks set, the main directions of entrepreneurial activity at the enterprise, and the drawn up plan of practical work.

Research stage. The undergraduate conducts research in accordance with the problem recommended or defined by him, research purposes, hypothesis and tasks.

Analytical stage. The graduate student analyzes the results of the study, identifying the features of entrepreneurial and economic activity at the enterprise under study. At this stage, it is advisable to use both the data obtained during the diagnostic study and the information obtained from the study of the best practices of foreign enterprises of the EU countries, observation data. Based on the analysis data, the choice of means and methods of economic support is carried out in accordance with the main areas of work of an economist. In accordance with the needs for economic assistance to the enterprise identified in the process of analyzing the results of the study, the master's master's practice plan is adjusted.

Summarizing stage. The analysis of the results of research practice, the most successful forms of work, the difficulties encountered in the implementation of the main activities is carried out. The results of research practice are summarized and presented in the form of a report.

2.5. Practice leadership: two leaders are appointed for research practice: from the production (organization) from among the leading specialists and from the European Business School of the IKBFU. I. Kant from qualified professors and associate professors.

Practice leader from the European Business School of the IKBFU I. Kant is obliged:

Ensure interaction with practice leaders from enterprises

Prepares all necessary documents in a timely manner.

Provide assistance to undergraduates in the development of an individual practice plan and advise on the implementation of this plan.

Carry out control over observance by undergraduates of terms of practice and its contents. Check the quality of the work done by the undergraduate.

Conducts organizational and final conference.

Supervise the performance of individual assignments by magistrates, provide methodological assistance in the performance of individual assignments and the collection of materials for research work, and advise them on the implementation of the practice program.

Accept reports of undergraduates on practice, and feedback from supervisors.

As part of the commission, evaluate the defense of reports on practice and put down an assessment in the test sheet.

At the end of the practice management, a report is compiled and submitted to the director of the European Business School.

Makes necessary changes and additions to the practice program.

The head of practice from the enterprise is obliged:

Get acquainted with the internship program and the individual work plan of the undergraduate, organize activities in accordance with the program and plan.

Instruct the undergraduate about the rules of safety in the workplace.

To give the opportunity to the undergraduate during the first 1-2 days to get acquainted with the institution, its structure, specialists, provide him with the necessary documents, regulations, other materials regulating the activities of this institution.

Help the undergraduate in consolidating the necessary competencies in practice.

Involve the undergraduate to participate in various events organized and conducted by the institution (as part of the internship program).

To create the conditions necessary for the implementation of research work for the undergraduate. At the request of the undergraduate, provide days to visit libraries and work with literature, monitor the results of work.

Daily check and certify the diary of the undergraduate's practice.

At the end of the internship, provide the undergraduate with a reference.

3. Bases for the passage of research practice

3.1. With a list of the main bases for the research practice of undergraduates of the IKBFU. I. Kant undergraduate can be found at the European Business School.

3.2. In addition to the places of practice offered by the university, masters are given the right to independently search for a place for professional research practice.

To the European Business School of the IKBFU And Kant masters represent:

1) Application addressed to the director of the European Business School of the IKBFU And Kant about the place of the alleged practice. The application must be submitted one month before the start of the research practice (Appendix 2).

2) Short-term contract for the passage of research practice.

The agreement is signed at the institution where the undergraduate plans to undergo research practice and is certified by the round seal of the institution.

4.1. After fixing the place of practice, the undergraduate draws up reporting documentation on research practice according to the model.

4.2. When planning a research practice, the following schedule of the trainee's activities is recommended.

familiarity with the rules and regulations of the enterprise

familiarity with the documentation

work planning for the period of practice

planning and preparation for the study.

2-3 weeks:

work on the instructions of the head

conducting scientific research.

1/3 weeks:

report design

summarizing practice

obtaining characteristics.

5. Responsibilities of an intern

Undergraduates during the internship are required to:

Obey the work schedule of the base institution.

Follow the daily study load in the amount of 6 academic hours.

Timely and qualitatively fulfill the tasks of the practice, daily processes and summarizes the accumulated material.

Follow the instructions and instructions of the heads of practice from the university and the institution.

Fill out the practice diary daily and submit it to the head of the practice from the institution for signature.

6. Report on the passage of scientific research practice

6.1. Reporting form.

At the end of the research practice, the undergraduate submits for evaluation and storage in the personal files of the masters:

Research Practice Report (part 1):

1) Title page (Appendix 4)

3) Task plan (Research practice program) (Appendix 6)

4) Individual schedule of the Research Practice (Appendix 7)

5) Diary of the Research Practice with a brief review of the head of practice from production to trainee (Appendix 8)

5) The text report of the trainee on the passage of the Research Practice and its presentation (Appendix 9),

6) Characteristics for the trainee on the letterhead of the organization signed by the head at the place of internship (Appendix 10)

7) Review of the supervisor from the Immanuel Kant Baltic Federal University on the results of the research practice (Appendix 12).

6.2. Report formatting.

The optimal volume of the report is 20 - 25 pages of printed text 14 in Times New Roman font, 1.5 intervals, justified alignment, paragraph indentation 1.27, intervals before and after paragraphs are not allowed

The report is illustrated as necessary with video and photographic materials, drawings, maps, diagrams, etc. however, they are not included in the above volume, but reflect the volume and quality of the work done and the problems studied.

The master's report is drawn up in the format of a presentation power point and presented at the practice conference.

6.3. The report is signed by the undergraduate with the date of submission to the department.

7.1. Based on the results of the professional research practice, an assessment is made.

7.2. When evaluating practice on defense, the following is taken into account:

Compliance of the report with the assignment for research practice

The degree of completeness of the tasks performed, the achievement of the goal of scientific research

Compliance with the internship schedule

Characteristics of the undergraduate by the head of the host organization

Preparation of practice report.

The assessment of the research practice takes into account the opinion and assessment of the head of the production practice, but is put by the head of the research practice of the Master's department of the IKBFU European Business School. I. Kant based on the full vision of the work done by the undergraduate and the report.

7.3. Criteria for evaluation.

"Excellent" is given to a master who completed all the planned scope of work required by the internship program on time and at a high level, while demonstrating a high level of professional competence within the internship, and also showed independence and creativity in work.

“Good” is given to a master who completed the planned internship program on time and in full, however, the reporting documentation contains some shortcomings related to the depth of the analysis of the material.

The grade "satisfactory" is given to the undergraduate who completed the internship program, but did not submit the report on time during the internship, found insufficient development of basic skills, did not show initiative in work.

"Unsatisfactory" is given to a master's student who did not cope with the internship program, violated the norms and requirements for the work of an intern, and also did not show independence, did not find the necessary competencies.

Grades are not given to undergraduates who do not have any of the listed reporting items.

7.4. A graduate student who has not submitted a report on the completion of a research practice within the established time frame is expelled for academic failure.

Abduction is a way of reasoning from existing data to a hypothesis that explains or evaluates them better than alternative hypotheses. For the first time, Ch.S. began to be developed and used. Pierce for constructing explanatory hypotheses in science.

The axiomatic method is a method of constructing and analyzing a scientific theory, in which some of its initial concepts and main statements are distinguished, from which, firstly, derivative concepts are formed by the rules of definition, and secondly, other statements are deduced through logical deduction: theories.

Algorithm - from the Latinized form of the name of the Central Asian scientist Al-Khwarizmi) - a finite set of precise instructions or rules by which one can solve the same type or mass tasks and problems. The simplest familiar algorithms are arithmetic operations with numbers.

Analogy is a non-demonstrative inference, when, on the basis of the similarity or similarity of two objects according to some of their characteristics (properties and relationships), they conclude that they are similar in other respects.

Approbation - establishing the truth, competent assessment and constructive criticism of the grounds, methods and results of research work, its approval.

An artifact is an unreliable fact distorted as a result of the influence of random factors.

Validation - The process of evaluating the extent to which a test or other measuring tool actually measures what it is intended to measure.

Validity is a characteristic of a research methodology that reflects the accuracy of the measurement of the corresponding means, showing how the results obtained using this methodology are adequate to those that were supposed to be intended.

The general population is a collection of objects in accordance with some defining feature (features) or characteristic (characteristics). This value is close to the concept of a set.

Hypothesis - 1. In scientific work, any statement, proposition or conjecture that serves as a preliminary explanation of certain facts. A hypothesis is always presented in such a way that it can be subjected to empirical testing and then either confirmed or rejected as a result of evidence. 2. A broader meaning is a strategy adopted for solving some problem. In the most complex learning experiments, such as problem solving, concept formation, decision making, etc., the subject usually exhibits consistency from trial to trial, acting as if on the basis of some hypothesis, such as: “If there are conditions x and y, I will respond with reaction A, and if not, then I will try reaction B.

Data is a set of evidence or facts collected through experiments or research.

The task (cognitive, educational, educational, research) is a link, a stage of movement towards the goal, a goal set in a specific situation that requires transformation, encourages the undergraduate to be active.

An idea is an idea associated with ideas about the ways of its implementation, methodically formalized, but existing only in the mind of the researcher (teacher).

An idea is a thought about the content and methods of transforming reality in the direction of achieving the desired goal, ideal.

The study of activity products is a research method that allows you to indirectly study the formation of knowledge and skills, interests and abilities of a person based on an analysis of the products of his activity.

Improvisation is the ability to react quickly, make decisions and produce results impromptu, without preparation.

Innovation is a profitable (profitable) use of innovations in the form of new technologies, types of products and services, organizational, technical and economic solutions of a different nature.

Innovation process - a set of changes in the course of activities, covering scientific, technical, production marketing and sales procedures for the creation and implementation of innovations and aimed at meeting specific social needs.

Intellectual tests - a set of psychological tests designed to diagnose the level of development of the cognitive sphere and intelligence (mental potential) of a person.

Interview - a kind of research method of questioning in psychology and pedagogy. Involves in the process of oral survey to identify the experience, assessment and point of view of the respondent (respondent).

The concept is a system of initial theoretical positions, which serves as the basis for a research search.

Criterion - a generalized indicator of the development of the system, the success of the activity, the basis for classification. It involves the selection of a number of features by which criteria indicators can be determined.

Method is a very general meaning - a way of doing something, an orderly work with facts and concepts. Method - the principle and method of collecting, processing or analyzing data, as well as the principle of influencing an object.

Methodology - a form of method implementation, a set of techniques and operations (their sequence and relationship), a procedure or a set of procedures to achieve specific purpose. The term is used very broadly, and, as a rule, some qualifying word is added to it, for example, statistical technique, experimental technique, etc.

Pages: First | 1 | 2 | 3 |. | Next → | Last | one page

The program of research practice for the master's degree specialty 080504. 65-10

State University -

High School of Economics

Faculty

state and municipal administration

"__" ___________ 200__

Moscow, 200__

General provisions

The research practice program for the magistracy of the specialty 080504.65-10 "Management of urbanized complexes" was developed by the Department of City Economics and Municipal Management of the Faculty of State and Municipal Administration as graduating masters in this specialty.

This program was developed on the basis of the Regulations on the procedure for conducting student practice educational institutions higher professional education, approved by order of the Ministry of Education Russian Federation dated March 25, 2003 No. 1154, Regulations on the organization and conduct of student practice at the State University - Higher School of Economics (hereinafter - SU-HSE), approved by order of the rector of the SU-HSE dated March 16, 2005 No. 31-07 / 87, Regulations on the organization and conduct of students' internships at the Faculty of State and Municipal Administration of the SU-HSE, approved by the Academic Council of the Faculty on March 23, 2006, as well as in accordance with the approved working curricula and schedule of the educational process at the Faculty of State and Municipal Administration of the SU-HSE.

In accordance with these documents, the HSE Faculty of State and Municipal Administration conducts educational or educational and familiarization, production, pre-diploma and research or scientific and pedagogical practice.

The practice of students is an integral part of the main educational program and pursues practical goals and objectives to consolidate students' theoretical knowledge gained in the learning process.

The state standard for magistracy of the direction 080504.65 "State and municipal management" of the specialty 080504.65-10 "Management of urbanized complexes" one of the provided types of practice is research practice.

The Department of City Economics and Municipal Management, which graduates masters in the specialty 080504.65-10 "Management of Urbanized Complexes", is the base department of the Foundation "Institute of City Economics". The Department of Urban Economics and Municipal Management, as a profile of the Institute of Urban Economics Foundation, specializes in the following areas:

study of the mechanisms of functioning of the city's economy and its main elements

analysis of the infrastructure of the urban economy and the main problems of its development

study of the economics of industries that form the basis for the development of the urban economy (housing and communal services, transport, energy, real estate market, etc.)

study and development of new forms, methods and tools for managing municipal socio-economic development

development of concepts and models of municipal socio-economic development and conditions for their effective use

study of domestic and foreign experience solving social and economic problems in the field of municipal development and developing proposals for its adaptation and use in the framework of solving current problems of municipalities, etc.

Research practice of masters is provided in the last year of study.

The total duration of practice is determined by the relevant state standard, curricula and practice program. Practice is mandatory.

In accordance with the basic curriculum of the specialty 080504.65-10 "Management of urban complexes" and the schedule of the educational process for the master's qualification, the duration of the research practice is 12 weeks. Research practice is carried out in 3 - 4 modules of the academic year.

In order to provide methodological and organizational support for the passage of research practice at the department, a person responsible for the practice and leaders of the practice is appointed. The deputy head of the department is responsible for the internship, the leaders of the practice are the leaders of master's theses approved at the meeting of the department.

The head of the department, the deputy head of the department, the leaders of the practice carry out work to prepare for the practice of students and are responsible for this. On the recommendation of the head of the department and taking into account the wishes of the students, they are given directions for practice. Changing the place of internship is made in exceptional cases.

Students of the 2nd year of the master's program, studying full-time and working in their specialty, can undergo research practice at the place of work if the place of internship is agreed with the head of the internship and the person responsible for the internship.

Purpose of practice

The main purpose of passing the research practice of masters is to collect, analyze and generalize scientific material, develop original scientific proposals and ideas for the preparation of a master's thesis.

Research practice is carried out with the aim of consolidating the acquired knowledge and acquiring practical skills and abilities of independent research and analytical work and building on its basis effective models of management of municipalities and their socio-economic development, as well as practical participation in the research work of research teams. The main result of the research practice is the preparation of a master's thesis.

Taking into account the indicated goals of the research practice of masters, the practice is carried out in various organizations and institutions in the profile of the faculty of state and municipal government, as well as the department of urban economics and municipal government. These organizations include the following:

committees of the State Duma and the Federation Council of the Federal Assembly of the Russian Federation, carrying out activities in the field of organizing local self-government, managing municipal socio-economic development and its regulatory legal regulation

federal executive authorities

relevant subdivisions of the authorities of the constituent entities of the Russian Federation

local governments and their structural subdivisions

scientific and research organizations carrying out activities in the field of the city's economy, first of all, the Institute of City Economics Foundation, etc.

Based on the results of the research practice, the student submits a practice diary and a brief report that describes the objectives of the practice, the scheme of the research or management process, the main stages of the practice and its results, and also provides a description and brief analysis of the materials collected during the practice and necessary for writing a master's thesis and new scientific developments and ideas.

If it is provided for by an individual task and is necessary for the preparation of a master's thesis, the practice report may also contain a description of the structure of the organization on the basis of which the research practice took place, the goals and directions of its activities, as well as intra-organizational interactions.

Organization and management of the practice

To organize and conduct the practice of masters of the Department of City Economics and Municipal Management of the Faculty of State and Municipal Management, a management system is created that functions on an ongoing basis with the allocation of responsible employees of the department who interact with each other and with representatives of organizations in which practice is carried out in matters of organization and conducting practice.

The head of the department is responsible for the quality of the internship. Coordination of the internship is carried out by the deputy head of the department.

Those responsible for the internship at the department develop internship programs that indicate the objectives of the internship, the content of each type of internship, describe the duties of interns and the functions of the internship leaders, and determine the structure of the internship report. The department submits to the dean's office the lists of teachers appointed by the heads of practice and information about the organizations on the basis of which students will undergo practice.

Heads of practice from the department:

take part in the distribution of students by places of practice

provide methodological assistance to students in the performance of individual tasks and the collection of materials

liaise with practice leaders from organizations and, together with them, draw up a work program for conducting practice

evaluate the results of students' implementation of the practice program.

Responsible for the internship at the department, according to its results, a report on the internship is submitted to the educational part of the Faculty of State and Municipal Administration.

To manage the practice of students in organizations, in agreement with their leaders and responsible for the internship at the department, the leaders of the practice from the organization are determined.

Practice leader from the organization:

takes part in the development of assignments for students, in carrying out activities to prepare for the internship

claims individual plan work of each student in accordance with the practice program

advises students on practice and reporting on the work done

at the end of the practice, evaluates the work of interns and endorses their reports

submits a written review of the practice along with comments and suggestions for its improvement.

Those responsible for the internship at the department keep records of the basic organizations for internship. The organization, cooperation with which in order to ensure the practice of students is carried out on a long-term permanent basis, is defined as the base organization for the practice.

The fixing of organizations as basic ones is carried out partially on a contractual basis. Responsibility for the search for objects of practice lies with the head of the department. The agreement between the SU-HSE and the organization reflects all issues related to the students' internship. The contract should provide for the appointment of a head of practice from the organization (as a rule, the head of the organization, his deputy or one of the leading specialists), as well as a person responsible for practice from the department.

Students can independently search for places of practice. In this case, students submit to the department a petition (consent) of the organization to provide a place for internship with an indication of the period.

If there are vacancies in organizations, students can be enrolled in them if the work meets the requirements of the internship program. In order to more evenly distribute students to places of practice, it is allowed to conduct practice in several streams (for example, in groups), by alternating study groups at the expense of the time provided by the curricula for practice, self-study, vacations.

It is allowed to conduct practice in free time from training sessions on individual assignments. In this case, the student submits an application to the department responsible for practice, containing the rationale for the impossibility of completing the practice within the time limits established by the schedule of the educational process. Based on the application, responsible for the practice from the department, together with the head of the department and the leaders of the practice, a decision is made on the possibility of postponing the timing of the practice.

Practice reporting

For additional verification of the quality of the internship, first of all, the acquired knowledge, skills and abilities, as well as in order to assess the quality of the collected materials necessary for writing a master's thesis, students must provide the following materials and documents:

practice diary, designed in accordance with established requirements

a report on the work done, containing a description of the activities carried out during the internship, the knowledge and skills gained, an analysis of the difficulties in working on the collected materials, an assessment of one's creative successes and shortcomings

feedback from the head of practice from the department

feedback from the organization in which the practice took place.

In accordance with the Regulations on the organization and conduct of student internships at the State University - Higher School of Economics (hereinafter - SU-HSE), approved by order of the rector of the SU-HSE dated March 16, 2005 No. 31-07 / 87 and the Regulations on the organization and conduct of internships students at the Faculty of State and Municipal Administration of the SU-HSE, approved by the Academic Council of the faculty on March 23, 2006, the student submits a report on practice no later than five days after the end of the practice (including weekends and holidays) to the department responsible for practice.

The report must be accompanied by materials collected and analyzed during the internship.

Based on the results of the internship, a statement is drawn up.

Form of final control

The form of control in practice is determined in accordance with the approved working curricula of the department.

The practice of students is evaluated on a ten-point system and is taken into account when summing up the overall progress of students.

Students who have not completed the practice program for a good reason are sent to practice again, in their free time from study.

Students who have not completed the internship program without a valid reason or who have received a negative grade in the final courses are not allowed to the final state certification and may be subject to expulsion from the HSE as having academic debts, in the manner prescribed by the Regulations on Forms of Knowledge Control HSE students, approved by the Academic Council of the HSE (Minutes of September 27, 2002 No. 29).

Head of the Department of City Economics

and municipal government

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

AT modern conditions Student research work (SRW) is turning from a means of developing the creative abilities of the most successful and gifted students into a system that improves the quality of training of all specialists with higher education.

The concept of "student research work" includes the following elements:

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

– performance of scientific research under the guidance of teachers.

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

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

For conducting educational and research work, students are given a workplace in the laboratory, the necessary materials and devices are issued. The topic and volume of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of special literature.

The composition of scientific supervisors includes teachers who are actively involved in scientific work, researchers, engineers and graduate students.

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

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

In some universities, educational and research work is preceded by a special course on the basics of organization and methodology of scientific research, on the organization of bibliographic and patent work (in the disciplines ²Introduction to the specialty², ²Fundamentals of scientific research², etc.).

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

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

For junior students, the main forms of SNTC within the framework of the educational process are the preparation of essays, individual homework with elements of scientific research, and participation in subject circles.

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

Scientific guidance of students during the period of practical training is carried out jointly by university teachers and specialists of the enterprise. The results of the work are presented in a report that students defend before the commission after the end of their work experience.

The research work of students in course and diploma design is associated with the development of special sections with elements of scientific research and research performed in the process of solving real problems of specific enterprises. Such graduation projects can end with implementation and in this sense are really real.

The implementation of complex graduation projects developed by a group of graduate students of various specialties is being developed. Each student is entrusted with the implementation of a separate independent section of a comprehensive graduation project. The general management of the development of such a project is carried out by one of the leading departments, for each of the sections a head is appointed from the department that ensures its development.

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

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

The scientific work of students, carried out during extracurricular time, is realized through the participation of students in research on the topics of planned state budgetary and contractual research of departments and scientific institutions of universities, the organization of student bureaus and associations such as a student research laboratory (SNIL). SNIL can perform design, technological and economic assignments, patronage work at school, lecture work to disseminate knowledge in the field of science, technology, and culture.

The main form of SRW, performed outside of school hours, is to attract students to carry out scientific research conducted by the departments and scientific institutions of the university on state budget and economic contract topics. Usually, a group dealing with the solution of a certain scientific and technical problem includes several students, as a rule, of different courses. This makes it possible to ensure continuity, continuity and a clear organization of their work. Senior students are registered for the positions of technicians or laboratory assistants with payment and an entry in the work book. The work is carried out according to the schedule approved by the supervisor. The work of students is supervised by teachers, researchers, engineers and graduate students working in a group.

Students who successfully completed the task in their section are included in the number of report authors as co-executors. Based on the results of the work, an application for an invention can be filed or an article published.

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

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

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

In parallel with the research work, students perform organizational and managerial functions at SNIL, acquiring relevant skills at the same time.

The scheme of the integrated program of research work of students for the entire period of study is shown in fig. one.

An important role in activating the scientific and technical creativity of students is played by organizational and mass events held in the republic: "Student and Scientific and Technical Progress", competitions for the best organization of scientific work of students, republican scientific conferences of students, exhibitions of scientific and technical creativity.

The current level of student participation in scientific work, the variety of its forms and methods require an integrated approach to its planning and organization. A comprehensive SRW program should provide a step-by-step sequence of activities and forms of students' scientific work in accordance with the logic of the educational process.

The implementation of integrated planning of research work in higher educational institutions for each specialty and the creation on this basis of a single integrated system of research work of students make it possible to make fuller use of the scientific potential of universities in the preparation of modern highly qualified specialists.

Classification of research papers

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

Research can be theoretical, theoretical-experimental and experimental. Attribution of research to one of the types depends on the applied methods and means of scientific research.

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

Theoretical-experimental studies provide for the last experimental verification of the results of theoretical studies on full-scale samples or models.

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

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

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

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

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

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

A differentiated study is one in which one of the properties or a group of homogeneous properties is known. In the considered example, each separately investigated property of the reliability of the car is differentiated.

Research is also subdivided according to the location of their conduct, as this predetermines the use of various methods and means of scientific research. In this sense, experimental studies carried out in the laboratory or under production conditions are referred to as laboratory or production. The object under study can be natural or represent it model. In each case, the choice of the type of the object under study is subject to justification. In technology, many studies and tests are carried out on models and samples, since this greatly simplifies the creation of a laboratory base for research (often full-scale tests are fundamentally impossible). The most reliable are the results of full-scale tests.

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

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

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

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

The topic of scientific research is an integral part of the problem. As a result of research on the topic, answers are obtained to certain scientific questions covering part of the problem.

Scientific questions are usually understood as small scientific problems related to a specific topic of scientific research.

The choice of direction, problem, topic of scientific research and the formulation of scientific questions is a very responsible task. Actual directions and complex problems of research are formulated in directive documents of the government of the country. The direction of research is often predetermined by the specifics of the scientific institution or branch of science in which the researcher works. The concretization of the direction of research is the result of studying the state of production demands, social needs and the state of research in one direction or another. In the process of studying the state and results of already completed research, ideas can be formulated for the integrated use of several scientific areas to solve problems. production tasks. At the same time, it should be noted that the most favorable conditions for the implementation of complex research are available in higher education due to the presence in universities scientific schools established in various fields of science and technology. The chosen direction of research often becomes the strategy of a researcher or research team for a long period.

When choosing a problem and topics of scientific research at the first stage, based on the analysis of the contradictions of the research direction, the problem itself is formulated and the expected results are determined in general terms. Then the structure of the problem is developed: topics, questions, performers are highlighted.

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

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

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

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

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

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

Stages of research work

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

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

2. Experimental research and processing of experimental data. This stage of the study involves the planning of experiments, preparation for experiments, their verification and elimination of outliers, statistical processing of experimental data.

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

4. Verification of the results of generalization in practice and evaluation of the economic efficiency of the results of the study.

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

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

Mastering the accumulated knowledge and their critical evaluation is a multifaceted work. First of all, it is necessary to be guided by the extent to which the topic being developed is covered in the literature of domestic and foreign authors. One of the first conditions for reading scientific literature is the ability to find it. Working in libraries, they usually turn to librarians for help and advice or look for orientation information in library catalogs. According to the grouping of materials, the following main types of catalogs are distinguished: alphabetical, systematic, subject, etc. The alphabetical catalog contains descriptions of books arranged alphabetically by the names of authors or titles of books (if the authors are not indicated). The systematic catalog contains a bibliographic description of books by branches of knowledge in accordance with their content. Great help in finding the necessary literature is provided by special reference and bibliographic, abstract and other publications.

Reading scientific literature usually consists of a number of techniques:

general familiarization with the work as a whole by the table of contents and a cursory review of a book, article, manuscript, etc.;

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

selective reading of the material;

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

drawing up a plan of the material read, abstract or theses, systematization of the extracts made;

registration of new information on punched cards of manual circulation;

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

translation of text from foreign publications with a record in the native language;

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

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

records in the form of a verbatim extract from any text indicating the source of information and the author of the quote;

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

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

drawing up a plan of the read work;

compiling a summary based on the materials of a read book, article, etc.;

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

recording quotes from several literary sources on a specific topic;

verbatim records with comments;

records drawn up on hand-punched cards or on cards, in notebooks, notepads, etc. through symbols, stenographic signs, etc.;

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

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

As a result of the study of scientific, technical and patent literature, the physical essence of the development of phenomena and the relationships of individual elements with each other is revealed. The researcher gets acquainted with the use of technical measuring instruments, methods for analyzing the processes of the system under study, criteria for optimizing the factors influencing the process. The factors are ranked on the basis of a priori information, the need for this study and the possibility of using previously obtained results to solve the problems of the study being performed are substantiated.

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

The research program and methodology substantiate the choice of research methods, including the method of experimental research. The method generally means the path of research, the method, the application of which allows obtaining certain practical results in cognition. Along with the general method of dialectical materialism, concrete scientific methods are also widely used, such as mathematical analysis, regression and correlation analyzes, methods of induction and deduction, abstraction method, etc.

The research program and methodology include:

drawing up a calendar plan for the implementation of work in stages with an enlarged presentation of the content in each stage;

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

mathematical modeling of the research object and experiment planning;

optimization of output indicators of the studied processes;

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

choice of the method of economic analysis of the research results.

Let us consider some of the most general questions of experimental research. Technological research is characterized by the need to take into account a large number of factors that affect the output indicators of processes in different ways. For example, when studying the impact of technological factors on the efficiency and quality of car repairs, as well as optimizing the conditions for implementing the technology, three types of problems arise:

identification of the significance of the influence of factors on the performance of the properties of the repaired part and their ranking according to the degree of influence (tasks of assessing factors on the significance of their influence);

search for such conditions (modes, etc.) under which either a given level will be provided, or a higher one than has been achieved so far (extreme tasks);

establishing the type of equation based on the disclosure of the relationship between the factors, their interactions and the indicator of the properties of the repaired part (interpolation tasks).

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

The mathematical planning of the experiment, the choice of factors, the levels of their variation, and the mathematical processing of the results are carried out using special techniques and have their own specific features when solving specific problems and are considered in special literature.

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

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

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

The implementation ends with the execution of an act of economic efficiency of the research results.

Classroom and extracurricular work of the student

When analyzing the processes of reforming higher education, the educational situation at a state university, as well as when studying national and world trends in the development of university education, the following trends are clearly manifested:

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

b) under conditions information society a fundamental change in the organization of the educational process is required: reducing the classroom load, replacing passive listening to lectures with an increase in the proportion of students' independent work:

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

Types and structure of independent work of students

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

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

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

- extracurricular independent work when a student does homework of an educational and creative nature

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

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

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

The content of the OrgSRS can be described in the work program of each discipline and is aimed at expanding and deepening knowledge on this course, and in senior courses - also on the assimilation of interdisciplinary connections. The time for its implementation should not exceed the norm set aside by the curriculum for independent work in this discipline. In this regard, it is necessary at the stage of developing curricula, when assigning the amount of time allotted for classroom and extracurricular work of a student, to take into account the form of the OrgSIW, because its different forms, of course, require different time costs.

Technological organization of independent work of students

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

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

The selected goals reflect the taxonomy of goals, for example: knowledge of the sources of professional self-education, the use of various forms of self-education in the organization of independent work. In addition, the goals of independent work should correspond to the structure of readiness for professional self-education, which includes motivational, cognitive, and activity components.

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

3. Technology for designing tasks. Tasks for independent work should correspond to the goals of various levels, reflect the content of each proposed discipline, include different kinds and levels of cognitive activity of students.

4. Technology of organization of control. It includes a careful selection of controls, the definition of stages, the development of individual forms of control.

The main characteristics of independent work of students

Analysts of the Russian Research Institute of Higher Education (NIIVO) highlights the main characteristics of the SIW:

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

- the relationship between teachers and students in the educational process;

- the level of complexity of tasks for independent work;

- the involvement of students in the formed activities of the future profession.

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

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

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

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

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

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

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

2. Professional orientation of disciplines. The indisputability of this educational and meaningful thesis in terms of knowledge, involvement in creative professional activities, effective personal interaction in the profession should not detract from the importance of knowledge of the general humanitarian culture of the relevant blocks of disciplines in the curriculum.

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

3. Limited student time budget. Firstly, when forming the time volume of his subject, the teacher must take into account the total total workload of students outside the often very subjective opinion of the undoubted importance of “my” discipline.

Secondly, the intensification of the educational process implies the rhythmicity of the SIW by reducing the student's routine work in semesters.

4. Individualization of the SRS, which includes:

- increase specific gravity intensive work with more prepared students;

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

– regular consultations with trainees;

- comprehensive and timely information about the thematic content of independent work, deadlines, the need for auxiliary tools, forms, methods of monitoring and evaluating the final results with a mandatory comparison with the expected ones.

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

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

Effective Writing

The value of notes

1) they speed up the review task. Re-reading reports or business books in their entirety is a waste of valuable time. If the notes are well done, with key points and essential definitions to remember, then it is only necessary to review the notes.

2) writing notes at meetings or during the learning process allows you to actively engage in this process. Writing uses visual and kinesthetic (i.e., muscle sensations) functions to aid concentration and enhance memory.

3) People who take and use notes are generally more effective in recalling information than people who are not.

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

There are three main methods for taking notes.

1. Notes in general terms (schematic).

2. Detailed notes.

3. Mind Maps.

Schematic notes are compiled by compiling a list of keywords that evoke mental images of key concepts and ideas from the body text. Schematic notes in, mostly saved in a standard linear format. They can also be transferred to pocket size cards that can be carried around and viewed when the opportunity presents itself, such as when traveling by bus or tram.

Detailed notes is a system used by many people for fear of missing something important. If the presentation was made logically, the notes can be left without further change. However, this is not always the case, and notes may require editing and reorganization. Often they need additions, including further reading, research and reflection.

Due to the similarity of the form of notes of the third type with the web of a spider, they are sometimes called web diagrams. They are also known as Mind Maps, which are a note-taking method that offers more flexibility and overcomes the disadvantages of sketchy and detailed notes. Mind Maps are a non-linear, spatial, graphic technique in which the discussed subject (plot) crystallizes in the central image. The main themes of the subject (plot) come from the central image as a branch. The branches include key images or keywords printed on the respective lines. Topics of lesser importance are also presented as branches attached to higher-level branches. The branches form a connected node structure. Mind Maps can be expanded and enriched with color, images, codes, symbols and the third dimension to stimulate interest. These extensions help remembering, understanding, motivating and recalling information.

For example, when writing notes, a Mind Map can be a visual representation and an outline of the keywords of a chapter of, say, a business book or self-development program. You can draw a series of micro mind maps for each chapter of a business book and a macro mind map for the entire text. Then you will have a macro Mind chart for the entire book, backed up by micro Mind charts for each chapter.

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

Creating Mind Maps

1. Use a sheet of A4 (or AZ if necessary) blank paper.

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

3. Attach main themes to the central image.

4. Use the "fork" or "fish skeleton" technique to connect the auxiliary lines with the main ones.

5. Type single keywords on the connecting lines.

6. Use images, pictures, symbols and codes.

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

8. Use customized codes. and common abbreviations.

9. To make information more memorable, use mnemonics for key points. Mind map example:

Effective writing is about optimal note taking techniques.

Explanatory dictionaries, thesaurus, glossary

Jump to: navigation, search

Multivolume Latin Dictionary. Here is how the dictionary is defined by various sources:

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

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

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

Any dictionary consists of dictionary entries.

The dictionary includes words of all parts of speech found in sources, as well as proper names - personal names, geographical and other names. Variants are made in the form of independent articles linked by cross-references. The exception is variants that differ in writing from a lowercase or uppercase letter (see the VARIANTS section). In the form of independent articles, participles and gerunds, adjectives and participles in short form, adjectives in a comparative, superlative degree and in the meaning of a noun are drawn up. In the form of separate reference articles, parts of compound words, attached by a hyphen, are drawn up (see the section REFERENCE ARTICLES). Unit forms and many others. parts of nouns are given in one article (see the HEAD WORD section). All heading words that actually occur in the texts of the sources are printed in capital letters in bold type. Heading words are given in square brackets that do not actually occur in the text, but reveal one or another person (object) in the comments to the context (see the REFERENCE ARTICLES section). Dictionary entries are arranged in alphabetical order of their capital forms (the letters e and ё in alphabetical order do not differ). Foreign inclusions are given in the Dictionary as a separate block after the main body of articles.

HEAD WORD

a) For nouns, the capital form is the form im. p. units h., except for cases like AUSTRIANS, AUGUR, ACRIDA, etc. (as is customary in modern dictionaries, for example, in the Russian Spelling Dictionary * ). Parts of speech that act in the meaning of a noun are supplied with a mark subst. (for example: ALOE [ subst. adj.], BIG [ subst. adj.], BELIEVING [ subst. incl.], AH [ subst. between. ]);

b) for adjectives, the capital form is the form im. p. units h. husband r., with the exception of words like AZORES (islands). Short adjectives stand out in separate articles (for example: AL, AUTOMATIC, BAGROV, VEROLOMEN). Adjectives in comparative and superlative degrees - too (for example: ALE, AROMATNE, GREATEST);

c) pronouns and numerals have the same capital form as correlative nouns and adjectives. Capital forms of possessive pronouns his her, them these forms themselves serve;
d) for verbs, the infinitive (perfect or imperfect form, with a particle) serves as the head form – sya or without it);

e) participles have the same capital form as adjectives; participles (including short ones) present. and past. time are drawn up in independent articles (for example: ALEVSHIY, ALEUSHIY, DEPRESSED, ATTACKED, VDET);

f) for adverbs, gerunds and other invariable categories of words, the capital form is actually encountered form (for example: APPETITNO, STARLESS, ALEIA, ASY);

g) in some cases, occasional word forms noted in works (for example: AROMATNY-LIGHT) act as heading words.

OPTIONS

The Dictionary follows the principle of maximum independence of variants, that is, various types of variants are drawn up in separate articles - from obsolete word usages (for example: ALAVASTROV [ obsolete ;var. to[ALABASTER]]) to author's occasionalisms (for example: AL [ new; var. to ALOST]). Variants, as a rule, are connected by mutual links, which are placed after the head word. The normative version is accompanied by references see, see also, wed, cf. tzh. With a non-normative variant, there may be litters: var., var. to, at old, simple, open, new. etc. If the normative version is not present in the texts of the sources, then it is enclosed in square brackets, for example: [ALABASTER], and is formatted as a reference article. A foreign word can act as a normative variant - in those cases when the author used its transcription. So, for the word ALAS [eng. alas– alas!] an article is introduced cm. ALAS.

REFERRED ARTICLES

Linked articles are those in which no context is given; in the Dictionary they fall into two groups. The first group includes articles on words that are not really present in the sources. Each such word is enclosed in square brackets and is followed by, if necessary, background information, and then a link to the main dictionary entry. For example, in the article: ALEXANDER [A.G. Aizenstadt] Zhil A. Gertsevich, Jewish musician. He screwed up Schubert, Like a pure diamond. OM931 (172 ) - we are talking about the violinist Alexander Gertsevich Aizenstadt, a neighbor in the apartment of O. Mandelstam's brother. In a real context, the surname "Eisenstadt" does not occur. Therefore, an article is introduced into the Dictionary: [EISENSHTADT] [Alexander Gertsevich - musician, flatmate of Alexander Mandelstam, the poet's brother; cm. ALEXANDER (A.G. Aizenshtadt)].
The second group of reference articles includes parts of compound words attached with a hyphen, for example: [-COM] cm. A-BE-VE-GE-DE-E-ZHE-ZE-COM, [-HARPIST] cm. MARY THE HARPIST.

2. STRUCTURE OF THE GLOSSARY ENTRY

There are five zones in the structure of the dictionary entry of the Dictionary: HEAD WORD (CAPITAL FORM OF THE WORD), ZONE OF VALUE, ZONE OF CONTEXTS, ZONE OF COMMENTS and ZONE OF CIPERS.

ZONE OF VALUE

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

a) information of a linguistic nature (grammatical and stylistic marks, etymological commentary, brief interpretations - with lexical units that are not in the dictionary of S.I. Ozhegov - etc.), for example: ALEY [ comp. Art. adj. SCARLET]; ABOS [ unfold.]; AVION [French] avion- airplane]; ALMEYA [dancer-singer in the countries of the East];

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

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

CONTEXT ZONE

The contexts zone is the main one and is missing only in referenced articles. It consists of one or more contexts, an explanatory comment on the context (optional); in essence, the cipher zone also belongs to it. Contexts within one article are located in chronological order(dates of writing works, up to a year), and within one date - alphabetically by the authors. Contexts can be of two types:

a) Part of a poem. The purpose of the compilers of the Dictionary was to provide such a contextual environment for the word in order to reveal those new and unexpected "increments" of meaning that arise in poetic word usage; at the same time, the compilers strove for the maximum "compression" of the context; therefore, the boundaries of contexts fluctuate from phrases (angelic armor P943 (II, 553); lush scarlet rose AB898 (I, 374); In a crazy car M927 (539)) to entire poems (see article A-AX, where Tsvetaeva's poem "The Lament of a Gypsy for Count Zubov" is almost completely quoted). The compilers also tried to give fragments so that information about the rhythm of the verse was not lost and the opportunity to show the reader unusual rhyme constructions was not lost. For example, in the article ABESSALOM, a fragment is taken from Tsvetaeva's poem, which includes the rhyming word: “My seer willows! Birches-virgins! The elm is a furious Absalom, The rearing Pine is tortured, you are a psalm of my lips. When submitting the context, the compilers used some formal techniques indicating a gap in the context (<…>), to the border of the stanza (//), as well as to the border of the verse (/) in cases where the verse begins with a lowercase letter (for example, Mayakovsky, Kuzmin, Khlebnikov). At the end of the context, the punctuation mark affixed in the source is preserved. Within the context or immediately after it, brief comments in square brackets can be given, for example: ABSINTE Forty years / you pull / your a. / out of a thousand reproductions. [about Paul Verlaine] M925 (149 ); FORNICATION<…>And kindling in the oncoming gaze Sorrow and b., You pass through the city - brutally black, Sky-thin. [about Don Juan] Tsv917 (I, 338.1) <…>. In addition, compilers use labels like Iron., Shutl., RP, NAR etc. (See "List of conditional abbreviations").

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

COMMENT AREA

The comment area is optional. The comment is located after the context, is given in square brackets in direct light font with a lowercase initial letter. Unlike information in the zone of meaning (referring to all contexts of a given word), a comment refers only to a specific single context, but should also contribute to a deeper disclosure of the features of word usage. The comments (based mainly on the information given in the sources) can give the names of poems, historical information, indicate the linguo-poetic considerations of the compiler, rhymes, etc., for example: ALLEY<…>I think of the fingers - very long - In wavy hair, And of everyone - in the alleys and in the living rooms - The eyes that yearn for you. [ref. to J.N.G. Byron] Tsv913 (I, 186); ALEXANDRA. Macedonian (356–323 BC); tzh in title . ] <…>“The Exploits of Alexander” you sculpt with wonderful hands - [about the book by M.A. Kuzmin "The Exploits of the Great Alexander"] Chl909 (56 ); ARCHANGEL<…>On sails, under the dome, the four Archangels are the most beautiful. [about the church of St. Sophia in Constantinople] OM912 (83.1 ); BLINDA Thieves / with fools / got into a blind "zhi / embezzlement / and dragging. [ rfm. to even] M926 (268).

CIPHER ZONE

The cipher zone is mandatory and accompanies each context. In this zone, the author and date of creation of the work are indicated, as well as a link to the source page. For each of the 10 authors, short designations are introduced: Ann- Annensky, Ahm- Akhmatova, AB- block, EU- Yesenin, Kuz– Kuzmin, OM- Mandelstam, M- Mayakovsky, P- Pasternak, Chl- Khlebnikov, Color- Tsvetaeva. The last three digits of the year are usually used to indicate the date; the date is printed immediately, without a space after the author's code, in italics: AB898, Ann900, Ahm963. Sometimes the interval between dates (or the estimated period) of the creation of the poem may be indicated: P913.28, AB908–10, Ann900s. The estimated date of creation of the work is in square brackets: Color. The code ~ link to the page of the corresponding edition ~ is printed with a space after the date in parentheses in italics. For each poetic text (a separate poem, a poem in a cycle, a fragment of a poem), a page is given as a link, on which the first line of this text is located. If there are several poems on the page, then the corresponding serial number is indicated: Ahm910 (305.2). For multi-volume publications, the volume number is indicated in Roman numerals before the page: Tsv921 (II, 7); Es924 (II, 159).

ABBREVIATIONS

The Dictionary uses the following abbreviation technique (primarily in the contexts and comments zones): the heading word within an article can be abbreviated to its initial letter, but only in the word form that matches the head form (practically - nouns and adjectives in them. p. units h, verb in infinitive, etc.). This rule usually does not apply to words consisting of two or three letters or included in titles, subtitles of works, in epigraphs to them, as well as having an accent mark. All abbreviations accepted in the Dictionary are presented in the "List of conditional abbreviations".

Glossary

From Wikipedia, the free encyclopedia

Jump to: navigation, search

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

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

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

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

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

The glossary, in its entirety, describes a particular field of knowledge with its articles.

Now many reference publications are published with the subtitle "Glossary", that is, the concept of "glossary" is often defined simply as a dictionary that explains little-known words and expressions in any field of knowledge or in any essay.

The next type of dictionary is thesauri(Greek thesauros - treasure treasury). Thesaurus is an ideographic dictionary that shows semantic relationships (generic synonymous, etc.) between lexical units. The structural basis of the thesaurus is usually a hierarchical system of concepts that provides a search from meaning to lexical units (i.e. search for words based on a concept). To search backwards (i.e. from word to concept), an alphabetical index is used.

Ideally, the thesaurus should be structured as follows. The most general concept connected with human ideas about the world, let's say Universe. It is given by some word. Then this concept is divided into two (in the thesaurus it is better to use a binary, i.e. binary system of partitioning, although this is not necessary) other concepts. For example alive – inanimate(those. Universe will join wildlife and inanimate nature). Live nature can be divided into reasonable and unreasonable. Reasonable is divided into men and women. Unreasonable - organic and inorganic etc. As a result of sequential binary articulation of each concept, a tree-like structure is obtained.

Thesaurus is a huge conceptual tree containing a person's general knowledge about the world. At the bottom of this tree are further inseparable concrete concepts in a semantic sense. For example word a tear which is hardly semantically separable. Those units that are at the bottom of the tree i.e. henceforth, non-segmented elements are called terminal elements. Without a doubt, not all such a tree can be drawn, but only some node. Therefore, usually in the thesaurus, the tree is represented as follows: each node of the tree is provided with a number - the first digit corresponds to the distance from the top, the second shows this unit corresponds to the more left or more right branch. In the dictionary, each word should have a number, regardless of whether this word is terminal, i.e. associated with an indivisible concept or located in nodes.

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

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

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

In theoretical terms, the thesaurus has an enduring value, as it structures the idea of ​​mankind about the world. In addition, the thesaurus is one of the possible models of the semantic system of vocabulary.

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

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

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

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

Used Books

1. Altaitsev A.M., Naumov V.V. Educational-methodical complex as a model for the organization of educational materials and means of distance learning. In: University education: from effective teaching to effective learning (Minsk, March 1–3, 2001) / Belarusian State University. Center for Problems of Education Development. - Mn., Propylaea, 2002. - 288 p., S. 229-241.

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

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

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

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

6. Papkova M.D., Noskov V.V., Volga-Vyatka Academy of Public Administration (VVAGS, Nizhny Novgorod). Features of the organization of independent work of students in senior courses.

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

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

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

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

11. Kuzin F.V. Preparation and writing of the dissertation. - M., 1998. - 282 p.

12. Kuhn T. The structure of scientific revolutions. - M., 1975. - 345 p.

13. Naimushin A.I., Naimushin A.A. Scientific research methods. Materials for study. Electronic variant. – Ufa, LOT UTIS. 2000.

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

15. Walker J. Introduction to hospitality. - M. 1999. - 463 p.

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

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

19. Naimushin A.I., Naimushin A.A. Scientific research methods. Materials for study. Electronic variant. – Ufa, LOT UTIS. 2000.

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

Murina L.A. Rovdo I.S. Dolbik E.E. Russian language exam. Allowance for entering universities. L.A.Murina I.S.Rovdo E.E.Dolbik and others - Minsk: TetraSystems 2000; 255 p.

Faculty of Mathematics, Informatics, Physics and Technology

Department of Informatics and Methods of Teaching Informatics

REPORT

in research practice

Performed):

master student of the 1st year of study

Faculty of MIFIT

Agreed: scientific director

d.p.s., professor

Omsk - 2013

PLAN

research practice undergraduate

Gordeichik Elena Ivanovna

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

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

Dissertation topic: "Distance educational technologies as a means of developing children's giftedness (basic school)"

Head of the master's program ____________________

Practice leader _______________________

Scientific adviser _______________________

The relevance of research

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

The former educational translational-reproductive paradigm, which trained personnel for the outgoing industrial society, is ineffective in the current conditions of global uncertainty, instability, and constant change.

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

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

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

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

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

contradictions

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

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

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

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

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

Problem

Theoretical and practical substantiation of the solution of organizational and pedagogical tasks for the introduction of distance learning technologies in the system of general education when working with gifted children.

Research topic:"Distance educational technologies as a means of developing children's giftedness (basic school)"

Object and subject of research

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

The subject of the research is the use of distance learning technologies aimed at effectively solving the problem of working with gifted children in basic school.

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

Research hypothesis

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

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

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

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

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

Changing the regulatory framework for general education and the local regulatory framework of educational institutions, including educational standards and programs, norms governing the way of school, subject to the coexistence of both the updated regulatory framework and the traditional one;

Transformation of the educational process, professionally implemented by ICT-competent teachers, whose activities should be provided with technical and methodological support, in order to effectively achieve priority and long-term educational goals.

Research objectives

Develop and substantiate a project of scientific and pedagogical support for the process of working with gifted children, focused on priority, socially motivated educational goals and results achieved through the use of ICT and DOT.

To develop organizational and pedagogical requirements for the consistency and harmony of the process of working with gifted children, optimizing the impact of the main factors that affect the effectiveness of working with gifted children.

To develop a pedagogical model "Program of work with gifted children of the main school", which implements a modern system of priorities for general education based on information and communication technologies.

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

Research methods

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

Analysis and generalization of theoretical studies on the introduction of individual distance learning technologies, on the methodological foundations for the use of information and communication tools in general education;

Analysis of the practical experience of Russian and foreign schools;

Comparative international studies, including SITES, and analysis of their results in accordance with international methods;

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

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

Pedagogical experiment on the basis of a secondary school.

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

fundamental works, dedicated to history and the current state of education in the world (,);

scientific and methodological work on the problems of enhancing the cognitive activity of students, on humanization, differentiation and individualization of education, on the development of students' creative abilities (,, etc.);

Researches devoted to the general issues of the introduction of information technologies in education (, , etc.);

Works on special psychology and pedagogy (, etc.)

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

Materials for the ascertaining stage of the experiment

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

Tasks of the ascertaining experiment

1) determine the criteria for the level of giftedness of schoolchildren of the main link;

2) select diagnostic material and equipment;

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

Research methods

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

Considering the problems of giftedness, he singled out the following main stages through which the development of the idea of ​​general giftedness passed:

The desire to identify giftedness with a separate mental function;

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

Differentiation in any rational activity of two factors: specific for this type of activity and general, which Ch. Spearman considered giftedness;

Giftedness as an average of a number of different functions;

Recognition of the existence of many types of giftedness.

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

A powerful modern tool for diagnosing giftedness are tests aimed at assessing intelligence and creativity. The use of tests, however, presupposes professional psychological training. In some tests, similar to the D. Wexler test, it is necessary to evaluate the answers of the subjects in points, which requires significant practical experience. In other cases (for example, with computerized tests), the responses are evaluated automatically, but the problem of interpreting the results still remains, which can only be correctly performed by a qualified psychologist. Testing conclusions should be correlated with the results of observing the student's behavior in the classroom, the opinion of parents, etc. Also, the choice of one or another test or battery of tests for examining a student depends on the tasks of testing and the entire context of the school situation.

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

Based on this work, Renzulli, Hartman, and Calahan set out to create a reliable and valid tool for objective peer review by teachers of various aspects of child giftedness. Four types of giftedness were selected: (1) learning ability, (2) motivational and personal characteristics, (3) creative abilities (creativity) and (4) leadership abilities.

These tests are adapted for experimentation by teachers.

Experimental base

On the basis of the 9th (information) class of the school, 2 groups were created - control and experimental. To carry out the ascertaining experiment, J. Renzulli and co-authors (1977) adapted scales for rating the behavioral characteristics of gifted schoolchildren were chosen. (Attachment 1)

These scales are designed so that the teacher can assess the characteristics of students in the cognitive, motivational, creative and leadership areas. Each item on the scale should be evaluated independently of other items. The score should reflect how often the teacher observes the manifestation of each of the characteristics.

This scale is filled in by all teachers who have been working with a child for quite a long time.

Estimates of different teachers are compared, discussed, in controversial cases it is necessary to ask to describe specific situations in which this or that characteristic manifested itself. In case of doubt, it is better to make a collective decision in favor of the child, that is, to give a chance to show oneself in special program impact research distance education for the development of talent.

For the purity of the experiment, this scale is also proposed to parents and the students themselves, and mutual evaluation is also assumed.

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

Surname, name of the student _________________

The date __________

School No. ______________ Class ______________

Age_________________

How long have you known this child?

______________________

Instruction. These scales are designed so that the teacher can assess the characteristics of students in the cognitive, motivational, creative and leadership areas. Each item on the scale should be evaluated independently of other items. Your rating should reflect how often you observed the manifestation of each of the characteristics. Since the four scales represent relatively different aspects of behavior, scores on different scales are not summed.

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

1 - if you almost never observe this characteristic.

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

3 - if you observe this characteristic quite often.

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

Scale I. Cognitive characteristics of the student

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

2. Has a wealth of information on a variety of topics (outside the normal interests of children of this age)

3. Quickly memorizes and reproduces factual information

4. Easily grasps causal relationships; trying to understand "how" and "why"; asks a lot of thought-provoking questions (as opposed to fact-finding questions); wants to know what underlies the phenomena and actions of people

5. Sensitive and quick-witted observer; usually "sees more" or "gets more" than others from a story, a movie, from what's going on

Multiply by the appropriate factor

Add up the numbers

General indicator

Scale II. Motivational characteristics

1. Completely "leaves" in certain topics, problems; persistently strives to complete what has been started (it is difficult to attract to another topic, task)

2. Easily bored with normal tasks

3. Strives for excellence; self-critical

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

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

Count the number of circled digits for each column _ _ _ _

Add up the numbers

General indicator

Scale III. Leadership characteristics

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

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

3. Clearly expresses his thoughts and feelings; well and usually understandable

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

5. Has a tendency to dominate others; usually directs the activities in which it participates

Count the number of circled digits for each column _ _ _ _

Multiply by the appropriate weight

Add up the numbers

General indicator

Scale IV. Creative characteristics

1. Shows great curiosity about many things; asks questions all the time

2. Brings up a large number of ideas or solutions to problems and answers to questions; offers unusual, original, smart answers

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

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

5. Tendency to play with ideas; fantasizes, invents (“I wonder what will happen if ...”); busy adapting, improving and changing public institutions, objects and systems

6. Shows a subtle sense of humor and sees humor in situations that others don't find funny.

7. Extraordinarily sensitive / sensitive to internal impulses and more open / but to the irrational in oneself (freer expression of "girlish" interests in boys, greater independence in girls); emotionally sensitive

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

9. Not subject to the influence of the group; accepts disorder; not interested in details; not afraid to be different / different from others

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

Count the number of circled digits for each column _ _ _ _

Multiply by the appropriate weight

Add up the numbers

General indicator

Bibliographic list

1. Decree of the Government of the Russian Federation dated January 1, 2001 “On the implementation of the national educational initiative"Our new school";

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

3. The concept of a nationwide system for identifying and developing young talents, adopted on 04/03/2012;

4. A set of measures for the implementation of the Concept of the Russian national system for identifying and developing young talents dated 01.01.2001

5. the federal law dated 01.01.2001 N 11-FZ "On Amendments to the Law of the Russian Federation "On Education" in terms of the use of e-learning, distance learning technologies";

6. Letter of the Ministry of Education and Science of the Russian Federation dated 01.01.2001 No. 06-1260 “Methodological recommendations on the issues of interaction between institutions of general, additional and vocational education in the formation of an individual educational trajectory for gifted children”.

7. Diagnostics of creativity. Torrance test. Methodological guide. St. Petersburg: Imaton, 1998.

8. Psychodiagnostics of creative thinking. Creative tests. SPb.: SPbUPM, 1997. 2nd edition: SPb.: Didaktika Plus, 2002.

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

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

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

In the process of postgraduate study, a young scientist must undergo an internship, which will result in the preparation of a report on the teaching practice of a postgraduate student, or, for a researcher, on research practice. These requirements apply to all specialists preparing to write a dissertation.

Practice is a form of education built on the manifestation and consolidation of the postgraduate student's skills of independent practical work and the ability to conduct research.

The tasks assigned to him in practice must necessarily correlate with the direction of his future professional activity.

Postgraduate student teaching practice report

Each graduate student is required to undergo pedagogical practice, and not just scientific. After passing the scientific, it will be easier for him to pass the profile exam in the specialty. Pedagogical practice involves mastering the skill of teaching in higher education, the skills of independent formation of scientific and methodological documents, technologies for selecting relevant educational material, and the skill of objectively evaluating learning outcomes. It takes place twice, in the penultimate and last semester of postgraduate studies. Its volume is 100 hours. The result of the internship is a report. After passing it, the practice and documents on its passage are protected. For protection, a graduate student submits to the department:

• an assignment for practice signed by the supervisor, including the name of the topic, the deadline for submitting and preparing the report, the schedule for passing;
• the report on the passage itself, on its title page there must be an agreeing signature of the teacher;
• collected materials.

All documents must be prepared and submitted to the department within a week from the date of completion of the practice. Protection occurs during the period of intermediate certification. A successful defense is formalized in the form of an offset.

Postgraduate research practice report. Example

Research practice should provide a graduate student with rich practical material, the analysis of which will become part of the dissertation. The completion of the practical skills training will not be considered completed until the preparation and defense of the report. 48-50 hours are allotted for the practice itself, and a week is allotted for preparation, but it is necessary to start writing it from the first days of practice, the seriousness of the requirements for form and content determine the degree of responsibility of the approach.

Report of a 1st year postgraduate student. Sample

Postgraduate study with full-time education lasts three years, with correspondence - 4 years. During this time, he must pass exams and write a dissertation. By the second year, he already has an idea of ​​the structure and methods of research and is ready to test them in practice. More serious tasks are set before him, and he is already ready to interact with students and colleagues. It is then that he needs to undergo pedagogical practice, during which the graduate student will be able to better understand the discipline being studied, posing questions to students regarding certain aspects of his future dissertation. The results of students' work can become one of the essential parts of the practice report. The requirements for it do not change, you should focus on GOST in form, and in content, close attention will be paid to the quality of the collected materials.

Postgraduate student report 2 years of study. Sample

The procedure for completing an internship is often determined by the internal regulations adopted at the university, in the structure of which the postgraduate study is located. For a graduate student, the task for scientific and industrial practice will be prepared by his supervisor. The practice can take place in specialized research institutes or at the department to which the young scientist is attached. The report should show that the scientist coped with the tasks assigned to him. It should contain:

• research methodology, methods of organizing work with empirical data and literature;
• initial study of issues that will be further considered in the dissertation;
• argumentation for future discussions during the defense of the dissertation;
• theoretical models of the processes under study;
• generalization of results.

The report format may not contain all the collected data, so they can be issued as annexes to it, which are also prepared in accordance with the requirements of GOST.

Little time is allotted for the preparation of a dissertation, and the work of a young scientist should not be wasted. All collected results, arguments and materials should find their place in the report, which will then form the basis of future scientific work.