extracurricular independent work of students
1. The education system is based on an optimal combination of several types of educational activities, including lectures, practical classes and independent work of students (hereinafter referred to as SWS).
Independent work of students is mandatory for each student, and its volume is determined by the Federal State Educational Standard.
An educational organization is obliged to ensure effective independent work of students in combination with improved management by teachers.
Independent work of students is the basis: systematic and systematic independent work and the desire to acquire knowledge are a necessary condition for turning a student into a trained specialist.
Stimulating independent individual work of students seems to be one of the main directions in improving modern higher and secondary specialized education.
2. The purpose of the SRS is to teach the student to work meaningfully and independently, first with educational material, then with scientific information, to lay the foundations for self-organization and self-education in order to instill the ability and desire to continuously improve their qualifications in the future.
The main task of organizing SRS is to create psychological and didactic conditions for the development of intellectual initiative and thinking in classes of any form. The main principle of organizing SRS should be the transfer of all students to individual work, accompanied by a transition from the formal performance of certain tasks with the passive role of the student to cognitive activity with the formation of their own opinions when solving problematic issues and tasks posed.
3. When studying each discipline, the organization of the CDS should represent the unity of three interrelated forms:
1) Extracurricular independent work;
2) Classroom independent work, which is carried out under the direct supervision of a teacher;
4. Extracurricular independent work (hereinafter referred to as ESR) of students is the planned educational, educational and research work of students, carried out during extracurricular time according to the instructions and with the methodological guidance of the teacher, but without his direct participation.
Extracurricular work must be accompanied by methodological support and justification for calculating the time spent on its implementation.
The HRV of students usually consists of several components:
Working with texts: textbooks, primary sources, additional literature, Internet materials, elaboration;
Working with visual material: graphs, diagrams, watching educational and other films and other video materials (depending on the specialty and area of training);
Writing reports, abstracts, coursework, final qualification (diploma) works;
Participation in seminars, student scientific conferences, Olympiads, etc.;
Preparation for tests and exams;
Extracurricular independent work of students is a logical continuation of compulsory classroom studies, carried out on the instructions of the teacher, who instructs students and sets deadlines for completing the task.
The time spent on performing HRV is regulated by the work program or professional module. The student chooses the work mode independently, depending on his abilities and specific conditions, which contributes to the formation of organizational independence.
The role of HRV is to develop students’ self-education skills, desire and ability to be independent.
In order to develop a positive attitude of students towards HRV, it is necessary to explain the goals of the work at each stage, control the understanding of these goals by students, gradually developing in them the ability to independently set a task and choose a goal.
5. Extracurricular independent work of students is an important and mandatory part of the theoretical and practical training of students of educational institutions of secondary vocational education.
Students’ performance of HRV is aimed at solving the following tasks:
Obtaining new knowledge, generalization, systematization, deepening, consolidation of knowledge acquired in classroom lessons;
Formation of skills, obtaining initial practical experience in performing professional tasks in accordance with the requirements for the results of mastering the discipline, professional module;
Improving the ability to apply acquired knowledge in practice, realizing the unity of intellectual and practical activity;
Developing, when solving assigned tasks, such professionally significant qualities as creative initiative, independence, responsibility, the ability to work in a team, take responsibility, the ability for self-development and self-realization, which correspond to the general competencies listed in the Federal State Educational Standard for Secondary Professional Education.
6. The total amount of time allocated to HRV in an academic discipline (UD) or an interdisciplinary course (IDC) is determined by the curriculum and represents the difference between the maximum and mandatory classroom teaching load.
Design and modeling of various types and components;
6) re-read the text and edit it;
7) check the correct formatting of the abstract (see requirements for abstract formatting).
After completing your essay, write the text of your oral presentation. Performance time: 5-7 minutes.
Think over answers to possible questions about the content of the abstract.
PREPARATION FOR ORAL PRESENTATIONS
1. Preparation for seminar classes
The student should begin preparing for the seminar lesson by familiarizing himself with the lesson plan, which reflects the content of the proposed topic.
Studying the issues of the plan involves studying the current material of the lecture, studying the required and additional literature recommended for this topic.
If the discipline program provides for the completion of a practical task, then it must be completed taking into account the proposed instructions (orally or in writing).
All new concepts on the topic being studied must be learned and included in a glossary, which is advisable to keep from the very beginning of the course.
2. Preparation of the report
The report involves preparing a message on a given topic and visual presentation of the material (in accordance with the requirements, if necessary).
The introduction should contain: a title, a message of the main idea, a modern assessment of the subject of presentation, a brief listing of the issues under consideration, a lively interesting form of presentation, focusing on important points, and an original approach. The main part, in which the speaker must reveal the essence of the topic, is usually built on the principle of a report. The goal of the main part is to present enough data so that listeners become interested in the topic and want to familiarize themselves with the materials.
Conclusion – a clear, concise summary and concise conclusions.
BUILDING RESEARCH SKILLS
1. Main types of scientific and educational information carriers
In the process of acquiring educational and scientific knowledge, a student encounters various media of information. Understanding the purpose and purpose of each type of information source will allow you to use them more accurately and correctly in your work.
Planning
A plan is a schematically written set of briefly formulated thoughts-headings; it is the “skeleton” of a work. An example of an outline for a book (albeit a very general one, marking only key sections) is the usual table of contents. By looking through it without reading the book itself, you can get an idea of the content and structure of the book. An outline as a form of recording is usually much more detailed than the table of contents of a book and conveys the content of parts of the text. A correctly drawn up plan for a read work indicates the ability to analyze the text and the degree of assimilation of its content.
Note taking
The main requirement for a synopsis is already reflected in its definition - “a systematic, logically coherent record that reflects the essence of the text.” This is one of the main requirements for a substantive outline. Therefore, it is impossible to put an equal sign between extracts from the text being studied and its synopsis.
A summary is a universal document that should be understandable not only to its author, but also to other people who become acquainted with it. For the same reason, notes can be successfully accessed several (or many) years after they were written.
In contrast to theses, which contain only the main provisions, and extracts, which display the material in any ratio of main and secondary, notes, with mandatory brevity, contain, in addition to the main provisions and conclusions, facts and evidence, examples and illustrations.
The pages of the notes can reflect the attitude of the note-taker himself to the material on which he is working. It is necessary to organize the text in such a way that later, when using your own notes, you can easily figure out where the author’s understanding of the issue is and where is the personal, reader’s understanding of the issue.
When starting to take notes, carefully read the text, mark in it terms, concepts that are unfamiliar to you, provisions that are not entirely clear, as well as names and dates. Find out by consulting a dictionary the meanings of terms that are new to you, and write them down in the “Notes” section of your workbook.
Abstract writing
A thesis is a statement that clearly defines the essence of a significant part of the text and leads to a logically following conclusion.
A thesis is a proposition that can be proven or refuted. Unlike extracts, which may contain only illustrative or factual material, theses are always supported by evidentiary reasoning. In other words, thesis ideas must be protected.
The process of drawing up abstracts allows you to deeply understand the issue, think it over comprehensively, accumulating the content of several books and articles with the help of abstracts. Not a single recording helps so well to compose a report, to provide the main content of the material for review by the opponent.
Abstracts are valuable, and often absolutely necessary, for critical analysis of a book, article or report. The essence of the issue is especially emphasized and sharpened with the help of theses. Theses make it easier to contrast your views with the thoughts and beliefs of others. The researcher’s goal is to identify erroneous judgments and draw the necessary conclusions, even if they were not clearly formulated by the author.
The ability to correctly compose abstracts for the material allows one to judge the student’s level of preparedness, his understanding of the topic, the degree of mastery of the material and methods of independent work on the book. Although theses represent a rather complex type of recording, they are often more expedient than notes created from simple, and even more so, quoted extracts.
Main theses are fundamentally important provisions that summarize the content of the source, and in their totality have the nature of the main conclusions. Of the main theses, a separate independent entry is made up, reflecting the content of the entire material, sometimes, however, from one angle or another (thematic entry).
It is important to note that the main theses extracted from any part of the work can in one way or another determine the further content of the narrative, thus connecting its parts.
The final main points should summarize the content of the previous ones, providing the logic of the thought process.
Stages of work:
1) get acquainted with the content of the material;
2) read the text again, breaking it into semantic blocks (making a plan);
3) find the main idea in each highlighted part of the text, write down these provisions;
4) having thought through the selected text well, having understood its essence, formulate individual provisions in your own words or find adequate formulations in the source - these will be the theses.
Working with text: the ability to make extracts
The ability to make extracts is the basis for working on any book: educational, scientific, reference, fiction, the most valuable tool for mental work. Extracts help to collect a huge amount of material, capture facts, analyze opinions, and identify contradictions.
To copy out means to copy out some necessary, important passage from a book, magazine, or to make a selection. The difficulty of writing out lies in the ability to find and select what you need from one or more sources. Separate provisions, facts, digital and other factual or illustrative material are extracted from books, magazines and newspapers.
Extracts can be of two types. The first include extracts from books and articles that you are studying; the second includes your own materials (diaries, notebooks, experimental data).
Remember a few tips:
1. Extracts can be verbatim (quotes) or free, when the reader expresses the author’s thoughts independently. Large fragments of text that are difficult to quote in full should be tried to be written down in your own words, reducing the wording as much as possible and concentrating the content.
2. It is better to always quote vivid and important excerpts from classical works verbatim. When writing down quotes, you need to enclose them in quotation marks and avoid distorting the text.
3. A quote taken out of context often loses its original meaning, often acquiring a new one. Therefore, when quoting, try not to interrupt the author’s thoughts.
4. In the process of working with the text, it is important to provide precise links (in accordance with the requirements) to sources, in particular to the book page.
Types of tasks for HRV
To acquire knowledge: reading text (textbook, primary source, additional literature); drawing up a text plan; graphic representation of the text structure; taking notes of the text; working with dictionaries and reference books; work with regulatory documents; educational and research work; use of audio and video recordings, computer equipment, the Internet and more.
To consolidate and systematize knowledge:
working with lecture notes (text processing); repeated work with educational material (textbook, primary source, additional literature, audio and video recordings); drawing up a plan and abstract of the answer; compiling tables to systematize educational material; answers to security questions; analytical text processing (synopsis analysis); preparation of messages for presentation at a seminar, conference; preparation of reports; compilation of bibliography, testing and more.
To develop skills and abilities:
solving problems and exercises according to the model; solving variant problems and exercises; execution of drawings, diagrams; performing calculation and graphic work; solving situational production (professional) problems; preparation for business games; for competitions, conferences, design and modeling of various types and components of professional activity; experimental design work; experimental work.
Complex task
Characteristics of tasks and evaluation criteria
Home test
Test assignments are compiled by the teacher in such a way that you can test your knowledge of the main sections.
The test is developed in one or several versions (depending on the type of work, discipline, form of training, etc.). Individual assignments are possible for each student. Each option contains several tasks: theoretical questions, tasks, practical tasks.
The distribution of options for home tests is carried out by the teacher.
When performing work, you should adhere to the following rules:
select the necessary literature, study the course content and guidelines for completing home tests;
then present the theoretical part of the question, i.e. analyze the task - find out what is known, what needs to be found, what is necessary for this;
solve the proposed practical tasks, for example, carefully complete a drawing, or a graph, or a drawing;
complete the test;
submit it for review by the teacher within the prescribed period.
The work must be completed competently and accurately, clearly and legibly, without erasing or crossing out, it is prohibited to arbitrarily abbreviate words (except for generally accepted abbreviations).
The following works will not be accepted for verification:
not made according to your own design;
executed carelessly and illegibly.
Grade home to inspection work
Tests can be graded differentially according to the following criteria for marking on a five-point scale:
90-100% of the total amount of work is completed without errors and shortcomings - the mark “excellent” is set;
76-89% of the total amount of work is completed without errors and shortcomings - the mark “good” is set;
50-75% of the total amount of work is completed without errors and shortcomings - the mark “satisfactory” is set;
less than 50% of the total amount of work is completed without errors and shortcomings - the mark “unsatisfactory” is set.
Work completed with an “unsatisfactory” grade is returned to the student with detailed comments for revision.
A test not completed independently will be graded as unsatisfactory, and a new version of the test will be given, different from the original one.
A test completed carelessly, illegibly, or without complying with the formatting requirements is returned to the student without checking, indicating the reasons for the return on the title page.
Making a home test
The test is carried out in a workbook and is formatted in accordance with general requirements: it contains the name of the educational institution, the name of the discipline in which the work is written, the student’s surname and initials, group number, topic name, option number, date.
If necessary, supplement the text of the answer with drawings, diagrams and drawings, clearly and accurately using a ruler and pencil; You can do the work on your computer.
The main part usually consists of two sections:
The first section reveals the theoretical questions of this topic; answers to the questions must be complete and specific;
The second section is the practical part, which is presented by solving the problem taking into account graphs, drawings, etc. Before solving a problem, its conditions must be fully given. Solving problems should be accompanied by the necessary formulas, calculations and justification.
Problems in which answers are given without detailed calculations, explanations and brief conclusions, or if there is no final result according to the terms of the task, will be considered unsolved.
Criteria for evaluation:
correct disclosure of the content of the main issues of the topic, correct solution of problems,
independence of judgment, creative approach, scientific substantiation of the problems being solved,
correct use of quotes (if the quote is given verbatim, then you need to takeput it in quotation marks and indicate the source indicating the author's surname, titlework, place and city of publication, volume, part, paragraph, page),
availability at the end of the work of a complete list of references.
Completion control: written work.
Writing an essay – V
An abstract is a type of HRV that contains information that complements and develops the main topic studied in classroom lessons. Topics for writing essays are given to students in the first classes, and deadlines for their completion and defense are determined.
Teacher's tasks:
Determine the topic and purpose of the work;
Determine the place and timing of preparation;
Provide advisory assistance in developing the structure of the abstract;
Evaluate the quality of the submitted work and its defense.
Student tasks:
Collect and study literature on the topic;
Create a plan for your essay;
Studying information (understanding the logic of the source material, choosing the main material, summary, drawing conclusions);
Preparation of the abstract according to the established form;
Submit to the teacher for control and voice it within the appointed time.
Criteria for evaluation:
Relevance of the topic;
Compliance of the content with the topic;
Depth of material elaboration;
Literacy and completeness of use of sources;
Compliance of the abstract design with the requirements
Time for protection – 7 – 10 minutes.
Writing a synopsis of the primary source
A note is a type of VSR for creating an overview of the information contained in the note-taking object in a more concise form. The summary should reflect the main principles of the source, what is new that its author introduced, the main methodological provisions of the work, arguments, stages of proof and conclusions. The abstract should begin with the details of the source (author's surname, full title of the work, place and year of publication). Particularly significant places and examples are highlighted with colored underlining, framed, and notes in the margins in order to focus attention on them and remember them more firmly. The time for voicing the summary is 3-4 minutes. Note-taking assignments are given in advance.
Teacher's tasks:
Strengthen motivation to complete a task by selecting an interesting topic;
Student tasks:
Write down only what you understand well;
Highlight key words and concepts;
Replace complex, extended turns of text with more concise ones (collapse);
Develop and apply your own system of abbreviations.
Criteria for evaluation:
Reflection of the main provisions, results of the author’s work, conclusions;
Clarity and conciseness in the presentation of the student’s thoughts;
Availability of diagrams, graphical highlighting of particularly significant information;
Design compliance with requirements
Writing a report, essay
A report, an essay is a type of extracurricular independent work by students to write a small essay and free composition on a private topic, interpreted subjectively and usually incompletely. The topic of the essay should be relevant, addressing contemporary problems in the field of study of the discipline. The student must reveal not only the essence of the problem, bring different points of view, but also express his own views on it. This type of work requires the student to be able to clearly express thoughts both in writing and through logical reasoning, and to clearly state their point of view.
An essay, as a rule, has a task devoted to solving one of the problems related to the area of educational or scientific interests of the discipline, a general problem field, on the basis of which the student himself formulates the topic. When revealing a topic, he must demonstrate an original approach to solving the problem, realism, usefulness and significance of the proposed ideas, brightness, imagery, and artistic originality of presentation.
As an additional task, it is planned in advance at the beginning of studying the discipline. The essay can be presented at a practical lesson, at a student work competition, or at scientific conferences.
Teacher's tasks:
help in choosing sources on the topic;
help in formulating themes, goals, conclusions;
consult in case of difficulties.
Tasks student:
select and study sources on the topic and the information they contain;
choose the main and secondary;
make an essay outline;
Laconically but succinctly reveal the content of the problem and your approaches to solving it;
complete the essay and submit it on time.
Criteria for evaluation:
novelty, originality of idea, approach;
realistic assessment of the current state of affairs;
usefulness and feasibility of the proposed idea;
the significance of the implementation of this idea, approach, breadth of coverage;
artistic expressiveness, brightness, imagery of presentation;
literacy of presentation;
essay submitted on time.
Compiling a glossary–
A glossary is a type of student’s HRV, expressed in the selection and systematization of terms, incomprehensible words and expressions encountered when studying a topic. Develops students' ability to identify the main concepts of a topic and formulate them. It is drawn up in writing, includes the name and meaning of terms, words and concepts in alphabetical order.
Tasks for compiling a glossary are entered into a notebook for independent work in the dynamics of the educational process as needed or planned in advance, at the beginning of the semester.
Teacher's tasks:
check the use and degree of effectiveness in a practical lesson.
Student tasks:
select them and write down the basic definitions or decoding of concepts;
critically comprehend the selected definitions and try to modify them (simplify them in terms of eliminating redundancy and repetition);
complete the work and submit it on time.
Criteria for evaluation:
correspondence of terms to the topic;
multidimensional interpretation of terms and specification of their interpretation in accordance with the specifics of the study of the discipline;
the work was delivered on time.
Compiling crossword puzzles for this section and answers to them.
Compiling crossword puzzles for this section and answers to them is a type of displaying information in graphical form and a type of monitoring knowledge on it. The work of composing a crossword puzzle requires the student to have mastery of the material, the ability to concentrate his thoughts and flexibility of mind. Solving crosswords is more often used in home independent work as a method of self-control and mutual control of knowledge.
Compiling crossword puzzles is considered as a type of extracurricular independent work and requires from students not only the same qualities that are necessary when solving crossword puzzles, but also the ability to systematize information. Crosswords can vary in form and number of words.
The time spent on composing crossword puzzles depends on the amount of information, its complexity and is determined by the teacher.
The estimated time to prepare one crossword puzzle of at least 20 words is 1 hour, the maximum number of points is 1.
Criteria for evaluation:
relevance of the content to the topic;
correct formulation of questions;
the crossword was completed without errors;
Progress control: presentation of work in folders
Drawing up tests and standard answers to them
This is the student’s HRV for consolidating the studied information by differentiating it, specifying it, comparing it and clarifying it in a control form (question, answer). The student must compose both the tests themselves and the standards of answers to them. Tests can be of different levels of difficulty; it is advisable to provide the student with freedom of choice, the main thing is that they are within the scope of the topic. The number of tests (information units) can be determined or given arbitrarily. Quality control of tests can be brought up for discussion (“Who compiled more of them?”, “Whose tests are more accurate, more interesting?”, etc.) directly during the practical lesson. It is also advisable to assess their quality as part of the lesson. The assignment must be submitted in writing.
Teacher's tasks:
specify the task, clarify the goal;
introduce the test option;
check performance and evaluate at the end of the lesson.
Student tasks:
study information on the topic;
conduct a system analysis of it;
create tests;
create standards for responses to them;
submit for control within the prescribed period.
Criteria for evaluation:
correspondence of the content of test tasks to the topic;
inclusion of the most important information in test tasks;
variety of test tasks by difficulty level;
availability of correct response standards;
tests are submitted for control on time.
Drawing up and solving situational problems (cases)
– this is the student’s HRV for systematizing information within the framework of posing or solving specific problems. Solving situational problems is a slightly less complex action than creating them. In both the first and second cases, an independent mental search for the problem itself and its solution is required. This type of independent work is aimed at developing thinking, creative skills, assimilation of knowledge acquired through active search and independent problem solving. It should be noted that such knowledge is more durable; it allows the student to see, pose and resolve both standard and non-standard problems that may arise in the future in professional activity.
When thinking through a system of problematic questions, the student should rely on an existing database, but not repeat questions already contained in previous assignments on the topic. Problematic questions should reflect intellectual difficulties and provoke a focused mental search. Solutions to situational problems are partly a search method and involve the third (application) and fourth (creativity) levels of knowledge. The characteristics of the problem chosen for the situational task and the methods for solving it are the starting point for assessing the quality of this type of work. In the dynamics of learning, the complexity of the problem increases, and by the end of it it must correspond to the complexity of the tasks posed by professional activity at the initial stage.
Problems and standards of answers to them are drawn up in writing. The number of situational problems and the time spent on their preparation depend on the amount of information, the complexity and scope of the problems being solved, the individual characteristics of the student and are determined by the teacher.
Teacher's tasks:
provide the student with information about methods for constructing problematic problems;
advise the student if difficulties arise;
evaluate the student’s work in the context of the lesson (check or discuss it with students).
Student tasks:
study educational information on the topic;
conduct a systematically structured analysis of the content of the topic;
identify a problem that has an intellectual difficulty and agree it with the teacher;
give a detailed description of the conditions of the problem;
critically think about the options and try to modify them (simplify them in terms of redundancy);
choose the best option (select known and standard action algorithms) or options for resolving the problem (if it is standard);
complete and submit for control within the prescribed period.
Criteria for evaluation:
correspondence of the task content to the topic;
the solution to the problem is correct, demonstrates the use of analytical and creative approaches;
demonstrated skills of working in situations of ambiguity and uncertainty;
the task is submitted for control on time.
Formation of an information block
– this is a type of student HRV that requires coordination of the student’s skills in collecting, systematizing, processing information, and
its design in the form of a selection of materials that briefly reflect the theoretical issues of the problem being studied (definition, structure, types), as well as its practical aspects (methods
study, significance for mastering subsequent topics, professional significance). The ability to form information on a topic into blocks develops in students a broad
vision of issues, scientific thinking, teaches thoroughness in the study of problems. High-quality information blocks can serve as didactic material for studying the topic in the process of self-study, both by the student himself and his fellow students. The information block may include tables, diagrams, drawings, research methods, and conclusions.
The task of compiling information blocks as a type of extracurricular independent work, usually planned after studying the topic during the semester, when it is well understood. It is drawn up in writing, its volume is no more than two pages, implementation can be monitored during a practical lesson by assessing the effectiveness of its use to complete tasks.
Teacher's tasks:
provide advice on the shape and structure of the block;
check the execution and degree of effectiveness within the framework of a practical lesson.
Student tasks:
study the source material, highlighting the main and secondary;
establish a logical connection between the elements of the topic;
select and write down basic definitions and concepts;
give a brief description of the object of study;
use elements of clarity, highlight the main information in diagrams, tables, drawings;
draw conclusions, indicate the importance of the object of study in educational or professional terms.
Criteria for evaluation:
relevance of the content to the topic;
compliance of design with requirements;
accuracy and literacy of presentation;
work was submitted on time.
Creation of presentation materials
- This is a type of VSR for students to create visual information aids made using the multimedia computer program PowerPoint. This type of work requires coordination of the student’s skills in collecting, systematizing, processing information, and formatting it in the form of a collection of materials that briefly reflect the main issues of the topic being studied, in electronic form. That is, the creation of presentation materials expands the methods and means of processing and presenting educational information, and develops students’ computer skills.
Presentation materials are prepared by the student in the form of slides using Microsoft PowerPoint. The results of any type of extracurricular independent work, the format corresponding to the presentation mode, can be presented as presentation materials.
Additional tasks for creating presentation materials are included in the map of independent work in the dynamics of the educational process as necessary and are submitted for control during practical classes.
Teacher's tasks:
help in choosing the main and additional elements of the topic;
consult in case of difficulties.
Student tasks:
study the materials of the topic, highlighting the main and secondary;
establish a logical connection between the elements of the topic;
present the characteristics of the elements in a brief form;
select reference signals to emphasize the main information and display them in the structure of the work;
complete the work and submit it by the deadline.
Criteria for evaluation:
relevance of the content to the topic;
correct structuring of information;
the presence of a logical connection of the information presented;
aesthetic design, its compliance with the requirements;
work was submitted on time.
Production of models or model blocks on a selected topic
– this is a type of independent work in which, in addition to the ability to work with information, practical skills are used to visually display it spatially. By creating this or that model, or a block of models, the student clarifies the information known to him, translates it into three-dimensional form, enhances the visual perception of the details of the object of study, specifies the structure and its structure, or displays the sequence of the technological process of its production. When making models, techniques are used to highlight parts using color, numbers, and names. An explanation – an index – is created for the finished model. The finished model is demonstrated in class with a brief explanation or presented to students as a visual aid for independent study of the topic.
The time spent on compiling an information model depends on the amount of production work, the complexity of information processing, the individual skills of the student and is determined by the teacher.
Estimated time to prepare a single model is 2 hours.
Assignments for the production of information models as a type of extracurricular independent work are planned after a theoretical study of the topic and are submitted for control during practical classes, included in the demonstration part of independent work on the topic.
Role of the teacher:
give a target for the production of an information model, determine its information significance;
help in choosing materials for manufacturing and selection
information display forms;
provide advice in case of difficulties; assess compliance with the standard and the degree of information content of the model
Model evaluation criteria:
relevance of the content to the topic;
creative execution of the task;
the practical significance of the model and the possibility of its use in practical classes;
aesthetic design;
The work is submitted for control on time.
Execution Control: Model View
Preparation of questionnaires, interview questions and conversations
This is a type of VSR for students to create methodological tools for diagnosing the selected research problem. This type of task requires students to develop critical thinking in understanding information, structuring it into main and secondary elements, as well as the ability to succinctly formulate a thought and express it in question form. In addition, the use of these tools developed by the student requires him to have developed communicative, perceptual and interactive skills. The questionnaire is a methodological tool for obtaining primary information based on verbal communication and is a questionnaire for obtaining answers to a pre-compiled system of questions. An interview is a method of social psychology that consists of collecting information obtained in the form of answers to posed, pre-formulated questions. Conversation is a method involving direct or indirect receipt of psychological information through verbal communication. The assignment must include at least 10 questions.
The assignment can be planned as part of the study of one topic or carried out in the process of the student’s research work.
Teacher's tasks:
give a target for completing the task;
consult in case of difficulty.
Student tasks:
study information on the topic;
develop questions for a questionnaire, interview or conversation;
complete the assignment and submit it for control within the prescribed time limit.
Criteria for evaluation:
correspondence of questions to the topic;
coverage of all aspects of the topic;
correct formulation of questions;
compliance of design with requirements;
work was submitted on time.
Student research activities
This type of activity involves independently formulating a problem and solving it, or solving a complex proposed problem with subsequent supervision by a teacher, which will ensure productive creative activity and the formation of the most effective and lasting knowledge (knowledge-transformations). This type of task can be performed during the student’s classes in a subject group or planned individually and requires sufficient preparation and methodological support.
The role of the teacher and the role of the student in this case become much more complicated, since the main goal is to develop research, scientific thinking in students. This type of activity is not feasible for all students; when planning it, the individual characteristics of the student should be taken into account. The system for implementing this type of activity is more complex, and the time required for both the student and the teacher is more intensive. As a group activity, complex abstracts can be prepared, micro-research can be conducted, and complex educational models can be made.
The estimated time spent on such work is from 8 hours, the maximum number of points is 10.
Students' extracurricular work is a process in which the element of self-realization dominates. It allows students to harmonize internal and external factors in the formation of professional culture, creates additional conditions for realizing internal potential, satisfying those needs that are not satisfied in the process of classroom work. Extracurricular work should be focused on the student’s personality.
The increasing role of extracurricular and independent work is one of the leading links in the restructuring of teaching - the educational process in higher education.
Independent extracurricular work is not only a means of growing intellectual potential and professional culture, but also a platform for developing responsibility, mastering the means of self-actualization, self-education, and self-education.
The development of students' creativity is facilitated by various forms and types of extracurricular educational work (organization of student discussion clubs, interest clubs, individual consultations, etc.).
In modern pedagogical literature, there is almost no generalization of new approaches to organizing independent work of students, various forms and types of extracurricular work. Without independent work, a specialist cannot develop.
It is very important that in universities, each department has clubs, additional debates, seminars, and consultations. It is good when these processes are well-established and organized, and student government largely tries to resolve organizationally important issues.
In our opinion, the main forms of extracurricular work for students include homework, research work, direct participation in conferences, competitions, games, teaching practice, participation in clubs, work in a children’s summer camp, leadership of a club or section at school. , art houses, organization of competitions, debates, round tables, assistance to social services, insurance in government agencies and the like.
Do you need any additional means of monitoring students’ independent extracurricular work? Only partially.
Control over students’ independent and extracurricular work can be indirect or organically integrated into the educational process. The main forms and means of control include pre-seminar consultations, seminars, colloquiums, individual theoretical interviews, written tests, pre-examination surveys of students using a computer, state exams, studying the main interests, shortcomings, and moods of students. The effectiveness of the educational process at a university depends on the activities of student group curators.
The intensity and quality of extracurricular work depend on curators and teachers and their interaction with student activists. The curator can only be an experienced person who can influence students with his authority and experience. An important element of extracurricular work is the interaction of teachers and students to improve the educational process, organize leisure time, and plan scientific work. The group curator is the main consultant and teacher of students in the group. The function of a curator will be to work in a dormitory. Informal conditions provide an opportunity to better study the character traits of students and individualize educational work.
Extracurricular work of junior year students has its own specifics. Most of these students' time is occupied by the problem of adapting to the conditions of study at a university. Over time, the organizational functions of the curator decrease. Most organizational problems of student government are resolved independently.
The work of the curator with student activists continues from the first to the fifth year inclusive, but this process acquires new qualities over time. Students become the initiators of most events; their moral and intellectual responsibility grows. The curator with senior students pays attention to issues of professional self-determination, the formation of a social orientation, and professional stability.
Extracurricular work is one of the main factors in the formation of student independence. In the extracurricular work of students, their need for professional self-education, self-realization is reinforced and, what is especially important, their activities are increasingly becoming creative.
Questions and tasks for independent work
1. Determine the essence of moral education of the individual,
2. Analyze the concept of “moral culture of the individual.”
3. Identify the main approaches to the study of moral development of the individual.
4. Reveal the main conditions for effective moral education of students.
5. Analyze the means of regulating behavior.
6. Analyze the level of moral education of the individual. Correlate the concepts of “moral education of the individual” and “moral culture of the individual.”
7. Determine the self-assessment of the professional and humanistic personality traits of the teacher-educator using the proposed test card.
Carefully analyze the questionnaire, and then perform a self-assessment using the following scale:
· Point and + 2 * - the quality is clearly expressed, typical of the personality, it turns out to be intense!
· Ball "2" - the quality is characteristic of the individual, it turns out often.
· Score "0" - the quality is not sufficiently pronounced, it appears rarely;
· Score “-1” - the opposite personality quality appears more often and is more noticeable;
· Ball "2" - the opposite personality quality is clearly expressed, it turns out to be active, typical.
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Issues of moral education of pupils and students: Sat. scientific tr. - Minsk: MPI im. AM Gorky, 1991.
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Maryenko I.S. Moral development of a schoolchild's personality. - M.: Pedagogy, 1985.
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Organization of independent work of students in the process of studying social sciences / Edited by: prof. T.Yu. Bur-mistrovoy, prof. V. Vorontsova. - L.: Publishing house Leningr. University, 1989.
Fundamentals of higher school pedagogy: Proc. allowance. / Ed.: R.I. Khmelyuk, I.M. Bogdanova, S.N. Kurlyandii, A.N. Yatsius. - O.: PGPU im. K.D. Ushinsky, in 1998.
The principle of conformity to nature in the upbringing and teaching of children: Method, recommendations / Compiled by: A.G. Kozlova, N. Kuznetsova; RGPI. - St. Petersburg: Education, 1993.
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Organization and conduct of extracurricular activities
1. The place and role of student independent work in higher education
2. Organization and conduct of cultural practices at the university
3 Methodology for guiding student’s educational and research work. Educational role of the student’s supervisor
4. Educational characteristics
5. Educational and scientific-methodological work at the department
Literature
1. The place and role of student independent work in higher education
The teacher’s work with students in the classroom during lectures and seminars, consultations, tests and exams constitutes the main content of the educational process. However, the transition to an activity-competency model of education, the emergence of innovative teaching methods, when large volumes of scientific and educational information have to be absorbed outside the classroom, the introduction of a system of lifelong education “throughout life”, presupposes a significant increase in the share of independent cognitive activity of students.
The transformation of a student from an object of pedagogical influence into an active subject of the educational process, building his education together with the teacher, is a necessary condition for him to achieve the relevant competencies.
Moreover, the student’s independent work is aimed not only at achieving educational goals - acquiring relevant competencies, but also, first of all, at forming an independent life position as a personal characteristic of a future specialist, increasing his cognitive, social and professional mobility, forming his active and responsible attitude to life.
It should be noted that independent work has always occupied a sufficient place in the curriculum and basic educational programs, but there independent work was mainly left to the students themselves. Attention to her from the teachers was limited to assistance in choosing the topic of the course work, recommendations for preparing a report for the conference and fairly formal guidance of the thesis, if any were planned. Of course, these types of work, which make up the so-called UIRS complex - the student’s educational and research work, are important for developing his skills in independent research work and participation in public scientific events.
However, this was completely insufficient within the framework of the old scheme of interaction between the university, teacher and student, when the task was to transfer the maximum amount of knowledge and information, to the limit, and often - for life - to “load” the student with information. This information, due to its rapid obsolescence, largely turned out to be “dead weight”, having no methodological significance, and even redundant, little helping a person independently navigate in the rapidly changing world of ideological ideas, a wave of popular science publications and scientific paradigms and technologies.
To give education a methodological orientation, to teach the future specialist to think creatively about his own education, professional growth and the ability to remain open to the rapidly updating world of knowledge and skills - this is the task of modernizing education. This general task is implemented in a whole complex of organizational, scientific and methodological activities, among which the student’s independent work comes to the fore. The student’s independent work becomes the main factor in turning the student into an active subject of his own learning through a well-thought-out system of such work and its guidance from the teacher.
The traditional understanding of SRS was reduced to the student’s labor costs in preparing for seminar classes, writing term papers and reports for the conference as part of the usual implementation of the educational course “lectures - seminars - tests - exams”, and its results were checked during classroom lessons - at seminars, tests, exams.
This understanding of SRS can be called independent work in in the broad sense of the word. It has been and remains a subject of concern for university pedagogy, because the transition from school to university is usually accompanied by a psychological shock for students from a sharply increasing level of independence in general. Lessons with daily homework and their checking, constant step-by-step control, which a person is accustomed to at school, give way to lecture classes, often in free attendance mode, a significant increase in the volume of tasks to prepare for seminars, session control, etc. This sets the teacher the task of teaching the student to listen and record lectures, work in the library, the ability to take part in seminars, properly plan their time and classes, that is, change the attitude towards the educational process in general, focusing on the development of the student’s internal motivation, on awareness of the need knowledge to the student himself.
Ultimately, the student acquired experience and skills in extracurricular independent work, however, within the framework of this approach, the psychological inertia of the teacher’s thinking and his conviction that the student’s main task was to master the material that was given in lectures and seminars and tested in tests and exams remained. which should be sufficient for a specialist. It is typical that most teachers are very nervous about any reduction in classroom activities. At the same time, the total volume of material offered for mastering in the classroom is constantly increasing, gradually exceeding all conceivable abilities of the student to “pass” it, which causes stress and complexes in conscientious students instead of curiosity, and a desire for others to imitate interest in learning.
Modernization of education can be successful only if it is “built-in” into the process of general democratization of society, when education and competence, and not acquaintances and connections, become the basis for a successful specialist career. Only this can change the motivational component of the educational process, its optimization, which is expressed in the student’s increasing interest in personal development and professional growth. And this is impossible without developing the skills of search heuristic thinking, the ability to navigate a huge amount of material and take initiative in mastering it, and to participate in the formation of the knowledge and skills necessary for future activities.
To do this, the educational process must acquire a more open character, built on a methodological basis that would overcome redundancy in the presentation of factual and informational material, excessive regulation and rigidity in the educational process, limiting the possibilities of a student’s personal development.
Modern ideas about the organization of knowledge agree that education should increasingly be of a generalized, methodologically oriented nature, associated with independent comprehension of the basic principles of the acquired material and its organization.
Only in such conditions will a student be able to avoid “drowning” in a sea of constantly multiplying information and will be able to learn to independently obtain the necessary knowledge and skills for assimilating social experience.
As a result, it is necessary to have an understanding of the technology for carrying out SRS in in the narrow sense of the word- as a special technological type of activity. The competency-based approach assumes, as a precondition, an analysis of the target characteristics of all stages of the CDS - what the teacher should aim for when using such a methodology.
|
Activity characteristics |
Teacher |
||
|
Explains and gives detailed instructions on the goals and methods of SRS |
Understands and accepts the purpose of the CDS, becomes familiar with the requirements |
||
|
Motivation |
Reveals the theoretical and practical significance of SRS, motivates the student to succeed |
Forms the need for fulfillment, forms the installation for implementation |
|
|
Control |
Provides targeted influence and provides general guidelines for the implementation of CDS |
Manages the SRS (designs, plans, allocates time) |
|
|
Control |
Preliminary midterm control and final |
Operational current step-by-step control and correction of methods of activity and results |
|
|
General assessment of work, indication of errors, methodological advice for improvement |
Self-esteem of your cognitive abilities |
Here, CDS already acts as a special type of educational work, along with lectures, seminars, tests and exams, which involves a number of measures. Work in such conditions, aimed at activating the creative abilities of the student’s personality by “unloading” classroom work and intensifying learning through the expansion and deepening of SRS, involves a certain sequence of stages and steps.
First of all, it is necessary to agree that SRS represents an important part of the educational process, designed to develop the skills of extracurricular educational and research activities of students, instill the ability to independently work with literature, present material in writing, participate in discussions and argue their own position. It must be recognized that CDS is a separate genre of the educational process, along with lectures and seminars, and is built according to a certain technological cycle, which involves the following sequence of stages:
1 - planning;
2 - selection of material to be submitted to the SRS;
3 - methodological and logistical support for SRS;
4 - continuous monitoring and evaluation of the SRS.
To do this, the methodological support of the SRS should include: an indication of the topics (or fragments of topics) to be submitted for independent study by students and the number of hours allocated for independent work on each topic. In total, the number of hours on each topic should be equal to the total number of hours allocated for independent work. Next, you should compose questions for each topic submitted for independent work by students, indicate a list of references and offer teaching materials for independent study of the selected topics, formulate questions and assignments for self-testing of the studied material by students. It is necessary to clearly define the forms and frequency of monitoring students' knowledge - tests, essays, consultations and interviews. The recommended frequency of such control is twice a semester: in the middle of the semester there is a written test and at the end of the semester - an essay or interview.
At the same time, the practice of carrying out this form of work has shown that a simple task without guiding instructions from the teacher is not enough. The task and the literature for its study often appear in the student’s mind in the form of a chaotic accumulation of information, because the unprepared mind selects, analyzes and systematizes the material according to random characteristics that do not allow them to adequately reproduce the internal logic of the material. Introductory classes and consultations with the teacher will be required, through which he sets the student a coordinate system and guiding supporting structures for the optimal way to master the material.
As a material basis for conducting self-help work, you can indicate the need for large-scale printing of assignments and teaching materials for students, or their placement on the faculty server and their availability for classes in a computer class or via the Internet.
The final phase of the CDS is ongoing monitoring, which involves periodic monitoring in various forms and final monitoring, which reveals the degree of achievement of the set goals.
The effectiveness of the CDS is determined precisely by the formation and interaction of all of the listed elements of the CDS technological cycle.
2. Organization and conduct of cultural practices inUniversitye
The most important element in a practice-oriented method of education is the task of obtaining practical skills, abilities, experience in studying, mastering and organizing the processes of functioning of culture, identifying the foundations of self-preservation and self-development of culture, and performing by culture its functions. In relation to the specialty “cultural studies”, the State Educational Standard formulates a requirement for a four-week ethnological practice and four weeks museum and library (cultural studies)) practices, as well as pre-graduation internships in specialization, lasting sixteen weeks.
Each of them has something in common and differences arising from the goals, objectives, and nature of the practice. The organization and management of practical training is entrusted to the most theoretically and methodologically experienced teachers, who develop regulations on practical training, the basis for conducting practical training, set the task and assign students to undergo practical training. independent student practice methodical
The goals of the internship are to gain real experience in engaging in practical activities in the workplace while performing the duties of an employee. It is practical work at the workplace that distinguishes practice from excursions, from study visits to cultural institutions, from studying and describing their work.
Ethnological practice is carried out after studying the course of world and domestic culture. It aims to practically familiarize students with the methods and forms of preserving the ethnocultural identity of various ethnic and religious communities far from their historical homeland, and to acquire practical skills in working in organizations designed to support and cultivate mechanisms of sociocultural identification.
During its course, students get acquainted with real organizations and public structures, with the peculiarities of the functioning of cultural institutions designed to represent national and religious entities in the public life of the region, and take part in the preparation and conduct of relevant events by them. In the context of the modern aggravation of interethnic and interfaith relations throughout the world, real practical participation in the work of organizations and institutions designed to preserve the ethnocultural self-identity of communities in a multiethnic and multiconfessional society is the most important condition for the training of a cultural specialist.
The bases for this practice are various public national-cultural and religious organizations, with which contact is established through the city administration. These are organizations of Greeks, Koreans, Germans, Armenians, varieties of Christian churches, the Muslim and Jewish communities and other public organizations with which it is possible to establish working contacts.
Cultural studies The practice aims to familiarize cultural studies students with the direct work of organizing and functioning primary public cultural institutions - first of all, museums and libraries, palaces and houses of culture, exhibition halls and art workshops, theaters, cinema and concert halls, music schools, entertainment and leisure institutions , tourism organizations, as well as ways to manage the cultural sector.
During this internship, students should become familiar with the process of the actual functioning of cultural institutions, acquire workplace skills in these institutions, and gain practical experience in participating in the processes of preserving and developing cultural heritage.
The documentary expression of the internship is the practice diary, which reflects information such as the personal data of the trainee, his place of study and specialty (direction), the place of the internship, the supervisors of the practice - throughout the practice and at the workplace, the timing of the internship. The diary formulates the task, the plan for completing the internship, the progress of its completion and a report on its completion. The diary ends with a general conclusion about the nature of the student’s work, which is made by the supervisor at the workplace.
At the end of the practice, a general conference is held, at which students briefly report on their work, share their impressions, express wishes for improving practice, and the group practice leader counts this work.
At the final stage of education, cultural studies students undergo the final educational cycle pre-graduation specialization practice. It involves obtaining skills and experience in carrying out exploratory research activities - setting research goals in the thesis, tasks necessary for their implementation, planning the stages of work, sequential implementation of these stages and defending the final thesis at a meeting of the state certification commission.
The base of practice is the graduating department in which the student undergoes specialization.
Correct and systematic implementation of cultural practice allows students not only to gain theoretical knowledge, but also to consolidate it by participating in the real practical process of the functioning of culture.
3 . Methodology for guiding student's educational and research work. Educational role of the student’s supervisor
Receiving a cultural education also includes the student conducting independent research in the form of educational and research work of the student (UIRS). The forms of UIRS are quite varied - this is the preparation of abstracts, reports for a seminar or student conference, writing coursework and completing the final final qualifying work. All these types are united by a common task - to learn to engage in exploratory research activities, to discover and learn new things - new things, perhaps not for the whole society, but at least for the student himself.
However, a student encounters an abstract or a report already in the first year, when he is asked to read two or three articles, a section of a book and present a presentation of the main content, rethought and structured in accordance with a specific search task. Directing such work is not too difficult - the teacher should clearly formulate what the student needs to do and why it should be done, what he should learn as a result.
Among the types of work that make up the UIRS, a more significant place is occupied by such a fairly traditional type of educational activity as coursework. There are at least two interpretations of the meaning of writing a term paper. The first is that the work consolidates knowledge of any of the basic professional courses studied in the corresponding year of study (and then the topic and guidance for writing coursework will change quite radically from year to year). And the second, which proceeds from the fact that the student not only consolidates knowledge of theoretical courses, but also builds a strategic plan for replenishing his research potential. When he chooses a leader and a topic and works on it over several courses, expanding and deepening his understanding of this topic in order to approach the final stage with a large accumulated knowledge base.
In fact, this is part of the question of the advisability of early specialization or, conversely, the greater value of broad fundamental training. Of course, a more liberal model, focusing on the interests of the student and his independence, on his choice of his individual educational trajectory, tends to early specialization, to the choice of topics according to his interests and the development of the chosen topic consistently over several courses.
In both cases, the peculiarity of coursework is the fact that it is a jointly shared activity with the teacher, when the gradual weakening of the leading and guiding role of the teacher is compensated by an increase in the student’s search activity and initiative. Compared to lectures and seminars, where the educational process is mainly structured as the transfer and assimilation of knowledge, writing a term paper is not limited to acquiring new knowledge on a specific topic. It involves mastering new skills and abilities of educational and research activities in setting research problems, searching for sources, selecting, comprehending and processing material, structuring it, arranging it in accordance with a certain logic and, finally, writing a text. As a result, course work management serves as a serious means of activating SRL, a way of developing practical skills and the ability to acquire new knowledge, and the work itself can serve as a measure of the level of students' achievements in their growth.
At the same time, the entire beneficial effect of this type of work depends on the correct organization of methodological work to ensure the entire process. First of all, it is necessary that students be provided with the opportunity to become familiar with the personnel potential of the departments, the scientific interests and educational work of teachers. Further, departments should have a list of topics for coursework and dissertations, which will also help the student choose a topic. However, the final choice of topic and its formulation must be discussed with the teacher whom the student has chosen as a supervisor, after which it must be recorded at the department.
In methodological terms, the supervisor himself must correctly understand the role of the course work in the educational process, see the main goals of the student’s work on it (what to learn and what to learn), and provide him with the means corresponding to these goals. This should be methodological assistance that explains how best to tackle the chosen topic, how to pose the problem, how to collect, analyze and select the material necessary to solve it, and what sources to rely on. How to weigh and evaluate the argumentation, draw appropriate conclusions and, finally, most importantly, how to build the structure and text of the work itself so that these conclusions do not look like they came from nowhere, but flow logically from the entire analysis of the material.
The teacher in the role of supervisor must also convey to the student that course work, being an initiative initiative of the student in the form of creative collaboration with the teacher, is nevertheless a mandatory type of educational and research work, which is carried out not in one go, but for at least six months . That the skills and abilities achieved here can be developed and grown only through hard and systematic work.
Therefore, in the end, the teacher must evaluate not only the text of the submitted course work and its compliance with the stated goals and objectives of the work, but also adjust the assessment taking into account the nature of communication with the student - his activity, depth of interests, scientific integrity, hard work or, conversely, indifference and passivity .
UIRS organized and conducted in this way over a number of years, subject to productive cooperation between the teacher and the student and deepening the development of the chosen topic, acquires a consistent and systematic character. In fact, such work serves as preparation for generalizing the material and in-depth, taking into account acquired knowledge and experience, understanding of the chosen topic in a specialist’s thesis or bachelor’s qualification work.
A student’s final work (thesis), its writing and defense, is the pinnacle of the process of acquiring knowledge, abilities, skills, and practical experience. Here, already in the works of the best students, although I would like it to be in all of them, there are elements of the student’s research work (NIRS), when in the thesis it is really possible to find some kind of angle on the problem, to see a new aspect of its consideration, to outline new ways of argumentation.
Of course, the first serious stage of cooperation between the supervisor and the student regarding the thesis is the choice of topic. If the work continues the student’s studies on a certain topic, it is necessary that the topic of the diploma does not repeat the topics of coursework, but to a certain extent generalizes their content, reaching out to the solution of more fundamental and significant problems.
The choice of a thesis topic should be based on certain principles - first of all, its relevance, that is, practical social importance, while being of personal interest to the student. Here the student must be able to clearly explain to himself what he would like to know, understand and tell others why it is important to him. Further, the topic must be sufficiently developed, and at the same time leave room for research.
Here it is important to maintain the “golden mean”, because the most common mistake is choosing a topic according to the principle “no one has considered this,” which should alert the student. After all, if no one has considered this before, no one has taken up this, then maybe it’s not worth it? If many works have been written on this topic, it is worth thinking about whether something else needs to be added to them?
The chosen topic should provide a perspective that you need to be able to see - the point is that you can fix the problem in it - difficulty, obscurity, incomprehensibility, what is unknown and what needs to be known. No less important is the consideration that studying this topic gives a real increase in knowledge in one’s specialty, which can then be used either in continuing research work or in practical activities.
It is advisable to have a certain amount of sources on this topic. The student should already have basic literature as a result of his activities in writing coursework, but the diploma requires the development of such sources an order of magnitude more. The supervisor should suggest something, something can be taken additionally from library catalogs, from the Internet. But the most productive way of accumulating thematic literature is the so-called “chain reaction” method, when the bibliography given there is extracted from the studied literature, access to which in turn provides the next wave of sources.
The selected and carefully formulated topic of the thesis is approved by the graduating department. Further, after completing the winter session, the student is given a full sixteen weeks for pre-diploma practice in the specialization (and passing the state interdisciplinary certification exam).
This is where the supervisor must outline the stages and timing of this practice. These will be the stage of collecting material, when literature is found, read, taken notes, and subjected to primary processing. The next stage is the analysis and processing of the accumulated material, selection of the most important sources, search in them for the main elements of the topic of your work - the formulation of the problem, tasks, ways of approaching them, argumentation, conclusions. During this period, you should completely stop reading new material, remembering that this process is endless and that reasonable self-restraint is necessary.
As a result of such an analytical understanding of the accumulated material, a vague understanding of the main idea of the entire work should gradually emerge - that is, some kind of primary answer to the main problem of the work.
The main idea of the work is its conceptual axis, which the author of the work must be able to formulate in a few sentences. And the substantiation of this main idea, the search for appropriate arguments, their detailed presentation, grouping and classification gradually form the structure of the work.
Sometimes the structure is set in advance - for example, the following is considered traditional - a historical part, where an overview of the research topic is given, a theoretical discourse, where approaches, methods of posing and arguing the stated problem are analyzed, and a presentation of one’s own vision of it, supported by its own structure of evidence and justification. In any case, it is desirable that the content of the work looks logical, and the material presented seems to follow from the previous consideration.
Only after such analytical work should one sit down to write a text, the initial version of which should be reviewed by the supervisor and made comments. After this, an introduction is written, in which the relevance and interest in the chosen topic, the degree of its development are substantiated, the problem is posed and the goal of the work is determined, which is revealed in the totality of the tasks, and the methodological basis is formulated.
In conclusion, the results of the thesis are presented in the form of brief conclusions from the research conducted, and a bibliography of the work is given.
The final stage in guiding a student’s work on a diploma is writing a review from a supervisor. You should clearly understand the difference between a review of your thesis work and a review of another student’s thesis. The supervisor, first of all, should characterize in the review not the text of the work (much less give it an assessment), but the very nature of the student’s activity in the process of writing a thesis throughout the collaboration, his personal qualities, which were expressed in the submitted work. Was this work systematic, did the student show scientific integrity, hard work, level of qualifications and understanding of the material, ability to work with it and get results.
But the reviewer must give an objective analysis of the text itself, identify the extent to which the stated goals were achieved, the assigned tasks were solved, and the problems were resolved. He evaluates how successful the chosen structure is, how the analysis was carried out, how widely the available scientific material is used, and makes his own critical comments. But the reviewer should not evaluate the work in a categorical form, because it still has to be defended. It can be very useful for a student to consult with a supervisor about a review - what should be agreed with and what may need to be challenged during the defense.
The collaboration of a teacher with a student as a supervisor also imposes on him the responsibility of establishing personal contacts, knowledge of his human qualities, circumstances and living conditions, problems that prevent him from studying.
Life situations sometimes require a student to write an academic reference, and since none of the teachers knows better than the academic advisor, the dean’s office usually turns to the academic advisor for appropriate help.
4. Educational characteristics
Educational characteristic presupposes the formulation to whom it is issued - to a student of such and such a course, such and such a group, such and such a faculty (if the student has already graduated from a university, then to a graduate of such and such a faculty) in such and such a specialty (direction). This is followed by the student's last name, first name and patronymic. The characteristics record the formal conditions and grounds for its issuance - when the student entered the training, how long he studied there.
It is necessary to note the student’s attitude towards academic activities - conscientious and interested, corresponding to the established procedure and regulatory requirements or violating them. It is necessary to characterize the personal qualities that the student showed - conscientiousness, hard work, intellectual abilities, ability to prepare for classes and take part in them. Qualities such as deep knowledge of the issues under discussion, the student’s erudition, general culture of thinking, clarity of language and speaking style will significantly complement his characteristics, of course, if they are present. The ability to conduct a discussion, debate with opponents, and the ability to convincingly defend one’s position is very important. You can separately characterize the student’s attitude towards lectures, seminars, and doing independent work, coursework, and possibly a thesis. You can note the direction of the student’s interests, in which disciplines his success looks more impressive, what specialization and department he chose. The text will look more convincing if the level of the student’s grades is given - whether he studies mainly with excellent and good grades, good and satisfactory, simply satisfactory, or whether he has academic debts.
The second point is the presence or absence of the student’s inclination and ability to participate as a student in UIRS and NIRS, meaning scientific and educational circles, presentations at faculty and university student conferences, and during Science Week. In case of successful performances, it is necessary to note that the student received the title of laureate, diplomas and certificates for good performances. It is very important to have articles in collections of student work or other publications.
The third point includes the degree of participation in the public life of the group, faculty, or university. This could be participation as a headman, trade unionist, participant in amateur performances, KVN, or sporting events.
Fourth point of characteristics. After considering the main activities of a student, one should dwell on his human, personal and moral qualities - the presence of intelligence, will, character. These are also qualities such as modesty, sociability, friendliness and attentiveness to comrades, responsibility, a sense of duty, a sense of teamwork and a willingness to help. Very important now are such characteristics as the presence or absence of leadership qualities and organizational abilities, the ability to be independent and self-organized, the so-called creativity (an active and creative attitude towards any task).
Or the presence of other or even opposite qualities - irresponsibility, immodesty, arrogance, arrogance, selfishness, passivity, etc. It must be remembered that an objective characteristic cannot only be laudatory, but must also contain critical remarks.
In conclusion, it should be noted the relationship of the student in the group and the attitude of the team towards the student - whether he enjoys authority, respect, and in general, what is the student’s status in the group.
5 . Educational and scientific-methodological work at the department
The department is an educational and scientific unit that carries out the main methodological work on organizing and conducting the educational process and monitoring the implementation of this work by the teachers of the department. The head of the department appoints his deputies for educational, methodological and scientific work from among the most experienced teachers who know the structure of the educational process and the main scientific areas of the department's work. Between them there is a distribution of areas of activity and main responsibilities. The head of the department provides general management of the work of the department and bears personal responsibility for this.
Under their leadership, methodologists and laboratory assistants of the department prepare and maintain the necessary documentation - folders of incoming and outgoing documentation, minutes of department meetings, plans for department meetings, reports on the work of the department, staffing tables of the department, information about teachers and staff, a plan for advanced training of teachers of the department.
The most important educational documents for which the deputy head for academic work is responsible are the teaching load for the department, the specialization program (for graduating departments) - a list of courses and special courses taught, lists of students specializing in departmental specialization by year of study with supervisors and approved course topics and theses. This also includes educational and methodological documentation (primarily teaching materials) for all courses taught, summary topics of coursework and diploma works carried out in the department, the presence of a journal of mutual visits to classes by teachers of the department.
The area of responsibility of the deputy head of the department for scientific work is the research work of the department - scientific directions, research plans, participation in grants, research reports, publication reports, lists of doctoral students, graduate students and interns of the department by year of study.
All of these types of work are regularly discussed at department meetings so that the work of teachers meets the regulatory requirements for organizing and conducting the educational process.
Literature
1. Abasov Z. Design and organization of independent work of students // Higher education in Russia, No. 10, 2007//.
2. Kondrashov V.A. The place and role of practical training of students in the educational program in the specialty “cultural studies” // Prospects for the creation of the Southern Federal University - a world-class innovative university. - Rostov-on-Don, 2006//.
3. Kondrashov V.A. Course work management as a way to develop student skills and abilities and control them in teaching humanities // Diagnostics of the level of educational achievements of students in modern higher education. - Rostov-on-Don, 2005//.
4. Kondrashov V.A., Pavlova E.L. Scientific, methodological and organizational grounds for enhancing students’ independent work in the study of humanities // Problems of humanitarian education and upbringing. - p. Persianovsky, 2004//.
5. Cultural studies. - Rostov-on-Don, 2008.
6. Kuzmina E. Pedagogical practice as a form of integration of the educational process // Higher education in Russia, No. 10, 2007//.
7. Fundamentals of methods of teaching philosophy. - M., 1971.
8. Training course on cultural studies. - Rostov-on-Don, 1997.
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Extracurricular independent work of students (hereinafter referred to as independent work of students) is the planned educational, educational and research work of students, carried out during extracurricular time according to the instructions and with the methodological guidance of the teacher, but without his direct participation. 12
The goals of the SR are to systematize and consolidate the acquired theoretical knowledge and practical skills of students; deepening and expanding theoretical knowledge; developing the ability to use various information sources: regulatory, legal, reference documentation and special literature; development of students’ cognitive abilities and activity, creative initiative, independence, responsibility and organization; formation of independent thinking, abilities for self-development, self-improvement and self-realization; development of research skills. 13
SR includes the following forms of work: Individual classes (at home) Taking notes on lectures Receiving consultations Preparing answers to test questions Preparing for an exam Preparing for classes using active forms of learning Completing the coursework, coursework and diploma papers 14
Tasks for mastering knowledge: Reading the text Drawing up an outline of the text Graphic representation of the structure of the text Taking notes from the text Extracts from the text Working with dictionaries and sources Familiarization with regulatory documents Research work Using audio and video recordings Working with electronic information resources and Internet resources 16
Tasks for consolidating and systematizing knowledge: Working with lecture notes (text processing) Repeated work on educational material Drawing up plans and answer theses Drawing up albums, diagrams, tables, puzzles, crosswords; studying regulatory documents Completing test tasks Answering test questions Summarizing, reviewing text Writing essays, essays Preparing messages for presentation at a seminar, conference; preparation of abstracts, reports Compilation of a glossary, bibliography on a specific topic, Working with computer programs Preparation for passing exams 17
Tasks for developing skills: Solving problems and exercises based on a model Solving variable problems and exercises Carrying out drawings, diagrams Carrying out calculation and graphic work Solving situational production problems Preparing for business games Participation in scientific and practical conferences Publishing a newspaper, TV show, organizing an exhibition Designing and modeling various types and components of professional activity Creation of prospectuses, projects, models Drawing up memos, recommendations, advice, codes Experimental work, participation in research Reflective analysis of professional skills using audio-video equipment and computer calculation programs and electronic workshops Preparation of coursework and diploma works 18
New information technologies for students to perform independent work New information technologies can be used for: 1. searching and processing information on the network using web browsers, databases, information retrieval and information reference systems, automated library systems, electronic journals for: writing review abstract; reviews of the site on the topic; analysis of existing abstracts on the Internet on this topic, their evaluation; writing your own version of the lecture plan or its fragment; compiling a bibliographic list; preparing a fragment of a practical lesson; preparing a report on the topic; preparing a discussion on the topic; working with a web-quest prepared by a teacher or found on the Internet. 19
2. organizing online dialogue using e-mail, synchronous and delayed teleconferences for: discussing a past or upcoming lecture on the group’s mailing list; communication in a synchronous teleconference (chat) with specialists or students of other groups or professional educational organizations studying this topic; discussing emerging issues in a delayed teleconference; consultation with the instructor and other students via delayed teleconference. 20
3. creating thematic web pages and web quests using html editors, web browsers, graphic editors for: posting completed abstracts and reviews on the course support website, creating a rating of student works on this topic; publication of bibliographies on the topic; creating thematic web pages individually and in mini-groups; creating web-quests for work on the topic and posting them on the course website. 21
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Motivation for independent work of students. Usefulness of the work performed. Participation of students in creative activities. This may be participation in research work, technical sections and clubs, olympiads in academic disciplines, research or applied work competitions, professional skills competitions, etc. The use of motivating factors for knowledge control (cumulative grades, ratings, tests, non-standard examination procedures ). Encouragement for academic success and creative activity (scholarships, bonuses, incentive points) and sanctions for poor academic performance. Individualization of tasks. A teacher can be an example for students as a professional and as a creative person. 25
Thus, in order to develop a positive attitude of students towards extracurricular independent work, it is necessary to explain the goals of the work at each stage, control the understanding of these goals by students, gradually developing in them the ability to independently set a task and choose a goal. 26
Organization of independent work of a student Stages of the process of organizing independent work of students Preparatory Definition of goals, drawing up a program, preparation of methodological support, equipment Basic Implementation of the program, the use of techniques for searching for information, assimilation, processing, application, transfer of knowledge, recording results, self-organization of the work process Final Assessment of the significance and analysis of results, their systematization, assessment of the effectiveness of the program and work methods, conclusions about areas of labor optimization 27
Methodological materials guiding students' independent work: basic professional educational program by profession or specialty; programs of disciplines and MDC; a complete list of all planned independent work in the discipline and MDC; lecture texts; methodological instructions for practical, seminar and laboratory classes; banks of tasks and tasks formulated on the basis of real data, examples of solving homework, preparing workbooks and reports on laboratory and calculation work, a bank of calculation, modeling, training programs using electronic information resources, etc.; guidelines for completing coursework and dissertations; bank of programs for self-control, automated training and monitoring systems; lists of basic and additional literature, Internet resources. 28
The teacher introduces students to: the system of forms and methods of teaching, scientific organization of work, methods of independent work, criteria for assessing the quality of independent work performed; with goals, means, labor intensity, deadlines, forms of monitoring students’ independent work. forms: the ability to search for optimal answers, calculations, solutions; scientific research skills; develops skills in working with textbooks, classical primary sources and modern scientific literature; draws up a plan for independent work in the discipline. develops and issues assignments for independent work. conducts group and individual consultations using independent work methods; carries out systematic monitoring of students’ implementation of the independent work schedule; conducts analysis and evaluates work. 29
The library organizes classes in library science and bibliography with the aim of developing skills in searching for information, its application in the educational process, the ability to navigate the library’s reference and bibliographic apparatus, information systems and databases; provides students with assistance in organizing independent studies. thirty
Control and management of students’ independent work Traditional forms of control: test, exam; Point-rating system; Testing using technical means; Automated teaching and training-control systems (self-control); Control and evaluation tools 31
To organize SRS, the following conditions are necessary: The student’s readiness for independent work; Motive for acquiring knowledge Availability and accessibility of all necessary educational, methodological and reference material System of regular quality control of completed independent work 32
