REPORT ON TEACHING PRACTICE

Master's degree

at ANO OOO "University of Economics and Management"

Completed by: 1st year student, group 11-M

Direction of preparation Finance and credit

Kharchenko I.I.

Head Savchenko A.I.

Simferopol, 2016

INDIVIDUAL PLAN

PEDAGOGICAL PRACTICE

1st year master's student, 11th group, full-time form of study, field of study Finance and credit

FULL NAME. Kharchenko Igor Igorevich

Head of practice, full name Savchenko Alexander Ivanovich

1. Duration of internship: from 05/16/2016 to 05/27/2016

2. Place of passage: ANO OOO "University of Economics and Management"

3. Plan of teaching practice:

Stage number	Event	Deadlines	Reporting form
1.	Educational and methodological work
	Studying the structure and content of the Federal State Educational Standard for Higher Education in the field of Finance and Credit
	Analysis of the bachelor's training plan
	Development of a lecture on the topic “Budget process of the Russian Federation” and a seminar on the topic “Budget process of the Russian Federation”
2.	Study work
	Conducting a seminar on the course “Budget system” on the topic: Budget process of the Russian Federation		Seminar plan 1. The concept of the budget process 2. The system of bodies with budgetary powers 3. Financial planning; 4. Stages of the budget process.
	Preparation of a lecture on the topic: Budget process of the Russian Federation		Text (thesis) of the lecture 1. The concept of the budget process 2. The system of bodies with budgetary powers 3. Stages of the budget process A) Drawing up draft budgets; B) Review and approval of budgets; B) Budget execution.
3.	Organizational and educational work
	Participation in the…seminar

Master's student's signature _________________________

Signature of the practice manager _________________________

INDIVIDUAL TASK FOR PASSAGE

PEDAGOGICAL PRACTICE MASTER STUDENT

No.	Task formulation	Contents of the task, execution time
I	Goal: to introduce students to practical teaching activities, to develop professional skills necessary for the implementation of educational work, to master teaching and educational methods;


II	Contents of practice 1. Study	The structure and content of the federal state educational standard of higher professional education in the field of training, requirements for the professional preparedness of bachelor's and master's degrees, modern teaching technologies that reflect the specifics of the subject area.
Organization of educational and educational work at the department, at the university, study of regulatory documents on the organization of the educational process, internal regulations
Methodology for preparing and conducting lectures and seminars
Modern information technologies
Educational and methodological documentation for conducting lectures and seminars
2. Practically perform:	Preparation for trial classes
Collection and systematization of the regulatory framework
Drawing up a plan for lectures and seminars
Summarizing data for conducting classes
Development and delivery by a master’s student of a trial lecture under the supervision of a teacher on a topic related to his research work
3. Get acquainted	With the organization of educational and educational-methodological work at the department, at the university, the study of regulatory documents on the organization of the educational process, the internal regulations of the university
with methods of preparing and conducting various forms of training sessions
master's students with a methodology for analyzing conducted training sessions
III	Additional task	Preparation of visual materials


IV	Organizational and methodological instructions

The task was issued by: ________________________________________________

"____" ____________ 201__

Received the task: _____________________________________________________

"____" ____________ 201__

Diary on teaching practice

No.	date	Events	Event Analysis	Note
		Introductory lesson	Familiarization with the regulations on teaching practice. Guidelines.

Head Department

________________

"__" _______2016

Lecture No. 1

Academic discipline: Budget system

Bachelor's program

Full-time form of education

Time: 2h.

Topic: “Budget process of the Russian Federation”

Introduction

Main questions

4. The concept of the budget process (15 min.)

5. A system of bodies with budgetary powers (20 min).

6. Stages of the budget process (35 min.):

A) Drawing up draft budgets;

B) Review and approval of budgets;

B) Budget execution.

Basic concepts: budget, fiscal policy, budget period, budget process, budget reporting.

Self-study question: Budget execution report.

Literature

Main:

Additional:

2. Voronin Yu. M. Budget system of the Russian Federation; "IPK "Costa" - , 2011. - 864 p.

Regulations:

2. Federal Law of August 15, 1996 No. 115-FZ “On the budget classification of the Russian Federation.”).

Teacher I.I. Kharchenko

Head Department

________________

"__" _______2016

Seminar lesson No. 1

Topic: "Budget process of the Russian Federation"

Purpose of the lesson: consolidate and expand the knowledge gained from the lecture on the topic “Budget process of the Russian Federation.”

Introduction (5 minutes)

Main questions:

1. The concept of the budget process (10 min.)

2. System of bodies with budgetary powers (15 min)

A) Powers of participants in the budget process at the federal level;

B) Budgetary powers of state authorities and local governments;

3. Financial planning (10 minutes);

4. Stages of the budget process (20 min.)

Basic concepts: budget, fiscal policy, budget period, budget process, budget reporting.

Self-study question: Budget execution report (10 min).

Independent work:

1. Abstract “The concept of the budget process”;

2. Tests (5 minutes)

Conclusions (5 minutes)

Literature

Main:

1. Babich A.M., Pavlova L.P. State and municipal finances. - M.: Unity, 2011.

2. Polyak G.B.. Budgetary system of Russia. /Ed. G.B. Pole. - M.: UNITY-DANA, 2013. - 703 p.

3. Vakhnin P.I. Budget system of the Russian Federation. - M.: 2012.

Additional:

1. Afanasyev M. P., Belenchuk A. A., Krivogov I. V. Budget and budget system; Yurayt - , 2011. - 782 pp.;

State budgetary educational institution

higher professional education

"North Ossetian State Pedagogical Institute"

Faculty of Psychology and Education

Department of Pedagogy

REPORT

about completing a research internship

Master _________ course in the field44.04.01 Pedagogical education, profile Management of educational systems

Master's student's name _____________________________________

Scientific adviser:

___________________________

________________________________

Vladikavkaz

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

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

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

Section 2. Contents of practice……………………………………...……...….4

2.1.Individual practice assignment….……………………………4

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

2.3. Reflection on one’s own achievements………………………………….6

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

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

Applications

Introduction

Main goal Research practice of undergraduates is the development of the ability to independently carry out research work related to solving professional problems necessary for current or future professional activities, as wellgaining experience in managerial, organizational and educational work in a team.Research practice is dispersed and is carried out by a master's student with a supervisor. The direction of research practice is determined in accordance with the master's program and the topic of the master's thesis.

Main tasks research practice are: development of professional research thinking of undergraduates, formation of a clear understanding of the main professional tasks and methods of solving them,to shape the personality of a future scientist specializing in the field of educationMoreover, the formation of the ability to independently set professional tasks, plan research work and carry out practical research when solving professional problems using modern research methods, as well as the formation of the ability to competently use modern technologies for collecting information, processing and interpreting experimental data obtained, maintaining a bibliographic work on the topic of the final qualifying work using modern information technologies.

MAIN PART

Dates and place of internship

In the period from November 28, 2016 to December 24, 2016, I underwent scientific and pedagogical practice at secondary school No. 25 “Municipal budgetary educational institution secondary school No. 25.”

Activity analysis

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

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

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

Expand the concepts of “quality of education” and “quality management of education”.

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

Working with students;

Personal self-awareness;

Working with the teaching staff;

Work to unite the team of students.

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

- pedagogical communication;

Cohesion of the school team;

- personal results.

Effective indicators that meet the above criteria would be:quality of communication, interaction, level of sociability, students' satisfaction with school life, self-determination, self-esteem.

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

We have selected methods for diagnostics based on these criteria and indicators.

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

2. Methodology A.A. Andreeva “Studying satisfaction with school life.”

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

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

Table No. 1. Development of pedagogical communication, “teacher-student” methodology.

Table No. 2 Level of student satisfaction with school life

Question No. Level											total amount
Short
Average
High

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

To the question: think about how you perceive yourself and evaluate yourself based on ten different positive personality traits, the answer was received.
Personality qualities assessed	Yes	No	Sometimes	Don't know
Good	83%		17%
Kind	83%	1%	12%
Smart	95%			4%
Careful	70%	8%	20%
Obedient	50%	12%	17%	8%
Attentive	80%		17%	4%
Polite	80%		12%	8%
Skillful (capable)	83%	4%	8%	4%
Hardworking	83%		12%	4%
Honest	93%		4%	4%

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

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

2. Regularly hold parent-teacher meetings, and also work with certain parents.

3. Conduct trainings every quarter, etc.

Thus, during the practice, the results of the experimental research were generalized and systematized, and an educational program was developed.Diagnostics were carried outeffectiveness of the quality of the educational process at school No. 25. Analytical work has been drawn up to provide an assessment of the quality management system of the educational process, and recommendations have been developed for improving management activities.

Conclusion

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

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

Trainings,

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

Organize work with parents (parental committee) to effectively manage the quality of education in an educational institution.

Diagnostics and analysis of the quality of the educational process of schoolchildren can be considered as the main direction and method of work, allowing purposeful management of the quality of the educational process at school. This involves solving the following problems:

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

Constantly monitoring the dynamics of the level of quality of student education and developing practical recommendations to improve it.

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

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

List of sources used

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

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

3. Bordovsky G.A. Quality management of the educational process: Monograph. / G.A. Bordovsky, A.A.Nesterov, S.Yu. Trapitsyn. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2001. – P 37

4. Korotkov E.M. Quality management of education. - St. Petersburg: Academic Project, 2010. - From 320

5. Maksimova V.N. Diagnostics of training // Pedagogical diagnostics. - 2004. - No. 2. - P. 56

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

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Ministry of Education and Science of the Republic of Kazakhstan

Kazakh University of Economics, Finance and International Trade

Department of Banking

Report

Oundergoing teaching practice

Completed by: master's student 1k/2g

Zharkesheva A.R.

Head of practice:

Doctor of Economics, Professor Sadvokasova K.Zh.

Astana - 2013

« I approve »

i.o.zav.department

"Banking"

_________________________

Ph.D., acting associate professorAlina G.B.

Internship plan

date
	Meeting with the head of the practice, Doctor of Economics, Professor Sadvokasova K.Zh. familiarization with the administrative, managerial and methodological activities of the educational institution, drawing up a work plan in accordance with the group’s schedule.
	Discussion with the practice manager about the topics of upcoming lectures, drawing up a plan. Searching for materials to compile lecture notes. Attending classes to get to know the group and observe the behavior of the group.
05.03.13 (11:00-11:50)	Conducting a lecture on the topic “Mortgage Lending” in the discipline “Financing and Lending Investments” in groups Banking - 308,309,310

07.03.13 (11:00-11:50)	Conducting a lecture on the topic “Project financing and securitization” in the discipline “Financing and lending investments” in groups Banking - 308,309,310
	Meetings with the practice manager, discussion of the lecture, positive and negative aspects of the work.
	Summing up the week. Approving the topic of the next lecture, drawing up a plan for the upcoming lesson. Preparing for lectures, preparing lecture notes.
	Meeting with the head of the practice, Doctor of Economics, Professor Sadvokasova K.Zh. familiarization with the work of the department: Study of filling out logs of individual and teaching load of a teacher, Familiarization with the preparation of minutes of department meetings, completion and execution of protocol points, etc. Familiarization with the administrative, managerial and methodological activities of the educational institution, drawing up a work plan in accordance with the group’s schedule, etc.
	Drawing up reporting documentation on completed teaching practice.

Supervisorpractitioner, doctor of economic sciences, professionalopK.Zh.Sadvokasova

INTRODUCTION

1. Topics of lectures on the discipline “Financing and lending investments”

1.1 Mortgage lending

1.2 Project finance and securitization

2.1 Types of work and requirements for their implementation

2.3 System for assessing student knowledge

2.4 Organization and conduct of control during the learning process

CONCLUSION

LIST OF SOURCES USED

INTRODUCTION

The development of market relations in the Republic of Kazakhstan places higher demands on the level of education and qualifications of specialists. The transformations taking place in society necessitate constant updating of the education system, methodology, technology and methods of organizing the educational process. The optimal balance between fundamental and specialized training is facilitated by a two-level system: bachelor's and master's degrees. Two levels of training in economic education meet the requirements of a market economy.

Continuation of fundamental training in the master's program is directly linked to the target specialization enshrined in the master's program. The specifics of training master's students in the scientific and pedagogical direction require pedagogical competence, which was not previously considered in the structure of undergraduate education. Successful preparation for performing new functions, and, consequently, for dynamic professional self-development and career growth, is hampered by the lack of development of a scientific understanding of the pedagogical competence of a specialist in the economic sphere as the goal of his professional education at a university.

The course for undergraduates to undergo scientific and pedagogical practice is designed to fill this gap. The structure of this practice course examines the principles and essence of teaching methods, forms and methods of the educational process of the university, the specifics of credit training, management of students’ independent work and other issues. Good teaching methods ensure the unity of interests of the teacher and students based on combining the need to study any discipline with positive motivation.

From the standpoint of modern tasks of the educational process, a special course for the program of scientific and pedagogical practice has been developed.

Practice provides the opportunity to implement knowledge, abilities, skills, and methods of pedagogical activity in the educational process. In practice, three levels of a student’s qualification as a teacher are implemented - subject, methodological, and interpersonal.

Pedagogical practice is an important link in the system of preparing undergraduates in scientific and pedagogical fields for teaching activities.

Purpose of practice - to form a system of basic skills in preparing the necessary documentation (main types of plans for educational work, methodological developments, certain types of tasks for students), as well as the ability to analyze, keep notes and observations, prepare and conduct trial training sessions.

Practice objectives :

Consolidate knowledge in psychological, pedagogical and special disciplines, learn to practically apply them in a higher educational institution;

Determine the correct choice of profession and professional suitability;

Familiarize yourself with the specifics of the university and the system of work for comprehensive training of specialists;

To form the basis for the development of teaching abilities;

Master pedagogical ethics and aesthetics of relationships in the teaching staff;

Development of pedagogical abilities (expressive-speech, didactic, perceptive, etc.), as well as professionally significant qualities of the teacher’s personality (self-control, pedagogical tact, fairness, etc.);

Completing individual assignments provided for by the teaching practice program;

Mastering teaching methods.

An individual internship plan includes :

1.General acquaintance with the educational institution.

2.Acquaintance with teaching and educational work:

Attending lectures and analyzing them;

Attending seminars and analyzing them.

3. Independent educational work:

Preparation for training sessions (planning work, studying basic and additional material on the topic, choosing effective teaching methods, etc.);

Conducting lectures and laboratory classes;

4. Preparation of a practice report.

The head of teaching practice is Dr. Sc., Professor of the Department of Banking Sadvokasova Kulyash Zhabykovna.

During the internship, I attended lectures and seminars, became familiar with the educational process at the faculty, and with the operating procedures of the university departments.

Participation in the real teaching process during lectures and practical classes at the university, the use of active learning methods made it possible to consolidate and approve the acquired knowledge.

Among the motives for students' educational activities, three main ones were identified: a professional-cognitive motive (which is based on both broad cognitive needs and interest in knowledge specific to the future profession); the motive for obtaining a diploma (as a desire for a certain status in society); the motive of interpersonal communication (which is based on the need to communicate with like-minded people - a circle of people united by common interests and professional orientation).

In general, the group is efficient, purposeful, and actively participates in the learning process. Students in this group are aimed at acquiring knowledge and are capable of logical and creative thinking. All students have their own vision of a particular situation.

Thus, a portrait of a bachelor’s student emerges: mostly working people aged 20 to 22 who have received secondary general education. The leading motives of educational activities are self-knowledge and self-improvement. That is, they reflect the needs of an active personality striving for maturity.

The educational process at a university contains three essential components, the features of which actively influence the processes of career guidance: 1) the student’s personality; 2) specific features, setting and organization of activities; 3) relationships between students and teachers. These three components of the educational process, by their content and mutual influences, turn out to be the formative principles of the main characteristics of the future specialist. Each part of this tripartite unity must be analyzed. The educational process is based on the independence and consciousness of students. After lectures and lessons, you can study in the classroom, library, laboratory, or in your room on your own schedule. You have to study much more than in a regular school, and therefore students are required to be in good health, on the one hand, and more organized in their work, on the other.

The educational process includes theoretical and industrial training, physical and basic military training, as well as educational and cultural work with students.

The entire educational process, according to supporters of free education, should be built only in accordance with the laws of student development in close connection with the environment. This also corresponds to the principle of conformity with nature, making it possible to ensure the development of the individual in accordance with its inner essence.

Since the educational process is extremely multifaceted, many departments are involved in its organization. Because of this, the educational vice-rector’s office may provide for several vice-rector positions - the vice-rector for academic affairs, the vice-rector responsible for informatization and computerization of the educational process and university management, the vice-rector responsible for the educational process, extracurricular work with students. In this case, one of these vice-rectors may be assigned coordinating functions.

Rationalization of the educational process contributes to the assimilation of educational material, facilitates and makes control of the student’s knowledge more accurate and objective, and improves its quality.

Optimization of the educational process is not an innovation.

Optimization of the educational process is possible only if teachers have basic pedagogical knowledge and skills and know the leading laws and principles of pedagogy. They understand the tasks of education, upbringing and development of students, and master the technologies for organizing collective, group and individual activities.

In the educational process, mental activity should be combined with practical activity, during which 80-85% of knowledge is acquired.

The main document of the educational process at a university is the curriculum, which contains a list of all disciplines and determines their relationship throughout the course of study. The plan provides for lectures, seminars, practical, laboratory classes, internships, the content of tests and examinations for students. The curriculum is specified in the schedules for completing academic disciplines and class schedules. Preparation for classes and time for thematic communication are also included in the calculated ratios of subjects in the university curriculum.

Management of the components of the educational process in higher education is subordinated to the general structure of the organization and is distributed - hierarchically and subordinately (across departments of the university) - in accordance with its general and specific tasks. The detailing of this management, if it is carried out without sufficient justification, increases the interfering potential of the so-called turnover in the daily activities of teachers and students, leading to the spontaneity of the process of training specialists. The main goal of the education and training processes is the optimal combination of levels of exposure and education in future specialists, since a high degree of special training can be achieved without an adequate level of education. The relative predominance of education over special and professional training is observed less frequently. Achieving high levels of education and training is impossible with such aspectual influences on the student’s consciousness, since it is required by teaching to educate and education to teach - in the classroom and extracurricular work, in activities and communication.

During the internship, the Educational and Methodological Complex of the Discipline for Students (UMKD) in the discipline “Financing and Lending Investments” was studied. Lectures and seminars were attended by Doctor of Economics, Professor Sadvokasova K.Zh. The topic of the lesson is Mortgage lending. Room 205, full-time undergraduate group.

1. Topics of lectures on the discipline “Financing and lending investments”

1.1 Mortgage credit lending

The purpose of the lecture: to study mortgage lending as a way of long-term investment financing.

Key words: investments, mortgage, lending, financing,

1. The essence of mortgage lending, objects and subjects

2. Types of mortgage lending

3. Foreign mortgage financing systems

1. The essence of mortgage lending. Mortgage is a long-term loan provided by banks as collateral for real estate. In the classical sense mortgage - this is not only the issuance of a loan, but also a way to attract resources associated with the issue of securities - mortgages and bonds.

The legal meaning of the concept of mortgage is to encumber the property rights of ownership of a property. Real estate is land, buildings or structures that are so firmly attached to the land that they cannot be separated from it without significant damage. This encumbrance occurs in two ways: either the lender receives the mortgagor’s rights to the collateral with its subsequent transfer to the borrower with the option of redemption, or the mortgage itself is used - the mortgagor remains the owner of the object, and only the right to claim the collateral is transferred to the lender.

The objects of mortgage lending are: land; residential premises, buildings and structures of enterprises.

Subjects of mortgage lending are: h borrower; lender, investor. It should be noted that the mortgage lending entities listed above pursue different goals.

Let's consider goals of mortgage lending entities. Main goal borrower is to maximize the volume of attracting cheap financial resources for the organization or reconstruction of existing production of goods. If lending is carried out for the purchase of housing for individuals, then the main goal of the borrower is to purchase the best and cheaper housing possible, while the borrower must make monthly loan payments. Target creditor, is to maximize profits and dividends to its shareholders. Thus, the bank’s goals in mortgage lending are to maximize the profitability of active operations and limit risks, and ensure repayment of loan capital. Investor also seeks to obtain the greatest return by investing its funds in mortgages or mortgage-backed securities.

According to its economic content, a mortgage fulfills the following Features:

1. a mechanism for creating and attracting additional funds to maintain and develop material production;

2. an additional instrument for ensuring the turnover and redistribution of property in cases where the use of other turnover mechanisms (for example, purchase and sale and privatization) is legally impossible or economically infeasible;

H. creation of multi-order multiplying fictitious capital based on mortgages and industrial and mortgage-backed securities, as well as institutions in the secondary market for mortgage loans.

Considering mortgage as an element of the economy, it is necessary to highlight its three most characteristic features:

First- real estate collateral acts as a tool for attracting the necessary financial resources for production development.

Second- a mortgage is capable of ensuring the implementation of property rights to objects when other forms (for example, sale and purchase) do not provide this.

Third- creation of fictitious capital using a mortgage on the basis of a security (when the owner of a property issues primary, secondary, etc. mortgages, working capital increases by the amount of the resulting fictitious capital).

Let's consider main features of a mortgage:

1) A mortgage loan is a loan secured by a strictly defined collateral. In contrast, a bank loan may not be secured by collateral. If the loan is not repaid, the mortgaged property is sold and the debt to the creditor is repaid from the proceeds. The fact that real estate serves as collateral significantly facilitates the pledge holder’s control over the safety of the collateral, but complicates the sale of the collateral in the event of non-repayment of the loan, since real estate is not a highly liquid asset.

2) Most mortgage loans are strictly for a specific purpose. They are used to finance the acquisition, construction and redevelopment of both residential and industrial premises, as well as the development of land plots. In countries with developed market economies, residential mortgage loans are most widespread. For example, in the United States they account for more than 60% of the total volume of loans secured by real estate.

3) Mortgage loans are provided for a long term, usually for 10-30 years, which allows you to reduce the size of monthly payments, since loan repayment is spread over time.

Repayment terms. The size of the loan and the means of securing it require a significant amount of analytical work. Thus. Mortgage lending is a special form of credit; it combines both the general principles of credit relations and specific features characteristic only of this form of credit.

2. Types of mortgage lending. In global economic practice, mortgages can be classified according to several criteria. The most common types of mortgages are the following:

1.Revolving Mortgage - This is a mortgage with the issuance of a certificate of collateral. which facilitates the circulation of such mortgages in a commercial 060 company.

2.Secured (book) mortgage is not accompanied by the issuance of a certificate, but is recorded in the land register.

3. Second mortgage - This is a loan against an already mortgaged property.

4.Mortgage payable - the interest and principal amount of which is paid gradually over a specified number of years.

5. Mortgage closed - a mortgage loan in which early repayment of bonds and secondary use of the same collateral are prohibited.

6. Junior mortgage - This is a mortgage that is inferior in rights to the first and therefore has a higher interest rate.

7. Zero mortgage - This is an early commercial mortgage with a zero coupon, that is, with interest and principal payments upon repayment.

8. Reverse mortgage - a mortgage loan under which the borrower periodically receives agreed amounts from the lender depending on the value of the real estate that secures the loan; The schemes also help supplement the income of pensioners who own property. There are several types of such mortgages: life annuity, one-time sale of a house for cash, in which the seller receives only the right to live in it for life, sale of a house while simultaneously renting it.

9. Reverse annuity mortgage is a mortgage instrument that allows an (elderly) person to receive a lifetime annuity in exchange for the gradual loss of rights to their own home.

10. Open mortgage - a mortgage with the following feature: a collateral against which an additional loan can be obtained, provided that the ratio between the value of the pledged assets and the volume of funds raised is maintained at an acceptable level.

11. Primary mortgage - mortgage in the form of a long-term security (primary mortgage bond giving a priority right to the assets presented as collateral)

12. Subsequent mortgage - a pledge of a real estate property or a plot of land in respect of which there was already a mortgage. The total amount (for a mortgaged or remortgaged property) of two loans, as a rule, does not exceed 80% of the sales value.

13. Mortgage permanent - a mortgage loan on which only interest is paid during the entire term, and the principal amount is paid in a lump sum at the end of the loan term.

14. Roll-over mortgage - periodic loan with a floating rate or periodic refinancing.

15. Mortgage with differentiated payments - a mortgage loan with a fixed rate, the payments of which increase annually; The repayment schedule generally does not change, but payments gradually increase.

Another classification of mortgage is the classification according to the subject of collateral. According to the subject of collateral, they distinguish: mortgage of land plots, mortgage of enterprises and mortgage of residential buildings and apartments.

Mortgage of land plots from agricultural purposes is allowed only to ensure the execution of loan agreements related directly to the implementation or development of agricultural production, urban lands, on which, in accordance with urban planning rules, the construction of buildings and structures is prohibited, cannot be the subject of a mortgage as a separate land plot. Buildings and structures that are or will be erected on the plot being mortgaged and belong to the mortgagor may be mortgaged simultaneously with the plot under the same mortgage. If a mortgage is established on a land plot on which there are buildings or structures that belong not to the mortgagor, but to another person, then when the mortgagee forecloses on this plot and sells it at public auction, all the rights and obligations that he had in relation to this person are transferred to the buyer of the plot. pledgor.

Subjectenterprise mortgages is the enterprise as a whole as a single property complex. The pledged property of an enterprise includes all tangible and intangible assets belonging to it as a legal entity or under full economic control, including buildings, structures, equipment, inventory, raw materials, finished products, rights of claim, patents and other exclusive rights, and also the company's debts. The transfer of an enterprise to a mortgage is permitted with the consent of the owner of the property, enterprise or body authorized by him or on the basis of a decision of the body authorized by the constituent documents of the enterprise. An enterprise mortgage can be used to secure a monetary obligation, the amount of which is at least half the value of the enterprise's assets. It is not allowed to mortgage an enterprise in respect of which a bankruptcy case has been initiated or a decision has been made on liquidation or reorganization. The mortgagor has the right to sell, exchange, lease, lend and otherwise dispose of property, make changes to the composition of the property of the enterprise transferred to the mortgage , if this does not entail a decrease in the total value of his assets specified in the mortgage and does not violate other terms of the mortgage agreement.

Mortgage of a residential building or apartment allowed to repay the security of a loan provided for the construction, reconstruction or major repairs of a residential building (apartment). A residential building (apartment) can also be the subject of a mortgage if the citizen its owner and members of his family live in another residential building. A dacha, garden house and other buildings not intended for permanent residence can be the subject of a mortgage on a general basis. Living rooms that form part of a house (apartment) cannot be the subject of a mortgage. Only a residential building (apartment) owned by the mortgagor can be mortgaged. Only banks and other credit institutions with a special license can be mortgagees of a residential building and apartment.

3. Foreign mortgage financing schemes. Mortgages are the most common type of financial transactions in developed countries. The majority of the population of these countries participates in it, and investments in mortgage lending for housing construction can be classified as the most liquid banking assets. There are different mortgage lending schemes, but two are mainly used: American and German.

American Mortgage Scheme is built on the basis of a bank loan and is not associated with a specific construction project. In practice it looks like this. A citizen goes to the bank and notifies it of his desire to receive a targeted loan for the purchase of housing. The bank, in turn, checks the citizen’s credit history, paying special attention to the fulfillment of previously assumed loan obligations. If the bank is satisfied with the client, the latter receives a bank loan to purchase a home. When determining the loan amount, the client’s age, education, work, current income and possible prospects for its change play an important role.

German mortgage scheme less flexible. It is not based on attracting bank capital, but on using the funds of the mortgage participants themselves. For this purpose, societies for collective investments in real estate are created. In classical, German Alternatively, to obtain an apartment, you must regularly pay public contributions for a number of years. This is a kind of test of consistency and determination. Having accumulated half the cost of future housing, a member of the society receives the right to move into the chosen apartment. He will repay the remaining part of the cost of housing over, as a rule, ten years. Having paid off the cost of the apartment in full, a member of a collective real estate investment society becomes the owner of the property.

The Kazakhstan residential mortgage lending program contains, according to borrowers, attractive conditions. There are several schemes for providing loans for the purchase of housing.

A. Lending scheme with execution of a Pledge Agreement. This scheme was the main one when creating the entire mortgage lending program. The client enters into a Loan Agreement and a Pledge Agreement, as security for it, with the bank and on the bank’s terms. When the loan is repaid in full, the collateral is removed and the housing remains the client’s property. If the client fails to repay the loan, the bank, after a court decision, returns the required amount by selling at public auction, or with the consent of the mortgagor, without going to court, sells the housing through a real estate company at the price prevailing on the market (including interest on the loan, penalties and other costs). However, the disadvantage of this lending scheme is that the mortgagors and members of his family living in the mortgaged apartment are obliged to vacate the apartment after foreclosure only if two conditions are simultaneously met:

a) the apartment was pledged to secure the repayment of a loan issued for the purchase or construction of this apartment;

b) family members living with the mortgagor gave before the conclusion of the mortgage agreement, and if they were moved into the mortgaged apartment later - before they moved in, a notarized obligation to vacate the mortgaged apartment in the event of foreclosure on it.

B. Lending scheme with the execution of a purchase and sale agreement and a tripartite agreement with the participation of the Bank, the client and the real estate company. This scheme for recalling bank specialists is by far the most realistic. It has several stages of passage.

Option 1. The loan is issued to a real estate company. A Loan Agreement is concluded between the bank and the real estate company (the loan is issued to the company), with this loan it purchases housing under a Sales and Purchase Agreement with the client and enters into a Pledge Agreement with the bank for this housing (to secure the Loan Agreement). If the company is a “subsidiary”, then to reduce costs, the Pledge Agreement may not be registered. The company repays the loan and interest on it using the client's funds. When the loan is fully repaid, the collateral agreement becomes invalid, then the purchase and sale agreement expires, and the client again becomes the owner of the property.

If the client does not repay the loan, then the real estate company sells the housing on the real estate market and returns the loan.

Option 2. The loan is issued to the client. A Loan Agreement is concluded between the bank and the client (the loan is issued to the client), while at the same time a Housing Purchase and Sale Agreement is concluded between the client and the real estate company, and it acts as a mortgagor under the Pledge Agreement to secure the Loan Agreement. The client returns the loan and interest directly to the bank. When the loan is fully repaid, the Pledge Agreement becomes invalid, then the Sales Agreement and the client again becomes the owner of the property.

If the client does not repay the loan, then, in accordance with the terms of the Pledge Agreement, the real estate company sells the housing on the real estate market and returns the loan. In this case, it is possible to conclude an Agency Agreement between the bank and a real estate company for the sale, if necessary, of the mortgaged housing.

The positive thing about this scheme is the following. Having an apartment in the ownership of an associated real estate company guarantees that, if it becomes necessary to sell it, the apartment will be free of obligations and will not fall in price. Selling an apartment can be accomplished relatively quickly. The risk of declaring a purchase and sale transaction invalid at the request of the borrower is insignificant, since the transaction is actually aimed at creating legal consequences corresponding to it, and the use of a bill of exchange as a means of payment is widely used in civil circulation. This risk will be reduced if the selling price of the apartment by the borrower to the realtor is close to the market price.

B. A mortgage lending scheme developed by the Central Bank through the issuance of mortgage bonds by banks. This scheme is as follows:

1. The client takes out a mortgage loan from the bank and pledges the property with the registration of a mortgage, which is transferred to the bank;

2. The bank issues mortgage bonds that operate on the secondary market;

3. Using the proceeds from the sale of the bond, the bank can issue another mortgage loan, etc.

4. The client repays the loan to the bank, and the bank repays the corresponding bond to its current holder;

5. Mortgage bonds, in the event of bankruptcy of the issuing bank, will not be included in the bankruptcy estate, and the real estate becomes the property of investors (current bond holders) or its owner upon full repayment of the bond.

1.2 Project finance and securitization

The purpose of the lecture: to study project financing as a way of financing investment projects.

Key words: investments, project financing, securitization, project.

1. Project financing

2.Types of project financing

3. Securitization

1. Project financing (project lending) is long-term financing of individual independent investment projects without additional attraction of funds from project participants. Project financing is based on the idea of financing investment projects using the income that the enterprise being created or reconstructed will bring in the future. In practice, banks carefully check investors to find out how much they are able to support the project in the long term. In addition to financial indicators, guarantees for the commissioning of the facility, the start of its operation and subsequent development, subsidies at the level, obligations to provide everything necessary, guarantees for the supply of necessary products by third parties are considered.

An important role in project financing is given to the services of engineering, marketing and legal companies, guarantee credit agencies, the possibility of attracting long-term sources of financing and co-financing.

Other major project requirements may relate to risk management. Sometimes founders can find a guarantor willing and able to accept the financial risks and associated costs.

The above criteria provide the basis for identifying the following principles necessary for the success of project lending:

· viability of the project;

· participation in the project of experienced, strong and conscientious partners;

· accounting and distribution of all project risks;

· settlement of all legal aspects;

· development of specific coordinated action plans and the availability of a high-quality business plan for project implementation.

Features of project financing are:

1) the basis for repaying the loan debt and paying interest on the loan here is the income from the implementation of this project;

2) subjects of various forms of credit (banking, commodity and commercial organizations) can act as creditors;

3) the ability to use several sources of borrowed capital, which is often a necessary condition for the implementation of large projects. student lending financing securitization

4) attracting a wide range of creditors facilitates their organization of a consortium, where one of the large and reputable creditors acts as an agent creditor representing the interests of the entire consortium;

5) borrowed funds are transferred to a specially created independent management company;

6) the ability to transfer part of your risks to other project participants;

7) the possibility of obtaining a loan without reflecting debt on your balance sheet, since it is included in the balance sheet of a special company;

8) the cost of project lending is higher than the cost of conventional lending.

9) the bank has the right to request various information about the project.

The issuance of investment loans is associated with the problem of securing it. The types of collateral that a lender can take into account when deciding whether to issue a long-term loan to an enterprise form two groups.

First group- property types of collateral traditional for banking practice.

Second group- information types of support. Within this group two subgroups can be distinguished:

· competitive advantages acquired by an enterprise during its work in the market and which in the business world are considered as a guarantee of its future new achievements;

· information about the implementation of the investment project, namely information about the qualitative justification of the feasibility study, the results of the examination of the borrower by bank specialists, the results of the analysis of the business plan for the project implementation.

Thus, the main advantage of project financing is that it allows you to concentrate significant financial resources on solving a specific business problem, significantly reducing risk due to a significant number of project participants.

2. Types of project financing. Depending on how much risk the lender assumes, there are 3 forms of project financing:

With full recourse to the borrower;

Without any recourse to the borrower;

With limited recourse to the borrower.

Recourse is a demand for repayment of the amount lent. Financing with full recourse to the borrower - the most common form of project financing. This form is preferred due to the speed and ease of obtaining the necessary funds to finance the project, and, in addition, the cost of this form of financing is lower than the other two.

This form of financing is used in the following cases:

1. Providing funds to finance low-profit or non-profit projects, the customers of which have the opportunity to repay loans from the borrower’s other income. These include, for example, projects with a social orientation;

2. Providing funds in the form of an export loan. Many specialized export credit agencies have the ability to assume project risks without additional third-party guarantees, but agree to provide funds only in this form;

3. Insufficient reliability of guarantees issued under the project;

4. Providing funds for small projects that are very sensitive to even small increases in costs.

For project financing without any recourse to the borrower the lender has no guarantees from the borrower and assumes almost all risks associated with the implementation of the project. This form of financing has a high cost to the borrower as the lender hopes to be adequately compensated for the high degree of risk.

Without recourse to the borrower, projects are usually financed that have high profitability and produce competitive products as a result of sales.

Currently, project financing with limited recourse to the borrower is becoming widespread. In this case, during the financing of the project, all risks associated with its implementation are assessed and distributed among all project participants in such a way that everyone can take on the risks that depend on them.

The popularity of the form of project financing with limited recourse to the borrower is explained by the smaller impact on the financial position of the borrower compared to other forms.

Unlike traditional types of lending, project financing not only allows you to assess the solvency of the borrower, consider the entire investment project and its risks, but also allows you to predict the result. All this makes it possible not only to create a viable enterprise, but also to attract investors. When lending to projects, a mechanism for monitoring the intended use of loans is usually developed. The project manager is responsible for the correctness of decisions made and their implementation. It should be remembered that the effectiveness of control decreases in the later stages of the project.

3. Securitization - is the issue by an enterprise or bank of securities secured by some assets. The securitization mechanism was originally developed for mortgage-backed securities. The scheme was quite simple: banks form a pool of mortgages and issue debt obligations on its basis. The obligations are structured in such a way that the holder receives a certain share of the income generated by the pool of mortgages. In this case, the pool itself is transferred to the management of the so-called “special purpose company”, which exists independently of the bank. This separation of the pool of mortgages relieves holders of debt securities from the risk of bank bankruptcy. In turn, the bank gets the opportunity to remove long-term assets from its balance sheet and thereby increase its liquidity.

A securitization transaction consists of the following main stages:

1) Creation of a special financial enterprise (SFE). Its founders are usually not associated with the company - the primary owner of the assets (originator).

2) The originator sells the rights of claim on its assets to the SFP, completely alienating these assets in its favor. SFP pays the primary owner the full (or with a discount) cost of the sold claims. The transaction may contain additional collateral received by the SFP from the originator or third parties in order to increase the investment attractiveness of the financial instruments issued by it.

4) SFP issues securities and places them among professional investors.

5) SFP uses the proceeds from the acquired rights of claim to pay interest and principal, as well as for loans, if a loan was raised to acquire rights of claim. As a rule, the originator acts as the administrative agent for collecting payments for rights of claim.

6) SFPs can structure emissions into several tranches. Moreover, each subsequent tranche is subordinate to all previous ones.

A securitization transaction makes it possible to issue certain types of securities for each asset class. Let's consider such types as project bonds, municipal bonds, mortgage bonds, infrastructure bonds, commercial paper.

One of the instruments for such financing is project bonds. Under project bonds refers to bonds issued to finance a specific infrastructure project. At the beginning of February 2005, the draft law “On Amendments and Additions to the Law “On the Securities Market” was approved. The law proposes the introduction of a new instrument on the securities market, which is one of the types of project bonds. The concept was introduced "infrastructure bond" - bonds under which the fulfillment of the issuer’s obligations is secured by a guarantee from the state within the framework of a concession agreement for the implementation of an infrastructure project concluded between the state and the issuer in the amount of the cost of the object transferred to the state.

There are also bonds for income from an industrial project with the permission of local authorities; these bonds are not subject to taxes on interest. Such securities are called municipal bonds. Mortgage bond - a bond secured by a pledge of claims under mortgage loan agreements (including pledge of mortgage certificates), as well as other highly liquid assets, the list of which is established by a regulatory legal act of the authorized body. One of the promising financial instruments is commercial paper, which are short-term payment unsecured obligations issued by companies with high credit ratings to finance operating expenses. Commercial paper helps minimize costs and time for debt servicing when financing current assets. Commercial paper combines the best qualities of bonds and bills and can become widespread as a mechanism for raising working capital for industrial enterprises.

The most developed project bond markets are located in the USA, England, and Europe. Among European countries, the Italian securitization model is considered the most successful, which complies with industry standards, is easy to use and provides for the possibility of securitizing universal types of assets in both the financial and non-financial sectors. Following the European model, Kazakhstan strives to systematically and consistently introduce such forms of structured financing as securitization and project financing. The project to create legal conditions and introduce the practice of securitization and project financing in Kazakhstan was approved by the National Bank in September 2003. The Kazakhstan bill “On securitization” was prepared by the working group of the Agency of the Republic of Kazakhstan for Regulation and Supervision of the Financial Market and Financial Organizations (FSA) and should be approved in 2005.

Currently, such a securitization mechanism as mortgage lending in the construction industry has already become widespread in Kazakhstan. In addition, banks have the opportunity to securitize consumer loans and lending to small and medium-sized enterprises. Taking into account the huge potential of financial instruments issued as a result of securitization transactions, SFP securities in the republic are assigned a large role within the framework of the ongoing work to create a regional (international) financial center in Almaty.

Securitization and project financing as forms of structured financing contribute to understanding the new role of Kazakh development institutions, primarily the Development Bank of Kazakhstan JSC. Development institutions do not have high enough own ratings and capital to independently provide cheap borrowed funds to finance capital-intensive projects. Therefore, the modern role of development banks in countries with developing and transition economies is to provide access to capital markets, reduce the cost and increase the terms of financing for cost-effective companies and projects that are independently unable to obtain such financing due to high risks and high costs of capital.

The structured form of financing can expand investment opportunities within the country for the savings sector of the financial market, investment funds, banking intermediation and the public sector, and accelerate structural reforms by increasing investment in basic industries and infrastructure.

Control questions

1. What are the sources of project financing?

2. Why is it necessary to conduct social, economic, environmental, technical, financial analyzes of an investment project?

3. What is the essence of financial analysis?

4. What role does the basic concept of financial management play?

2 . Mmethodicalrecommendations for practical and independent implementationx works

2 .1 Types of work and requirements for their implementation

2.1.1. Presentation of a topic issue - a student’s presentation carefully prepared outside of class time, holistically covering the issue of the topic being studied (using diagrams, tables, office equipment and other interactive techniques).

2.1.2. Oral response - an answer to a question posed by the teacher during the lesson, requiring both special knowledge and the ability to logically substantiate one’s point of view.

2.1.3. A competent question is a student’s demonstration of interest in an expanded and in-depth study, which entails a constructive analysis of the problem posed.

2.1.4. Prepared written answer - preparation for the student to pass the missed topics - “practice”, characterized by a laconic independent presentation of the material covered.

2.1.5. Test work - creative independent written material, presented in a classroom setting with limited time, reflecting current issues of the topic or series of topics under study.

2.1.6. Prepared business project - a project (analysis) prepared outside of class, independently or in a group, based on real business practice, reinforcing the student’s practical skills.

2.1.7.Essay - a short composition presenting a subjective opinion on a specific topic.

2.1.8.Test - providing open and closed questions designed to consolidate materials.

2.1.9. Control test - providing open and closed questions to assess knowledge of the material covered.

2.2.1. Requirements for completing an abstract

The abstract should have the following structure: title page, outline, main part, conclusion - your own opinion on the topic (indicate your personal attitude to the problem and possible solutions), a list of references and Internet sites.

The information presented in the abstract must be meaningful, the topic must be fully “revealed”, otherwise the abstract is returned for “revision”. The essence of the topic of the abstract is outlined in the process of defending the abstract. During the presentation of the abstract, you should speak for no more than 3 minutes, and do not read or convey the material verbatim. You must be prepared to answer questions from your opponent and classmates.

Evaluation criteria: informativeness and content on the research topic, logical presentation, scientific style of presentation, ability to analyze available information in the literature, Internet resources, oratory skills.

2.2.2. Essay writing requirements

An essay on the specified topics (sections contained in the topic) is completed by each student independently. The essay is performed in writing, which reflects the reflection and individual position of the author, who can freely express his agreement or disagreement with different authors.

Evaluation criteria: own point of view and informativeness on the research topic, logical presentation, ability to analyze available information in the literature, Internet resources.

2 .3 Student knowledge assessment system

Grading Policy.

Principles: Objectivity, transparency, flexibility, differentiation

Types of control

The general scale for assessing knowledge is general for the university.

Final grade for the discipline.

The final grade for the discipline in percentage is determined by the following formula:

I% = P1+P2 x 0.6 + E x 0.4,

where: P1 is the percentage of the 1st rating;

E - percentage of the examination grade (test-exam).

Criteria for assessing students' knowledge.

Knowledge and clear handling of discipline terminology

Regular attendance at lectures and practical classes

Constant preparation for practical exercises according to the seminar questions.

Ability to work in formed groups.

Answer the questions asked. Solving a complex problem.

Below is a multi-point letter system for assessing students' knowledge of credit technology.

Letter grade	Digital equivalent of points	Percentage	Traditional assessment





			satisfactorily




			unsatisfactory

Criteria for assessing student knowledge

“A”, “A-” (“excellent”) - the student has deeply and firmly mastered all the program material, presents it exhaustively, consistently and logically, does not find it difficult to answer when modifying the task, copes freely with the assigned tasks, has his own point of view and gives convincing arguments in its defense, has the skills to analyze a literary text, knows how to compare, generalize, draw conclusions, and does not make grammatical and stylistic errors in written works.

Introduction

Recently, many new types of higher education institutions have been created. However, the transformations affected only that part of the pedagogical process, which includes changes in the technology of pedagogical interaction.

The transition to a new pedagogy means updating all aspects of the educational process - its content, forms, methods, and what is most difficult - the way they think, interests and attitudes, their relationships to each other.

The amount of knowledge required by a modern specialist is increasing, but the period of study at a university is limited to several years. It follows that any specialist will have to improve his skills and update his knowledge throughout his life. During his student years, he must master the methods of self-education, learn to think critically and find new ways to solve professional problems.

Without a scientific solution to the issue of the direction, content and methodology of education and training of university students, it is impossible to ensure the effectiveness of training specialists.

Currently, the educational process in universities has become more complex in its objectives, intensity and content. It requires deep psychological understanding by teachers of the patterns of educational activities, principles and methods of teaching and upbringing, and personality formation.

It is becoming increasingly obvious that without the use of psychological knowledge, it is impossible to develop comprehensive preparedness of students for successful professional activities, to ensure a high pedagogical level of their training and education, unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates.

The preparation of a future master is carried out in the process of all educational work in the university master's program, and psychological and pedagogical practice occupies an important place in this. It promotes the development of professional interests of undergraduates, the formation of the personality of the future master, helps to gain the first experience of independent teaching, test their knowledge and abilities in practice, and strengthen interest in their future profession.

Internship plan

Types of jobs	Weeks of practice

1.Acquaintance with the curriculum and work of the department
2. Studying the work experience of leading teachers of the department
3. Preparation and conduct of training sessions
4. Compilation of psychological and pedagogical characteristics of the student group

1. INTRODUCTION TO THE FEATURES OF THE DEPARTMENT’S WORK

The department of “Metal-cutting machines and tools” was organized in 1963, as a result of the division of the department of “Mechanical Engineering Technology”. The first head of the department was N.I. Mogilny. The newly formed department included a laboratory of metal-cutting machines and an office with visual aids on metal cutting, cutting tools and metal-cutting machines. Teachers teaching disciplines in the department's profile also moved there.

In 1964, the department graduated the first full-time mechanical engineers and continued to train specialists in the evening and correspondence departments. Soon graduates of the Faculty of Mechanics came to the department as assistants: S.G.Afanasyev, V.M.Moiseev, V.P.Popov, P.M.Androsov, V.A.Plahotnik, T.P. Kostina. Everything necessary was done to organize the educational process at a high level. In particular, about 40 teaching aids, 128 educational illustration posters, 26 operating models and mechanisms of machine tools were developed, and sets of various types of cutting tools were purchased.

In the early 70s, highly qualified production specialists came to the department: associate professors E.U. Zarubitsky, Z.I. Komissarova, V.N. Kisilev, S.I. Stoyanchenko, N.P. Gnedov, A.N. Polyakov ; training masters - G.V. Korotkov, A.S. Soboleva, Yu.A. Doroshenko. Then graduates of the institute P.F. Grigoriev, A.P. Konsky joined the team; NIS employees engineers: E.L. Freger, I.V. Kochetov, L.I. Chernysheva. In 1971, the department received a two-story building at its disposal. Machines, devices, fixtures and tools were purchased. The new laboratory had everything necessary for the educational process.

Soon the first computers and CNC machines appeared at the department.

The heyday of research work at the department occurred in the seventies. This is evidenced by the fact: over five years, 20 students were awarded diplomas and medals from the USSR Exhibition of Economic Achievements, including evening students: D.S. Bondarenko, Yu.A. Doroshenko, N.S. Skudny and others.

From 1975 to 1985 The department was headed by associate professor V.N. Kisilev. During these years, associate professors came to the department: N.E. Nosikov, V.V. Aristov; training masters: V.A. Kuzmin, V.M. Levchenko, R.T. Svyatets, V.P. Ryzhov; engineer N.E. Gaivoronskaya. The teachers of the department defended their dissertations and became candidates of science: P.F. Grigoriev, V.M. Moiseev, L.G. Kosonogova, T.P. Kostina and senior researcher L.D. Melkonov. Much attention is paid to further improvement of the department’s laboratory facilities, educational, methodological, educational and research work.

The Department of Metal-Cutting Machine Tools and Tools was a participant in the VDNH of the USSR eight times. Its developments - machines for pressing and thermofriction processing in 1987 were demonstrated at the International Leipzig Exhibition and were awarded with honorable mentions. For the results of research developments, teachers and staff of the department were awarded 26 gold, silver and bronze medals from the USSR Exhibition of Economic Achievements, and received 12 diplomas “Participant of the USSR Exhibition of Economic Achievements”. All these years, teachers and students built educational buildings, a canteen, a sports complex, and a library of the institute. The talented organizer of student construction teams was senior teacher A.P. Konsky, who was awarded government awards.

From 1985 to 1990 the head of the department was associate professor. G.L. Khmelovsky. Young teachers joined the team: Assoc. O.S. Krol, associate professor B.S.Zui. CNC machines were purchased, and CAD for metal-cutting machines and tools began to be used in the educational process.

In 1988, for the first time at the faculty, associate professors N.I. Mogilny and E.U. defended their doctoral dissertations and became doctors of technical sciences. Zarubitsky.

From 1990 to June 2000, the department was headed by Doctor of Technical Sciences, Prof. Zarubitsky E.U., who pays great attention to students and graduate students, the development and improvement of their material base, and the growth of the pedagogical skills of teachers. CNC metal-cutting equipment, measuring equipment, a personal computer are purchased, three subject classrooms are equipped with visual aids and illustration tablets.

In 1992, the specialties “Metal-cutting machines and systems” and “Tool production” were certified at level IV. Teachers pay great attention to educational and methodological work. Professor E.U. Zarubitsky is especially active here; Associate Professors: O.S. Krol, T.P. Kostina, V.A. Plakhotnik, Art. teacher A.P. Konsky. A significant role is given to computerization of the educational process and scientific research. Assoc. N.I. Pokintelitsa and Assoc. I.G. Deineka prepared a number of guidelines and programs for the use of CAD elements in the calculation and design of machine tools. Assoc. O.S. Krol, associate professor N.I. Pokintelitsa and Art. Rev. A.P. Konsky are working on the problems of optimizing cutting processes and calculating machine parts using PCs. Under the guidance of prof. N.I. Mogilny and Assoc. V.N. Moiseev developed SAP and CAD for the process of rotational drawing of shell products on CNC machines.

In 1991-92 candidates of technical sciences became associate. N.I. Pokintelitsa and senior researcher I.G. Deineka (scientific supervisor Prof. Zarubitsky E.U.). For the success achieved in educational and methodological work to the associate professor, Ph.D. In 1993, V.N. Kisilev was awarded the academic title of professor. In 1994-96. dissertation defended by associate. V.A. Plakhotnik.

At the end of the 90s they came to work at the engineering department. Bondar T.A. and technician Sklyarevskaya L.V.

For success in pedagogical and scientific work prof. Doctor of Technical Sciences E.U. Zarubitsky was awarded the title “Honorary Professor of VUGU”.

In 2000 The department has opened a specialty “Equipment for processing and food production”.

Since July 2000, the department has been headed by Assoc. Pokintelitsa N.I.

Over the years of its existence, the department has trained more than 2,450 engineers. Its graduates work as teachers at universities and colleges, and occupy responsible positions in various branches of mechanical engineering.

The team devotes a lot of effort not only to pedagogical work, but also to scientific and inventive activities. Over 32 years, 527 scientific articles and abstracts of reports have been published in various journals and scientific collections; 16 monographs, textbooks and books were published in central publishing houses, 46 copyright certificates were received.

The results of the research work were implemented at enterprises in Ukraine, Russia and Belarus, and a significant economic effect was obtained. Research results are constantly introduced into the educational process. This arouses great interest among students, increases the authority of teachers and the image of the department.

From year to year, our students take prizes in student scientific work competitions at Ukrainian universities.

Currently there are 14 teachers working at the department:

Doctor of Technical Sciences, Professor; 6 candidates of technical sciences, senior lecturer, 2 assistants, head of laboratories, 2nd category engineer and training master. Such a team is capable of solving major scientific and technical problems, training highly qualified specialists at three levels: bachelors, specialists and masters in the specialties “Metal-cutting machines and systems”, “Tool production”. The teaching staff, uniting three age generations, combining the wisdom and knowledge of the elders with the capabilities and energy of the young, is able to ensure the survival and competitiveness of engineering specialties, clearly determine the direction of the educational process, taking into account the requirements of the labor market and targeting a specific consumer.

The curriculum shows the plan for the formation of an educational program for bachelors, specialists, and masters by a university.

The curriculum is compiled for three educational and qualification levels: bachelor (first 4 years of study), specialist and master (5th year of study).

Recommendations for drawing up a curriculum (bachelor's cycle only) are given by the ministry in the form of GPP (general educational vocational training). The student's total work time should not exceed 7,500 hours.

The cycle of disciplines for obtaining the “specialist” qualification is developed by the major department, but some disciplines are recommended by the ministry. The cycle of disciplines for obtaining the master's qualification is developed by the university's master's program in accordance with the recommendations of the ministry and the major department, which forms specialties. courses.

The curriculum for the educational qualification level of a bachelor consists of cycles:

Cycle of humanitarian and socio-economic disciplines.

A cycle of fundamental and professionally oriented disciplines.

A cycle of professionally oriented disciplines according to the program list.

The cycle of disciplines is freely chosen by the university - the disciplines included in this cycle are chosen by the major department.

The cycle of disciplines of free choice by the student is formed by the university and the department.

The curriculum is used:

To create a class schedule. (The class schedule is prepared by the control room).

To calculate the load on each department. (The department calculates and controls the educational department). Depending on the workload of the department, its funding volume is determined. (The distribution of financial resources is carried out by the administration and the educational department).

To control the quality of the educational process. The person in charge is the first vice-rector and head of the educational department.

2. STUDYING THE EXPERIENCE OF LEADING TEACHERS

I attended a lecture by the teacher of the department of Metal-cutting machines and tools T.A. Shumakova. A lecture on the discipline “Machine tools and machine-tool complexes” was given to the 4th year group: MM - 371.

Lecture topic: "Classification of machine tools." This lecture is the basis for all subsequent lessons in this section. The information students receive at the lecture will help them realize the need to study this discipline.

The lecture material was divided into separate blocks and given gradually in a sequence convenient for students to understand. Each block had its own name.

At the beginning of the class, the lecturer gave a lesson plan that revealed the essence of the lecture. Then he began to provide material.

The teacher skillfully used the board, displaying basic information on it, and at the same time explained what he was displaying on the board. During the lecture, the lecturer reminded students about the information that was given earlier, which also contributed to consolidation of the material.

During the lecture, teaching aids, posters, reference books and visual material were used.

The teacher was able to skillfully cover the topic in pairs and fully invested in the time allotted for this topic.

3. PREPARATION AND CONDUCTING A PRACTICAL LESSON

During the teaching practice, an open practical lesson was held on the course “Machines and machine-tool complexes”. The practical lesson took the form of laboratory work.

Preparation for the lesson consisted of a detailed study of the material on the topic, drawing up a detailed outline, which was based on materials from methodological instructions and textbooks. Graphic material was selected to illustrate the main points of the topic, important for understanding the material as a whole. For ease of use, the material was copied and distributed to students. The topic, goals and objectives of the lesson were previously agreed upon with the lecturer of this discipline.

Subject: Calculation of settings and adjustment of gear hobbing machine model 5D32

Target: Study the purpose, principle of operation, kinematics, design features and methods for calculating the settings of a semi-automatic gear hobbing mod. 5D32 for cutting cylindrical wheels with straight and helical teeth. Gain practical setup skills and master basic machine operating techniques.

Exercise:

Perform a full calculation of the settings of a gear hobbing machine for processing a cylindrical wheel with a helical tooth according to a given option.

Based on the calculation results, adjust the machine mechanisms. Install the modular hob cutter and the workpiece in the initial position required for work, process the workpiece, control the processing and draw conclusions.

Prepare a report on the work done.

Equipment and tools:

Semi-automatic mod. 5D32, a set of replacement wheels, modular hob cutters, mounting and measuring tools, mandrels for installing workpieces, a microcalculator.

Work order:

Familiarize yourself with the purpose and operating principle of the machine

Study the kinematics, layout, design features of components, controls and setup of the machine.

Under the guidance of a teacher, consolidate knowledge of kinematics, design and setup of the machine.

Familiarize yourself with the task and drawing of the wheel being processed.

Knowing the material of the product and the diameter of the cutter, select the cutting speed from Table 2 and calculate the rotation frequency of the cutter. Using Table 3, find the actual rotation frequency of the cutter to which the machine can be adjusted, and the numbers of teeth of the replacement wheels A 1 and B 1 corresponding to this frequency. Based on the selected cutter rotation speed, calculate the actual cutting speed.

Knowing the number of teeth of the product and the number of cuts of the cutter, take the numbers of teeth of the replacement wheels C 1 and D 1 of the rolling and dividing guitar and calculate the number of teeth of the replacement wheels a, b, c, d

7. Knowing the material, the nature of processing and the module of the workpiece being processed, select according to the table. 4 recommended feed rate. According to the table 5 accept the feed value for which the machine can be adjusted, and the number of wheel teeth.

1. Name, purpose and objectives of the work.

Enter the calculation results on the form.

Conclusions about the work done.

General information about the machine:

1. The process of cutting gears with a hob cutter

Gear hobbing machine mod. 5D32 is designed for cutting cylindrical spur and helical gears. In addition, it can be used to cut straight-sided and triangular splines on shafts, teeth of chain sprockets, etc. However, due to the low table rotation speed, cutting splines on gear hobbing machines is unproductive. The teeth of worm wheels are cut on a machine.

When processing a spur or helical gear with a hob cutter, the engagement of the worm and the gear wheel is reproduced: the worm is imitated by a cutting tool - a hob cutter, and the gear wheel - by the workpiece. Hob cutter 1 (Fig. 1, a) receives the main rotational cutting movement n f, and the feed movement S in, and workpiece 2 receives rotation n z, coordinated with the rotation of the hob cutter. Due to the rotational movements of the cutter and the workpiece, the cutting edges of the cutter occupy many positions and the involute profiles of the teeth of the wheel being processed are formed as envelopes of the positions of the cutting edges of the cutter (Fig. 1, b). This method of machining gears, called the rolling method, allows one tool to machine gears of the same module with different numbers of teeth.

When machining cylindrical spur wheels (Fig. 1c), an angle φ is set between the axis of the hob cutter 1 and the end plane of the wheel 2 being machined, equal to the helix angle ω of the helix of the cutter.

When milling cylindrical helical gears with a tooth inclination angle β (Fig. 1, d), the cutter axis is set at an angle φ=β±ω (with a “plus” sign - in the case of opposite directions of the helical grooves on the cutter and the workpiece, with a “minus” sign) - with names of the same name).

Setting the axis of the hob cutter at an angle φ is necessary to obtain the correct profile of the teeth of the wheel being cut in their normal section.

The required inclination angle of the tooth line β of the wheel being processed is ensured by the fact that the workpiece during the cutting process is given additional rotation relative to that required for processing.

Figure 1e shows a workpiece dividing cylinder of such a height that a full turn of the helical groove of the wheel being cut with a pitch P is placed on it, as well as the development of this groove. If, when cutting a spur gear, in one revolution of the workpiece the cutter moves with vertical feed S in from point A to point B, then when processing a helical gear, it must move from A to B." For this, it is necessary that, in addition to one revolution, the workpiece along the initial circle turned by ΔL. During the subsequent movement of the cutter by S in the workpiece again makes an additional turn by ΔL. From the figure it is clear that, and therefore for the formation of helical teeth it is necessary that during the lowering of the milling slide vertically (along the axis of the workpiece) by a step the helical groove being cut, the workpiece has made one additional revolution.

Rice. 1. Schemes for cutting cylindrical gears with a hob cutter

. Technical characteristics of the machine

Limits of gear modules, mm

for steel………………………………………………………2-6

for cast iron……………………………………………………….2-8

Largest diameter of cut wheels, mm ………………….800

Maximum processing width, mm …………………………...275

Largest cutter diameter, mm……………………………...120

Angle of rotation of the cutter support, degrees ………………………….±60

Spindle speed limits, min -1……………….…47.5-192

Limits of vertical feeds, mm/rev ………………………..0.5-3

Limits of radial feeds, mm/rev …………………………..0.1-1

Power of the main electric motor, kW……………………2.8

Machine weight, kg…………………………………………….3650

3. Main components of the machine and controls (Fig. 2).

1-bed; 2-table; 3-rack; 4-support bracket; 5-cross member; 6-milling support; 7-pull caliper; 8-movable stand; 9-guitar differential and feeds; 10-guitar division and break-in.

A-handle for turning on and off working feeds; B-handle for turning on the feed when working with a broaching support; B-button station; G-handle for turning on the vertical feed of the milling support; D-square for manual vertical movement of the movable stand; E-square for manual horizontal movement of the movable stand; F-handle for turning on the radial feed of the movable stand.

Rice. 2. General view of the semi-automatic gear hobbing model 5D32

metal cutting pedagogical gear hobbing student

4. Operating principle

The machine operates in a semi-automatic cycle using the running-in method. A hob cutter of the appropriate module and diameter is fixed on a mandrel in the spindle of the milling support 6 (Fig. 2).

The workpiece or a set of simultaneously processed workpieces is mounted on a mandrel in the table spindle, and for large sizes - directly on table 2. The hob cutter and the workpiece are forcibly imparted rotational movements with the same angular velocities that they would have if they were in actual engagement.

Cutting of cylindrical wheels is carried out with a vertical feed of the caliper 6. To ensure the possibility of milling wheels using the downhill method, the machine is equipped with a hydraulic loading device, which consists of a stationary rod with a piston and a cylinder connected to the slide of the milling caliper (Fig. 3). When milling along the way, oil is supplied to the upper cavity of the counterweight cylinder and presses the counterweight together with the milling support upward, eliminating the possibility of arbitrary movement of the milling head under the influence of force within the gap between the threads of the vertical feed screw and the uterine nut.

Measurement technique:

When cutting a spur gear, three shaping movements are used:

1) main movement (rotation of the milling support spindle with a hob cutter); vertical feed (vertical movement of the cutter);

2) rolling and dividing movement (continuous, interconnected rotation of the table with the workpiece);

3) rolling and dividing movement (continuous, interconnected rotation of the table with the workpiece).

When cutting a helical cylindrical wheel, in addition to the three movements listed above, one more is used - additional rotation of the workpiece (differential chain).

Setting up the main movement

The kinematic chain of the main movement is an external chain and ensures rotation of the cutter at a given cutting speed. The cutter is rotated by a 2.8 kW electric motor with a rotation speed of 1420 rpm. To ensure uniform rotation of the cutter, a flywheel is installed on shaft XII (Fig. 3).

The kinematic balance equation has the form

The selection of the numbers of teeth of replacement wheels is carried out according to the formula for setting the main movement chain

in this case A 1 + B 1 =60 (Table 3).

Cutter rotation speed

where V is the cutting speed, m/min (Table 2); D f - outer diameter of the cutter, mm.

Rice. 3. Kinematic diagram of a gear hobbing machine mod. 5D32

Table Cutting speed when milling teeth*

*The cutting speed values given in the table are given for rough cutting of teeth when working with cutters made of high-speed steel P18 or P9. For finishing passes, these values should be multiplied by a factor of 1.25.

Table Number of teeth of replacement wheels A 1 and B 1 depending on n f

Vertical Feed Setting

The kinematic chain of vertical feeds is an internal chain and ensures translational movement of the milling support along the axis of the workpiece at a given feed rate.

The equation for the kinematic balance of the vertical feed chain has the form

The selection of replacement guitar pitch wheels is made according to the formula

Table of vertical feed values*

Processed material	Nature of processing	Tooth module m, mm	Number of teeth of the cut wheel

			Feed per 1 revolution of the workpiece (table), mm

Steels 45 and 40Х (hardness up to HB240)







Steels 20Х and 12ХН3А (hardness up to НВ220)







Gray cast iron (hardness up to HB220)

*For machining wheels with helical teeth, the values of the indicated feeds should be multiplied by the cosine of the tooth angle b.

The machine can be configured for 10 vertical feeds, the values of which and the corresponding numbers of teeth of the replacement wheels of the feed guitar are given in table. 5

Table Number of teeth of guitar wheels for vertical feeds

S in, mm/rev.st

Setting up the break-in and division chain

The kinematic rolling chain is an internal chain and ensures coordinated rotation of the cutter n f and the workpiece n z, reproducing the worm gear.

Equation of kinematic balance of the running chain

where i diff =1, since clutch 27 on the differential shaft is engaged with the cams of the satellite driver, and the satellite driver rotates together with the differential shaft.

Taking into account the running-in condition

n z /n f =K/z,

we obtain the formulas for setting up the running and dividing chain:

if z>161, then C 1 /D 1 =24/48 and a×c/b×d=48K/z;

if z £ 161, then C 1 /D 1 =36/36 and a×c/b×d=24K/z;

where K is the number of cuts of the cutter; z is the number of teeth of the wheel being cut.

Replacement gears a, b, c, d are selected from the set supplied with the machine, which consists of 43 wheels with the following numbers of teeth: 20, 20, 23, 24, 25, 25, 30, 33, 34, 35, 37, 40 , 41, 43, 45, 47, 48, 50, 53, 55, 57, 58, 59, 60, 61, 62, 65, 67, 70, 71, 73, 75, 79, 80, 83, 85, 89 , 90, 92, 95, 97, 98, 100.

The gear ratio of replacement wheels is calculated with absolute accuracy; rounding of numbers is not allowed.

From the same set, replacement wheels are installed in the feed and differential guitars.

Setting up additional rotation of the workpiece

When cutting helical gears, the workpiece, in addition to the main rotation received from the cutter along the rolling and dividing chain, also receives additional rotation. By means of a differential, the additional rotation configured on the machine is added to or subtracted from the main one.

The equation for the kinematic balance of the differential chain has the form

where P is the pitch of the helix of the wheel being cut, mm; t x .v. =10 - vertical feed lead screw pitch, mm; i differential =2 - differential gear ratio; - gear ratio of the guitars of the running and dividing chain (selected in accordance with the instructions in paragraph 5.3)

The direction of additional rotation (+ or -) is selected depending on the direction of the helical lines of the cutter and the workpiece being processed. If the helical lines of the cutter and the workpiece are the same (both right or both left), the lead (+) is adjusted, if they are different, the lag (-). The direction of additional rotation depends on the location of the replacement wheels in the differential assembly.

Calculation of the numbers of teeth of the replacement wheels of the differential guitar is carried out according to the formula

where is the angle of inclination of the helix of the workpiece tooth, degrees; m=m n - normal modulus of the milled tooth, mm; K is the number of passes of the hob cutter.

The gear ratios of the replacement wheels of the differential guitar are calculated with an accuracy of 5...6 digits.

4. PEDAGOGICAL CHARACTERISTICS OF THE GROUP

Pedagogical practice took place at the Faculty of Mechanics, at the department of “Metal-cutting machines and tools”, in group MM-371, fourth year, specialty - “Metal-cutting machines and systems”.

During teaching practice, I worked as an understudy for the curator of a student group and compiled its psychological and pedagogical portrait in order to select the most optimal approach to the student group and individuality.

The student group MM-371 consists of 13 people (12 boys and one girl (see Table 1)). The head of the group and his deputy were appointed by the curator.

Table 1

			Note
	Baklan P.M.
	Baranov O.A.
	Burlakov E.I.		headman
	Vokhmintsev O.O.
	Kolometsky T.O.
	Kurkula V.S.
	Lozovoy O.V.
	Manukyan A.A.
	Mirko S.V.
	Piskun V.Yu.
	Chaliy A.Yu.
	Chaliy O.Yu.
	Chernyshova G.E.

The performance of the group as a whole is average, all members of the group have approximately the same grades. Student Burlakov E.I. shows great hope; he has a score of 12 points in most subjects. Students Chaliy A.Yu., Chaliy O.Yu. and Chernyshova G.E. have grades of 10-9 for the bulk of subjects, Baklan P.M., Baranov O.A., Kurkula V.S., Manukyan A.A., Mirko S.V., Piskun V.Yu. study at 7, 8, 9. Vokhmintsev O.O., Kolometsky T.O., Lozovoy O.V. experiences some difficulties in mastering knowledge, but perseverance and desire to achieve better results allow him to maintain a grade level of 6-7 points. Students pass the sessions on time; there are no backlogs on tests, independent assignments, laboratory work, or coursework. The attitude towards learning is positive, all students are aimed at obtaining high-quality and in-depth knowledge in their specialty. Interest in core subjects is higher than in general education subjects, but all students have sufficient knowledge not only in the field of technology, but also in culture, art, and history. New information is readily accepted by students. The attitude towards the future profession is positive, every student says that the choice of specialty was made consciously and thoughtfully, everyone sees prospects for further employment and career growth.

There are no obvious troublemakers in the group.

The group takes an active part in the public life of the university: it publishes wall newspapers, participates in sports competitions, and KVN. The headman treats his duties responsibly, carries out all the necessary instructions and tasks of the educational unit and teaching staff, and strictly monitors the attendance and progress of the group.

According to the guys’ stories, they didn’t know each other before entering the university. However, interpersonal contacts were quickly established and trusting friendships were established. At the moment the group is a cohesive, strong team. Students communicate not only within the walls of the university, but also outside them: they make joint trips, excursions, going to the movies, and concerts. Each member of the group is always ready to help a friend and support him in a difficult situation.

During the sociometric study, the students of the group were asked the following question: “Which member of the group would you like to see as part of the newly organized one?”

The answers received were entered into a sociometric matrix (see Table 1).

The resulting bottom rows and right columns use the following notation:

BC is the number of choices made by a given person;

OS is the number of deviations made by a given person;

VP is the sum of the choices received by a given person;

OP is the sum of deviations received by a given person;

Person's choice - “+”;

Human deviation - “-”;

The number of elections received by each person is a measure of his position in the system of personal relationships and measures his social status. People who received the most votes are the most popular, liked, and called “stars.” If a person receives an average number of choices, then he falls into the “preferred” category; if less than the average choice, then into the category; if he does not receive a single choice, then into the “rejected” category.

Using only the sociometric matrix, it is difficult to imagine in detail the pictures of the relationships that have developed in the group. To obtain a more visual description of them, they resort to sociograms (see Fig. 2). Now we can conclude that all subjects of the studied group who received 9 or more choices have a high sociometric status, are “stars,” and subjects who did not receive less than 3 have a low status.

So the leaders of the group: Baklan P.M., Kolometsky T.O., Chaliy A.Yu., Chaliy O.Yu. There are no clearly “rejected” people in the MM-371 group.

It should be noted that a large number of students fell into the range from 3 to 9 elections, which indicates a fairly large cohesion of the group.

Fig.2. Sociodiogram of the MM-371 group.

CONCLUSION

During my teaching practice, I completed all the points of teaching practice formed in the introduction.

When getting acquainted with the work of the department and preparing for the class, I liked the attitude of the teachers towards me. They always tried to come to the rescue and answer the question I asked. I was pleasantly pleased by the fact that notes for classes are not officially required, but when preparing new courses, each teacher wrote one for himself. Since it’s easier to work with it at first, but then it starts to get in the way, since the courses constantly require updating, and the teacher’s good notes turn into a set of scribbled, taped-up sheets of paper. This suggests a transition from paper-based to electronic.

During the training sessions, I liked the attitude of the students towards me; even in the senior years there was a business relationship in pairs. Out of habit, it was difficult at first for the whole couple to tell something, but after that it started to work out better.

I believe that the practice I completed is not only necessary, but mandatory for future activities.

BIBLIOGRAPHY

· Guidelines for laboratory work on the study of the design of tools for processing holes / Comp. NOT. Nosik. - Lugansk: LMSI, 1990.

· General psychology: Proc. for pedagogical students in-tov / ed. A.V. Petrovsky. - 3rd ed., revised. and additional - M. Education, 1986. - 464 p.

· Workbook of a practical psychologist M, 1996. scientific editor A.A. Derkach.

· Rodin.P.R. Metal-cutting tools: Textbook for universities. - 3rd ed. reworked and additional -TO. Vishcha school Head publishing house, 1986.

· Stolyarenko L.D. "Fundamentals of Psychology" Rostov-on-Don publishing house "Phoenix", 1996.

· Fridman L.M., Pushkina T.A, Kaplunovich I.Ya. Studying the personality of the student and student groups. - M. “Enlightenment”, 1988.

Stage number	Event	Deadlines	Reporting form
	Educational and methodological work
	Studying the structure and content of the State Educational Standard of Higher Professional Education in the direction 030900 “Jurisprudence”	08-10.02. 2012	Analysis of State Standards of Higher Professional Education
	Study work
	Preparation of a lecture on the topic: “The activities of the prosecutor at the pre-trial stages of the criminal process” for 4th year students of the Faculty of Law	13-17.02. 2012	Lecture text
	Conducting a seminar on the course “Criminal Procedure Law” on the topic: “Initiation of a criminal case” for 4th year students of the Faculty of International Relations, specialty “Customs”.	20-24.02. 2012	Seminar plan, tasks, tests.
	Organizational and educational work
	Participation in 2 seminars. Discussion with students of the topic: “Current problems of the prosecutor’s activities at the pre-trial stages of the criminal process.”	27-29.02. 2012	Consultation.

Introduction

To the question: think about how you perceive yourself and evaluate yourself based on ten different positive personality traits, the answer was received.

Personality qualities assessed

Yes

No

Sometimes

Don't know

Good

83%

17%

Kind

83%

1%

12%

Smart

95%

4%

Careful

70%

8%

20%

Obedient

50%

12%

17%

8%

Attentive

80%

17%

4%

Polite

80%

12%

8%

Skillful (capable)

83%

4%

8%

4%

Hardworking

83%

12%

4%

Honest

93%

4%

4%

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Introduction

2. STUDYING THE EXPERIENCE OF LEADING TEACHERS

Table Cutting speed when milling teeth*

Table of vertical feed values*