Report on research practice Master's student - a document that analyzes in detail the place of practice and all the work performed in the process. And students may have difficulties with this.

First of all, with site analysis industrial practice. Many people forget that this is just as important as completing the assignments of the supervisor. The information received will determine how well the trainee completes the tasks and achieves the goals. Therefore, you need to carefully study the object of practice and only then begin to analyze and process the information.

An important part of the document, the implementation of which causes many difficulties, is reflection on one’s own achievements. The student must objectively evaluate his research activities at the enterprise. A diary helps him cope with this, where he writes down everything related to practice. If a student conducts it poorly, then he later has problems at the reflection stage.

It would seem that all the hardships of student life are already behind us; many reports have been written on educational, introductory, industrial and pre-graduation practices and, at first glance, an example of a master’s research practice report is not needed at all. However, this report differs significantly from all previous ones, not only in terms of design, but in terms of content.

Basic requirements for the report

First, you need to understand the basic requirements that are put forward for a master’s student’s report. Often the work should not exceed 25-30 pages, excluding appendices. Also, unlike previous reports, in which the requirements for the list of references were not so strict, and their number could vary quite greatly, research practice involves the use of at least 30 sources, each of which must be drawn up in accordance with the state standard . It is quite difficult to identify the remaining differences, and therefore we strongly recommend that you contact your supervisor at the department and ask him for an example of a master’s research practice report. This way you can avoid many mistakes and the need to redo the work.

Practice objectives

After you present your report to the department, you will have to defend it. As you already know, after writing a thesis, it is better to compile a defense report simultaneously with writing the report. In order to make your work easier, you can briefly outline the objectives of your research practice, which, by the way, should also be duplicated in the introduction. So, in your report, you need to show in-depth knowledge of the field you studied, as well as demonstrate your ability to collect and analyze information using the latest technologies. In addition, as a trainee you must have not only basic knowledge in the field of study, but also acquire the ability to quickly adapt to changes, as well as find information that is not related to your field of activity.

Approximate content of the reporting work

In fact, it is quite difficult to provide a detailed description of each section in the case of a research practice report. This is due to the fact that each specialty and each direction, not to mention the different educational institutions, sets his own requirements for work. However, there are a number of general recommendations:

1. The first and most important difference of the master's practice is not only the constant close cooperation with the supervisor, but also the opportunity to involve other university employees and students in the work. In fact, you must coordinate every step you take with your curator.
2. Since this type of practice involves not only visiting, but also participating in various thematic conferences, this must also be indicated in the report. The topic, time, number of visits are noted, and an excerpt from your report and several scientific theses are also provided.
3. The entire process of collecting and analyzing information from various domestic and foreign sources is described separately. Please note that if you used about 30 sources, then 10 of them should be foreign, and 20 should be domestic.
4. It is also necessary to carry out probing, as well as bring at least 3 experiments for fitting. After this, you can move on to proving and describing your hypothesis, which you derived as a result of research and experiments.

If the previous points only confused you, and the example of a master’s research practice report provided by the department does not provide clarity, then we suggest you contact our company. We have authors who will help you not only write a report, but also prepare an example of a defense report.

The tasks posed by modern production to engineering personnel are so complex that their solution requires creative search and research skills. In this regard, a modern specialist must possess not only the necessary amount of fundamental and specialized knowledge, but also certain skills in creatively solving practical problems, constantly improve his skills, and quickly adapt to changing conditions. All these qualities need to be developed at a university. They are educated through the active participation of students in research work.

In modern conditions, scientific research students (NIRS) is being transformed from a means of developing the creative abilities of the most successful and gifted students into a system that makes it possible to improve the quality of training of all specialists with higher education.

The concept of “student research work” includes the following elements:

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

-performance scientific research under the guidance of teachers.

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

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

To conduct educational and research work, students are assigned a workplace in the laboratory and are provided with the necessary materials and instruments. The topic and scope of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of specialized literature.

Scientific supervisors include teachers actively involved in scientific work, research assistants, engineers and graduate students.

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

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

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

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

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

For junior courses, the main forms of SNTK within the educational process are the preparation of abstracts, individual homework with elements of scientific research, and participation in subject clubs.

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

Scientific supervision of students during practical training is carried out jointly by university teachers and enterprise specialists. The results of the work are presented in a report, which students defend before the commission after completing their practical training.

Students' research work during coursework and diploma design is associated with the development of special sections with elements of scientific research and research carried out in the process of solving real problems of specific enterprises. Such graduation projects can end in implementation and in this sense they are indeed real.

The implementation of complex diploma projects developed by a group of graduate students of various specialties is being developed. Each student is assigned to complete a separate independent section of a comprehensive diploma project. General management of the development of such a project is carried out by one of the leading departments; each section is assigned its own leader from the department that ensures its development.

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

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

The scientific work of students, carried out during extracurricular time, is implemented through the participation of students in research on the topics of planned state budget and contractual research work of departments and scientific institutions of universities, the organization of student bureaus and associations such as the student research laboratory (SNIL). SNIL can carry out design, technological and economic tasks, patronage work at schools, and lecturing work to disseminate knowledge in the field of science, technology, and culture.

The main form of research work carried out during extracurricular time is to attract students to carry out scientific research conducted by departments and scientific institutions of the university on state budgetary and contractual topics. Typically, a group engaged in solving a specific scientific and technical problem includes several students, usually from different courses. This allows us to ensure continuity, continuity and clear organization of their work. Senior students are registered as technicians or laboratory assistants with payment and entry in the work book. The work is carried out according to a schedule approved by the supervisor. The work of students is supervised by teachers, researchers, engineers and graduate students working in a group.

Students who have successfully completed the task in their section are included in the list of authors of the report as co-authors. Based on the results of the work, an application for an invention may be submitted or an article may be published.

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

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

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

In parallel with conducting research work, students perform organizational and management functions at SNIL, while simultaneously acquiring relevant skills.

The diagram of the comprehensive program of student research work for the entire period of study is presented in Fig. 1.

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

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

The implementation of comprehensive planning of research work in higher educational institutions for each specialty and the creation on this basis of a unified integrated system of student research work allows for more complete use of the scientific potential of universities in the training of modern highly qualified specialists.

Classification of scientific research works

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

Research can be theoretical, theoretical-experimental or experimental. Classification of research into one of the types depends on the methods and means of scientific research used.

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

Theoretical-experimental Research involves the latest experimental verification of the results of theoretical studies on full-scale samples or models.

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

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

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

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

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

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

Differentiated research is a study in which one of the properties or a group of homogeneous properties is known. In the example considered, each individually studied property of car reliability is differentiated.

Research is also divided based on the location where it is conducted, since this predetermines the use of various methods and means of scientific research. In this sense, experimental studies conducted in laboratory or industrial conditions are called laboratory or production. The object under study may be full-scale or represent him model. In each case, the choice of the type of object under study must be justified. In technology, many studies and tests are carried out on models and samples, since this greatly simplifies the creation of a laboratory base for research (often full-scale tests are fundamentally impossible). The most reliable are the results of full-scale tests.

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

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

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

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

The topic of scientific research is an integral part of the problem. As a result of research on a topic, specific scientific questions covering part of the problem are answered.

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

Choosing a direction, problem, topic of scientific research and posing scientific questions is a very responsible task. Current directions and complex research problems are formulated in policy documents of the country's government. The direction of research is often predetermined by the specifics of the scientific institution or branch of science in which the researcher works. The specification of the direction of research is the result of studying the state of production demands, social needs and the state of research in one direction or another. In the process of studying the state and results of already completed research, ideas for the integrated use of several scientific areas to solve production problems can be formulated. It should be noted that the most favorable conditions for carrying out complex research are available in higher education due to the presence in universities of scientific schools that have developed in various fields of science and technology. The chosen direction of research often becomes the strategy of a researcher or research team for a long period.

When choosing a problem and topics for scientific research, at the first stage, based on an analysis of the contradictions of the area under study, the problem itself is formulated and the expected results are defined in general terms. Then the structure of the problem is developed: topics, questions, and performers are identified.

Topics of scientific research must be relevant (important, requiring prompt resolution), have scientific novelty (i.e. make a contribution to science), be cost-effective for National economy. Therefore, the choice of topic should be based on a special feasibility study. When developing theoretical research, the requirement of economy is sometimes replaced by the requirement of significance, which determines the prestige of domestic science.

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

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

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

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

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

Stages of research work

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

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

2. Experimental research and processing of experimental data. This stage of the study involves planning experiments, preparing for experiments, checking and eliminating sharply deviating values, and statistical processing of experimental data.

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

4. Verification of the generalization results in practice and assessment of the economic effectiveness of the research results.

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

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

Mastering accumulated knowledge and critically assessing it is a multifaceted work. First of all, it is necessary to understand the extent to which the topic being developed is covered in the literature of domestic and foreign authors. One of the first conditions for reading scientific literature is the ability to find it. When working in libraries, they usually turn to library workers for information and advice or look for guidance in library catalogs. Based on the grouping of materials, the following main types of catalogs are distinguished: alphabetical, systematic, subject, etc. An alphabetical catalog contains descriptions of books arranged in alphabetical order by the names of the authors or titles of the books (if their authors are not indicated). The systematic catalog contains a bibliographic description of books by branches of knowledge in accordance with their content. Special reference, bibliographic, abstract and other publications provide enormous assistance in finding the necessary literature.

Reading scientific literature usually consists of a number of techniques:

general familiarization with the work as a whole according to the table of contents and a quick glance at the book, article, manuscript, etc.;

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

selective reading of material;

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

drawing up a plan of the material read, notes or theses, systematizing the extracts made;

registration of new information on manual punch cards;

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

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

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

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

records in the form of verbatim excerpts from any text indicating the source of information and the author of the quotation;

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

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

drawing up a plan for the work read;

compiling notes based on materials from a read book, article, etc.;

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

records of quotes from several literary sources on a specific topic;

verbatim notes with comments;

records made on manual punch cards or on cards, in notebooks, notepads, etc. by symbols, shorthand symbols, etc.;

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

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

As a result of studying scientific, technical and patent literature, it is revealed physical entity development of phenomena and connections between individual elements. The researcher becomes familiar with the use of technical measurement tools, methods for analyzing the processes of the system under study, and criteria for optimizing factors affecting the process. The factors are ranked on the basis of a priori information, the need for this research and the possibility of using previously obtained results to solve the problems of the research being carried out are substantiated.

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

The research program and methodology justify the choice of research methods, including the experimental research method. A method generally means a path of research, a method, the application of which allows one to obtain certain practical results in knowledge. Along with the general method of dialectical materialism, specific scientific methods are also widely used, such as mathematical analysis, regression and correlation analyzes, methods of induction and deduction, method of abstraction, etc.

The research program and methodology include:

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

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

mathematical modeling of the research object and experimental planning;

optimization of output indicators of the processes under study;

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

choice of method economic analysis research results.

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

identifying the significance of the influence of factors on the properties of the part being repaired and ranking them according to the degree of influence (tasks of assessing factors for the significance of their influence);

search for such conditions (regimes, etc.) under which either the given level will be ensured or higher than that achieved to date (extreme tasks);

establishing the type of equation based on revealing the relationship between factors, their interactions and an indicator of the properties of the part being repaired (interpolation problems).

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

Mathematical planning of an experiment, selection of factors, levels of their variation and mathematical processing of results is carried out using special techniques and has its own specific features when solving specific problems and is considered in specialized literature.

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

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

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

The implementation is completed by issuing a certificate of economic efficiency of the research results.

Student's classroom and extracurricular work

When analyzing reform processes high school, the educational situation at a state university, as well as when studying national and world trends in the development of university education, the following trends clearly appear:

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

b) in the conditions of the information society, a fundamental change in the organization is required educational process: reduction of classroom load, replacement of passive listening to lectures by increasing the share independent work students:

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

Types and structure of independent work of students

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

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

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

– extracurricular independent work when the student completes homework of an educational and creative nature

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

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

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

The contents of the OrgSRS can be described in work program each discipline and is aimed at expanding and deepening knowledge in a given course, and in senior courses - also at mastering interdisciplinary connections. The time to complete it should not exceed the norm allotted by the curriculum for independent work in this discipline. In this regard, it is necessary, even at the stage of developing curricula, when assigning the amount of time allocated to a student’s classroom and extracurricular work, to take into account the form of the Organizational Social Work, because its different forms naturally require different time expenditures.

Technological organization of independent work of students

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

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

The selected goals reflect a taxonomy of goals, for example: knowledge of sources of professional self-education, the use of various forms of self-education when organizing independent work. In addition, the goals of independent work must correspond to the structure of readiness for professional self-education, including motivational, cognitive, and activity components.

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

3. Technology for constructing tasks. Assignments for independent work must correspond to goals at various levels, reflect the content of each proposed discipline, and include different kinds and levels of cognitive activity of students.

4. Control organization technology. Includes careful selection of control means, definition of stages, development of individual forms of control.

Main characteristics of students’ independent work

Analysts of the Russian Research Institute higher education(NIIVO) identifies the main characteristics of SRS:

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

– relationships between teachers and students in the educational process;

– level of complexity of tasks for independent work;

– involvement of students in the activities being formed future profession.

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

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

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

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

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

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

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

2. Professional orientation of disciplines. The indisputability of this educational content thesis from the point of view of knowledge, introduction to creative professional activity, effective personal interaction in the profession should not detract from the importance of knowledge of the general humanitarian culture of the corresponding blocks of disciplines of the curriculum.

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

3. Limited student time budget. Firstly, when forming the temporary scope of his subject, the teacher must take into account the total total workload of students, without the often very subjective opinion of the undoubted importance of “my” discipline.

Secondly, the intensification of the educational process involves the rhythm of SRS by reducing the student’s routine work in semesters.

4. Individualization of SRS, which includes:

– increasing the proportion of intensive work with more prepared students;

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

– regularity of consultations with trainees;

– comprehensive and timely information about the thematic content of independent work, deadlines, the need for auxiliary aids, forms, methods of control and evaluation of the final results with mandatory comparison with the expected ones.

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

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

Effective writing

The value of notes

1) they speed up the review task. Repeatedly reading reports or business books in their entirety is a waste of valuable time. If the notes are well written, with key points and essential definitions to remember, then all you need to do is review the notes.

2) writing notes during meetings or during the learning process allows you to actively engage in this process. Writing uses visual and kinesthetic (that is, muscle sensations) functions, which helps concentration and strengthens memory.

3) People who take and use notes are generally more effective at recalling information than people who don't.

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

There are three main methods for taking notes.

1. Notes in general terms (schematic).

2. Detailed notes.

3. Maps of Thought.

Schematic notes are compiled by compiling a list of keywords that evoke mental images key concepts and ideas from the main text. Schematic notes are primarily saved in a standard linear format. They can also be transferred to pocket-sized cards that can be carried with you and viewed whenever the opportunity arises, for example when traveling on a bus or tram.

Detailed Notes is a system used by many people for fear of missing something important. If the report was made logically, the notes can be left without further Change. However, this is not always the case, and notes may require editing and reorganization. They often need additions that include further reading, research and reflection.

Due to the similarity of the shape of the third type of notes to a spider's web, they are sometimes called spider diagrams. They are also known as Mind Maps, which is a method of note-taking that offers greater flexibility and overcomes the disadvantages of sketchy and detailed notes. Mind Maps are a non-linear, spatial, graphic technique in which the subject under discussion (plot) is crystallized in a central image. The main themes of the subject (plot) come from the central image as a branch. The branches include key images or key words printed on the corresponding lines. Topics of lesser importance are also represented as branches attached to higher-level branches. The branches form a connected nodal structure. Mind Maps can be expanded and enriched with color, images, codes, symbols and the third dimension to stimulate interest. These extensions help you remember, understand, motivate, and recall information.

For example, when writing notes, a Mind Map could be a visual representation and outline of key words in a chapter of, say, a business book or self-development program. You can draw a series of micro Mind Maps for each chapter of a business book and a macro Mind Map for the entire text. Then you will have a schematic macro Mind Map for the entire book, supported by schematic micro Mind Maps for each chapter.

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

Creating Mind Maps

1. Use a sheet of A4 size (or A3, if necessary) of blank paper.

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

3. Connect the main themes to the central image.

4. Use the “pitchfork” or “fish skeleton” technique to connect the auxiliary lines with the main ones.

5. Type single keywords on the connecting lines.

6. Use images, drawings, symbols and codes.

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

8. Use custom codes. and well-known abbreviations.

9. To make information more memorable, use mnemonics for key points. Example of a thinking map:

Effective writing is the technology for optimal note-taking.

Explanatory dictionaries, thesaurus, glossary

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Multivolume Latin dictionary. Here is the definition given to the dictionary by different sources:

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

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

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

Any dictionary consists of dictionary entries.

The dictionary includes words of all parts of speech found in the sources, as well as proper names - personal names, geographical and other names. Options are presented in the form of independent articles linked by cross-references. The exception is for options that differ in whether they are written with a lowercase or capital letter (see the OPTIONS section). Participles and gerunds, adjectives and participles in short form, adjectives in the comparative, superlative degree and in the meaning of a noun are drawn up as independent articles. Parts of compound words appended with a hyphen are drawn up as separate reference articles (see the REFERENCE ARTICLES section). Unit forms and many more Parts of nouns are given in one article (see section HEADING WORD). All heading words that actually appear in source texts are printed in capital letters in bold. Heading words are given in square brackets that are not actually found in the text, but reveal a particular person (object) in the comments to the context (see REFERENCE ARTICLES section). Dictionary entries are arranged in alphabetical order of their capital forms (the letters e and ё do not differ in alphabetical order). Foreign language inclusions are given in the Dictionary in a separate block after the main body of articles.

HEADING WORD

a) For nouns, the head form is the form im. p.un. h., except for cases such as AUSTRIANS, AUGURS, ACRIDS, etc. (as is customary in modern dictionaries, for example in the Russian Spelling Dictionary * ). Parts of speech that appear in the meaning of a noun are marked substance. (for example: ALOE [ substance. adj.], BIG [ substance. adj.], BELIEVER [ substance. prib.], AH [ substance. intl. ]);

b) for adjectives, the capital form is the form named. p.un. h. husband r., with the exception of words like AZORES (islands). Short adjectives are separated into separate articles (for example: AL, AUTOMATIC, BAGROV, TREASURED). Adjectives in the comparative and superlative degrees - too (for example: ALEE, FRAGRANT, GREATEST);

c) pronouns and numerals have the same capital form as relative nouns and adjectives. In capital forms possessive pronouns his her, their these forms themselves serve;
d) for verbs, the capital form is the infinitive (perfective or imperfective, with a particle – xia or without it);

e) participles have the same capital form as adjectives; participles (including short ones) present. and past time are formalized into independent articles (for example: ALEVSHY, ALEWY, DENTED, ATTACKED, VDET);

f) for adverbs, gerunds and other unchangeable categories of words, the head form is the actually encountered form (for example: APPETITELY, BEZZZVEZDNO, ALEYA, AS);

g) in some cases, word forms of an occasional nature noted in the works (for example: AROMATNY-LEGKI) act as heading words.

OPTIONS

The Dictionary adheres to the principle of maximum independence of options, that is, various types of options are presented in separate articles - from outdated words usages (for example: ALASTER [ outdated ;var. To[ALABASTER]]) to author's occasionalisms (for example: AL [ new; var. To SCARLET]). Variants are usually linked by reciprocal links, which are placed after the heading word. The normative version is accompanied by references see, see also, cf., cf. etc. In case of non-normative variant there may be marks: var., var. To, at old, simple, collapsible, new. and so on. If the normative version is not present in the texts of the sources, then it is enclosed in square brackets, for example: [ALABASTER], and is formatted as a reference article. A foreign word can act as a normative option - in cases where the author used its transcription. So, for the word ALAS [English. alas- alas!] article is introduced cm. ALAS.

REFERENCE ARTICLES

Reference articles are those that do not provide context; in the Dictionary they fall into two groups. The first group includes articles on words that are not actually present in the sources. Each such word is enclosed in square brackets and followed by, if necessary, reference Information, and then a link to the main dictionary entry. For example, in the article: ALEXANDER [A.G. Aizenstadt] Lived A. Gertsevich, Jewish musician. He nailed Schubert like a pure diamond. OM931 (172 ) – we are talking about the violinist Alexander Gertsevich Aizenstadt, a neighbor in the apartment of O. Mandelstam’s brother. In the real context, the surname "Eisenstadt" does not appear. Therefore, the following article is introduced into the Dictionary: [EISENSTADT] [Alexander Gertsevich - musician, apartment neighbor of Alexander Mandelstam, brother of the poet; cm. ALEXANDER (A.G. Aizenstadt)].
The second group of reference articles includes parts of compound words joined by a hyphen, for example: [-COM] cm. A-BE-VE-GE-DE-E-ZE-ZE-COM, [-HARPIST] cm. MARY THE HARPIST.

2. STRUCTURE OF A DICTIONARY ENTRY

In the structure of the dictionary entry of the Dictionary, five zones are distinguished: HEADING WORD (CAPITAL FORM OF THE WORD), MEANING ZONE, CONTEXT ZONE, COMMENTS ZONE and CYPHER ZONE.

ZONE OF VALUE

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

a) information of a linguistic nature (grammatical and stylistic notes, etymological commentary, brief interpretations - for lexical units not in S.I. Ozhegov’s dictionary - etc.), for example: ALEY [ compare Art. adj. SCARLET]; MAYBE [ decomposition.]; AVION [French] avion- airplane]; ALMEYA [dancer-singer in the countries of the East];

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

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

CONTEXT ZONE

The context zone is the main one and is absent only in reference articles. It consists of one or more contexts, an explanatory commentary on the context (optional); essentially the cipher zone belongs to it. Contexts within one article are arranged in chronological order (dates of writing, accurate to the year), and within one date - alphabetically by authors. Contexts can be of two types:

a) A fragment of a poem. The goal of the compilers of the Dictionary was to provide such a contextual environment for the word in order to identify those new and unexpected “incrementations” of meaning that arise in poetic word usage; at the same time, the compilers sought to maximize the “compression” of the context; therefore, the boundaries of contexts range from phrases (angelic armor P943 (II, 553); lush scarlet rose AB898 (I, 374); In a crazy car M927 (539)) to entire poems (see article A-AH, where Tsvetaeva’s poem “The Cry of a Gypsy for Count Zubov” is almost completely given). The compilers also sought to present the fragments in such a way that information about the rhythm of the verse was not lost and the opportunity to show the reader unusual rhyme structures was not missed. For example, in the article ABESSALOM, a fragment is taken from Tsvetaeva’s poem that includes the rhyming word: “My seer willows! Virgin birches! The Elm is the furious Absalom, The rearing Pine in torture is you, the psalm of my lips.” When presenting the context, the compilers used some formal techniques indicating an omission in the context (<…>), to the boundary of the stanza (//), as well as to the boundary of the verse (/) in cases where the verse begins with a lowercase letter (for example, in Mayakovsky, Kuzmin, Khlebnikov). At the end of the context, the punctuation mark in the source is retained. Within the context or immediately after it, short comments may be given in square brackets, for example: ABSINTH About forty / you are pulling / your a. / from a thousand reproductions. [about Paul Verlaine] M925 (149 ); FORNICATION<…>And igniting in the oncoming gaze Sadness and b., You pass through the city - brutally black, heavenly thin. [about Don Juan] Tsv917 (I, 338.1) <…>. In addition, compilers use marks like Iron., Shutl., RP, NAR etc. (See “List of Conventional Abbreviations”).

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

COMMENT AREA

The comment area is optional. The comment is located after the context, given in square brackets in a straight light font with a lowercase initial letter. Unlike information in the meaning zone (which applies to all contexts of this word) the comment relates only to a specific single context, but should also contribute to a deeper disclosure of the peculiarities of word usage. In the comments (based mainly on information given in the sources) titles of poems, historical information may be given, linguistic and poetic considerations of the compiler, rhymes, etc. may be indicated, for example: ALLEY<…>I think about the fingers - very long - In the wavy hair, And about everyone - in the alleys and in the living rooms - with longing eyes for you. [cont. to J.N.G. Byron] Tsv913 (I, 186); ALEXANDRA. Macedonian (356–323 BC); tj in the name . ] <…>“The exploits of Alexander” you sculpt with wonderful hands - [about the book by M.A. Kuzmina “The Exploits of the Great Alexander”] Khl909 (56 ); ARCHANGEL<…>On the sails, under the dome, the four Archangels are most beautiful. [about the Church of St. Sofia in Constantinople] OM912 (83.1 ); DUGGER Thieves / with fools / holed up in a dugout / embezzlement / and red tape. [ rfm. To even] M926 (268).

CIPHER ZONE

The cipher zone is mandatory and accompanies every context. This zone indicates the author and date of creation of the work, and also provides a link to the source page. For each of the 10 authors, brief notations are introduced: Ann- Annensky, Ahmm– Akhmatova, AB– Block, EU– Yesenin, Kuz– Kuzmin, OM- Mandelstam, M– Mayakovsky, P– Pasternak, Chl– Khlebnikov, Color- Tsvetaeva. The last three digits of the year are usually used to indicate the date; The date is printed immediately, without a space behind the author’s code, in italics: AB898, Ann900, Akhm963. Sometimes the interval between the dates (or the estimated period) of the creation of the poem may be indicated: P913.28, AB908–10, Ann900-e. The estimated date of creation of the work is enclosed in square brackets: Color. Code ~ link to the page of the corresponding publication ~ is printed with a space after the date in parentheses in italics. For each poetic text (a separate poem, a poem as part of a cycle, a fragment of a poem), the page on which the first line of this text is located is given as a reference. If there are several poems on a page, then the corresponding serial number is indicated: Akhm910 (305.2). For multi-volume editions, the volume number is indicated in front of the page in Roman numerals: Tsv921 (II, 7); Ec924 (II, 159).

ABBREVIATIONS

The Dictionary uses the following reduction technique (primarily in the context zone and comment zone): a heading word inside an article can be shortened to its initial letter, but only in a word form that matches the head form (practically - nouns and adjectives in the noun form h., verb in the infinitive, etc.). This rule usually does not apply to words consisting of two or three letters or included in titles, subtitles of works, in epigraphs to them, or with an accent mark. All abbreviations accepted in the Dictionary are presented in the “List of Conventional Abbreviations”.

Glossary

Material from Wikipedia - the free encyclopedia

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

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

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

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

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

The glossary, with its articles, collectively describes a particular area of ​​knowledge.

Nowadays, many reference books are published with the subtitle “Glossary”, that is, the concept of “glossary” is often simply defined as a dictionary that explains little-known words and expressions in any field of knowledge or in any work.

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

Ideally, a thesaurus should be structured as follows. The most general concept related to human ideas about the world, say Universe. It is given by a certain word. Then this concept is divided into two (in the thesaurus it is better to use a binary system of division, although this is not necessary) other concepts. For example alive – inanimate(those. Universe will be divided into wildlife And inanimate nature). Live nature can be divided into reasonable And unreasonable. The rational is divided into men And women. Unreasonable - on organic And inorganic etc. As a result of the sequential binary division of each concept, a tree-like structure is obtained.

A thesaurus is a huge conceptual tree containing a person’s general knowledge about the world. At the bottom of this tree there are further concrete concepts that are semantically indivisible. For example the word a tear which can hardly be separated semantically. Those units that are at the bottom of the tree i.e. in what follows, indivisible elements are called terminal elements. Without a doubt, not the entire tree can be drawn, but only some node. Therefore, a tree is usually presented in a thesaurus like this: each node of the tree is given a number - the first number corresponds to the distance from the top, the second shows whether this unit is a more left or more right branch. In the dictionary, next to each word there should be a number, regardless of whether it is a terminal word, i.e. associated with an indivisible concept or located in nodes.

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

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

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

In theoretical terms, the thesaurus has lasting value because it structures humanity’s understanding of the world. In addition, the thesaurus is one of the possible models of the semantic system of vocabulary.

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

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

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

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

Used Books

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

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

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

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

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

6. Papkova M.D., Noskov V.V., Volgo-Vyatka Academy civil service(VVAGS, N. Novgorod). Features of organizing independent work of students in senior years.

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

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

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

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

11. Kuzin F.V. Preparation and writing of a dissertation. – M., 1998. – 282 p.

12. Kuhn T. Structure scientific revolutions. – M., 1975. – 345 p.

13. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.

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

15. Walker J. Introduction to Hospitality. – M. 1999. – 463 p.

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

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

19. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.

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

Murina L.A. Rovdo I.S. Dolbik E.E. Russian language exam. A guide for applicants to universities. L.A.Murina I.S.Rovdo E.E.Dolbik and others - Minsk: TetraSystems 2000; 255 pp.

Faculty of Mathematics, Computer Science, Physics and Technology

Department of Informatics and Informatics Teaching Methods

REPORT

in research practice

Performed):

1st year master's student

Faculty of MIFIT

Agreed: scientific adviser

Doctor of Pedagogical Sciences, Professor

Omsk – 2013

PLAN

undergraduate research practice

Gordeychik Elena Ivanovna

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

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

Dissertation topic: “Distance educational technologies as a means of developing children’s talent (primary school)”

	Research tasks (in accordance with the topic of the master's thesis)	Dates and deadlines	Planned results	Conclusion on implementation (vised by the supervisor upon completion of the internship)
	Conduct a theoretical justification for the direction of master's research. Formulate a contradiction, identify a scientific problem, formulate a goal, hypothesis and research objectives.		Manuscript 8-10 pp.
	Formulate the purpose and objectives of the ascertaining stage of the pedagogical experiment. Determine research methods. Select an experimental research base.		Manuscript 3–5 pp.

Head of Master's Program____________________

Head of practice _______________________

Scientific director _______________________

The relevance of research

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

The previous educational translational-reproductive paradigm, which trained personnel for the outgoing industrial society, in modern conditions of global uncertainty, instability, and constant changes turns out to be ineffective.

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

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

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

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

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

Controversies

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

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

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

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

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

Problem

Theoretical and practical justification for solving organizational and pedagogical problems of introducing distance educational technologies in the general education system when working with gifted children.

Research topic:“Distance educational technologies as a means of developing children's talent (primary school)”

Object and subject of research

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

The subject of the study is the use of distance learning technologies, aimed at effectively solving the problem of working with gifted children in primary schools.

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

Research hypothesis

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

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

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

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

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

Changes in the regulatory framework of general education and the local regulatory framework of educational institutions, including educational standards and programs, norms regulating the structure of the school, subject to the coexistence of both an updated regulatory framework and a traditional one;

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

Research objectives

To develop and justify a project for scientific and pedagogical support of the process of working with gifted children, focused on priority, socially motivated educational goals and results achieved through the use of ICT and DET tools.

To develop organizational and pedagogical requirements for a systematic and harmonious process of working with gifted children, optimizing the impact of the main factors that influence the effectiveness of working with gifted children.

To develop a pedagogical model “Program for working with gifted children in primary schools”, implementing modern system priorities of general education based on information and communication technologies.

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

Research methods

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

Analysis and synthesis of theoretical research on the implementation of certain distance educational technologies, on the methodological basis of the use of information and communication tools in general education;

Analysis of practical experience of Russian and foreign schools;

Conducting comparative international studies, including SITES, and analyzing their results in accordance with international methods;

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

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

Pedagogical experiment on the basis of a secondary school.

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

Fundamental works devoted to the history and current state of education in the world (,);

scientific and methodological works on the problems of activating students’ cognitive activity, on humanization, differentiation and individualization of education, on the development of students’ creative abilities (, etc.);

Research on general implementation issues information technologies in education (, etc.);

Works on special psychology and pedagogy (, etc.)

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

Materials for the ascertaining stage of the experiment

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

Objectives of the ascertaining experiment

1) determine the criteria for the level of giftedness of primary school students;

2) select diagnostic material and equipment;

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

Research methods

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

Considering the problems of giftedness, I identified the following main stages through which the development of the idea of ​​general giftedness passed:

The desire to identify giftedness with a separate mental function;

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

Differentiation in any intelligent activity of two factors: specific to a given type of activity and general, which Charles Spearman considered giftedness;

Giftedness as the average of a number of different functions;

Recognizing that there are multiple types of giftedness.

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

A powerful modern means of diagnosing giftedness are tests aimed at assessing intelligence and creativity. The use of tests, however, requires professional psychological training. In some tests, like D. Wechsler's test, it is necessary to evaluate the respondents' answers in points, which requires significant practical experience. In other cases (for example, with computerized tests), the assessment of answers is carried out automatically, but there still remains the problem of interpreting the results, which can only be competently carried out by a qualified psychologist. The testing findings must be correlated with the results of observing the student’s behavior in the classroom, the opinion of parents, etc. Also, the choice of a particular test or battery of tests for examining a student depends on the testing objectives and the entire context of the school situation.

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

Based on this work, Renzulli, Hartman and Calahan decided to create a reliable and valid objective assessment tool. expert assessment teachers of various aspects of children's giftedness. Four types of giftedness were selected: (1) learning ability, (2) motivational and personal characteristics, (3) Creative skills(creativity) and (4) leadership abilities.

These tests are adapted for experimentation by teachers.

Experimental base

On the basis of the 9th (information) class of the school, 2 control and experimental groups were created. To conduct the ascertaining experiment, scales were selected for rating the behavioral characteristics of gifted schoolchildren by J. Renzulli et al. (1977) in adaptation. (Annex 1)

These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. The assessment should reflect how often the teacher observes each characteristic being demonstrated.

This scale is filled out by all teachers who have worked with a child for quite a long time.

The assessments of different teachers are compared and discussed; in controversial cases, it is necessary to ask to describe specific situations in which this or that characteristic was manifested. In case of doubt, it is better to make a collective decision in favor of the child, that is, give him a chance to show himself in a special program to study the influence distance education for the development of talent.

For the purity of the experiment, this scale is also offered to parents and students themselves, and mutual assessment is also expected.

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

Last name, first name of the student _________________

Date __________

School No. ______________ Class ______________

Age_________________

How long have you known this child?

______________________

Instructions. These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. Your score should reflect how often you observed each characteristic occurring. Because the four scales represent relatively different aspects of behavior, scores on different scales are not summed.

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

1 - if you almost never observe this characteristic.

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

3 - if you observe this characteristic quite often.

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

Scale I. Student’s cognitive characteristics

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

2. Has a wide range of information on a variety of topics (outside the usual interests of children of this age)

3. Quickly remembers and reproduces factual information

4. Easily grasps cause-and-effect relationships; tries to understand “how” and “why”; asks a lot of thought-provoking questions (as opposed to fact-seeking questions); wants to know what underlies the phenomena and actions of people

5. Sensitive and quick-witted observer; usually "sees more" or "gets more" than others from a story, a movie, something that happens

Multiply by the appropriate factor

Add the resulting numbers

General indicator

Scale II. Motivational characteristics

1. Completely “goes” into certain topics and problems; persistently strives to complete what he started (difficult to involve in another topic or task)

2. Gets bored easily with routine tasks.

3. Strives for excellence; is self-critical

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

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

Count the number of circled numbers in each column _ _ _ _

Add the resulting numbers

General indicator

Scale III. Leadership Characteristics

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

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

3. Expresses thoughts and feelings clearly; speaks well and usually clearly

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

5. Has a tendency to dominate others; usually manages the activities in which he participates

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Scale IV. Creative characteristics

1. Shows great curiosity about many things; constantly asks questions about everything

2. Pulls out big number ideas or solutions to problems and answers to questions; offers unusual, original, smart answers

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

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

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

6. Shows a subtle sense of humor and sees humor in situations that do not seem funny to others

7. Unusually sensitive to internal impulses and more open to the irrational in oneself (more free expression of “girlish” interests in boys, greater independence in girls); emotionally sensitive

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

9. Not influenced by the group; accepts disorder; not interested in details; not afraid to be different from others

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

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Bibliography

1. Government Order Russian Federation dated 01.01.2001 “On the implementation of the national educational initiative “Our New School”;

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

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

4. A set of measures to implement the Concept of the Russian national system for identifying and developing young talents dated January 1, 2001.

5. Federal Law of 01.01.2001 N 11-FZ “On Amendments to the Law of the Russian Federation “On Education” regarding the use of e-learning, distance educational technologies”;

6. Letter from the Ministry of Education and Science of the Russian Federation dated 01/01/2001 “ Guidelines on issues of interaction between institutions of general, additional and vocational education on the formation of an individual educational trajectory for gifted children.”

7. Diagnosis of creativity. Torrance test. Methodical manual. St. Petersburg: Imaton, 1998.

8. Psychodiagnostics of creative thinking. Creative tests. St. Petersburg: SPbUPM, 1997. 2nd edition: St. Petersburg: Didactics Plus, 2002.

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

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

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

Ministry of Education and Science of the Russian Federation

Federal state budgetary educational institution of higher education

"Moscow Pedagogical State University"

Institute of Childhood

Faculty of Defectology

REPORT

in 2nd research practice

With October 6 By November 9 2016 G.

student-

master's student

Topic: “Experimental study of the pronunciation aspect of speech in children in secondary schools”

( 06 .10.201 6 0 each 9 . 11 .2016)

Master's studentDemchuk Anastasia Vladimirovna

Theoretical and methodological substantiation of the diagnostic complex, its detailed description and stages of testing. Formulation of goals and objectives of the ascertaining experiment.

Conducting the actual experimental research. Analysis of the obtained experimental data. Carrying out statistical processing of experimental materials.

c 14. 1 0. 2016 to 24 . 10 . 2016

Discussion of the obtained experimental data with specialists from the institution. Participation in consultations with teachers and meetings with parents. Formulating conclusions for Chapter 2.

With 24 . 10 .2016 to 09 . 11 .2016

During the research internship, topic 2 was formulated course work: “Experimental study of the pronunciation aspect of speech in children in secondary schools.”

The purpose of the experimental part of the work consists of studying the state of the pronunciation side of speech in children of the 1st grade of a comprehensive school.

Tasks research:

Develop a method for diagnosing the pronunciation aspect of speechin children of the 1st grade of a comprehensive school.

RevealcocToyaniePpopurlociteflaxothcToptheypechi u junior schoolchildren Vsecondary school.

Process and describe the results of the examinationpopurlociteflaxothcTopouspechiydeTethogeneraleobpahoVaTeflaxoth schoololy

Methodology of the ascertaining experiment.

The structure of the ascertaining experiment included the following components:

1. Study and analysis of anamnestic data of children (based on medical documentation).

2. Analysis of the results of a general speech therapy examination of children involved in the experiment. We processed the data obtained by a speech therapist working with children at an educational institution (during the processing of speech cards).

3. Carrying out a detailed diagnosis of the state of the pronunciation side of speech in children, as well as analysis of the data obtained (we used an examination scheme, speech and visual material compiled and selected by us for the ascertaining experiment).

Research base

The experiment was carried out in the MBOU secondary school in the village of Kalinovka, Leninsky district, Crimea. The study involved 15 first-grade students of a secondary school.

After studying the anamnestic data of the children involved in the experiment, as well as analyzing the results of their general speech therapy examination, we compiled a description of the children in the experimental group.

The experimental group included 8 children aged 7 years, with phonetic and phonetic-phonemic underdevelopment, who studied with a speech therapist before entering school and during their studies in 1st grade.

A study of the medical records of the subjects showed that all children had a history of unfavorable pregnancy: toxicosis of the 1st or 2nd semester of pregnancy, viral and colds of the mother, threat of miscarriage.

Unfavorable course of labor: stimulation during obstetrics, rapid labor, prolonged labor, cesarean section, occurred in 6 children. Diseases suffered at an early age are:such as intestinal infection, stomatitis, colds, acute respiratory infections, acute respiratory viral infections. A large proportion of children had peculiarities in the course of higher mental functions: instability of attention, memory capacity was weak, so the children remembered speech material worse. Unstable behavior, with frequent mood swings, during classes they quickly got tired and distracted, and had difficulty remembering the speech therapist’s instructions.

During a general speech therapy examination, all children in the experimental group were diagnosed with various disturbances in sound pronunciation, underdevelopment of phonemic hearing, disturbances in prosody, and speech breathing.

The primary data of the children in the experimental group at the time of the ascertaining experiment are reflected in Table 1.

Table 1

Characteristics of children in the experimental group with impaired pronunciation speech

8

Sergey

FN. Violation of sound pronunciation

At the ascertaining stage, a diagnosis of the pronunciation component of speech in 1st grade children was carried out.

The study was conducted during extracurricular activities teacher and speech therapist of an educational institution.

Studying the general sound of speech of primary schoolchildren.

Study of the pronunciation of sounds at different linguistic levels (isolated, in syllables, words, phrases, text).

Studying the syllabic structure of a word.

Sound discrimination research.

Research into auditory perception.

1. Recognition of non-speech sounds

   Differentiation of speech sounds

Methodology “General sound of speech”

Each child was asked to write a story on the topic “My favorite activity.”

Results for the text “My favorite activity” in the experimental and control groups(amount of children)

Thus, in the experimental group, 1 child has a sequence of story, 7 children have no coherence, 2 children have a coherent story, and 6 children have no integrity of the story. To compose a full story, children do not have enough necessary words, as well as the ability to consistently, logically and coherently express your thoughts. Schoolchildren, talking about their favorite activity, move from one storyline on the other, they allow omission of important semantic links, which makes it difficult for the listener to perceive the text. Students include narrative elements in descriptive elements. This can be seen in almost all the stories of schoolchildren.

In the control group, children observed the integrity of the story, a large lexicon words, sequence of story.

The children were asked to pronounce the following sounds with the help of a speech therapist, Table 4.

Pronunciation of sounds during repetition Table 3

[l], [r]

Sonorous sounds: nasal

[m], [n]

Yotated sounds

[i], [e], [yu]

Results for diagnosing the pronunciation of sounds(amount of children)

Thus, the children from the experimental group performed the task poorly. The main mistakes children make are violations of sound pronunciation[ w] , no sound is made[ R] , replacement of sounds, children pronounce sounds in isolation. In the control group, the children completed the task well, pronouncing all sounds clearly and without errors.

Study of the syllabic structure of a word.

The speech therapist suggestsrepeat after him the words: Jump rope, tanker, astronaut, policeman, frying pan, cinema, basketball, flutter, scuba diver, thermometer.

Study of the syllabic structure of a word(amount of children)

Having analyzed the results of the method, we found that in the control group 5 children coped with reproducing words with a complex word structure, and 2 children coped, but some words caused difficulties. In the experimental group, children showed significantly lower results: 4 children spoke Difficult words slowly and syllable by syllable, 4 children with a low level, they did not cope with the task, there were omissions, substitutions, and rearrangements of syllables in words.

Phonemic awareness.

Children were asked to identify the last sounds in the words: garden, soup, tooth, oak, ball, beetle, cancer.

For example: what sound do you hear in the word zu[b]?

Determining the place of a sound in a word.

The children were asked to determine the place of the sound in the word. For example: where do you hear the sound [s] in the word dog, at the beginning or at the end?”

The children were asked to determine the number of sounds in a word: how many sounds are in the word maaay?

The children were offered words with 3-5 sounds. The child had to arrange the sounds to make a word: [s], [l], [o] [n]; [Mother].

Instructions: “Listen to an unusual word, unlike anything else, because the sounds in it have changed places. You put them correctly, and you will get a word familiar to you: F, U, K; R, K, U, A.

The children were asked to choose a word with a certain sound. In this case, the speech therapist observes the sequence of sounds that are preserved in the pronunciation of the impaired ones.

Instructions: Name the word with the sound [M]” ([B], [V], [N], [T], [D], K], [G], [A]). Then: “Name the word with the sound [S]” (, [C], Sh], [F], [H], [Sh], [L], [R]).

Study of word formation ability.

Formation of nouns with a diminutive form of a name:

doll - doll, ball - ball, window - window,

lamp - ..., house - ..., ring - ...,

head - ..., bird - ..., bucket - ...,

hand - ..., ear - ..., forehead - ...,

nest - ..., grain - ..., feather - ....

Based on the study, a diagnosis of the level of development of pronunciation speech was carried out.

Sound recognition diagnostic results(amount of children)

Thus, the diagnostics showed that 6 children in the experimental group showed a low level of development of pronunciation speech; they had reducedphonemic hearing and phonemic perception, they do not correctly differentiate sounds.

Four children in this group had phonemic analysis synthesis at the formation stage; the children had difficulty determining the location of a sound, they could not assemble a word, and had difficulty in the syllabic structure of a word.

In other cases, development phonemic processes are normal.

Auditory Perception Research

"Recognition of non-speech sounds."

Each child was asked to listen to 5 non-speech sounds: car, creaking, blizzard, bell, sound of water. After listening, the children had to name these sounds.

Study “recognition of non-speech sounds”(amount of children)

Having analyzed the results of the method, we found that in the control group 5 children high level sound perception, 2 children have average. In the experimental group, the children showed significantly lower results: an average level was found in 4 children and a low level in 4 children; they did not cope with the task and did not name a single sound. Children do not recognize non-speech sounds well, which indicates that their auditory attention is impaired.

"Differentiation of speech sounds."

The speech therapist lays out a series of pictures of animals in front of the children (bee, beetle, cat, dog, rooster, wolf, etc.) and reproduces the appropriate onomatopoeia. Next, the children are given the task of identifying the animal by onomatopoeia and showing a picture with its image.

Research "Differentiation" speech sounds" (amount of children)

According to the results of the study, all children in the control group completed the task. In the experimental group, 6 children with an average level made several mistakes when performing, confusing the animals, and 2 children did not cope, making a lot of mistakes.

A study of the state of the pronunciation side of speech in children was carried out at a secondary school in the village of Kalinovka, Leninsky district, Crimea. The goal was to determine the level of development of the pronunciation aspect of speech in 1st grade children

The experimental group included 8 children aged 7 years, with physical impairment and physical impairment, who studied with a speech therapist before entering school and during their studies in 1st grade. The control group included 7 children with normal speech development.

At the first stage of the ascertaining experiment, an analysis of the children's anamnestic data (based on medical documentation) was carried out.

At the second stage, an analysis of the results of a general speech therapy examination of the children involved in the experiment during the processing of speech cards was carried out.

At the third stage of the methodology, a diagnosis of the level of development of pronunciation speech in children with FFN was carried out.

A.V. Demchuk, Moscow, MPGU

Scientific adviser: To . pedagogue.n , Associate Professor of the Department of Speech Therapy, Cherkasova E.L.

FEATURES OF SPEECH PRONUNCIATION IN CHILDREN IN GENERAL EDUCATION SCHOOL

One of the problems of children school age is the immaturity of the pronunciation side of speech, the correction of which has important medical, pedagogical and social significance. It is worth noting that today the speech is not only of schoolchildren, but also of graduates educational organizations does not always meet the parameters and quality determined by the Federal state standard, therefore, language education and speech development of schoolchildren is one of the central, pressing issues modern education. It is especially acute in front of primary school, which is the basis for the development of a full-fledged personality.

Disadvantages of the pronunciation aspect of speech narrow the communicative and speech capabilities of children, limiting them professional choice at an older age. In the same time,phonetic-phonemic and phonetic underdevelopment are quite pacommon speech disorders in children. Impairments in oral speech negatively affect the formation of written speech (R.E. Levina, G.V. Chirkina, A.V. Yastrebova, etc.)

The fundamentals of the methodology for developing the pronunciation side of speech of primary schoolchildren are defined in the works of L.N. Efimenkova, R.I. Lalaeva, N.A. Nikashina, F.A. Rau, M.F. Fomicheva, M.E. Khvatseva, A.V. Yastrebova and others. However, in the scientific and methodological literature there is not enough data on the joint activities of a speech therapist and a teacher as a way to develop the pronunciation side of the speech of primary schoolchildren. Therefore, further study of this topic is necessary.

The purpose of our study was pdevelopment of a comprehensive program correctional work speech therapist and teacher primary classes on correction of the pronunciation side of speech in children of general education schoolsoly taking into account the Federal State Educational Standard of the NOO.

This goal was achieved in the process of implementing the following steps: adach:

1. Analyze scientific and methodological approaches to the formation of the pronunciation aspect of speech in children in secondary schools.

2.Study the regulatory framework on the research problem (Federal State Educational Standards of NOO, POPOP of NOO, etc.)

3. Conduct a study aimed at identifying violations of the pronunciation aspect of speech among junior schoolchildren of secondary schools.

4.Develop and test a correction program collaboration speech therapist and primary school teacher on correction of the pronunciation side of speech in children of secondary schools.

5.Assess the effectiveness of experimental learning.

At the ascertaining stage of the study, a diagnosis of the pronunciation component of speech in 1st grade children was carried out. 15 children were examined at the age of 7 years.

The study was conducted by a speech therapist during extracurricular activities.

The study of the pronunciation side of schoolchildren’s speech was based on the examination scheme we formed:

1. Study of the general sound of speech of primary schoolchildren.

2. Study of the pronunciation of sounds at different linguistic levels (isolated, in syllables, words, phrases, text).

3. Study of the syllabic structure of a word.

4. Study of auditory perception.

Recognition of non-speech sounds

Differentiation of speech sounds

During the experiment, a quantitative and qualitative analysis of the data obtained was carried out based on a point-level assessment scale.

After the examination of children, based on the analysis of experimental data, a speech therapy conclusion can be made about the presence of disorders of the pronunciation side of speech in 8 (60%) first-graders. They were found to have phonetic and phonetic-phonemic underdevelopment (FN and FFN). These children worked with a speech therapist before entering school and during their studies in 1st grade. Among them, children were identified with organic pathology in the structure of the articulatory apparatus (short hyoid frenulum, malocclusion, absence of teeth in the lower jaw row) and children with a normal structure, but existing functional disorders of the articulatory apparatus. Children with FN had sigmatism, lambdacism and rhotacism. Schoolchildren with FFN have reduced phonemic awareness, which manifests itself in substitutions and mixing of groups of sounds.

In some children (40%), speech development corresponded to the norm.

The violations of the pronunciation side of speech of children who made up the experimental group, identified during the experimental study, indicate the need for targeted, systematic correctional and speech therapy to overcome them, carried out on the basis differentiated approach, taking into account the characteristics of the state of pronunciation and phonemic hearing in each child.

Based on the results obtained, a program of correctional work was developed in the joint activities of a speech therapist and a primary school teacher in a general education school. The implementation of the correctional work program, according to the Federal State Educational Standards of NEO, is carried out in the unity of classroom and extracurricular activities. The speech therapist planned and carried out correctional work outside of class hours, and the teacher, on the recommendations of the speech therapist, implemented correctional tasks in class activities. Close interaction between the speech therapist and the teacher was observed in all areas of correctional work - diagnostic, correctional and developmental, advisory, information and educational. The plan for joint work was discussed at the pedagogical council, methodological councils, etc.

The implementation of this program allowed us to identify the dynamics of the level of development of pronunciation speech, which was shown by children expertAndmental group.During the experimental training, all subjects improved their performance (according to scores). There are no children left whose development of the pronunciation side of speech would be at a low level. The majority of subjects (70%) showed a high level of development of the pronunciation aspect of speech. Their pronunciation and phonemic perception began to correspond to the norm.

Based on the results obtained, we can talk about the effectiveness of using the proposed method of correction and development of pronunciation speech of primary schoolchildren through the joint efforts of a speech therapist and teacher.

Bibliography:

Levina R.E. Speech and writing disorders in children: Selected works / Ed.-comp. G.V. Chirkina, P.B. Shoshin.- M.: Arkti, 2005. – 49 p.

Nikashina N. A. Elimination of pronunciation and writing deficiencies in younger schoolchildren // Speech deficiencies in primary school students mass school/ ed. Levina R.E. - M.: Education, 1965.– 106c.

Spirova L.F. Yastrebova A.V. Speech disorders in children // Reader on speech therapy. T. I / Ed. L.S. Volkova, V.I. Seliverstova. - M., 2002. – 74c.

Feedback from the supervisor on the quality of the student’s implementation of the internship program

Student Demchuk Anastasia Vladimirovna

She completed a research internship at the state budgetary educational institution With. Kalinovka Republic of Crimea.

During the internship Demchuk Anastasia Vladimirovna

During the entire period of internship at a state budgetary educational institution, she organized the collection of anamnestic data and a description of the characteristics of the experiment participants, and conducted a preliminary survey of the experiment participants. Conducted a theoretical and methodological substantiation of the diagnostic complex, its detailed description and stages of testing. She formulated the goals and objectives of the ascertaining experiment. Discussed the experimental data obtained with specialists from the institution. Participated in consultations with teachers and meetings with parents. Formulated conclusions for chapter 2.

During her internship, the student showed herself to be a very responsible person. I strived to acquire new knowledge in order to be even more useful. Analyzes and collects the necessary information well, shows interest in the work and the results of his work. During my internship I did not miss a single day.

Director of MBOU Secondary School Ishchenko Olga Mikhailovna
With. Kalinovka