Preparation of methodological manuals. Methodological recommendations for working on the textbook

A study guide is a tool you can use to remove the element of stress from your learning process. When you have a textbook, a folder full of lecture notes, and a mountain of homework and workbooks, it can be difficult to know where to start. But by learning a few formatting tips, looking for information in the right places, and using the study guide to the best of your ability, you can make studying much more effective. Interesting? Start with Step 1 to learn more about it.

Steps

Part 1

Let the form match the content. There are many different types of study guides, and each one has a format to suit a specific purpose and learning style. Whatever you use it for, there are study guides that are suitable not only for a given academic subject, but also for the specific learning goal for studying that subject. Structure the information into a study guide that is most convenient for you to use.

• If you find it easier to learn visually, consider using color-coded blocks in your study guide, or use idea mapping techniques to highlight information and make it easily accessible.
• If you have a linear mind, organize information chronologically or alphabetically so you can learn one thing in a series and then move on to the next.
• If you need an emotional connection with the material To understand it, give your notes a narrative form; this way it will be easier to teach them. Translate the concepts from the language of mathematics into the language of a story, a story you can feel a sense of belonging to, then organize your study guide as a short story that you can spell out in detail to remember the application of the formulas.
• If you can remember information quickly, use a format that helps you memorize effectively, such as recording vocabulary words and definitions in your voice, then listen again on your player all day or create animated flash cards and test yourself regularly.

1. Draw cognitive maps to connect main ideas and prioritize information. When creating cognitive maps, write each important idea in a separate rectangle, which you then connect according to their chronology and importance. Then link threads of related information that are derived from the main ideas. This method of creating a study guide provides a good visual diagram of how the material being taught fits together into an overall concept.

   Use comparison charts to highlight differences in key concepts. Create teaching aids using comparison charts or tables when you need to compare and show differences in a related group of ideas. You can use tables to create clear parallels in history or biology, or to compare different writers in literature.

   • For example, the column titles of a scheme for comparing the characteristics of different plant species will most likely include kingdom, family and genus. This will help organize the information for quick comparison and review.
   • You can also benefit from a comparison chart when studying literature by writing the names of the characters in the story in different column headings, under which you write down their identifying characteristics or other information. Likewise, information from two different novels can be conveniently structured into a table like this.

2. Use flash cards or concept cards to help you remember terminology. Flash cards are usually made from blank 13 x 18 cm index cards, and they can contain as much or as little information as you want, making them one of the most effective techniques for remembering individual words, or definitions of individual concepts. Thanks to this, they are most effective in learning foreign languages ​​and history.

   • Write 1 key concept on the front of each card, and on the back write the facts and key concepts associated with that fact. Review the cards yourself or have someone randomly ask you questions using the cards. To make sure you really remember what you need, go back and forth, starting with the front of the card and then the back. This works especially well when memorizing new foreign words.

3. Write your own sample test for study purposes. Writing a sample test can be an exceptional way to analyze the information you will be asked about from two perspectives: if you think about what is worth including in the test, you will think like a teacher, and if you can anticipate these questions, you will be one step ahead. ahead.

   • Try to figure out whether you will be given a multiple choice test, a fill-in-the-blank test, or written answers to questions. Prepare accordingly by writing out the type of questions that will test you.
   • Many teachers will be willing to provide you with older versions of the test, if available, so that you can use them as a teaching aid. Textbooks often include sample tests, which are an excellent way to study. While taking the test more than once can be extra stressful, it can be a great way to study and can even guide you toward the types of questions that will be on the test.

4. Learn using many tutorials at once. Create a combination study guide using the basic concepts and supporting information you selected from the study materials. You can write a draft of the manual on paper, by hand, or on a computer, using a word processor, spreadsheet, or specialized study guide program to organize your information.

5. Study on a schedule. Do your study guides as early as possible, and set aside enough time to study from them before the test comes your way. In the weeks leading up to the test, divide up your time to study all the different subjects and allocate your space to each subject you study to make sure you have enough time for each individual piece of information. Don't leave everything to the last minute.

   • If you suffer from stress, anxiety, and tend to panic before tests, it may be an especially good idea to set deadlines for studying individual chapters or topics. If you know that you need to get through the first two paragraphs this week before tackling the third and fourth paragraphs next week, then you can dedicate the entire week to that, and during that time you won't have to worry about the third and fourth paragraphs. 4 chapters
   • Allocate different periods of time to study, and focus on one subject at a time. No need to switch back and forth between five different subjects until you've mastered everything in the first one.

• Highlighted words and definitions from a textbook are often key points and good indicators of material for a study guide.
• Remember that each type of teaching aid has its strengths and weaknesses and there are many different learning styles. Therefore, choose the right type of teaching aid for the desired subject or for different learning styles, which may require using more than one type of teaching aid. For example, visual learners may benefit best from maps and diagrams, while listeners may benefit from cards that they can read aloud from.
• Try to be as concise as possible. Avoid unnecessary information.

EDUCATIONAL AND METHODOLOGICAL GUIDELINES

• Puzyrev A.V.
  “Aesthetics of language and assessment of the content of mass songs”
• Filimonova L.V., Bykova E.A.
  Mathematics and computer science.
  (for students of humanities faculties of universities)

  The proposed textbook is intended for university students studying at faculties where mathematics and computer science are not subjects of specialization. It was compiled taking into account the requirements of the state standard and it sets out at an accessible level some fundamental issues included in the curriculum for the new subject “Mathematics and Computer Science”. This manual contains 11 paragraphs, each of which is devoted to the study of fundamental issues of mathematics and computer science. Its goal is to cultivate in a person a culture of rational methods of operating with existing knowledge and acquiring new knowledge, to familiarize students with some sections of higher mathematics, to deepen the knowledge acquired at school in computer science and information technology, to provide the necessary information about modern aspects of the use of computers and the latest achievements.
  

• Kravchenko V.A.
  Reference material for preparing a course project (work) on the system of using fertilizers in crop rotations
  (for full-time and part-time students of the Faculty of Agriculture)
  
• 
  Guidelines for the implementation and defense of final qualification (diploma) theses
  (for students of the Faculty of Agriculture in the field of training for a certified specialist - 660200 "Agronomy")

  These guidelines have been revised on the basis of guidelines developed by teachers of the Faculty of Agronomy of the Voronezh State Agrarian University. K.D. Glinka - Kozlobaeva V.V. Fedotova V.A. Popova A.F. and have as their goal to provide the necessary information to students of the Faculty of Agriculture of Yelets State University named after I.A. Bunin for independent preparation and defense of final (thesis) work.
  

• Podaeva N.G., Zhuk D.A.
  Lectures on the basics of geometry
  
• Podaeva N.G., Krasnikova L.V.
  Lines and surfaces in Euclidean space
  (for students of the Faculty of Physics and Mathematics)
  
• Podaeva N.G., Evsikov S.V.
  Lectures on topology elements
  (for students of the Faculty of Physics and Mathematics)
  
• Nosov V.A.
  Combinatorics and graph theory
  
• Gubina T.N., Tarov D.A., Masina O.N., Tarova I.N.
  Methodological recommendations for preparing graduates of the Faculty of Physics and Mathematics for the state final exam "Informatics"
  
• Gubina T.N., Masina O.N., Gubin M.A.
  Working in Microsoft Office
  
• Poznyak T.A., Tarova I.N., Karpacheva I.A., Budyakova T.P.
  Industrial practice for future computer science teachers
  
• Tarov D.A., Tarova I.N., Gubina T.N., Masina O.N., Dyakina V.A.
  Testing and measuring materials on information disciplines.
  
• Tarov D.A.
  Guidelines for writing term papers in information disciplines.
  
• Tarova I.N., Terekhov Yu.P., Masina O.N., Skokov A.V.
  Workshop on solving problems on a computer.
  
• Balashova T.N.
  Inheritance law
  (for full-time and part-time students)

  This manual aims to provide methodological assistance to students studying the discipline of Inheritance Law. It examines all the main sections of the discipline, offering test assignments, tests and tasks for each topic. The guidelines are compiled in accordance with the program on inheritance law for higher educational institutions. Recommended for law students. The manual is intended for full-time and part-time students of the Faculty of Law.
  

• Zubova O.V.
  Educational and methodological materials on civil law (general part)

  These educational and methodological materials are intended for students and teachers of the Faculty of Law. The purpose of the manual is to provide assistance in studying the general part of civil law, as well as to facilitate the search for regulatory material and legal literature necessary to complete practical tasks.
  The collection contains practical assignments that students can use to master the main provisions of the training course in the process of self-preparation for classes in civil law, and teachers can use to monitor students’ knowledge.
  

• 
  Elective courses for students of the Faculty of Pedagogy and Psychology (preschool): Work programs [Text]

  The educational manual contains topics and content of elective courses for students of the Faculty of Pedagogy and Psychology (preschool). The manual consists of a preface and elective course syllabuses. The preface reveals the place of elective disciplines in the educational process of the faculty and their importance in the training of highly qualified specialists. The topics and content of elective courses were developed by teachers of the Department of Preschool and Correctional Pedagogy. The educational and methodological manual is addressed to full-time and part-time students, university teachers, and practical workers.
  

• 
  Collection of work programs of psychological and pedagogical disciplines in specialty 050703 preschool pedagogy and psychology

  The collection contains work programs on the main list of psychological and pedagogical disciplines in the specialty "Preschool Pedagogy and Psychology", developed by teachers of the departments of preschool and correctional pedagogy, developmental and educational psychology in accordance with GOST 2005, modern requirements and the level of development of science. Each work program includes the purpose and objectives of this discipline, main content, practical and laboratory classes, assignments for independent work, questions for tests and exams, lists of basic and additional literature, an approximate list of topics for essays and term papers, options for tests and examinations by semester etc. The work programs are approved by the Methodological Council of the Faculty of Pedagogy and Preschool Psychology. This educational program publication is addressed to students of the faculties of pedagogy and preschool psychology; it may be useful to teachers of pedagogical colleges and universities that train specialists in this profile.
  

• Chuikova Zh.V.
  Historical and pedagogical analysis of the problem of teaching preschoolers their native language
  (for elective course)
  
• V.N. Kartashova
  Deutsch 4: Mein Beruf ist Fr?hfremdsprachenlehrer
  (Tutorial on the practice of the German language for 4th year students of the Faculty of Pedagogy and Preschool Psychology with an additional specialty "Foreign Language")

  The manual assumes the implementation of the principles of professional and communicative orientation, ensuring the active development of foreign language skills in the process of educational activities among students - future teachers of a foreign language for preschoolers and primary schoolchildren. Orientation towards the student’s future specialty determined the selection of educational material. The manual contains original reading texts on pedagogical and regional studies topics. The textbook is intended for 4th year students of the Faculty of Pedagogy and Psychology (preschool), studying German as a second specialty.
  

• Anufrieva O. V.
  Fine art of Germany.
  (for design students)
  
• 
  Constitutional (state) law of foreign countries.
  (for students of specialty 030501 - Jurisprudence of all forms of study)
  
• Zakharova M.A.
  Pedagogical research in the format of coursework and thesis
  
• I.A. Karpacheva, T.A. Poznyak
  Teaching practice.
  (for students of the Faculty of Physics and Mathematics)

  The educational and methodological manual is intended for students of the Faculty of Physics and Mathematics studying in the specialty 032100.00 - Mathematics with an additional specialty (qualification as a mathematics teacher). The manual reflects the general provisions for organizing educational and practical training for students - future teachers, the rights and responsibilities of student interns, requirements for paperwork, and criteria for assessing student activities. In accordance with the stages of organizing practices, their content is consistently revealed, general pedagogical and methodological recommendations for organizing a modern lesson are formulated, research tasks are developed and recommendations for their implementation are proposed. The manual contains diagnostic techniques, plans and lesson notes.
  

• Karpacheva I.A., Krikunov A.E.
  Methodological recommendations for studying pedagogy for part-time students.
  (for part-time students)

  The educational and methodological manual is intended for part-time students of the Faculty of Physics and Mathematics, studying under an abbreviated program. At the same time, it will be useful for distance learning students of all pedagogical specialties. The manual presents the logic and structure of studying a pedagogy course throughout the entire period of study at the university, offers methodological recommendations and assignments for seminar classes, and assignments for independent work. Part-time students will find in the manual tasks on pedagogy that must be completed during teaching practice, as well as recommendations for completing coursework and final qualifying work.
  

• V. N. Mezinov
  Introduction to teaching
  
• T.P. Budyakova
  Coursework in psychology

  The educational manual discusses general methodological issues of writing and designing coursework in psychology. Methods for describing the results of scientific empirical research are proposed. For students of non-psychological specialties.
  

• T.P. Budyakova
  Sign-symbolic activity and its genesis
  (for the course "Developmental and educational psychology" for specialty 031200 "Pedagogy and methods of primary education")

  The textbook reveals one of the most difficult sections of developmental and educational psychology to study: the development of sign-symbolic activity in ontogenesis. A definition of sign-symbolic activity is given, the ways of its formation and development in preschool and primary school age are described. The manual is addressed to students studying psychology.
  

• T.P. Budyakova
  Legal and psychological aspects of the legal institution of compensation for moral damage
  (for the course "Legal Psychology" (for students studying in specialty 021100 "Jurisprudence"))

  The textbook is devoted to little-developed problems of legal psychology. In particular, legal and psychological aspects in the application of the norms of the civil law institution of compensation for moral damage are considered.
  

• Morozova M.A.
  Modern Russian language. Morphology (verb, verb forms). Preparation plans for practical and individual lessons.
  (for independent work of full-time and part-time students of the specialty "050301 - Russian language and literature" with an additional specialty "050401 - History".)

  The manual contains a program on the morphology of the Russian language (verb and verb forms) for 3rd year students of the Faculty of Philology, practical lesson plans with reference to literature, classroom and homework assignments and samples of their implementation, a list of basic and additional literature for the course, two tests that can can also be used for independent preparation for classes and tests. The manual is intended for students and teachers teaching a course in the morphology of the Russian language (verb, verb forms).
  

• Voevodina G.A.
  Unique affixes in modern Russian.
  (for students of the Faculty of Philology)

  The textbook for the special course examines questions related to the status of unique affixes that do not have a clear answer due to their insufficient knowledge. Consideration of questions about unique affixes helps to clarify the concept of a morpheme and its main features. This manual can be used for theoretical and practical understanding of language material, when studying an “Elective Course”, an elective, when preparing coursework and qualifying papers.
  

• Biryukova T.G.
  Text analysis and synthesis

  The manual is a theoretical and practical course that helps you master the techniques of perceiving others and creating your own texts. Its main task is to develop the ability to communicate in various areas based on mastery of the most common genres of oral and written speech, and to teach how to use expressive means of language for effective communication. The manual provides a variety of work with text; the tasks are creative in nature and have practical significance. The book is intended for school graduates, as well as for students of various specialties who want to improve their speech culture.
  

• IN AND. Kazarina
  Modern Russian syntax: structural organization of a simple sentence

  The textbook, which includes material on the problems of verbal and sentence connections, the structural scheme of a simple sentence as a linguistic sign, the signified of which is a standard proposition, and the positional scheme as a speech sign of an utterance, the structural and semantic organization of sentences, traditionally classified as mono-component with excursions into the history of the study, is intended First of all, for students of the Faculty of Philology, it will be useful for graduate students and school teachers, as well as for everyone who is interested in the problems of Russian syntax.
  

• Filimonova L.V., Bobrova T.M.
  Methodological recommendations for laboratory classes to study the section of general physics "Mechanics". In two parts.
  (for students of engineering-physics and physics-mathematics faculties)

  The purpose of this manual is to assist students in preparing and performing laboratory work on topics from the section of general physics "Mechanics". The manual contains descriptions of 13 laboratory works. The works of the first part cover mainly material on kinematics, oscillations and waves, the movement of bodies in a viscous fluid; the second part contains works on the dynamics of a material point and a rigid body. For each work, a statement of the purpose of its implementation is given, a list of equipment used, a brief theory of the topic of the work, a description of the method, questions for admission, the content of experimental tasks, questions for the report. The material presented in each work is sufficient for its implementation, but requires the study of additional literary sources to prepare the report. The appendices provide brief information on calculating the error in the results of an educational experiment in physics, the necessary reference tables, and additional material. The educational and methodological manual is recommended for use in laboratory classes with students of the engineering-physics and physics-mathematics faculties of Yerevan State University in the mechanics laboratory.
  

• Filimonova L.V.
  Methodological instructions for practical classes in general and experimental physics. Part two. MCT and thermodynamics.
  (for students of the Faculty of Physics and Mathematics)

  The purpose of these instructions is to assist students in mastering program material in physics through solving typical problems in the section “MKT and Thermodynamics”. The methodological instructions provide material for 6 practical lessons, containing questions for theoretical preparation for the lesson, detailed instructions for solving typical problems, and tasks for independent solution. The topics of practical classes are taken from the work program of the discipline "General and Experimental Physics" and cover theoretical material on the fundamentals of the molecular kinetic theory of matter and thermodynamics. For each practical lesson, detailed instructions are provided for solving a wide range of problems, highlighting the basic laws, concepts and methods reflected in the lecture material. The material presented in each topic through methodological instructions is sufficient for students to independently solve all the problems given at the end of each lesson. The appendices contain additional material on the concept of "degrees of freedom", mathematical methods for solving complex problems, a list of notations used and reference material. The methodological instructions are recommended for use in practical classes in physics with students of the Faculty of Physics and Mathematics of Yerevan State University. I.A. Bunin when studying the section of physics "MKT and thermodynamics".
  

• Filimonova L.V.
  Methodological instructions for practical classes in general and experimental physics. Part three. Electricity.
  (for students of the Faculty of Physics and Mathematics)

  The purpose of these instructions is to assist students in mastering program material in physics through solving typical problems in the section of general and experimental physics “Electricity”. The guidelines provide material for 7 practical lessons, containing questions for theoretical preparation for the lesson, some comments on the theoretical material, detailed instructions for solving typical problems, and tasks for independent solution. The topics of practical classes cover the relevant lecture material, revealing the laws and principles, concepts and terms of electrostatics and electrodynamics, highlighting practical aspects and methods of applying the theory. The information presented in the instructions is sufficient for students to independently solve all the problems given at the end of each lesson. The appendices provide a list of notations used, a list of basic formulas, necessary reference material, additional material on the mathematical theory of a vector field, etc. The methodological instructions are recommended for use in practical classes in physics with students of the Faculty of Physics and Mathematics of Yerevan State University. I.A. Bunin while studying the section of physics "Electricity".
  

• Filimonova L.V.
  Methodological instructions for practical classes in general and experimental physics. Part four. Electromagnetism.
  (for students of the Faculty of Physics and Mathematics)

  The purpose of this manual is to assist students in mastering program material in physics by solving typical problems in the section "Electromagnetism". The manual provides material for 6 practical lessons, containing questions for theoretical preparation for the lesson, detailed instructions for solving typical problems, and tasks for independent solution. The topics of practical classes are taken from the work program of the discipline "General and Experimental Physics" and cover theoretical material on the fundamentals of magnetostatics, Maxwell's system of equations for the electromagnetic field and electromagnetic waves. For each practical lesson, detailed instructions are provided for solving a wide range of problems, highlighting the basic laws, concepts and methods reflected in the lecture material. The material presented in each topic through methodological instructions is sufficient for students to independently solve all the problems given at the end of each lesson. The appendices provide additional material on the subject, a list of symbols used and reference material. The educational and methodological manual is recommended for use in practical classes in physics with students of the Faculty of Physics and Mathematics of Yerevan State University. I.A. Bunin while studying the section of physics "Electromagnetism".
  

• Voblikov S.N.
  Methodological guide for writing term papers on the theory of state and law
  
• IN AND. Korotkikh, A.V. Usachev
  History of philosophy
  (Collection of educational and methodological materials for students of Yerevan State University named after I.A. Bunin, studying in the specialty "Religious Studies" with a reader, prologue and epilogue)
  
• Goricheva V.L., Levashova O.V.
  Educational and methodological manual for writing coursework in the department of criminal law and procedure.

  This manual sets the task of providing methodological assistance to students writing coursework in the department of criminal law and procedure. The manual provides a detailed description of the process of preparing a term paper from choosing a topic to public defense. Particular attention is paid to the requirements for the volume, structure, content and design of the work, stages and methods of its implementation. The manual is intended for full-time and part-time students of the Faculty of Law.
  

• E.V. Isaeva
  Methodological instructions for in-patient and general education students of the Faculty of Philology on preparing for practical classes in the course "History of Foreign Literature of the 17th-18th Centuries"
  
• S.V. Vorobyov, E.G. Esina, N.S. Trubitsyna
  Information systems in economics: Access DBMS
  (Shortened version)

  This educational manual is devoted to problems associated with the automation of processing large volumes of information, namely, its organization in the Microsoft Access database management system. This application contains a wide range of tools for effective information management, including economic information. The study of the Access DBMS is included in the content of the discipline "Information Systems in Economics" and, first of all, is intended for students of the Faculty of Economics. The purpose of the work is to give students knowledge and practical skills in the field of applied computer science, to show methods for automated solution of various economic problems. The manual contains five, quite voluminous, laboratory works, in which there is the necessary minimum of theoretical material, examples of solving problems with their detailed descriptions are considered, and tasks are offered for independent implementation. The publication will be useful not only to students and graduate students of economics, but also to accountants, auditors, analysts and other categories of specialists involved in economic calculations.
  

• V.E. Medvedev, S.V. Vorobiev
  Workshop on information systems in economics: calculations in an Excel spreadsheet
  (Shortened version)

  This publication is intended to help readers learn how to effectively use the built-in Microsoft Excel spreadsheet tools in the process of solving economic problems. The manual is divided into topics, each of which contains the minimum amount of theoretical information necessary to solve the assigned problems, practical tasks with a detailed explanation of the technology for solving them, as well as tasks for independent implementation. The material is presented in an accessible form according to the principle from simple to complex. The workshop can be used in laboratory classes in the process of studying the discipline "Information systems in economics" and other similar disciplines. The manual will be useful to students, graduate students and teachers of economic specialties, practicing accountants and economists who wish to independently improve and consolidate their level of knowledge and skills in the field of economic information systems and technologies.
  

• Artyukhova G.A., Vorobiev S.V.
  Automation of trade operations and warehouse accounting
  (Shortened version)

  This training manual outlines the basic principles of maintaining automated warehouse accounting and trading operations of a company in the 1C: Enterprise system, namely, in the Trade and Warehouse configuration. The theoretical material of the manual is accompanied by practical tasks, most of which have a detailed description of the solution process. In addition, each topic offers tasks for independent solution. This manual is aimed at students of economic specialties and can be used as part of information disciplines, in special courses or electives in information technology. The manual will be useful to employees of economic departments of trading companies, accountants, and programmers.
  

• 
  Workshop on solving the problem of accounting in the 1C: ENTERPRISE system
  (Shortened version)

  The educational manual is a comprehensive set of tasks on accounting, presented in the form of a cross-cutting task on the main sections of accounting. The tasks are provided for the standard 1C: Accounting configuration, included in the 1C: Enterprise system version 7.7. This publication will be useful to students and graduate students of economic specialties, as well as practicing accountants and economists who wish to increase and consolidate their level of knowledge and skills in the field of economic information systems and technologies.
  

• Vorobiev S.V.
  Automation of enterprise management in the integrated system "galaktika"
  (Shortened version)

  The educational manual contains a description of the basic principles of work in the domestic corporate information system "Galaktika". Technologies for organizing the enterprise management process are considered using examples of such internal contours as “Personnel Management”, “Logistics”, “Accounting”. Each topic contains theoretical material, which is accompanied by practical tasks with a detailed description of the solution, and each topic also offers tasks for independent solution. This manual is aimed at students of economic specialties and can be used within the disciplines of the information technology cycle, in special courses or electives in information technology. The manual will be useful for familiarization with employees of economic departments of manufacturing enterprises, accountants, as well as programmers.
  

• M.V. Ilyashenko
  Pedagogical practice program in institutions of secondary vocational education for students of the distance learning department of the Faculty of Pedagogy and Psychology (preschool)
  (for students of the distance learning department of the Faculty of PiD)
  
• Bakaeva O.N., Gozhina O.L., Emelyanova I.D., Krakovskaya V.S., Krasova T.D., Ilyashenko M.V., Martynova L.N., Penkovskaya O.V., Pronina A. N., Faustova I.V., Fomenko L.K., Chuikova Zh.V.
  Pedagogical practice of students of the Faculty of Pedagogy and Psychology (preschool)

  The manual outlines the goals, objectives, content and methods of organizing all types of teaching practice for students in the specialty "Preschool Pedagogy and Psychology", with additional specialties "Speech Therapy", "Pedagogy and Psychology", "Foreign Language". Tasks for student trainees are presented, allowing them to identify and develop the necessary professional skills. The requirements for documentation for each type of practice are reported, and the necessary samples are provided. Criteria for assessing student trainees have been developed. The responsibilities of practice managers and student interns are described.
  The educational and methodological manual can be used by students and teachers of the Faculty of Preschool Pedagogy and Psychology.
  

• R.N. Flights
  HISTORY OF RUSSIA (from ancient times to the 18th century)
  (educational and methodological manual for practical classes and independent work for correspondence students majoring in history)

  The educational and methodological manual publishes materials necessary for distance learning students in the specialty “history”. They include practical exercises, historical terminology, tests, assignments on historical maps, etc.
  

• Belkova N.A., Krasnova T.V., Tropin N.A.
  Museum and archaeological practice
  (practice programs and methodological recommendations)

  These educational materials were prepared by experienced teachers who have been leading the educational practices of students of the history and philology faculties for a number of years. The publication is intended for students of these faculties.
  

• YES. Lyapin
  Serving land ownership of Yelets district at the end of the 16th-17th centuries.
  (special course program)

  The educational and methodological manual includes the author's content of a special course (specialization discipline), test tasks, topics of abstracts, a list of questions for reporting, and an extensive list of bibliographies. For students of the Faculty of History majoring in history.
  

The new stage in the development of education in Russia, associated with the transition to variable and specialized education, is accompanied by a variety of educational literature both at the federal and regional levels, and within individual educational institutions. In these conditions, the question of the need to clearly define the meaning and functions of each type of educational book, in particular, a textbook and a teaching aid, is legitimate.

Let us consider sequentially the definitions of the terms “educational book”, “educational literature”, “textbook”, “textbook”, which are given in special bibliological, research and pedagogical literature.

V.S. Tsetlin gives the following definition of the concept “educational book”: “ Utextbook– a teaching aid that is provided for teaching and learning in secondary schools in the form of a book or brochure . Educational books meet the requirements of the programs, contain didactically and methodologically processed material (as a rule) of one academic subject for one academic year. To a greater extent than other means of teaching, educational books serve to develop spiritual abilities and instill the ability to learn from books. They serve as the basis for self-education and lifelong learning. Educational books are necessary for teachers and students, both in the classroom and at home."

TO educational literature include textbooks, teaching aids, lecture texts, teaching aids, problem books, reference books and other printed materials used in training sessions. Educational literature is the most important element of methodological support for the educational process.

In the letter of the Ministry of Education of the Russian Federation dated September 23, 2002 “On the definition of the terms “textbook” and “educational aid” it is noted that “ Textbook is the main textbook for a specific discipline. It sets out a system of basic knowledge that is mandatory for students to master. The content of the textbook must meet the requirements of the state educational standard and fully disclose the approximate program for a specific discipline.”

In the works of other researchers textbook defined as:

1. “A mass educational book that sets out the subject content of education and defines the types of activities intended by the school curriculum for mandatory learning by students, taking into account their age or other characteristics.”

2. “An educational publication containing a systematic presentation of an academic discipline or its section, part, corresponding to the state standard and curriculum and officially approved as this type of publication.”

3. “A set of reduced and systematized knowledge in the field of a certain science (educational and scientific discipline) or field of activity and the apparatus for organizing their assimilation; the most important source of educational information, the main didactic tool that ensures the activities of learning and teaching.”

4. “A book or other medium of information that contains systematic educational material necessary for organizing education for a specific training course.”

If we generalize the above definitions of the term “textbook”, we can conclude that textbook - This:

Learning Tool;

The main and leading type of educational literature.

The textbook is characterized by a systematic presentation of educational material in accordance with the curriculum. In addition, the textbook must contain at least 75% of the educational material provided by the program.

Tutorial , along with a textbook, is a type of educational literature. In the letter of the Ministry of Education of the Russian Federation dated September 23, 2002 “On the definition of the terms “textbook” and “educational aid”” it is noted that “ Tutorial is considered as an addition to the textbook. The textbook may not cover the entire discipline, but only part (several sections) of the sample program. Unlike a textbook, a manual can include not only proven, generally accepted knowledge and provisions, but also different opinions on a particular issue. In the case when a new discipline is introduced into the curriculum or new topics are introduced into the curriculum, the publication of a textbook is initially organized. A textbook, as a rule, is created on the basis of a proven manual.”

In order to highlight the essential features of the textbook, we will consider a number of definitions of the concept “ tutorial ».

1. “Aids are those books that help you use textbooks faster and more fruitfully.”

2. “A textbook is a type of educational book that solves individual problems that are important for the development of students’ independence and their spiritual strength. Teaching aids include reference books, bibliographies, and revision books."

3. “A textbook is an addition to a textbook if it (the textbook) does not cover all issues of the curriculum or does not reflect the latest achievements of science and practice on certain issues.”

4. “Textbooks (readers, collections of problems and exercises, dictionaries, reference books, books for extracurricular reading, etc.) are a significant addition to the textbook. A distinctive feature of textbooks is that they present educational material in a more expanded manner, significantly supplementing and expanding the textbook material with the latest information and reference information.”

5. “The textbook should be considered as a source of educational information and a teaching tool that complements the textbook and contributes to the expansion, deepening and better assimilation of knowledge.”

6. “A textbook is a publication that partially or completely replaces or supplements a textbook, officially approved as a given type of publication.”

It should be noted that the last of the considered definitions introduces uncertainty into the interpretation of the concept of “textbook”, leads to confusion between the concepts of “textbook” and “textbook” due to the introduction into the definition of the attribute “partially (completely) replacing a textbook.”

Summarizing the above definitions of the term “textbook”, we can conclude that tutorial - This:

- learning tool;

Source of educational information;

- type of educational literature that complements the textbook.

For clarity, we present the results of the analysis schematically (Fig. 1).

Rice. 1. General and specific features of a textbook and teaching aid

Thus, in this consideration, the textbook has a number of fundamental differences with the textbook: unlike a textbook, which is characterized by a systematic fundamental presentation of the academic discipline, the textbook is intended to obtain additional knowledge on the topics presented in the textbook with the aim of deeper independent study of the subject of a specific academic discipline . The study guide contains a larger volume of educational text and educational tasks compared to a textbook, which allows you to study and assimilate a specific educational topic in more depth.

Toolkit- a complex type of methodological products, including systematized material that reveals the essence, distinctive features and methods of any educational course or direction. Includes extensive didactic material.

Structure of the methodological manual.

1. Title page:
- name of the institution;
- last name, first name, patronymic of the developer;
- title of the manual;
- city name;
- year of development;
2. Abstract:
Located on the 2nd sheet from the top.
- the essence of the issues being considered (what it is devoted to);
- purpose (to whom and what kind of assistance it provides);
- source of practical experience;
- possible areas of application;
- information about the author (at the bottom of 2 sheets Last name, first name, patronymic, position, place of work, qualification category).
Explanatory note.
Justification of the relevance of the development. For whom is it intended and in what area of ​​education is it used. Justification of the features and novelty of the proposed work in comparison with other developments. The purpose and objectives of methodological development. Scope of application, brief description of the expected result.
Contents (optional).
In the main part of the manual, depending on the purpose and goals, there may be various chapters. Their name, number, sequence are determined and logically arranged depending on the author’s intention.
For example:
1. The theoretical material being studied is presented.
2. Describes the main methods, technologies used or recommended for a successful solution.
3. List and description of practical work with recommendations for their implementation.
4. Test tasks to check and master the material.
5. List of references to help the teacher and student.
6. Applications:
- scheme;
- samples;
- videos;
- creative projects for children;
- thematic photo album.

Any of us studies or studied at a university, and has a colossal amount of knowledge, but every second person is “blown away” when asked what a teaching aid is. No, of course, we all understand that we are talking about a textbook, reference book, literature that helps to learn; but only a few know exactly what it is. Well, let's try to figure it out together.

What is a teaching aid and its features

So, teaching aid is an official printed publication, the content of which fully corresponds to the curriculum for a particular specialty at the university.

If we speak in simple and accessible language, then this is the most ordinary manual, which is transferred to students for temporary use from course to course.

This is a small reference book, a hint, or even a summary, which most often touches on only one topic, but in detail.

Using the manuals, they not only perform practical and laboratory work in the classroom, but also correctly prepare reports in accordance with all the requirements set by the Ministry of Education.

So we can safely say that the educational manual is an indispensable assistant in lectures and practical classes at the university.

Since I admire this printed publication so much, it’s time to talk about its significant advantages, compared to the rest of the literature that is publicly available in every student library or reading room.

Advantages of the teaching aid

1. This publication offers brief abstract information on a given topic, which is much easier to digest and remember.

2. A manual is a kind of instruction or cheat sheet on how to perform tasks in practice, and what aspects of your work you must pay attention to.

3. The manual helps with the design and presentation of the work, and, as you know, this also adds an additional point to the final grade.

4. The number of pages of the manual does not exceed 30 - 50, which means that carrying such a book in a backpack or bag is not at all difficult.

5. If you wish and have the skills, the manual can be used in the exam as a real hint on the topic. When you don’t have your own cheat sheets, and there’s a draft in your head, this is the ideal solution, so it’s better not to forget the manual for an important exam.

However, this educational and methodological manual has its significant drawbacks, which you also need to know about in advance so as not to be left behind:

1. Manuals are in high demand among students, so sometimes it’s simply not possible to get an extra copy from the library for a subscription. You have to ask your desk neighbor, or copy it on a photocopier at your own expense, of course.

2. Manuals have invisible “legs”. Yes, yes, this is the printed publication that can disappear in the middle of a couple in an unknown direction and never return.

Again, increased demand takes its toll, so it’s best to keep your ears open and your own manual in sight, otherwise problems with a strict librarian in the future simply cannot be avoided.

3.Manuals have a subjective opinion on a particular topic, and this is explained simply - they are created under the editorship of one of the teachers of the department.

Personal hostility and the eternal competition of teachers, and your answer according to the manual is not just erroneous, but a “real mockery” of science (I remember it from my own experience).

But in general, you shouldn’t pay attention to such trifles, because the teaching aid, whatever one may say, brings enlightenment to the masses, and this is a great advantage for narrow-minded students.

So stock up on manuals and go into battle for new knowledge. The main thing is that the guards do not scatter due to your absent-mindedness.

Lost manual

I don’t want to scare anyone, but I simply have to warn you that the loss of a manual is not just a nuisance, it is a tragedy on a universal scale for librarians.

First, they begin to sigh and groan from the confession they heard, then they pass this information on from shift to shift, then they come up with a punishment for the absent-minded student and, finally, they remember his last name and put it “on a pencil.”

Believe me, the moment you lost your teaching aid, you made enemies in the entire library staff, including the cleaning lady. There are two ways out of the situation:

1. Photocopy the same manual and submit it to the library;

2. Buy a new book for the library at your own compulsory request.

After this, the conflict is over, but the librarian will continue to tease you for a long time every time you visit the library and, especially, pick up a book.

Where do the manuals come from?

The question, of course, is stupid, but in this topic it is very relevant. So who issues these instructions?

The answer is obvious: open the first page and read the author's name. As a rule, the authors are teachers of their own department, who recommend purchasing a specific manual. Well, our teachers will never die from modesty, but they have written a lot of training manuals.

The funny thing is that each author praises only his own creation, and does not advise paying attention to the manuals of his conditional competitors. But whether you like it or not, we all studied according to manuals and continue to do so in modern students.

Here we come to the second main issue, which is on the agenda and is especially of concern to many graduate students and teachers who have not yet dealt with writing such printed publications.

How to write and compile a manual correctly?

In order not to write anything unnecessary, let’s move straight to the topic, and we’ll also write out the process of writing the manual according to plan, for greater convenience, so to speak.

1. It is necessary to decide on the topic to which the planned printed publication will be devoted. You can start with easy information, but in subsequent manuals you can touch on more global scientific issues.

2. It is advisable to study information on the topic not from the Internet, which many consider a “cesspool”. You shouldn’t take risks, because on the Internet you can use an unreliable source as a basis, and by accident. It is better to pay attention to proven authors, real books and actual primary sources, of which there are plenty in the library.

3. So that the learned theory does not seem meaningless, you need to mentally translate it into your practical knowledge, so that in the end you have a clear idea of ​​what you will write about in the educational manual in the future.

4. It is advisable to start your work with a preliminary plan, which can consist of short sentences or succinct theses. This is very important, otherwise you may miss some important information on the topic being studied.

5. The manual is a cheat sheet, so it should answer in detail the list of main questions. That is why it is advisable to think through their content in advance, and not lose sight of any of them.

6. The content of the manual should not be complex, and all the material presented should be described succinctly, but in simple and easy to read language, so that the student does not lose interest and abandon it after a boring reading of the first paragraph.

7. All literature used must be certified after the content, and its design also complies with certain norms and rules that are important to comply with.

8. Study all the rules for formatting the work and proceed to further writing your first teaching aid.

9. Check the finished work using the services of a proofreader (unless, of course, you are a philologist).

10. Submit for review and then for publication.

If you decide to write your own educational manual, then you must remember the basic rules that will raise the rating of your work, and not leave it unnecessarily collecting dust on a shelf in the library for many years.

Rule one. It is very important to study the curriculum so that the training manual corresponds to the topic and does not turn out to be useless or irrelevant.

Rule two. The structure should not only correspond to one topic and not wobble, but also contain up-to-date information, the latest information and new discoveries and knowledge. In general, a teaching aid should not fall into the category of “morally outdated literature.”

Rule three. The material selected for writing must be structured, accessible, logical, natural and understandable for students. It is advisable to use short phrases and small paragraphs, numbered and bulleted lists, abstracts, various graphic highlights, and, if necessary, tables and graphs.

Rule four. The bibliography should be succinct and detailed, and compiled in accordance with the requirements.

Rule five. Complex terminology is not welcome, and if its participation cannot be avoided, then it is advisable to explain in detail the meaning of a particular word, phrase, or expression.

Otherwise, your teaching aid is unlikely to assist a good half of students in their studies.

Conclusion: Do you need a manual? Choose the most shabby one - it is clearly popular and in demand among the masses! You have decided to write your own educational manual, then express your thoughts simply, clearly, and concisely.

Only then will students take note of such a fascinating publication.

Now you know about what is a teaching aid.