Organization of extracurricular work with students. Curator. Tutor. Educational space in the professional development of a specialist. Forms of extracurricular work with students Program of extracurricular independent work for students

As we have already indicated, the independent work of college students is divided into classroom and extracurricular. Is it possible to use distance technologies to organize extracurricular independent work for full-time college students? And if possible, then how?

Are there scientific studies on the issue we are considering over the past five to six years? An analysis of scientific and pedagogical research has shown that interest in the problem of organizing independent work does not wane (works by V.P. Vishnevskaya “Types of independent work of students of a pedagogical college” (2003), N.I. Voitina “Planning and organization of independent work of students of a pedagogical college” (2003), Bespaloy E.N. "General pedagogical features of organizing independent educational activities of students" (2004)). At the same time, there has been a clear tendency to use new information technologies in the independent work of students of secondary and higher vocational educational institutions (works by Podol R.Ya. “Prospective trends in the development of independent work of students in the conditions of the computer revolution” (1999); Pribilova A.Yu., Biryukova E.V. "The use of computer technologies as a means of increasing the efficiency of students' independent work" (1999), Kovalenko I.E. "Computerization and independent work of students" (1999), Vishtak O.V. "Integrated didactic and information complex for supporting independent educational activities of students studying computer science" (2004), Dochkina S.A. "Use of NIT to enhance independent work of cadets of higher military educational institutions" (2004), etc.). Some works have appeared related to the study of the use of distance technologies in the system of independent work of students, for example, the dissertation research of G.A. Makarchuk. “Application of distance technologies in the system of independent work of students in computer science” (2004), Dubrovskoy Yu.A. "Pedagogical support for self-education of students in distance education" (2005). However, as an analysis of scientific and pedagogical literature has shown, the use of distance technologies to organize extracurricular independent work for full-time college students has not been the subject of research by specialists, which confirms the relevance of our research.

In order to answer the question posed above, it is necessary, first of all, to outline the main provisions that relate to the specifics of distance technologies and the understanding of extracurricular independent work of college students.

As we already know, distance technologies are mainly based on student’s independent learning. Moreover, distance technologies are inherently aimed at organizing productive independent educational and cognitive activities of the student. Their specific feature is that during the learning process, students actively work independently with information technology in the absence of a teacher.

Distance technologies contain such subsystems as sustainable and effective management of independent learning activities, selection of the optimal self-learning strategy taking into account the personal characteristics of students, adaptation to the use of information technologies.

From this position of understanding distance technologies, they may well be used for the implementation of extracurricular independent work, which is a form of organizing educational activities that are of a managerial nature, and its essence lies in solving educational and cognitive tasks.

The main goal of extracurricular independent work is not only to consolidate, expand and deepen the acquired knowledge, skills and abilities, but also to independently study and assimilate new material without outside help, that is, without the help of a teacher.

Extracurricular independent work of students:

allows you to delve deeply into the essence of the issue being studied and thoroughly understand it;

develops strong ideological views and beliefs in students;

develops in them such valuable qualities as hard work, organization, initiative, willpower, discipline, accuracy, activity, dedication, creative approach to business, independent thinking;

improves the culture of mental work of students, develops their ability to independently acquire and deepen knowledge. This is especially important in the context of the rapid development of science and technology, when a specialist, after graduating from an educational institution, has to engage in self-education - increase the level of his knowledge by independently studying various literary sources

Extracurricular independent work may include reproductive and creative processes in the student’s activities. Depending on this, reproductive, reconstructive and creative levels of independent activity of students are distinguished (N.V. Gross, V.P. Fateev).

Reproductive independent work involves performing work related to solving problems, completing tables, diagrams, etc. A student’s cognitive activity is manifested in recognition, comprehension, and memorization, which contributes to the consolidation of knowledge and the formation of skills.

Reconstructive independent work involves restructuring decisions and drawing up abstracts, annotating, writing abstracts, etc.

Creative independent work requires analyzing a problem situation and obtaining new information. The student must independently select the means and methods for solving the problem facing him.

Since extracurricular independent work is of an activity-based nature, in its structure it is possible to identify components characteristic of activity as such: motivational links, setting a specific task, choosing a method of implementation, performing link, control.

In this regard, it is possible to identify the conditions that ensure the successful implementation of extracurricular independent work:

motivation of the educational task;

clear formulation of cognitive tasks;

algorithm, method of performing work, student knowledge of how to perform it;

clear definition by the teacher of reporting forms, volume of work, deadlines for its submission;

determination of types of consulting assistance;

criteria for evaluation, reporting, etc.;

types and forms of control.

Thus, all of the above allows us to conclude that distance technologies will make it possible to implement such characteristic features of extracurricular independent work as:

compiling a bank of practical tasks in the discipline being studied;

lack of direct participation of the teacher in completing the task;

- availability of special time allocated for completing the task;
- the presence of indirect control by the teacher of students’ cognitive activity.

And in general, it allows you to implement all those conditions on which the successful implementation of extracurricular independent work by students in the disciplines they study depends.

This can be represented in the form of a drawing (see Fig. 2).

Rice. 2. Organization of extracurricular independent work of college students using distance technologies

As follows from the presented figure, distance technologies allow, by taking into account the student’s own data, the creation of extracurricular independent work, taking into account the time and space of execution of the work, as well as the nature of its execution.

All of the above allows us to define extracurricular independent work of students, organized with the support of distance technologies. This is a purposeful, deliberately organized student activity using remote technologies in accordance with the solution of educational and cognitive tasks without a specific role of the teacher, which is characterized by the possibility of implementing control over the student’s performance of educational and cognitive tasks on the part of the teacher and self-control of the student

Let's examine the implementation of extracurricular independent work of students of the institute with the introduction of distance technologies using the example of the discipline "Informatics".

Energy informatics is an integrative object, the essence of which can be defined as follows: to teach computer science means to teach the technology of purchasing knowledge from such an information place, which is the habitat of modern man.

The independent service in computer science consists of classroom and extracurricular services. The first is implemented in exercises and is associated with the presence of a teacher who guarantees the most precise creation and management of the student’s work. 2nd - the student acquires instructions, and selects the method and method of efficiency himself. There is a lack of firm management on the part of the teacher.

The system of extracurricular independent work in computer science, implemented with the help of distance technologies, from our point of view, should include: purpose, content, distance technology, object, subject, criteria, result.

Target extracurricular independent work of students: acquisition by students of knowledge, skills and abilities, which are formed in accordance with the model of a specialist and the requirements of the employer, namely:

- abilities and skills to collect and process information; - abilities and skills to use modern information technologies in professional activities;
- knowledge, skills and abilities that form the basis of a specialist’s information culture;
- skills and abilities to act actively in a professional situation;
- skills and abilities to analyze and design their activities;

skills and abilities to act independently in conditions of uncertainty;

a sustainable desire for self-improvement (self-knowledge, self-control, self-esteem, self-regulation, self-development), the desire for creative self-realization.

Remote technology extracurricular independent work of students: activities structured in accordance with the content of extracurricular independent work. From our point of view, it is possible to use elements of case or telecommunication technology.

The following elements of case technology can be borrowed:

The teacher explains the organization of extracurricular independent work;

the teacher periodically provides consultations and checks tests;

special educational sets of teaching aids are developed and used, more free time frames for the beginning and end of the educational process are provided;

During the period of independent study, the student can consult with the teacher using telephone, e-mail and other possible means of communication.

Methods for delivering educational and methodological information to students (telecommunication channels) may have been borrowed from parts of telecommunication technology.

It should be noted that distance technologies in the system of extracurricular independent work represent an educational process that includes the stages: planning, computer training, feedback association, monitoring. Distance technologies contribute to the development of motivation and self-organization of students. The formation of the motivational sphere of the individual is based on the realization of the internal needs of the individual: self-actualization, self-esteem, safety, belonging. (D. Ziegler, L. Kjell). Investing in the process of remote technologies the operations of goal-setting, planning, control and self-control creates suitable conditions for the development of random regulation (S.V. Chebrovskaya).

The primary focus in this system is on NIT tools (information and reference systems, computer simulators, automatic teaching systems, etc.).

Subject: full-time students studying the discipline "Informatics".

Subject: educators intentionally trained to deliver education supported by distance technology.

The result of students’ independent work in computer science with the introduction of distance technologies is: 1) the formation of independence; 2) formed knowledge, skills and abilities in accordance with computer science and readiness to use them in educational and professional work.

In the structure of extracurricular independent work using the method of using distance technologies, we consider it appropriate to note the motivational, abstract, utilitarian and evaluative-reflective aspects of the formation of students’ readiness to apply knowledge, skills and abilities in accordance with computer science in educational and professional work.

Therefore, we distinguish 3 levels of formation of independence: small (reproductive), ordinary (partially searching), high (creative).

We define the conditions for the effective use of distance technologies in students’ extracurricular independent work:

inclusion in the educational material of a graphic form of information presentation that is adequate to the purpose of presenting the object being studied;

carrying out dynamic monitoring to track and analyze system indicators and the dynamics of their changes through the implementation of zero, intermediate and final cuts;

the use of individual forms of cognitive activity as the main forms of training;

the use of creative tasks built on the principle of increasing complexity, involving the solution of multi-level problems in accordance with the student’s learning capabilities;

consistent increase in the share of students’ independence in the process of distance technologies, increasing responsibility for self-control and self-analysis of their activities.

Students' extracurricular work is a process in which the element of self-realization dominates. It allows students to harmonize internal and external factors in the formation of professional culture, creates additional conditions for realizing internal potential, satisfying those needs that are not satisfied in the process of classroom work. Extracurricular work should be focused on the student’s personality.

The increasing role of extracurricular and independent work is one of the leading links in the restructuring of teaching - the educational process in higher education.

Independent extracurricular work is not only a means of growing intellectual potential and professional culture, but also a platform for developing responsibility, mastering the means of self-actualization, self-education, and self-education.

The development of students' creativity is facilitated by various forms and types of extracurricular educational work (organization of student discussion clubs, interest clubs, individual consultations, etc.).

In modern pedagogical literature, there is almost no generalization of new approaches to organizing students’ independent work, various forms and types of extracurricular work. Without independent work, a specialist cannot develop.

It is very important that in universities, each department has clubs, additional debates, seminars, and consultations. It is good when these processes are well-established and organized, and student government largely tries to resolve organizationally important issues.

In our opinion, the main forms of extracurricular work for students include homework, research work, direct participation in conferences, competitions, games, teaching practice, participation in clubs, work in a children’s summer camp, leadership of a club or section at school. , art houses, organization of competitions, debates, round tables, assistance to social services, insurance in government agencies and the like.

Do you need any additional means of monitoring students’ independent extracurricular work? Only partially.

Control over students’ independent and extracurricular work can be indirect or organically integrated into the educational process. The main forms and means of control include pre-seminar consultations, seminars, colloquiums, individual theoretical interviews, written tests, pre-examination surveys of students using a computer, state exams, studying the main interests, shortcomings, and moods of students. The effectiveness of the educational process at a university depends on the activities of student group curators.

The intensity and quality of extracurricular work depend on curators and teachers and their interaction with student activists. The curator can only be an experienced person who can influence students with his authority and experience. An important element of extracurricular work is the interaction of teachers and students to improve the educational process, organize leisure time, and plan scientific work. The group curator is the main consultant and teacher of students in the group. The function of a curator will be to work in a dormitory. Informal conditions provide an opportunity to better study the character traits of students and individualize educational work.

Extracurricular work of junior year students has its own specifics. Most of these students' time is occupied by the problem of adapting to the conditions of study at a university. Over time, the organizational functions of the curator decrease. Most organizational problems of student government are resolved independently.

The work of the curator with student activists continues from the first to the fifth year inclusive, but this process acquires new qualities over time. Students become the initiators of most events; their moral and intellectual responsibility grows. The curator with senior students pays attention to issues of professional self-determination, the formation of a social orientation, and professional stability.

Extracurricular work is one of the main factors in the formation of student independence. In the extracurricular work of students, their need for professional self-education, self-realization is reinforced and, what is especially important, their activities are increasingly becoming creative.

Questions and tasks for independent work

1. Determine the essence of moral education of the individual,

2. Analyze the concept of “moral culture of the individual.”

3. Identify the main approaches to the study of moral development of the individual.

4. Reveal the main conditions for effective moral education of students.

5. Analyze the means of regulating behavior.

6. Analyze the level of moral education of the individual. Correlate the concepts of “moral education of the individual” and “moral culture of the individual.”

7. Determine the self-assessment of the professional and humanistic personality traits of the teacher-educator using the proposed test card.

Carefully analyze the questionnaire, and then perform a self-assessment using the following scale:

· Point and + 2 * - the quality is clearly expressed, typical of the personality, it turns out to be intense!

· Ball "2" - the quality is characteristic of the individual, it turns out often.

· Score "0" - the quality is not sufficiently pronounced, it appears rarely;

· Score “-1” - the opposite personality quality appears more often and is more noticeable;

· Ball "2" - the opposite personality quality is clearly expressed, it turns out to be active, typical.

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Sturova M.P. Education system and youth crime // Current problems of improving the organizational and legal foundations of the activities of internal affairs bodies. - M., 1999..

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Organization and conduct of extracurricular activities

1. The place and role of student independent work in higher education

2. Organization and conduct of cultural practices at the university

3 Methodology for guiding student’s educational and research work. Educational role of the student’s supervisor

4. Educational characteristics

5. Educational and scientific-methodological work at the department

Literature

1. The place and role of student independent work in higher education

The teacher’s work with students in the classroom during lectures and seminars, consultations, tests and exams constitutes the main content of the educational process. However, the transition to an activity-competency model of education, the emergence of innovative teaching methods, when large volumes of scientific and educational information have to be absorbed outside the classroom, the introduction of a system of lifelong education “throughout life”, presupposes a significant increase in the share of independent cognitive activity of students.

The transformation of a student from an object of pedagogical influence into an active subject of the educational process, building his education together with the teacher, is a necessary condition for him to achieve the relevant competencies.

Moreover, the student’s independent work is aimed not only at achieving educational goals - acquiring relevant competencies, but also, first of all, at forming an independent life position as a personal characteristic of a future specialist, increasing his cognitive, social and professional mobility, forming his active and responsible attitude to life.

It should be noted that independent work has always occupied a sufficient place in the curriculum and basic educational programs, but there independent work was mainly left to the students themselves. Attention to her from the teachers was limited to assistance in choosing the topic of the course work, recommendations for preparing a report for the conference and fairly formal guidance of the thesis, if any were planned. Of course, these types of work, which make up the so-called UIRS complex - the student’s educational and research work, are important for developing his skills in independent research work and participation in public scientific events.

However, this was completely insufficient within the framework of the old scheme of interaction between the university, teacher and student, when the task was to transfer the maximum amount of knowledge and information, to the limit, and often - for life - to “load” the student with information. This information, due to its rapid obsolescence, largely turned out to be “dead weight”, having no methodological significance, and even redundant, little helping a person independently navigate in the rapidly changing world of ideological ideas, a wave of popular science publications and scientific paradigms and technologies.

To give education a methodological orientation, to teach the future specialist to think creatively about his own education, professional growth and the ability to remain open to the rapidly updating world of knowledge and skills - this is the task of modernizing education. This general task is implemented in a whole complex of organizational, scientific and methodological activities, among which the student’s independent work comes to the fore. The student’s independent work becomes the main factor in turning the student into an active subject of his own learning through a well-thought-out system of such work and its guidance from the teacher.

The traditional understanding of SRS was reduced to the student’s labor costs in preparing for seminar classes, writing term papers and reports for the conference as part of the usual implementation of the educational course “lectures - seminars - tests - exams”, and its results were checked during classroom lessons - at seminars, tests, exams.

This understanding of SRS can be called independent work in in the broad sense of the word. It has been and remains a subject of concern for university pedagogy, because the transition from school to university is usually accompanied by a psychological shock for students from a sharply increasing level of independence in general. Lessons with daily homework and their checking, constant step-by-step control, which a person is accustomed to at school, give way to lecture classes, often in free attendance mode, a significant increase in the volume of tasks to prepare for seminars, session control, etc. This sets the teacher the task of teaching the student to listen and record lectures, work in the library, the ability to take part in seminars, properly plan their time and classes, that is, change the attitude towards the educational process in general, focusing on the development of the student’s internal motivation, on awareness of the need knowledge to the student himself.

Ultimately, the student acquired experience and skills in extracurricular independent work, however, within the framework of this approach, the psychological inertia of the teacher’s thinking and his conviction that the student’s main task was to master the material that was given in lectures and seminars and tested in tests and exams remained. which should be sufficient for a specialist. It is typical that most teachers are very nervous about any reduction in classroom activities. At the same time, the total volume of material offered for mastering in the classroom is constantly increasing, gradually exceeding all conceivable abilities of the student to “pass” it, which causes stress and complexes in conscientious students instead of curiosity, and a desire for others to imitate interest in learning.

Modernization of education can be successful only if it is “built-in” into the process of general democratization of society, when education and competence, and not acquaintances and connections, become the basis for a successful specialist career. Only this can change the motivational component of the educational process, its optimization, which is expressed in the student’s increasing interest in personal development and professional growth. And this is impossible without developing the skills of search heuristic thinking, the ability to navigate a huge amount of material and take initiative in mastering it, and to participate in the formation of the knowledge and skills necessary for future activities.

To do this, the educational process must acquire a more open character, built on a methodological basis that would overcome redundancy in the presentation of factual and informational material, excessive regulation and rigidity in the educational process, limiting the possibilities of a student’s personal development.

Modern ideas about the organization of knowledge agree that education should increasingly be of a generalized, methodologically oriented nature, associated with independent comprehension of the basic principles of the acquired material and its organization.

Only in such conditions will a student be able to avoid “drowning” in a sea of constantly multiplying information and will be able to learn to independently obtain the necessary knowledge and skills for assimilating social experience.

As a result, it is necessary to have an understanding of the technology for carrying out SRS in in the narrow sense of the word- as a special technological type of activity. The competency-based approach assumes, as a precondition, an analysis of the target characteristics of all stages of the CDS - what the teacher should aim for when using such a methodology.

Activity characteristics	Teacher
	Explains and gives detailed instructions on the goals and methods of SRS	Understands and accepts the purpose of the CDS, becomes familiar with the requirements
Motivation	Reveals the theoretical and practical significance of SRS, motivates the student to succeed	Forms the need for fulfillment, forms the installation for implementation
Control	Provides targeted influence and provides general guidelines for the implementation of CDS	Manages the SRS (designs, plans, allocates time)
Control	Preliminary midterm control and final	Operational current step-by-step control and correction of methods of activity and results
	General assessment of work, indication of errors, methodological advice for improvement	Self-esteem of your cognitive abilities

Here, CDS already acts as a special type of educational work, along with lectures, seminars, tests and exams, which involves a number of measures. Work in such conditions, aimed at activating the creative abilities of the student’s personality by “unloading” classroom work and intensifying learning through the expansion and deepening of SRS, involves a certain sequence of stages and steps.

First of all, it is necessary to agree that SRS represents an important part of the educational process, designed to develop the skills of extracurricular educational and research activities of students, instill the ability to independently work with literature, present material in writing, participate in discussions and argue their own position. It must be recognized that CDS is a separate genre of the educational process, along with lectures and seminars, and is built according to a certain technological cycle, which involves the following sequence of stages:

1 - planning;

2 - selection of material to be submitted to the SRS;

3 - methodological and logistical support for SRS;

4 - continuous monitoring and evaluation of the SRS.

To do this, the methodological support of the SRS should include: an indication of the topics (or fragments of topics) to be submitted for independent study by students and the number of hours allocated for independent work on each topic. In total, the number of hours on each topic should be equal to the total number of hours allocated for independent work. Next, you should compose questions for each topic submitted for independent work by students, indicate a list of references and offer teaching materials for independent study of the selected topics, formulate questions and assignments for self-testing of the studied material by students. It is necessary to clearly define the forms and frequency of monitoring students' knowledge - tests, essays, consultations and interviews. The recommended frequency of such control is twice a semester: in the middle of the semester there is a written test and at the end of the semester - an essay or interview.

At the same time, the practice of carrying out this form of work has shown that a simple task without guiding instructions from the teacher is not enough. The task and the literature for its study often appear in the student’s mind in the form of a chaotic accumulation of information, because the unprepared mind selects, analyzes and systematizes the material according to random characteristics that do not allow them to adequately reproduce the internal logic of the material. Introductory classes and consultations with the teacher will be required, through which he sets the student a coordinate system and guiding supporting structures for the optimal way to master the material.

As a material basis for conducting self-help work, you can indicate the need for large-scale printing of assignments and teaching materials for students, or their placement on the faculty server and their availability for classes in a computer class or via the Internet.

The final phase of the CDS is ongoing monitoring, which involves periodic monitoring in various forms and final monitoring, which reveals the degree of achievement of the set goals.

The effectiveness of the CDS is determined precisely by the formation and interaction of all of the listed elements of the CDS technological cycle.

2. Organization and conduct of cultural practices inUniversitye

The most important element in a practice-oriented method of education is the task of obtaining practical skills, abilities, experience in studying, mastering and organizing the processes of functioning of culture, identifying the foundations of self-preservation and self-development of culture, and performing by culture its functions. In relation to the specialty “cultural studies”, the State Educational Standard formulates a requirement for a four-week ethnological practice and four weeks museum and library (cultural studies)) practices, as well as pre-graduation internships in specialization, lasting sixteen weeks.

Each of them has something in common and differences arising from the goals, objectives, and nature of the practice. The organization and management of practical training is entrusted to the most theoretically and methodologically experienced teachers, who develop regulations on practical training, the basis for conducting practical training, set the task and assign students to undergo practical training. independent student practice methodical

The goals of the internship are to gain real experience in engaging in practical activities in the workplace while performing the duties of an employee. It is practical work at the workplace that distinguishes practice from excursions, from study visits to cultural institutions, from studying and describing their work.

Ethnological practice is carried out after studying the course of world and domestic culture. It aims to practically familiarize students with the methods and forms of preserving the ethnocultural identity of various ethnic and religious communities far from their historical homeland, and to acquire practical skills in working in organizations designed to support and cultivate mechanisms of sociocultural identification.

During its course, students get acquainted with real organizations and public structures, with the peculiarities of the functioning of cultural institutions designed to represent national and religious entities in the public life of the region, and take part in the preparation and conduct of relevant events. In the context of the modern aggravation of interethnic and interfaith relations throughout the world, real practical participation in the work of organizations and institutions designed to preserve the ethnocultural self-identity of communities in a multiethnic and multiconfessional society is the most important condition for the training of a cultural specialist.

The bases for this practice are various public national-cultural and religious organizations, with which contact is established through the city administration. These are organizations of Greeks, Koreans, Germans, Armenians, varieties of Christian churches, the Muslim and Jewish communities and other public organizations with which it is possible to establish working contacts.

Cultural studies The practice aims to familiarize cultural studies students with the direct work of organizing and functioning primary public cultural institutions - first of all, museums and libraries, palaces and houses of culture, exhibition halls and art workshops, theaters, cinema and concert halls, music schools, entertainment and leisure institutions , tourism organizations, as well as ways to manage the cultural sector.

During this internship, students should become familiar with the process of the actual functioning of cultural institutions, acquire workplace skills in these institutions, and gain practical experience in participating in the processes of preserving and developing cultural heritage.

The documentary expression of the internship is the practice diary, which reflects information such as the personal data of the trainee, his place of study and specialty (direction), the place of the internship, the supervisors of the practice - throughout the practice and at the workplace, the timing of the internship. The diary formulates the task, the plan for completing the internship, the progress of its completion and a report on its completion. The diary ends with a general conclusion about the nature of the student’s work, which is made by the supervisor at the workplace.

At the end of the practice, a general conference is held, at which students briefly report on their work, share their impressions, express wishes for improving practice, and the group practice leader counts this work.

At the final stage of education, cultural studies students undergo the final educational cycle pre-graduation specialization practice. It involves obtaining skills and experience in carrying out exploratory research activities - setting research goals in the thesis, tasks necessary for their implementation, planning the stages of work, sequential implementation of these stages and defending the final thesis at a meeting of the state certification commission.

The base of practice is the graduating department in which the student undergoes specialization.

Correct and systematic implementation of cultural practice allows students not only to gain theoretical knowledge, but also to consolidate it by participating in the real practical process of the functioning of culture.

3 . Methodology for guiding student's educational and research work. Educational role of the student’s supervisor

Receiving a cultural education also includes the student conducting independent research in the form of educational and research work of the student (UIRS). The forms of UIRS are quite varied - this is the preparation of abstracts, reports for a seminar or student conference, writing coursework and completing the final final qualifying work. All these types are united by a common task - to learn to engage in exploratory research activities, to discover and learn new things - new things, perhaps not for the whole society, but at least for the student himself.

However, a student encounters an abstract or a report already in the first year, when he is asked to read two or three articles, a section of a book and present a presentation of the main content, rethought and structured in accordance with a specific search task. Directing such work is not too difficult - the teacher should clearly formulate what the student needs to do and why it should be done, what he should learn as a result.

Among the types of work that make up the UIRS, a more significant place is occupied by such a fairly traditional type of educational activity as coursework. There are at least two interpretations of the meaning of writing a term paper. The first is that the work consolidates knowledge of any of the basic professional courses studied in the corresponding year of study (and then the topic and guidance for writing coursework will change quite radically from year to year). And the second, which proceeds from the fact that the student not only consolidates knowledge of theoretical courses, but also builds a strategic plan for replenishing his research potential. When he chooses a leader and a topic and works on it over several courses, expanding and deepening his understanding of this topic in order to approach the final stage with a large accumulated knowledge base.

In fact, this is part of the question of the advisability of early specialization or, conversely, the greater value of broad fundamental training. Of course, a more liberal model, focusing on the interests of the student and his independence, on his choice of his individual educational trajectory, tends to early specialization, to the choice of topics according to his interests and the development of the chosen topic consistently over several courses.

In both cases, the peculiarity of coursework is the fact that it is a jointly shared activity with the teacher, when the gradual weakening of the leading and guiding role of the teacher is compensated by an increase in the student’s search activity and initiative. Compared to lectures and seminars, where the educational process is mainly structured as the transfer and assimilation of knowledge, writing a term paper is not limited to acquiring new knowledge on a specific topic. It involves mastering new skills and abilities of educational and research activities in setting research problems, searching for sources, selecting, comprehending and processing material, structuring it, arranging it in accordance with a certain logic and, finally, writing a text. As a result, course work management serves as a serious means of activating SRL, a way of developing practical skills and the ability to acquire new knowledge, and the work itself can serve as a measure of the level of students' achievements in their growth.

At the same time, the entire beneficial effect of this type of work depends on the correct organization of methodological work to ensure the entire process. First of all, it is necessary that students be provided with the opportunity to become familiar with the personnel potential of the departments, the scientific interests and educational work of teachers. Further, departments should have a list of topics for coursework and dissertations, which will also help the student choose a topic. However, the final choice of topic and its formulation must be discussed with the teacher whom the student has chosen as a supervisor, after which it must be recorded at the department.

In methodological terms, the supervisor himself must correctly understand the role of the course work in the educational process, see the main goals of the student’s work on it (what to learn and what to learn), and provide him with the means corresponding to these goals. This should be methodological assistance that explains how best to tackle the chosen topic, how to pose the problem, how to collect, analyze and select the material necessary to solve it, and what sources to rely on. How to weigh and evaluate the argumentation, draw appropriate conclusions and, finally, most importantly, how to build the structure and text of the work itself so that these conclusions do not look like they came from nowhere, but flow logically from the entire analysis of the material.

The teacher in the role of supervisor must also convey to the student that course work, being an initiative initiative of the student in the form of creative collaboration with the teacher, is nevertheless a mandatory type of educational and research work, which is carried out not in one go, but for at least six months . That the skills and abilities achieved here can be developed and grown only through hard and systematic work.

Therefore, in the end, the teacher must evaluate not only the text of the submitted course work and its compliance with the stated goals and objectives of the work, but also adjust the assessment taking into account the nature of communication with the student - his activity, depth of interests, scientific integrity, hard work or, conversely, indifference and passivity .

UIRS organized and conducted in this way over a number of years, subject to productive cooperation between the teacher and the student and deepening the development of the chosen topic, acquires a consistent and systematic character. In fact, such work serves as preparation for generalizing the material and in-depth, taking into account acquired knowledge and experience, understanding of the chosen topic in a specialist’s thesis or bachelor’s qualification work.

A student’s final work (thesis), its writing and defense, is the pinnacle of the process of acquiring knowledge, abilities, skills, and practical experience. Here, already in the works of the best students, although I would like it to be in all of them, there are elements of the student’s research work (NIRS), when in the thesis it is really possible to find some kind of angle on the problem, to see a new aspect of its consideration, to outline new ways of argumentation.

Of course, the first serious stage of cooperation between the supervisor and the student regarding the thesis is the choice of topic. If the work continues the student’s studies on a certain topic, it is necessary that the topic of the diploma does not repeat the topics of coursework, but to a certain extent generalizes their content, reaching out to the solution of more fundamental and significant problems.

The choice of a thesis topic should be based on certain principles - first of all, its relevance, that is, practical social importance, while being of personal interest to the student. Here the student must be able to clearly explain to himself what he would like to know, understand and tell others why it is important to him. Further, the topic must be sufficiently developed, and at the same time leave room for research.

Here it is important to maintain the “golden mean”, because the most common mistake is choosing a topic according to the principle “no one has considered this,” which should alert the student. After all, if no one has considered this before, no one has taken up this, then maybe it’s not worth it? If many works have been written on this topic, it is worth thinking about whether something else needs to be added to them?

The chosen topic should provide a perspective that you need to be able to see - the point is that you can fix the problem in it - difficulty, obscurity, incomprehensibility, what is unknown and what needs to be known. No less important is the consideration that studying this topic gives a real increase in knowledge in one’s specialty, which can then be used either in continuing research work or in practical activities.

It is advisable to have a certain amount of sources on this topic. The student should already have basic literature as a result of his activities in writing coursework, but the diploma requires the development of such sources an order of magnitude more. The supervisor should suggest something, something can be taken additionally from library catalogs, from the Internet. But the most productive way of accumulating thematic literature is the so-called “chain reaction” method, when the bibliography given there is extracted from the studied literature, access to which in turn provides the next wave of sources.

The selected and carefully formulated topic of the thesis is approved by the graduating department. Further, after completing the winter session, the student is given a full sixteen weeks for pre-diploma practice in the specialization (and passing the state interdisciplinary certification exam).

This is where the supervisor must outline the stages and timing of this practice. These will be the stage of collecting material, when literature is found, read, taken notes, and subjected to primary processing. The next stage is the analysis and processing of the accumulated material, selection of the most important sources, search in them for the main elements of the topic of your work - the formulation of the problem, tasks, ways of approaching them, argumentation, conclusions. During this period, you should completely stop reading new material, remembering that this process is endless and that reasonable self-restraint is necessary.

As a result of such an analytical understanding of the accumulated material, a vague understanding of the main idea of the entire work should gradually emerge - that is, some kind of primary answer to the main problem of the work.

The main idea of the work is its conceptual axis, which the author of the work must be able to formulate in a few sentences. And the substantiation of this main idea, the search for appropriate arguments, their detailed presentation, grouping and classification gradually form the structure of the work.

Sometimes the structure is set in advance - for example, the following is considered traditional - a historical part, where an overview of the research topic is given, a theoretical discourse, where approaches, methods of posing and arguing the stated problem are analyzed, and a presentation of one’s own vision of it, supported by its own structure of evidence and justification. In any case, it is desirable that the content of the work looks logical, and the material presented seems to follow from the previous consideration.

Only after such analytical work should one sit down to write a text, the initial version of which should be reviewed by the supervisor and made comments. After this, an introduction is written, in which the relevance and interest in the chosen topic, the degree of its development are substantiated, the problem is posed and the goal of the work is determined, which is revealed in the totality of the tasks, and the methodological basis is formulated.

In conclusion, the results of the thesis are presented in the form of brief conclusions from the research conducted, and a bibliography of the work is given.

The final stage in guiding a student’s work on a diploma is writing a review from a supervisor. You should clearly understand the difference between a review of your thesis work and a review of another student’s thesis. The supervisor, first of all, should characterize in the review not the text of the work (much less give it an assessment), but the very nature of the student’s activity in the process of writing a thesis throughout the collaboration, his personal qualities, which were expressed in the submitted work. Was this work systematic, did the student show scientific integrity, hard work, level of qualifications and understanding of the material, ability to work with it and get results.

But the reviewer must give an objective analysis of the text itself, identify the extent to which the stated goals were achieved, the assigned tasks were solved, and the problems were resolved. He evaluates how successful the chosen structure is, how the analysis was carried out, how widely the available scientific material is used, and makes his own critical comments. But the reviewer should not evaluate the work in a categorical form, because it still has to be defended. It can be very useful for a student to consult with a supervisor about a review - what should be agreed with and what may need to be challenged during the defense.

The collaboration of a teacher with a student as a supervisor also imposes on him the responsibility of establishing personal contacts, knowledge of his human qualities, circumstances and living conditions, problems that prevent him from studying.

Life situations sometimes require a student to write an academic reference, and since none of the teachers knows better than the academic advisor, the dean’s office usually turns to the academic advisor for appropriate help.

4. Educational characteristics

Educational characteristic presupposes the formulation to whom it is issued - to a student of such and such a course, such and such a group, such and such a faculty (if the student has already graduated from a university, then to a graduate of such and such a faculty) in such and such a specialty (direction). This is followed by the student's last name, first name and patronymic. The characteristics record the formal conditions and grounds for its issuance - when the student entered the training, how long he studied there.

It is necessary to note the student’s attitude towards academic activities - conscientious and interested, corresponding to the established procedure and regulatory requirements or violating them. It is necessary to characterize the personal qualities that the student showed - conscientiousness, hard work, intellectual abilities, ability to prepare for classes and take part in them. Qualities such as deep knowledge of the issues under discussion, the student’s erudition, general culture of thinking, clarity of language and speaking style will significantly complement his characteristics, of course, if they are present. The ability to conduct a discussion, debate with opponents, and the ability to convincingly defend one’s position is very important. You can separately characterize the student’s attitude towards lectures, seminars, and doing independent work, coursework, and possibly a thesis. You can note the direction of the student’s interests, in which disciplines his success looks more impressive, what specialization and department he chose. The text will look more convincing if the level of the student’s grades is given - whether he studies mainly with excellent and good grades, good and satisfactory, simply satisfactory, or whether he has academic debts.

The second point is the presence or absence of the student’s inclination and ability to participate as a student in UIRS and NIRS, meaning scientific and educational circles, presentations at faculty and university student conferences, and during Science Week. In case of successful performances, it is necessary to note that the student received the title of laureate, diplomas and certificates for good performances. It is very important to have articles in collections of student work or other publications.

The third point includes the degree of participation in the public life of the group, faculty, or university. This could be participation as a headman, trade unionist, participant in amateur performances, KVN, or sporting events.

Fourth point of characteristics. After considering the main activities of a student, one should dwell on his human, personal and moral qualities - the presence of intelligence, will, character. These are also qualities such as modesty, sociability, friendliness and attentiveness to comrades, responsibility, a sense of duty, a sense of teamwork and a willingness to help. Very important now are such characteristics as the presence or absence of leadership qualities and organizational abilities, the ability to be independent and self-organized, the so-called creativity (an active and creative attitude towards any task).

Or the presence of other or even opposite qualities - irresponsibility, immodesty, arrogance, arrogance, selfishness, passivity, etc. It must be remembered that an objective characteristic cannot only be laudatory, but must also contain critical remarks.

In conclusion, it should be noted the relationship of the student in the group and the attitude of the team towards the student - whether he enjoys authority, respect, and in general, what is the student’s status in the group.

5 . Educational and scientific-methodological work at the department

The department is an educational and scientific unit that carries out the main methodological work on organizing and conducting the educational process and monitoring the implementation of this work by the teachers of the department. The head of the department appoints his deputies for educational, methodological and scientific work from among the most experienced teachers who know the structure of the educational process and the main scientific areas of the department’s work. Between them there is a distribution of areas of activity and main responsibilities. The head of the department provides general management of the work of the department and bears personal responsibility for this.

Under their leadership, methodologists and laboratory assistants of the department prepare and maintain the necessary documentation - folders of incoming and outgoing documentation, minutes of department meetings, plans for department meetings, reports on the work of the department, staffing tables of the department, information about teachers and staff, a plan for advanced training of teachers of the department.

The most important educational documents for which the deputy head for academic work is responsible are the teaching load for the department, the specialization program (for graduating departments) - a list of courses and special courses taught, lists of students specializing in departmental specialization by year of study with supervisors and approved course topics and theses. This also includes educational and methodological documentation (primarily teaching materials) for all courses taught, summary topics of coursework and diploma works carried out in the department, the presence of a journal of mutual visits to classes by teachers of the department.

The area of responsibility of the deputy head of the department for scientific work is the research work of the department - scientific directions, research plans, participation in grants, research reports, publication reports, lists of doctoral students, graduate students and interns of the department by year of study.

All of these types of work are regularly discussed at department meetings so that the work of teachers meets the regulatory requirements for organizing and conducting the educational process.

Literature

1. Abasov Z. Design and organization of independent work of students // Higher education in Russia, No. 10, 2007//.

2. Kondrashov V.A. The place and role of practical training of students in the educational program in the specialty “cultural studies” // Prospects for the creation of the Southern Federal University - a world-class innovative university. - Rostov-on-Don, 2006//.

3. Kondrashov V.A. Course work management as a way to develop student skills and abilities and control them in teaching humanities // Diagnostics of the level of educational achievements of students in modern higher education. - Rostov-on-Don, 2005//.

4. Kondrashov V.A., Pavlova E.L. Scientific, methodological and organizational grounds for enhancing students’ independent work in the study of humanities // Problems of humanitarian education and upbringing. - p. Persianovsky, 2004//.

5. Cultural studies. - Rostov-on-Don, 2008.

6. Kuzmina E. Pedagogical practice as a form of integration of the educational process // Higher education in Russia, No. 10, 2007//.

7. Fundamentals of methods of teaching philosophy. - M., 1971.

8. Training course on cultural studies. - Rostov-on-Don, 1997.

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Annex 1

Appendix 2

Appendix 3

SAMPLE SOLUTION TO EXPONENTARY EQUATIONS AND INEQUALITIES

(7 2) 2x+3 = 7 -1
		= 4 0
	x = 0; x + 5 =0

	Answer: x = 0; x = -5
t 2 + t – 12 = 0 D = b 2 – 4ac = 1-4. 1 . (-12) = 49	(2 -3) 2x + 1< 2 2 -6x – 3< 2 (ф-я возр., т.к. 2 > 1)

	6 x< 4 /:(-6)

no roots Answer: x = 1	Answer: x > -

	> 9 0 (f-th age, because 9>1)
5 3x-2 (1+2 . 5) = 275 5 3x-2. 11 = 275 / :11	x 2 – 1 > 0 x 1 = 1; x 2 = -1



	Answer: x< -1; х > 1

Answer: x =

Appendix 4

Trainer on the topic"Trigonometric Equations"

1. sin 2x =	2. cos =
3. tg (x - ) = -1	4. sin ( - 2x) = -
5. sin (x - ) cos (7 x +) = 0	6.cos 2 x + 3cos x = 0
7. cos x = sin 2x cos x	8. cos x sin x =
9. sin 3x + sin x = 2 sin 2x	10. 2sin 2 3 x + 5sin 3x = 0
11. sin x cos 2x + cos x sin 2x =	12. 2sin 2 2 x – 1 = 0
13. sin x = sin 3x	14. sin 2x = (cos x - sin x) 2
15. 2 + sin x cos x = 2sin x + cos x	16. cos 6x + sin 2 3 x = 0
17. 2sin (x + ) sin (x - ) = 1	18. 3cos 2 x + 5sin 2 x = 3.5
19. cos 7x = cos 5x + sin x	20. cos 4 x - sin 4 x = 0
21. sin x = cos x	22. 2sin 2 x - sin 2x = 0
23. sin (x + ) = sin (x - )	24. sin 4x = sin 3x
25. 1 + cos x - 2cos = 0	26. cos 2 ( - x) + 8cos ( + x) = 0
27. sin 5x cos 3x - sin 8x cos 6x = 0	28. cos 2x - 2sin 2 x = -3
29. cos 2 x - 3cos x sin x + 1 = 0	30. cos x = sin 2 x
31. sin ( + x) + cot (2 - x) = 0	32. sin 3x = sin 2 x + sin x
33. sin (x + 45 o) sin (x - 15 o) =	34. sin 2 x + cos 2x = sin 3 x
35. tg x cos x + tg x = cos x +1	36. sin 2 x + sin 2 2 x = sin 2 3 x
37.ctg x + = 2	38. cos 3x = 2sin ( + x)
39. sin x (1 + cos x) = 1 + cos x + cos 2 x	40.
41. sin 4 x - cos 4 x = sin 2x	42. sin 3 x – cos 3 x = sin 2 x – cos 2 x