Organization of practice

When implementing a master's program at the University in the direction 030900.68 “Jurisprudence” (profile “Human Rights Activities”), educational and practical training of the following specific types is provided:

1. research practice;

2. teaching practice,

3. legal advice.

Goals and objectives, place and time, competence of trainees, list of tasks, types and scope of work, technologies used, as well as forms of control and reporting - form the content of programs for the above types of practices. Internship programs are included as an integral part of the Master's program, implemented in the direction of "Jurisprudence", the profile "Human Rights Activities".

Internships are carried out in third-party organizations with which the University has entered into agreements (in accordance with Article 11, paragraph 9 of the Federal Law of the Russian Federation of August 22, 1996 No. 125-FZ “On higher and postgraduate vocational education"), in a student legal consultation (legal clinic) or at University departments that have the necessary personnel and scientific potential.

Taken together, all internship programs in this area and profile of training ensure that students develop a number of general cultural and professional competencies provided for by this educational program for masters.

Internship programs are specified for each student and clarified depending on the specifics and nature of the work performed - in the form of an individual internship plan.

Practice (in all its types) ends for the student with the preparation and defense of an appropriate report on practice.

All types of practice are included in section M.3 of the master’s program of the educational program in the direction of preparation 030900.68 “Jurisprudence” (profile “Human rights activities”). The total amount of labor costs by practice, determined curriculum, is 15 credit units.

Research practice is a type academic work, the main content of which is the implementation of practical, educational, educational and research, creative tasks using elements scientific research. Research practice must correspond to the nature of the future professional activities of students and be carried out under the guidance of leading teachers and scientists of the university and the city.

Taking into account the training profile “Human Rights Activities,” a master’s student’s research practice may include analysis and generalization of ideological-theoretical, legal-statistical, historical-legal, comparative-legal and other facts from the field of human rights activities, criticism and development of new norms of human rights orientation, scientific assessment of the effectiveness of known forms and means of legal protection of the rights, freedoms and legitimate interests of citizens, legal entities and other entities from illegal attacks.

The main goal of research practice is to prepare the student for research activities, to gain practical experience in studying current problems and issues of legal science, to develop in the graduate a scientific worldview and methodological skills that may be in demand at the University or in other scientific institutions, as well as in legal practice in analysis difficult situations, requiring a professional scientific approach.

Objectives of research practice:

Familiarization of the undergraduate with theoretical, methodological, regulatory and other knowledge necessary for work in the field of legal science;

Mastering skills in organizing scientific conferences and other events in the field of jurisprudence;

Mastering methodological techniques for preparing and conducting scientific research;

Familiarization with technical means used in research activities in the field of jurisprudence;

Familiarization with the use of modern computer and IT technologies in legal science;

Preparation for state certification (exams, examinations);

Gaining experience of working together in a scientific team;

Consolidation of knowledge, skills and abilities acquired by undergraduates in the process of studying general scientific and general professional disciplines of the field and special disciplines master's training;

Development of decision-making abilities, interpersonal communication skills, creative and other qualities necessary for a lawyer in professional work.

Research practice provides the undergraduate with opportunities to organize and test the results of his own scientific research and other related developments, diagnostics personal qualities and inclinations as a scientist, the possibility of practical assessment and self-assessment of one’s own communication and creative abilities.

During a research internship, a master's student carries out preparatory work for passing the state exam, and also collects material for writing and defending a final qualifying thesis (master's thesis).

Research practice is the final stage of professional practical training of a graduate - it is carried out at the beginning of the second year of study - after the master's student has mastered the basic programs of theoretical and practical training.

The volume of labor costs for scientific research practice determined by the PLO curriculum for this area of ​​training and profile, is equal to 108 hours, which is 3 credit units. Research practice develops the following competencies among undergraduates: OK-1, OK-3, OK-4, OK-5, PC-1, PC-8, PC-11 and PKV-3.

To the program industrial practice there is a scientific section research work student, developed jointly with the supervisor of practice from the Department of Land Management. A student’s research work may include work in certain areas:

1. Organizational and research:

Studying the types of activities of a research assistant (the work of theorists and experimenters of scientific research in the field of land management and cadastres, the development of methods and methods for performing land management and cadastral work, applications modern technologies, instruments and equipment for solving problems of land management, cadastres and monitoring);

The need for an integrated approach to solving a number of problems, to understand the interdependence of members of the scientific team, as well as the importance and influence of the scientific environment on the fruitful activity of a scientist.

2. Research:

Studying methods for improving land management, cadastral and monitoring activities.

3. Experimental:

Carrying out work on the application of developments and proposals in the field of land management, cadastral and monitoring activities.

Study of conditions for obtaining reliable results.

The purpose of the bachelor's research work is to develop professional competencies in the field of research activities:

· ability to independently replenish, critically analyze and apply theoretical and practical knowledge in the field of land management for own scientific research;

· possession of the skills of independent analysis of the main patterns of functioning of a land management object with a presentation of reasoned conclusions;

· possession of the skills of qualified analysis, commenting, summarizing and summarizing the results of scientific research conducted by other specialists, using modern techniques and methodologies, advanced domestic and foreign experience;

· possession of skills to participate in the work of scientific teams conducting research on broad land management issues.

During pre-graduation practical training, the student must collect the necessary material to conduct research work. The purpose of student participation in scientific research of the department is to acquire more deep knowledge By special disciplines, development modern methods design, justification of design decisions and scientific research, acquisition of independent research skills.

An individual task for collecting materials for scientific research, the topic of the student’s scientific research during practical training is established by:

- teachers of the department who supervise scientific research in the student scientific society (SSS);

‑ managers and executors of departmental scientific research topics that attract students to participate in these studies;

- teachers of the department are heads of practice.

The student’s educational and research work during practical training will allow him to make presentations at meetings of the Student Scientific Society (SSS) circle and student conferences, take part in the preparation of competitive works, prepare abstracts and articles for publication in scientific works university, conduct a more thorough review of sources on the research topic, write the first chapter, and also develop and justify design solutions in the WRC.

After completing the practical training, the student writes a report. A practice report is a small independent study and analytical (practical) work, which is presented as a combination of the results of independent research, theoretical and practical skills during the period of production pre-graduate practice at the enterprise.

A correctly constructed report plan serves as an organizing beginning in the student’s work on writing it, helps to systematize the material, and ensures the consistency of its presentation. Therefore, it is necessary to be able to correctly present the material and correctly present the acquired and acquired knowledge.

The experience of the management of industrial practice shows that students, as a rule, pay insufficient attention to the issue of high-quality preparation of materials submitted for defense, which interferes with the successful defense of industrial practice.

The report should be 25-35 pages in length, including tables and figures, using journal entries.

The structure of the report should be as follows:

1. Introduction – 1-2 pages;

2. Chapter 1 Characteristics of the organization - place of practice - 3-4 pages;

3. Chapter 2 Work completed during the internship – 10-15 pages;

4. Chapter 3 Scientific research work in practice – 5-7 pages;

5. Chapter 4 Composition and content of collected materials – 3-5 pages;

6. Conclusion – 1-2 pages;

7. List of sources used – 1 page;

8. Applications (if necessary, the volume is not limited).

Introduction

The introduction outlines the relevance, goals and objectives of the production practice, and provides the content and scope of the report on the production practice.

Relevance– a mandatory requirement for any scientific work. Coverage of relevance should be laconic. It is enough to show the main points of the relevance of the topic within one or two paragraphs of computer typing.

Goal and tasks– the goal always corresponds to the name of the work itself and its content. For industrial practice, the goal is to apply theoretical knowledge acquired at the university in production and conduct experimental work in accordance with the theme of the research and development work.

Considering the goals of practice (to develop professional competencies, study activities in the profession, conduct research) tasks should be identified that allow these goals to be achieved. Such tasks may include studying the enterprise and regulatory documents regulating the functioning of a given enterprise (this part is in any reports and is often indicated in the introduction) and the study of certain professional activities (functions, features, responsibilities). In addition, the tasks may be performing a certain professional activity (you can describe point by point exactly what tasks the student performs in professional practice) or writing a research paper.

Scope and content– the final part of the introduction, which indicates the entire list of sections. The volume of the report, the number of tables and figures, and the sources used are given.

Chapter 1. Characteristics of the organization - place of practice

This chapter provides a brief description of organization - a kind of report about the enterprise on the basis of which the student did his internship. The description, if possible, should include photographs of the enterprise itself, its staff and the student’s workplace and have the following content:

· general information about the organization: name, address, place of registration;

· structure of the organization;

· management of the organization;

· form of organization of the enterprise;

· view economic activity organizations;

· Short story organizations;

· specialization of the organization;

· the most important contractors and competing companies;

· number of employees, incl. management personnel;

· organization of land management work in the organization (production unit).

At the end of the section, the student must provide a reason for choosing this particular organization for practical training.

Chapter 2. Work completed during the internship

One of the main and largest sections of the report should contain a photo report on the internship and include the following information:

1. Position held, terms and duration of practice. Rewards and penalties received during internship.

2. Types and volume of work performed (in kind and monetary terms), timing and quality of completion, development of standards by week and for the entire period of practice. This item should, in addition to a text description, contain a summary table from which one can clearly understand the amount of work performed by the department in which the student completed his internship and his personal contribution to this work.

3. Brief description of the work objects (location, total area, composition of land by category, owners, land users and lands, natural and economic conditions).

4. Characteristics of the object’s territory, the state of planning, cartographic, survey and land management material (year of survey, scale of planning material, reference points).

5. Management of work from the university and production.

6. The degree of land development of the territory where the work was carried out.

7. Methods and procedure for performing work (justification of the methods used for performing work, procedure, methods and results of performing work):

a) preparatory work (receiving a task, selecting, studying, preparing documents, drawing up the order of work);

b) field work (content, order of execution, methods used and instruments used);

c) desk work (content, order of execution, methods and software used).

8. Organization of work at the site (arrangement of housing and workplace, provision of transport, work schedule, work schedule).

9. Comments during the internship. Proposals to improve conditions and quality of work. Negative and positive aspects of organizing practice.

Chapter III. Scientific research work in practice

The research report must be formatted as an abstract and completed in accordance with GOST 7.32-2001.

The abstract must contain:

Information about the volume of the report, the number of illustrations, tables, appendices, the number of parts of the report, the number of sources used;

List of keywords;

Abstract text.

The list of keywords should include from 5 to 15 words or phrases from the text of the report that best characterize its content and provide the possibility of information retrieval. Keywords are given in the nominative case and printed in lowercase letters in a line separated by commas.

The text of the abstract should reflect:

Object of research or development;

Goal of the work;

Method or methodology for carrying out the work;

Results of the work;

Basic design, technological and technical-operational characteristics;

Application area;

Economic efficiency or the significance of the work;

Forecast assumptions about the development of the research object.

If the report does not contain information on any of the listed structural parts of the abstract, then it is omitted from the text of the abstract, while the sequence of presentation is preserved.

Chapter IV. Composition and content of collected materials

This section outlines the characteristics of the object chosen for the diploma design, the content of the project for this object:

- name of the object, its location;

- a brief description of municipality, land development facility, existing organization of territory and production;

- main indicators of the development of the farm (facility) for the future;

- brief but comprehensive content and justification of the project: purpose and reasons for land management; main production indicators for the project; specialization and size of production; changes made to land use; content and justification of the project for all components and elements; measures to protect land and the natural environment;

- justification of the legal viability of the land management carried out, i.e. checking the compliance of adopted design decisions with current legislation, regional regulatory legal acts, determining the forms of ownership of land plots of the land management object.

At the end of the section, there is a complete and detailed list of all materials collected during the internship for the preparation of the research and development work and the report on the internship (a detailed list of the collected materials is given). Characteristics of their quality and completeness for the development of WRC are given.

Conclusion

The conclusion should be the logical conclusion of the report. The student must analyze whether the goal has been achieved and whether the objectives set in the introduction have been completed. Provide the main figures achieved during the internship. Draw a conclusion about the general course of practice. Formulate the main positive and negative aspects of practice. Give comments and recommendations for possible improvement of the internship.

The introduction and conclusion must be creative, namely the author's work. In many ways, the overall grade that will be given to the student depends on clearly formulated tasks and conclusions drawn.

List of sources used

The list of sources used is compiled in accordance with GOST R 7.0.5-2008. The list should include all regulations, literary sources, books, articles, as well as electronic sources used in writing the report and conducting research work. The list includes only those sources that were referenced in the text.

Making a report

The report on the practical training is prepared at the place of practical training on sheets of A-4 format. The form of the title page is given in Appendix 7.

The text of the explanatory note is done using computer typing. Font – Times New Roman. Point size – 14. Spacing – one and a half. Paragraph indent – ​​1.25. Margins: left – 3 cm, right – 1.0 cm, bottom and top – 2 cm.

The text should use accepted land management (and other) terminology. All words, as a rule, must be written in full. Only generally accepted abbreviations may be allowed. Page numbering should be common for the entire text, starting with the title page and including all tables (on separate pages) and ending with a list of sources used. The page number is written in Arabic numerals in the center at the bottom of the page (except for the title page).

Each chapter of the explanatory note begins on a new sheet; its number and title are indicated at the beginning of the chapter. Chapters and paragraphs are numbered in Arabic numerals. Numbering of paragraphs within each chapter.

Based on the available tables, conclusions should be drawn and references given to them. The larger table is placed on a separate page behind the page on which it is first mentioned.

The tables are formatted as follows. In the upper left corner they write: “Table 1” (the numbering is the same throughout the text). Next, on the same line, write the name of the table corresponding to its content. If the table is moved to the next page, then above the table instead of its name they write “Continuation of the table” or “End of the table”. If the table and its title are placed along the sheet, then its title should be located where the sheet is filed (at the spine).

All illustrations of the project (drawings, maps, diagrams, graphs, diagrams, photographs, etc.) are considered drawings. The numbering is continuous; a text reference is required before the figure. The drawings are signed in the center of the page after the drawing itself as follows: “Figure 1. Title.”

State budget educational institution

higher professional education

"North Ossetian State Pedagogical Institute"

Faculty of Psychology and Education

Department of Pedagogy

REPORT

about completing a research internship

Master _________ course in the field44.04.01 Teacher Education, profile Management of educational systems

Master's student's name _____________________________________

Scientific director:

___________________________

________________________________

Vladikavkaz

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

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

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

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

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

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

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

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

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

Applications

Introduction

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

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

MAIN PART

Dates and place of internship

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

Activity analysis

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

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

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

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

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

Working with students;

Personal self-awareness;

Working with the teaching staff;

Work to unite the team of students.

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

- pedagogical communication;

Cohesion of the school team;

- personal results.

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

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

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

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

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

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

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

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

Table No. 2 Level of student satisfaction with school life

Question No. Level											total amount
Short
Average
High

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

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

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

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

2. Carry out regularly parent meetings, and also work with certain parents.

3. Conduct trainings every quarter, etc.

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

Conclusion

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

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

Trainings,

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

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

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

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

Constantly monitoring the dynamics of the level of quality of education of students and developing practical recommendations on his promotion.

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

Level diagnostics pedagogical knowledge parents in order to clarify the parental position.

List of sources used

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

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

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

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

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

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

Requirements for organizing research practice

Research practice is one of the types of practice for first-year undergraduates.

The purpose of research practice is to prepare the student to solve problems of a research nature in production and to perform final qualifying work.

Place of practice:

· Graduate departments, their branches

· Industrial enterprises

· Research organizations and institutions where it is possible to study materials related to the topic of the final qualifying work.

Research practice includes:

· Preparation of thematic scientific and technical reviews of published works on the selected master's program.

· Conducting experimental (or computational) studies.

· Preparation of a master's thesis.

Otherwise, it should be related to the scientific topics of the department, to the topic of the master's thesis and represent work on collecting, analyzing and systematizing the materials necessary for this.

The internship program is presented to each student by the head of the research practice at the organizational meeting before the start of the internship.

Certification is carried out in the form of a written report by the undergraduate on the results of the practice and his assessment (defense) at a department meeting.

Basic concepts about research work

The entire course of scientific research can be represented in the form of the following logical diagram:

1. Justification of the relevance of the chosen topic.

2. Setting the goal and specific objectives of the study.

3. Definition of the object and subject of research.

4. Selecting a research method (methodology).

5. Description of the research process.

6. Discussion of the research results.

7. Formulation of conclusions and evaluation of the results obtained.

Justification of the relevance of the chosen topic - First stage any research. When applied to a dissertation, the concept of “relevance” has one peculiarity. A dissertation, as already indicated, is a qualifying work, and the way its author knows how to choose a topic and how correctly he understands and evaluates this topic from the point of view of timeliness and social significance characterizes his scientific maturity and professional preparedness.

Coverage of relevance should not be verbose. There is no particular need to start describing it from afar. It is enough to show the main thing within one typewritten page - the essence of the problem situation, from which the relevance of the topic will be visible. Thus, the formulation of the problem situation is a very important part of the introduction. Therefore, it makes sense to dwell on the concept of “problem” in more detail.

Any scientific research is carried out in order to overcome certain difficulties in the process of understanding new phenomena, explain previously unknown facts, or reveal the incompleteness of old methods of explanation. known facts. These difficulties manifest themselves most clearly in so-called problem situations, when the existing scientific knowledge turns out to be insufficient for solving new problems of cognition.

The problem always arises when the old knowledge has already revealed its inconsistency, and the new knowledge has not yet taken a developed form. Thus, a problem in science is a contradictory situation that requires its solution. This situation most often arises as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the theories can explain newly discovered facts.

The correct formulation and clear formulation of new problems are important. They, if not entirely, then to a very large extent determine the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is generally accepted that to formulate scientific problem- means showing the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

Thus, if a master’s student manages to show where the border between knowledge and ignorance about the subject of research lies, then it is not difficult for him to clearly and unambiguously define a scientific problem, and, consequently, formulate its essence.

Separate dissertation research aim to develop the provisions put forward by one or another scientific school. The topics of such dissertations can be very narrow, which does not detract from their relevance. The purpose of such work is to solve specific issues within the framework of one or another already sufficiently tested concept. Thus, the relevance of such scientific works in general should be assessed from the point of view of the conceptual attitude that the dissertation author adheres to, or that scientific contribution, which he contributes to the development of the general concept.

Meanwhile, master's students often avoid taking on narrow topics. It is not right. The fact is that works devoted to broad topics are often superficial and have little independence. A narrow topic is studied in more depth and detail. At the beginning, it seems that it is so narrow that there is nothing to write about. But as one becomes familiar with the material, this fear disappears, and the researcher discovers aspects of the problem that he had not previously suspected.

From proving the relevance of the chosen topic, it is logical to move on to formulation of the purpose of the research undertaken, and also point out specific tasks that have to be addressed in accordance with this goal. This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, etc.).

The formulation of these problems must be done as carefully as possible, since the description of their solution should form the content of the chapters dissertation work. This is also important because the titles of such chapters are born precisely from the formulation of the objectives of the research being undertaken.

The object and subject of research as categories of the scientific process are related to each other as general and particular. The part of the object that serves as the subject of research is highlighted. It is to this that the master’s student’s main attention is directed; it is the subject of the research that determines the topic of the dissertation, which is indicated on the title page as its title.

Selection of research methods is very important stage scientific research, which serve as a tool in obtaining factual material, being a necessary condition for achieving the goal set in such work.

Description of the research process- the main part of the dissertation work, which covers the methodology and technique of research using logical laws and rules.

Discussion of the research results is also a very important stage of scientific research, which is conducted at meetings of major departments, where a preliminary assessment of the theoretical and practical value dissertations and collective review.

conclusions are the final stage of scientific research, which contain something new and essential that constitutes the scientific and practical results of the dissertation work.

The success of completing a dissertation depends to the greatest extent on the ability to choose the most effective research methods, since they are the ones that allow you to achieve the goal set in the dissertation.

Ministry of Education and Science of the Russian Federation

Federal state budgetary educational institution higher education

"Moscow Pedagogical State University"

Institute of Childhood

Faculty of Defectology

REPORT

in 2nd research practice

With October 6 By November 9 2016 G.

student-

master's student

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

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

Master's studentDemchuk Anastasia Vladimirovna

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

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

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

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

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

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

The purpose of the experimental part of the work consists of studying the state of the pronunciation aspect of speech in 1st grade children secondary school.

Tasks research:

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

RevealcocToyaniePpopurlociteflaxothcToptheypechi u junior schoolchildren Vsecondary school.

Process and describe the results of the examinationpopurlociteflaxothcTopouspechiydeTethogeneraleobpahoVaTeflaxoth schoololy

Methodology of the ascertaining experiment.

The structure of the ascertaining experiment included the following components:

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

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

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

Research base

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

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

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

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

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

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

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

Table 1

Characteristics of children in the experimental group with impaired pronunciation speech

8

Sergey

FN. Violation of sound pronunciation

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

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

Studying the general sound of speech of primary schoolchildren.

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

Studying the syllabic structure of a word.

Sound discrimination research.

Research into auditory perception.

1. Recognition of non-speech sounds

   Differentiation of speech sounds

Methodology “General sound of speech”

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

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

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

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

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

Pronunciation of sounds during repetition Table 3

[l], [r]

Sonorous sounds: nasal

[m], [n]

Yotated sounds

[i], [e], [yu]

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

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

Study of the syllabic structure of a word.

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

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

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

Phonemic awareness.

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

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

Determining the place of a sound in a word.

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

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

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

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

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

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

Study of word formation ability.

Formation of nouns with diminutive form name:

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

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

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

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

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

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

Sound recognition diagnostic results(amount of children)

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

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

In other cases, development phonemic processes are normal.

Auditory Perception Research

"Recognition of non-speech sounds."

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

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

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

"Differentiation of speech sounds."

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

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

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

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

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

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

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

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

A.V. Demchuk, Moscow, MPGU

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

FEATURES OF SPEECH PRONUNCIATION IN CHILDREN IN GENERAL EDUCATION SCHOOL

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

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

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

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

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

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

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

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

4. Develop and test a correctional program for joint work between a speech therapist and a primary school teacher to correct the pronunciation aspect of speech in secondary school children.

5.Assess the effectiveness of experimental learning.

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

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

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

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

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

3. Study of the syllabic structure of a word.

4. Study of auditory perception.

Recognition of non-speech sounds

Differentiation of speech sounds

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

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

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

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

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

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

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

Bibliography:

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

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

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

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

Student Demchuk Anastasia Vladimirovna

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

During the internship Demchuk Anastasia Vladimirovna

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

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

Director of MBOU Secondary School Ishchenko Olga Mikhailovna
With. Kalinovka