Requirements for umk. Requirements for umk within the framework of federal state standards. Features of master's training that determine specific requirements for the educational and methodological complex
1. Educational and methodological complex of the topic
UMK - an educational and methodological complex is a system of didactic teaching aids on a topic created in order to most fully implement the educational and educational tasks formed by the program in this discipline.
The purpose of creating the teaching and learning complex is to provide high-quality methodological equipment for the educational process.
Structure of the educational and methodological complex:
1. Title page (name of the educational institution, title: educational and methodological complex, topic, specialty, discipline, number of hours, full name of the teacher).
2.1. Technological map of the lesson
2.2. Requirements from the sample (working) program for ideas, knowledge, and skills on the topic.
2.3. Abstracts of lectures (for theoretical classes) or methodological developments for the teacher.
2.4. Methodological development for a student.
2.5. Methodological manual for student self-training.
2.6. Didactic, illustrative and handout material on the topic.
2.7. Knowledge control tools (test tasks, blind graphs of logical structure, situational tasks, etc.)
2.8. Glossary on the topic.
2.9. Literature for preparation (basic, additional).
2.10. Questions for self-study on the topic.
2. Technological map of the training session.
A lesson plan (a technological map of an educational lesson) is a document developed by the teacher for each educational lesson to ensure the effective implementation of the content of education, learning objectives, education and development of students, the formation of strong knowledge, skills and abilities.
A lesson plan is necessary for every teacher, regardless of his experience, erudition and level pedagogical excellence. It is compiled on the basis of the content of the work program of the academic discipline. Based on a thought experiment, the teacher predicts the future lesson, mentally plays it out, develops a unique scenario for his actions and the actions of the students in their unity.
A lesson plan (technological map) is the beginning of a creative search, a means of lesson effectiveness, the implementation of a teacher’s plan, the foundation of inspiration and talented improvisation. It reflects the topic and purpose of the educational lesson with specification of its didactic tasks, a brief content of the material studied in the lesson, determines the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks, during the implementation of which the updating of previously acquired basic knowledge and methods of activity, the formation of new scientific concepts and their application in various learning situations, control and correction from ignorance to knowledge, from inability to ability to perform necessary and sufficient cognitive and practical actions along this path when solving educational and cognitive tasks planned in the lesson and practical problems.
3. Setting the goal of the lesson.
Determining a specific learning goal is a fundamental point in organizing the educational process. Knowledge and skills are one and the same activity, but existing in different forms. Therefore, one cannot “know” but not “be able”, and vice versa. If you do not determine the purpose of the lesson, then it is impossible to accurately determine the volume of educational material, the form, and the stages of its presentation to students.
The goal as a motive mobilizes the student’s desire to achieve results. Without a goal, any activity becomes a waste of time.
Educational purpose - this is not the title of the topic of the lesson. This is a clear and concise description of the case for students.
Formulate a specific lesson goal.
- The goal of the lesson does not yet become a goal for the student. He must not only understand the goal, but also accept it, make it the goal of his activity.
- The goal shows what the student must learn, to see where he can use this knowledge or skills.
- The goal explains to the student what he is studying and why he is working.
- The goal allows you to conduct a survey from the perspective of the student’s achievement of goals.
The goal focuses the student's attention on the lesson.
At the beginning, the goal is formed in general terms, and then it is specified by describing the necessary actions and patterns of behavior.
Models of behavior and educational actions that are understandable and accepted by students will be actively carried out by them.
Lesson objectives:
1. Options for designing educational goals:
1.1.Promote the formation and development of skills and abilities (special and general educational).
- Explore;
- To uncover;
- Introduce;
- Practice skills independent work;
- Learn to work with independent literature;
- Make diagrams.
1.2. Promote memorization of basic terminology of technological processes.
1.3. To promote the memorization of digital material as a guide for understanding the quantitative characteristics of the objects and phenomena being studied.
1.4. Promote understanding of basic technological material.
1.5. Contribute to the formation of ideas about...
1.6. To promote awareness of the essential features of concepts and technological processes.
1.7. Create conditions for identifying cause-and-effect relationships:
- Reveal the reasons...
- Find out the consequences...
1.8. To promote understanding of patterns...,
- Create conditions for identifying the relationship between...
- To promote understanding of the relationship between...
2. Options for designing developmental goals:
2.1. Promote the development of students' speech (enrichment and complexity of vocabulary, increased expressiveness and nuances).
2.2. To promote the mastery of the basic methods of mental activity of students (teaching to analyze, highlight the main thing, compare, build analogies, generalize and systematize, prove and disprove, define and explain concepts, pose and solve problems).
2.3. To promote the development of the sensory sphere of students (development of the eye, orientation in space, accuracy and subtlety in distinguishing colors and shapes).
2.4. Promote the development of the motor sphere (mastering the motor skills of small muscles of the hands, developing motor dexterity, proportionality of movements).
2.5. Contribute to the formation and development cognitive interest students to the subject.
2.6. To promote students' mastery of all types of memory.
2.7. Promote the formation and development of student independence.
3. Options for designing educational goals:
3.1. Contribute to the formation and development of moral, labor, aesthetic, patriotic, environmental, economic and other personality qualities.
3.2. To promote the development of a correct attitude towards universal human values.
3. Organizational moment.
- Greetings;
- Checking student attendance;
- Filling out the class journal by the teacher;
- Checking students' readiness for the lesson;
- Getting students in the mood to work;
- Communicating the lesson plan to students.
4. Motivation for learning activities.
Motivation is a process as a result of which a certain activity acquires a certain personal meaning for an individual, creates stability of his interest in it and turns the external specified goals of the activity into the internal needs of the individual. Since motivation is, as it were, the internal driving force of an individual’s actions and deeds, teachers strive to manage it and take it into account in building the educational process. Showing students those real production conditions and tasks in which they will need to use knowledge on the topic being studied, showing a professional orientation in training creates increased attention in students to the subject. Motivation is one of necessary conditions active inclusion of the student in cognitive activity, therefore its creation is given close attention by psychologists and teachers. One of the simplest techniques for increasing motivation is creating learning needs through interest. In this regard, the motivational introduction should arouse students’ cognitive and professional interest in work and be a stimulus for active, purposeful activity.
The teacher emphasizes the practical significance and relevance of the topic, and reflects the regional component.
5. Independent work of students.
Independent work first of all completes the tasks of all other types of educational work. No knowledge that has not become the object of one’s own activity can be considered the true property of a person. In addition to its practical importance, independent work has great educational significance: it forms independence not only as a set of certain skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern specialist.
Independent work can be included as the main element in the structure of a laboratory or practical lesson, or can act as an organizational form of training.
Independent work is the activity of students during the learning process and outside the classroom, performed on the instructions of the teacher, under his guidance, but without his direct participation.
The basis for independent work is the entire complex of knowledge acquired by students. Independent work trains the will, fosters efficiency, attention, and a culture of educational work.
The main features of students’ independent work are considered to be:
- The presence of a cognitive or practical task, problematic issue and special time for their implementation and solution.
- Manifestation of mental stress of students.
- Demonstration of consciousness, independence, and activity of students in the process of solving assigned problems.
- Possession of independent work skills.
- Implementation of management and self-government of the student’s independent cognitive and practical activities.
In the independent work of students to solve cognitive problems, there are always elements of control and self-government of this activity.
The independence of students manifests itself in different ways: from simple reproduction, completing a task according to a rigid algorithm, to creative activity.
Possession of the skills of independent work is not inherent in every student, however, it is possible to teach a student to learn, to teach him to acquire knowledge himself, only by organizing his independent practical activity.
Mandatory independent work takes various forms, most often these are various homework assignments.
Homework can be designed to reproduce knowledge, consolidate it, deepen it, and develop skills.
Depending on the goal, the types of homework can be different: reading educational literature (basic, additional, reference), drawing up a text outline, taking notes, drawing up comparative tables, graphological structures, solving problems, preparing an abstract, report, preparing for a conference, olympiad, competition, business game, exam, test, test, etc.
Along with homework that is common to all students, individual assignments can be used designed for students who show special interest in a particular subject. academic discipline.
Pedagogical guidance for extracurricular independent work is to correctly determine the volume and content of homework.
It is important for students to know how to complete these tasks, what techniques and methods to use, and what the methodology for independent work is. It is appropriate to demonstrate samples of completed tasks.
Genuine mastery of knowledge, skills and abilities is facilitated by the teacher’s development of didactic materials on organizing students’ independent work. Didactic materials are an addition to the stable textbook. They contain: a system of tasks, specific instructions for performing mental or practical actions, observing phenomena and facts, reproducing already familiar phenomena, identifying essential features, formulating rules, drawing up graphological structures of diagrams, summary tables, etc.
The development of didactic material contributes to the intensification of the educational activities of all students at all stages of training.
Didactic materials can be designed according to topics, sections of the discipline and take the form of workbooks, which are proposed to be used in addition to the teacher’s explanation and to students’ work in the textbook.
A characteristic feature of workbooks is that the process of completing assignments, as well as the results, are recorded right there in the notebooks, which allows the teacher to control the student’s train of thought. Completion of assignments can be recorded both in lecture notebooks and in separate notebooks for students’ self-preparation. Sample answers can be placed in the reference part of the notebook for self-testing of assignments. You can print standards on separate sheets.
The use of didactic materials brings useful variety to the work of students, helps to intensify their attention, and increase interest in the tasks being performed.
6. Types of control.
In the pedagogical literature, the following types of control are distinguished: preliminary, current, milestone (periodic) and final.
Preliminary control is a necessary prerequisite for successful planning and management of the educational process. It allows you to determine the hiking level of knowledge and skills of trainees. Based on these data, the teacher makes adjustments to the work programs of the disciplines.
Current control is carried out in all organizational forms of training and is a continuation of the teaching activities of the teacher. Current control allows you to receive continuous information about the progress and quality of assimilation educational material. The objectives of current control are to stimulate regular, hard work of students, to activate their
cognitive activity. Large intervals in monitoring each student should not be allowed, otherwise students will stop regularly preparing for classes.
The combination of various forms of ongoing knowledge testing allows you to intensify the reproductive, cognitive activity of students and eliminates the element of chance in assessing knowledge.
Rubezhny control allows you to determine the quality of students’ learning of educational material across sections and topics of the subject. Such control is usually carried out several times a semester. Examples of boundary control include tests and computer testing.
Pedagogical control allows you to check the strength of assimilation of acquired knowledge, as it is carried out over a long period of time.
Final control is aimed at checking the final learning results, identifying the degree of students’ mastery of the system of knowledge, skills and abilities acquired in the process of studying a particular subject or a number of disciplines.
Final control is carried out at semester, transfer and state exams.
Based on the results of the control, grades are given on a five-point system.
Final semester grades in subjects not included in exams are based on the results of current and periodic control, but are not the arithmetic average of all available grades for this period. Particular attention should be paid to the results of control carried out on the main issues of the curriculum, on written and test questions.
Knowledge testing forms.
In secondary specialized educational institutions, the main forms of control of students’ knowledge, skills and abilities are: oral questioning (individual and frontal), written and practical testing, standardized control, etc.
Individual questioning is the most common method of monitoring students' knowledge. During an oral interview, the main attention is focused not only on simple reproduction of facts, but also on their explanation and proof,
Oral questioning must be done regularly to become an important factor in training and education. Questions for oral questioning must be prepared in advance, thoughtful, accurate, and unambiguous. For such a survey, questions are selected that require detailed presentation and explanation.
In addition to individual surveys, there are frontal and combined surveys. The frontal survey is carried out in the form of a conversation between the teacher and the group. Its advantage is that all students in the group are involved in active mental work.
For a frontal survey, a system of questions is important. They must have a certain sequence that allows you to see the basic concepts, provisions,
dependencies in educational material. Questions should be concise, answers short. Most often, such a test is used to control knowledge that is subject to mandatory memorization and assimilation of rules, dates, quantitative indicators, terms:
However, a frontal survey cannot be the main type of verification. During it, the fact of completing the task is checked, but it is difficult to establish the completeness and depth of assimilation.
In order to provoke cognitive activity of students of the entire group, it is advisable to combine individual and frontal questioning, as well as to use various techniques for activating students’ cognitive activity (they invite others to analyze a friend’s answer, supplement it, ask questions to the respondent); the rest analyze a friend’s answer, supplement it, ask questions to the respondent) .
Oral survey requires a lot of time, in addition, it is impossible to test all students on one question. In order to rationally use educational time, a combined, condensed survey is carried out, combining oral questioning with other forms (written questioning on cards, completing tasks at the board, and others).
Written test is the most important form of monitoring a student’s knowledge, skills and abilities. Its use makes it possible to check the mastery of educational material by all students in the group
Written work can be very diverse in content and form, depending on the subject; dictations, essays, problem solving, doing exercises, calculations, writing prescriptions, answering questions:
The duration of written tests may vary.
After checking and evaluating written test papers, an analysis of the results of their implementation is carried out, identifying typical mistakes and the reasons that caused unsatisfactory ratings.
Practical testing occupies a special place in the control system. Practical testing allows us to identify how students are able to apply the acquired knowledge in practice, and to what extent they have mastered the necessary skills. In the process of identifying professional knowledge student justifies decisions made, which allows you to establish the level of assimilation of theoretical principles.
This form is most widely used in studying special disciplines, in laboratory and practical classes, during industrial practice.
Professional tasks and business games, selected in accordance with the requirements of the specialist’s qualification characteristics, are widely used for control.
Practical testing is the leading form of control during industrial practice. Control of educational skills is carried out both during the performance of specific production activities by students, and according to its results.
7. Homework.
Homework can be designed to reproduce knowledge, consolidate it, deepen it, and develop skills. Homework of an advanced, forward-looking nature can be used. The use of advanced tasks allows the teacher to awaken and develop cognitive interests, and conduct conversations and discussions in class more effectively.
In secondary specialized educational institutions, the following main types of homework are used, depending on the goal:
| Target | Types of homework |
| Primary acquisition of knowledge (learning new material) | Reading a textbook, primary source, additional literature; drawing up an outline of the text, taking notes on what has been read, graphically depicting the structure of the text; extracts from the text; working with dictionaries and reference books; familiarization with regulatory documents; observations. |
| Consolidation and systematization of knowledge | Work with lecture notes, repeated work on the material from the textbook, primary source, additional literature; drawing up a plan for answering specially prepared questions; drawing up tables, graphs, diagrams; studying regulatory documents; answers to security questions; preparation for speaking at the seminar, as well as abstracts and reports, compiling a bibliography. |
| Application of knowledge, formation of skills | Solving problems and exercises based on the model, variable problems and exercises; performing computational and graphic work, design work, situational production tasks, preparing for business games, preparing coursework and diploma projects; experimental design, experimental work on the simulator. |
4. General requirements for the content and form of the educational and methodological complex.
Highlighted in clause 3.2. sections of the educational complex are developed and formalized in accordance with the existing general rules adopted at Omsk State University named after. F.M. Dostoevsky.
5. Features of master’s training that determine specific requirements for the educational and methodological complex:
An activity-competency approach that creates new requirements for the content of the discipline, technologies and teaching methods, types of control and assessment of master's students' competencies;
High proportion of independent extracurricular work of undergraduates;
The presence of individual training plans for each master's student, therefore, the flexibility of disciplines, the ability to adapt them to different plans of master's students;
Scientific orientation of training, high proportion of research work, including when mastering the discipline.
6. Additional requirements for the content and form of individual elements of the educational and methodological complex related to the specifics of master’s training:
6.1. Title page.
The title page must indicate both the directions and the corresponding master's programs in the curricula of which the discipline is included.
6.2. Agreement sheet.
The approval sheet contains the following information about the author (authors): position held at the Faculty of Economics of Omsk State University. F.M. Dostoevsky, position held at the main place of work (for part-time and hourly workers), academic degree, academic title. In the master's program, disciplines taught by several teachers, business trainers, and practitioners are possible. If the UMCD is a collective product, then information about all authors is indicated.
UMKD must be agreed upon with the faculty and department (departments) providing professional training for masters, as evidenced by the signatures of the dean and heads of the relevant programs.
6.3. Thematic plan of the discipline and distribution of the total amount of hours.
The plan must provide for a large amount of independent extracurricular work of the master's student (at least 50% of the amount of classroom work).
If the discipline is taught by several teachers or it includes “guest lectures”, master classes by invited trainers, consultants, representatives of organizations, then you should indicate for whom what topics (classes within the topic) are planned.
6.4. Abstract of the discipline (goal, objectives, etc.).
The purpose and objectives of the discipline are formulated in accordance with the requirements of the State Educational Standard of Higher Professional Education for master's training in the areas of "Management" and "Economics", namely the requirements of general professional, humanitarian and special master's training.
When describing the ideas, knowledge, skills and abilities that a master's student should have after mastering the discipline, it is also necessary to be guided by the requirements of the State Educational Standard of Higher Professional Education.
The activity-competency approach to the development of the structure and content of the main educational programs of higher professional education should be reflected in the educational complex in terms of the description of competencies, methods of their formation and control.
the need for an academic discipline in the structure of the curriculum of the corresponding program (a discipline that is to a small extent involved in the formation of the required competencies is inappropriate to include in the curriculum)
volume of hours per discipline (the more a discipline is involved in the formation of competencies and the more significant competencies it forms, the greater the volume of hours can be allocated to it)
technologies and teaching methods aimed at developing competencies (the choice of technologies and teaching methods should be in direct connection with the formation of specific competencies)
methods for monitoring the master's student's level of competencies (appropriate forms and methods for assessing them must be selected for the selected competencies).
In this regard, after a general description by listing the master’s student’s ideas, knowledge, skills and abilities, it is necessary to fill out tables demonstrating the place of this discipline in the formation of the competencies of a master’s graduate in a particular program (Table 1), as well as the connection between the developed competencies and the topics of the discipline, teaching methods , forms of control and assessment of the degree of development of each competence (Table 2). If the educational complex is intended for several areas and master's training programs at once, then it is necessary to provide tables for each set of competencies formed within the framework of a particular program. The classification of competencies given in Tables 1 and 2 (dividing them into five groups) is approximate and can be changed by the decision of the Faculty of Economics. The classification of competencies should be uniform for various areas and master's programs at the Faculty of Economics.
Table 1
Participation of the discipline “Name” in the formation of master’s competencies
in the direction “Title”, program “Title”
|
Competencies |
Disciplines |
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|
General scientific: | ||||||||||||||||||
|
Instrumental: | ||||||||||||||||||
|
Social, personal and general cultural: | ||||||||||||||||||
|
General professional: | ||||||||||||||||||
|
Special professional: | ||||||||||||||||||
table 2
Methods of formation, forms of control and criteria for assessing competencies,
developed in the discipline "Name"
The section “Discipline Abstract” describes interdisciplinary connections, namely the connection of this discipline with other disciplines of the master’s training curricula in areas and programs. It is also necessary to indicate the knowledge of which disciplines in the curriculum for training specialists and bachelors is required for successful mastery of this discipline. This will make it possible to clearly define the continuity of general education programs, disciplines and the logic of the formation of master’s competencies. The recommended form is Table 3.
Table 3
Connection of the discipline “Name” with the disciplines of the curriculum
training of masters, bachelors, specialists
In the description of the content of the topics, concepts, terms and phrases specified by the problem field of the direction of training are highlighted in italics in the list of annotated master's programs of the State Educational Standard for Higher Professional Education (see sections of the State Educational Standard).
6.6. Plans practical classes.
This section should be worked out in detail due to the fact that in the structure of the master’s competencies, skills and abilities within highly qualified areas of activity play a key role. In particular, during practical classes, a master’s student must:
master the skills of independent analytical, design, research and scientific-pedagogical activities;
acquire the ability to independently develop and propose algorithms for solving problems,
acquire the ability to select the necessary research methods, modify existing and develop new methods and technologies;
set and solve problems in the area of their professional competence;
systematically analyze general trends and specific situations in the relevant field;
learn to master the methodological apparatus that allows you to research, analyze and predict phenomena and processes;
develop and implement interdisciplinary projects, etc.
Therefore, in this section for each topic, forms, methods, technologies for conducting classes and performing tasks included in the plans are indicated, which for undergraduates include:
master classes (the program and main issues should be described, supporting slides, handouts, etc.)
electronic seminars (it is necessary to provide a detailed plan for its implementation)
project development, technology modeling, development of new or modification of existing techniques
application of methods (analysis, design, control, implementation, etc.) in solving problems set by the teacher
independent development by a master's student of problems and algorithms for solving them
laboratory work using databases from real scientific experiments and industrial practice
analysis of business situations (case-study method).
business games, trainings, discussions
selection, scientific analysis, review of articles, etc.
6.7. Plans for independent extracurricular work and methodological recommendations for undergraduates on its implementation.
Since master's students are trained according to individual curricula, which involve a high level of independent extracurricular work, selected by the teacher depending on the level of preparation of each master's student, a package of assignments must be developed indicating the order of their completion, deadlines and form of delivery, as well as a form of control.
topic on which the assignment is proposed
task description
execution technology (individually or in a subgroup, recommended sources of information and regulations for working with them, proposed execution algorithm, etc.)
standard deadlines for completing the task
form for presenting the results of the task; if necessary, standard report forms, task completion forms, etc. are offered.
form of monitoring the results of the task and the conditions for grading the task, the degree of influence on overall assessment by discipline.
At the end of this section, you must indicate the schedule and form of the teacher’s consultations on the undergraduate’s independent extracurricular work. For example, at what stage of completing an assignment or studying a topic can (or should) a master’s student take advantage of consultation, in what mode is consultation possible (individually or in a subgroup, in person or in absentia via e-mail), what materials should a master’s student submit for consultation, etc.
6.8. Requirements for the level of mastery of the program and forms of current and intermediate knowledge control.
This section specifies the forms of ongoing monitoring of assignments during practical classes (monitoring of independent extracurricular work is included in a separate section - clause 6.7.). In master's programs, ongoing monitoring of knowledge is possible not only by the teacher, but also by methods of self-assessment, cross-mutual assessment, collective forms of control and evaluation.
The description of the intermediate knowledge control must contain an indication of the form of control (exam, test), a description of the conditions for admission to it, the procedure for conducting it, the conditions for assigning grades for the exam or test, the procedure for retaking it in case of failure to appear or an unsatisfactory grade.
6.9. Materials for current and intermediate control.
Particular attention should be paid to the system of certification pedagogical measurement materials (APIM), which allows assessing the level of mastery of competencies.
In addition to traditional tests, exam papers with questions, a list of questions, control materials can include analytical tasks, constructing a cluster of problems, analyzing different positions, projects, etc.
Desirable teaching materials, providing the opportunity for master's students to self-monitor the effectiveness of studying the discipline.
This section also provides an approximate list of questions on the discipline submitted for the final certification of undergraduates (if this discipline is included in the State Examination program).
6.10. Educational and methodological support of the academic discipline.
The list of required and recommended literature is formed in accordance with the requirements, firstly, of GOST VPO, which states that “the level of provision of educational and methodological literature should be at least 0.5 copies per 1 full-time student”; secondly, in accordance with internal documents of Omsk State University. F.M. Dostoevsky, who recommend including no more than 4 sources in the list of required literature, no more than 8-10 sources in the list of recommended literature, and an unlimited list of additional literature.
Taking into account the innovative and predominantly authorial nature of the content of master's disciplines, the list of required literature may include educational materials offered to master's students in electronic form (electronic textbooks and teaching aids by different authors), as well as textbooks developed by teachers of the department, notes (texts, diagrams) lectures in printed form and/or electronic presentation - an electronic textbook, a file with the content of the material presented in lectures, a file with handouts, etc.
It is advisable to include in the list of recommended and additional literature articles from leading scientific Russian and foreign publications, research papers, materials of master classes, materials posted on the websites of universities, etc.
Methodological recommendations for studying a discipline are a set of recommendations and explanations that allow a master's student to optimally organize the process of studying a given discipline. The content of methodological recommendations, as a rule, may include:
Tips for planning and organizing the time needed to study the discipline;
Description of the sequence of actions of a master’s student, or “scenario for studying the discipline”;
Tips for preparing for the exam (test);
Explanations about working with the test system of the course, with materials for self-testing of knowledge.
“MK at school” - Fedosova N.A. Klimanova L.F. Thurs. Arginskaya N.Ya. m. Dmitrieva N.Ya., Kazakov A.N. env. Betenkova N.M. ABC Tamarchenko N.D. Thurs. Chudinova E.V., Bukvareva E.N. env. Zhurova L.E. diploma Ivanov S.V. m. Kuznetsova M.I. tr. Nemensky E.D., L.A., art and art. work. Ramzaeva T.G. rus. Nechaeva N.F. ABC Zheltovskaya L.Ya. rus. language
“Elementary school teaching materials” - The principle of the integrity of the picture. Balance of reproductive, research and creative methods and teaching techniques. The program you choose must fully meet the educational standard. The use of modern (pair, group) and independent (individual) activities.
"UMK" - Buneev...). Russian language, 1st grade (S.V. Ivanov...). What did you notice? Mathematics, 1st grade. Work with text. Write the sounds in square brackets. What studied natural numbers missing from your entry? A new goal for education. Communication speech activity collaboration skills. The situation with educational and methodological complexes (including textbooks).
“UMK Perspective” - Workbook. Main pedagogical task: organization of conditions that initiate children's action. 6. Completed subject line of textbooks “Technology”, author. Literary reading. Klimanova L.F., Koti T.Yu. The magical power of words. Transition to new educational standards in primary school. Klimanova L.F., Koti T.Yu. Creative reading book. 1 class.
“Music educational complex” - Educational complex “Music” 1st grade. Student research project. UMK "Music" 6th grade. Textbook. Textbook Workbook Reader Phonochrestomatiya (3 audio cassettes, CD). “Music” program, grades 1-4. “Music” program, grades 5-9. “Art” program, grades 8-9. UMK "Music" 2nd grade. Ideas by D.B. Kabalevsky in the content of the educational complex “Music”.
“UMK Prospective Primary School” - Principles of strength and clarity. Interactivity: Masha and Misha’s great-grandfather is a participant in the Great Patriotic War. The priority of the educational and methodological set is the formation of activities: cognitive, speech, organizational. Instrumentality: As a rule, the teaching materials for each academic subject include:
Requirements for the content and design of materials of the educational and methodological complex distance learning
The educational and methodological complex (UMK) is the main information educational resource intended for presenting structured educational material of the course and ensuring control of students’ knowledge.
1. Requirements for the content of materials
Each distance learning course includes:
- Abstract (course name; subject; class; full name of the author; value of the course (3-5 sentences); textbook recommended for studying the subject in full-time mode; title and author curriculum at the rate)
- Lesson planning of the course, indicating the form of classes (face-to-face or remote) and the number of hours.
- Distance learning lessons.
- Lesson summary (text material, graphic images, links to COR, etc.);
- A glossary that provides interpretation and definition of the basic concepts necessary for an adequate understanding of the lesson material;
- CMMs and practical ones, training tasks for a lesson;
- Digital educational resources(video, audio materials, interactive maps, diagrams, etc.);
- Methodological instructions for conducting distance lessons by a tutor;
- List of abbreviations and abbreviations;
- Bibliography.
All distance course materials can be divided into three categories:
Informational resources– involve displaying static information: links, images, videos, text or HTML pages (for example, lecture material).
Knowledge control tools– allow students to interact with the course, while the results of student work are saved in the system (for example, assignments or tests).
Interactive elements– designed to organize communication between student and teacher (for example, a forum).
Let's look at each of the categories in more detail.
1.1. Informational resources
Lesson text
Lecture material- theoretical lesson material, divided into topics. It is better to place each new topic on a separate page. When structuring the material, it should be taken into account that the size of each topic should not exceed more than 3-4 screens in a Web browser. Typically this corresponds to 2-3 pages of text in a doc file with a font size of 12.
The lecture material page may contain: text, images, various lists, formulas, tables, links to a dictionary, links to other elements of the course (for example, an assignment or test), links to any downloaded files, links to the directory of files loaded into the system, links on Internet pages, video fragments, audio fragments, flash videos, presentations.
The key task of the illustrative material used is to create motivation for studying the content of the lesson. Due to hyperlinks, the system provides the opportunity to deepen and expand knowledge. Thus, using the navigation system (hyperlinks), the student gains the opportunity to:
- get help on all the terminology used in educational texts, as well as become familiar with related terms (for example, the “Glossary” section);
- study the biographies of scientists (for example, the “Biography” section);
- get acquainted with fragments of primary sources and documents on the topic of the lesson (for example, the “Documents” section);
- read a lot of interesting information (for example, sections “Material for in-depth study” or “It’s interesting to know”);
- carry out research based on information presented on the Internet, in which the student is helped to navigate by appropriate links (for example, the “Encyclopedia” section);
- receive recommendations for studying additional literature on the topic of the lesson (for example, the “Library” section).
Regardless of the lesson delivery model, the teacher must provide students with instructions on mastering the material of this lesson, which includes:
- wording key issue a lesson that should motivate students to learn new material and give the work a personally meaningful meaning;
- an indication of what students must remember: inclusion of supporting material for memorization;
- indicating places in the lesson where it would be advisable to stop and carry out initial consolidation of knowledge through direct repetition or formulation of partial conclusions;
- emphases on pieces of content involved in lesson tests;
- links to materials that a student may need when answering questions in the lesson;
- criteria for assessing tests and individual assignments;
- recommendations for doing homework.
(Files uploaded to the system (video fragments, audio fragments, flash videos, presentations) must be placed in a separate folder and contain only Latin characters and numbers in the name).
Glossary (Dictionary)
The Moodle distance learning system allows you to create and edit a list of definitions and concepts (glossary). Glossary entries can be found or viewed in a variety of formats. It is possible to automatically create a link to the glossary throughout the course. When preparing a glossary, you should indicate the following:
- whether comments on entries are allowed (students can add comments to glossary entries);
- whether to allow posts to be rated (if yes, please indicate the grading scale).
Lecture with activity elements presents educational material in an interesting and flexible way (Annex 1). It consists of a set of pages. Each page usually ends with a question that the student must answer. Depending on the correct answer, he goes to the next page or returns to the previous one. Questions can be of the following types: closed form (multiple choice), true/false, short answer, numerical, matching (Appendix 3).
Lesson navigation can be straightforward or more complex, depending on the structure of the material being offered. (Appendix 2). When preparing a lecture with activity elements, you need to indicate the following:
- whether the lecture is training (i.e. the lecture is not graded by the teacher and is not displayed in the journal);
- what is the maximum grade that can be received for a lecture?
(range from 0 to 100%);
- whether to allow the student to retake the lecture (the parameter determines whether the student can take the lecture more than once). For example, the teacher has decided that the lecture contains material that the student must know perfectly. In this case, there should be an opportunity to retake the lecture. If lecture material is used as an exam, it is recommended to exclude the possibility of retaking it;
- what will be the grade (average or maximum) if the student is allowed to retake the lecture (answer questions);
- assignment deadline (date).
1.2. Knowledge control tools
Following each information text block, in which key concepts and definitions are introduced, students are offered tasks, tests and simulators necessary for the formation and development of practical skills in using the acquired knowledge when solving specific tasks, as well as for organizing knowledge control. Completing assignments and tests allows the student to understand how fully he has mastered the material he has read, since the system automatically checks and points out errors made during execution. The results are entered into electronic journal and are stored in the student’s individual file, to which he, the teacher, the tutor, and the administrator have access. In case of an incorrect answer, the system can provide a hint in the form of leading questions (configurable by the teacher), or invite the student to return to previously studied theoretical material.
Let us consider in more detail the knowledge control tools used in DL.
Exercise
Assignments allow the teacher to set a task for which the student must prepare an answer:
- as a file uploaded to the system;
- in the form of several files loaded into the system;
- in the form of text typed in the system on the task page;
- outside the DO system (uses other means to publish a response, such as a blog, forum, etc.).
When preparing a task, you must indicate the following:
- on what scale the task is assessed;
- deadline for submitting work;
- the possibility of multiple answer attempts (the ability to send corrected answers after they have already been assessed (for re-assessment). This can be useful in cases where the teacher wants to motivate students to prepare better answers.
Test
Test questions are a set of standardized tasks (questions) that are stored in a database and can subsequently be reused in the same course (or in others). This allows the student, when repeating incorrectly completed tasks, to work with similar thematic tasks, the content of which does not repeat the tasks of the incorrectly completed test.
Questions can contain text, images, video or music.
Tests used for distance learning in the Moodle environment contain (Appendix 3):
- tasks in which students are asked to choose an answer from a given list;
- tasks in which the student is asked to enter an answer from the keyboard;
- tasks in which students are asked to fill out ready-made forms with the proposed elements;
- tasks that ask students to place concepts in the correct order;
- tasks in which students are asked to solve a crossword puzzle;
- tasks in which students are asked to correlate corresponding elements;
- tasks in which students are asked to sort concepts according to a certain criterion;
- interactive tasks that involve students modeling specific situations;
- tasks for students to construct various graphs with the ability to set initial parameters.
The extensive monitoring tools of the distance learning environment allow the teacher, based on the results of students’ assignments, not only to assign grades and give comments, but to enable students to exercise self-control of their knowledge - to view answers and comments on their mistakes.
When preparing test questions, you must highlight the correct answers in a different color, and also be sure to indicate the following:
- the maximum test score to which test scores will be proportionally adjusted, for example, the maximum score for a test is set to 20 points, assuming that the test will contribute 20% to the grade for the entire course. Although the test contains 10 questions and can be worth 50 points, the final score will be prorated based on a maximum of 20 points.
- a score for each question if they are of different weight categories;
- test deadline;
- time to complete the test (for example, 20 minutes);
- number of attempts to pass the test;
- what number of questions should the system select for inclusion in the test from the existing set, and in what order (the system provides for the possibility of random selection, i.e. you can compose and enter 50 questions into the system, and the system will select 25 (or another specified number) randomly manner);
- whether to change the order of answers when asked to take the test again;
- marking method (in case of several attempts to pass the test, the mark can be given according to one of the options: “highest score”, “last result”, “lowest score” or “average score”);
- the ability for students to view test results indicating the correct answers.
Survey
Using the Poll tool allows you to organize a vote on any issue, or find a common opinion in the process of researching a problem. The teacher asks a question and determines several answer options. When preparing the survey, you must indicate the following:
- due date (date after which the survey becomes unavailable);
- whether to show the student the results of the survey after his answer or only after the survey is closed (by date);
- whether to show the survey results to the student anonymously, without showing the names of the listeners;
- whether to allow changing the answer.
Workbook
There are moments in the learning process when a private dialogue between teacher and student is necessary (not necessarily on-line). There is a Workbook tool for this. This is a simple interactive element that is a text area that can be accessed by the teacher and one student. That is, having placed a “Workbook” on the course, the teacher has many notebooks, one for each student. For a certain time, the teacher and student can add their notes to this notebook in any form. For example, a teacher asks students to speak on a certain topic. The learner answers and can edit their answer over time. Responses are confidential and will only be visible to the instructor, who can comment and rate each entry.
When preparing your workbook, you can specify a scale for grading your answers.
Seminar
Seminar – an element for creating an environment social reflection. The teacher sets the topic of the seminar and the rules for student participation. The first stage of the seminar is that students present their messages (reports). At the second stage, students can evaluate the reports of all seminar participants. Assessment is carried out on the basis of a system of criteria specified by the teacher. The final grade is calculated as a weighted sum of the grades of the seminar participants: students, the author of the report, and the teacher. When preparing the seminar, you must indicate the following:
- what is the maximum number of points the work can be scored by seminar participants;
- whether to hide the names of authors during evaluation of works;
- start date of submission of works;
- start date of work evaluation;
- end date for submission of work;
- end date of work evaluation.
1.3. Interactive elements
Wiki
The Wiki environment allows documents to be co-authored by multiple participants, allowing learners to work together to add, expand and change content. The principles of the Wiki environment are quite simple:
- text can be written and saved;
- Any training participant can read this text and make their own edits. To do this, you need to go to the “Editing” tab and make your changes to the page;
- after saving the new version, it becomes available to everyone;
- previous versions of the document are not deleted and can be restored at any time. The teacher can track the contribution of each student who worked on a document or participated in a written discussion.
Forum
The forum is where all discussions take place. Forums can have different structures and contain tools for evaluating messages. Forum posts can be viewed in three different formats and contain file attachments.
By subscribing to the forum, the participant will receive copies of all new messages to his e-mail. The teacher can sign up all students to participate in the forum.
When preparing the forum, you must indicate the following:
- form of the forum:
- simple discussion - consists of one topic. Used to focus discussions on one topic.
- standard general forum - an open forum in which each participant can start a new topic at any time.
- each participant opens one topic - in this type of forum, you can limit the number of topics users create.
- the ability to evaluate messages by students (if yes, then you must indicate the rating scale).
Online consultations/Chat
Chat allows participants to have synchronous discussions in real time over the Internet. This useful way hear various points views on topics of interest. When preparing a chat, you need to select a chat form:
- periodic chat – held at the same time (for example, once a day, once a week, on a certain day and time);
- open chat – does not have a fixed time and is always available.
2. Design of distance course materials for placement in the DL environment
Text material (lectures, assignments, test questions, etc.)
- The text should be printed in a word processor in Times New Roman font, size (point) – 12, color – black.
- It is allowed to use the font type “bold”, “italic”, “underlined”, colored font, highlighting in color to focus attention on certain terms, formulas, theorems.
- Automatic word hyphenation is prohibited.
- Each topic should start on a new page.
- Headings and subheadings should be distinguished from the text. There is no period at the end of the title or subtitle.
- The distance between the title and subtitle is one blank line. The distance between headings (subheadings) and text is one empty line.
- A numbered and bulleted list can have several levels. You can combine different lists.
- The distance between the list and the text is one empty line.
Illustrated material
- It is advisable to use illustrative material in course materials: diagrams, pictures, diagrams.
- Illustrated material should be centered on the page unless it is part of the text.
- The title of the picture is centered in the same font as the main text of the course. There is no period at the end of the title of the figure.
- The numbering of figures must contain the topic number and the figure number in order. For example, in topic 2, Figure 3 will be numbered “Fig. 2.3".
- The link to the figure should be in the text before the figure and framed in parentheses, for example, “The number of project participants over 4 years (Fig. 2.3.) can be presented...”
Table
- The table numbering must contain the topic number and the table number in order. For example, in Topic 2, Table 1 would be numbered “Table 2.1.”
- The table title is written in bold in the middle. There is no period at the end of the table title.
- The link to the table should be in the text before the table and framed in parentheses, for example: “In in this case the number of project participants is increasing (Table 2.1)...”
Table 2.1.
- It is prohibited to manually tear a table and move part of it to another page. The computer will do this automatically, but will not disrupt the connection.
Formulas
- Formulas contained in the text of the material are placed on separate lines.
- The numbering must contain the topic number and the formula number in order, which is written at the formula level on the right in parentheses. For example, in topic 3, formula 2 will be numbered (3.2).
- Directly below the formula is a breakdown of the symbols and numerical coefficients, if they have not been explained earlier in the text. The first line of the transcript begins with the word “where”, without a colon after it.
- An explanation of the formula variables should be placed after the formula, in Times New Roman font, size (point) – 10.
- For example,
 |
(3.2) |
CFi - cash flow or income; IC – the amount of investment (capital investment) in the implementation of the project; r – discount rate, fractions of a unit; i – number of the private period in the calculated time period n (i = 1, 2, …, n); n – billing period, number of years (months).
Digital educational resources
Digital educational resources (video, audio materials, interactive maps, diagrams, etc.) must be saved in a separate folder and contain only Latin characters and numbers in the name. The size of the file containing the resource is no more than 2 MB.
Graphic objects
Graphic images are embedded in the document and saved as separate files in the UMK folder structure. File names are specified in Latin lowercase letters. Graphic file format: GIF and JPEG.
Scanning of drawings is performed with a resolution of 300 dpi.
The size of the file containing a graphic object is no more than 100 kb.
Bibliography
- The names of literary sources should be formatted as follows: Deeva A.I. Investments. – M.: Logos, 2005.- 397 p.
- If the educational publication is edited by any author, the format will look like this: Economic assessment of investments: theory and practice: Textbook/Ed. prof. V. E. Esipova - M.: Finance and Statistics, 2006.- 287 p.
- Articles from periodicals (magazines, newspapers): Pavlova V.A. Management of investment projects // Audit and financial analysis. - 2005. - No. 3. - P. 14-19.
- The last thing in the list of references should be the official Internet resources, data from which are used in the course materials.
Applications
- Appendices follow the bibliography. Each application should start on a new sheet and be numbered in order.
- From the main text or assignment you must make a link to the application.
- The application name is placed in the center. There is no period at the end of the application name.
3. Criteria for evaluating the educational and methodological complex of distance learning
| Item no. | Evaluation criterion |
| 1. | annotation |
| 2. | Lesson-by-lesson course planning |
| 3. | Goal setting |
| . | Availability of clearly formulated goals and objectives of the lesson. |
| . | Achieving this goal in the lesson (at various levels, for example: at the level of familiarization and comprehension, at the level of reproduction and use, etc.). |
| 4. | Lesson content |
| . | Compliance of the lesson content with the state standard. |
| . | Optimality, depth, scientific character, completeness of the content of educational material for various stages lesson and types of activities of students. |
| . | Correspondence of the lesson content to the age characteristics of the students. |
| . | Security differentiated approach to students with different levels preparation. |
| . | Availability interdisciplinary connections at the lesson. |
| . | The focus of assignments is not only on expanding the volume of knowledge, its structuring, integration, generalization of subject content, but also on transforming the personal experience of each student. |
| 5. | Technology, methods and means of training (taking into account the capabilities of the DOT) |
| . | Correspondence of the choice of forms, methods and means of teaching to the goals and content of the lesson. |
| . | Selecting the optimal structure of the lesson (taking into account the student’s time of direct work with a PC based on SanPiN, pauses are provided for performing exercises recommended when working with a PC for the corresponding age category). |
| . | Ways to motivate students to educational activities and develop cognitive interest; maintaining students' steady attention. |
| . | Availability of a system of hyperlinks providing active cognitive position students, allowing them to deepen and expand knowledge in the process of studying the topic. |
| . | The level of organization of students’ cognitive activity (the use of various teaching aids: tasks of a different nature; samples; instructions, algorithms; supports (diagrams, models, etc.); keys for self-control; time limiters; information sources). |
| . | Implementation various types tasks taking into account the requirements of the DL system. |
| . | Feedback in the lesson. Organization of communication with the tutor (forums, chats, etc.). |
| 7. | Use of digital educational resources |
| . | The sufficiency and meaningful feasibility of using digital resources and Internet resources in the presented lesson. |
| . | A variety of presented forms of activity using digital communication centers (working with interactive diagrams, maps, models, etc.). |
| . | CERs ensure and increase the effectiveness of learning. |
| 7. | Psychological climate of the lesson |
| . | Creating a favorable psychological climate, taking into account age characteristics students. |
| . | Use of health-saving technologies. |
| . | Creating a situation of success in the classroom. |
| . | Using creative tasks to unlock students' potential. |
| 8. | Lesson effectiveness |
| . | Ways to monitor the process of knowledge acquisition. |
| . | Ensuring self-esteem of students. |
| . | Summing up the lesson. |
| 9. | The originality of the proposed approach relative to traditional similar educational and methodological complexes |
| 10. | The culture of designing competition material |
| . | Compliance with requirements for the presentation of competitive materials. |
| . |
Annex 1
Lecture with activity elements
Distance learning can only be effective if it differs favorably from traditional learning. For example, a simple translation of material from an ordinary textbook into electronic view not only does it not provide any advantages, but also has its disadvantages: large volumes of text materials are difficult to perceive from the monitor screen. Using the “Lecture with Activity Elements” technology implements the following tasks:
- providing students with the opportunity to asynchronously work with material in a hypertext presentation;
- providing the student with the opportunity to control the depth of immersion in the topic, in connection with which the material is divided into basic (mandatory for study, covering educational standard) and additional, convenient navigation between them is built;
- reducing the negative effect of reading texts from the screen by reducing the volume of text and equipping it with illustrative material;
- transition from simply reading texts from the screen to active work, for which the lectures are saturated with interactive activity elements and questions between paragraphs.
A lecture with activity elements consists of paragraphs with theoretical material and pages with questions between paragraphs (Appendix 2).
- Title of the lecture: in one phrase, briefly (up to 5 words), unique.
- Abstract: should give the student an idea of the content of the lecture, motivate him to study the lecture. This is an integral (generalizing) characteristic of the lecture. The abstract should be as brief as possible.
- Size: the optimal length of a lecture is 3-5 paragraphs, more than 7 paragraphs is undesirable, more than 9 is unacceptable.
- Brevity and clarity: the text must be presented briefly and illustrated with visual material (drawings, diagrams, tables, diagrams, etc.);
- Size: the size of one paragraph should not exceed 2-3 screens;
- Change of activity: In each paragraph of the lecture there should be a change in the type of activity. The best option is 1 interactive element in each paragraph. This element should not be simply visual material, it should be aimed at involving the student in the activity;
- Validity: Each animation and/or interactive tool must be used judiciously. There should be no “multimedia for the sake of multimedia.”
- Accent: It is recommended to use additional formatting for examples and comments. For example:
Comment. Use sand-colored design in cases where the content may use the introductory words “Please note...”
Example. Do not overuse the green color design. Use it in cases where the content can be used introductory word"For example,..."
- Additional material: You can adjust the size of a paragraph by placing material that is not necessary for studying into additional material. At the same time, there is another very important function of additional material: building an individual educational trajectory - the student himself chooses the depth of immersion in the topic. Additional material can be presented to the student as follows:
- Notes: Used to create brief textual supporting information. The optimal volume is 50-100 characters, the maximum is 300.
- Hyperlinks: navigate to keyword to the hidden part of the lecture. The “in depth” hyperlink allows you to structure the material of this lecture. Creating hyperlinks within a hyperlink is not recommended. Possible options for deep hyperlinks:
- this is interesting;
- primary sources;
- we investigate the problem;
- excursion into history;
- video materials.
- Glossary: The glossary contains terms necessary to understand the lecture. Possible glossary categories:
- general terms;
- abbreviations;
- special terms;
- directory of personalities.
- Quantity: the lecture must contain at least one question after the first paragraph and at least two questions after each subsequent one, one of which is about the current paragraph, and the rest are about the previous ones.
- Complexity: Questions should not go beyond the scope of the lectures already studied. The best option is if the answer to the question is contained in the paragraph.
- Distractor(distractive answer) – answer option to test closed type, similar to the correct one, but not being so. It is desirable to select distractors that reflect typical errors.
State educational institution higher professional education
RUSSIAN
STATE HUMANITIES UNIVERSITY
Educational and methodological complex for the discipline
rules of design and publication
Moscow 2007
EDUCATIONAL AND METHODOLOGICAL COMPLEX FOR DISCIPLINE
rules of design and publication
Compiled by:
Ph.D., Associate Professor
Ph.D., Associate Professor
(applications)
Rep. editor Doctor of Economics, prof.
Approved
at the RISO meeting
2006 Protocol No. 2
CONTENTS
Introduction…………………………………………………………………………………… 3
1. Composition, content and design of educational and methodological materials
complex (UMK)………………………………………………………………… 4
1.1. Requirements for the composition of teaching materials…………….………………………………………………………. 4
1.2. Requirements for registration. UMK……………………………………………………………. 7
2. Requirements for the content of documents included in the teaching materials and
2.1. Course program (special course)……………………………………………………. 8
2.1.1. General requirements………………………………………………………8
2.2. Thematic plan………………………………………………………………………………. 12
2.3. Plans for seminar (practical) classes……………………………….…..12
2.4. Plans of laboratory (practical) work and methodological
instructions for their implementation…………………………………………………………….14
2.5. Practice program……………………………………………………………15
2.6. Student Workbook (RTS)………………………………….………………16
2.7. System of current and final control of students’ knowledge……………………17
written works……………………………………………………………20
2.10. Guidelines for preparation and design
2.11. Basic requirements for a new generation textbook (educational aid)…..22
2.11.1. General provisions…………………………………………………………22
2.11.2. General characteristics textbook (textbook)………………….23
2.11.3. Requirements for the structure and content of the textbook (educational aid)...24
3. Rules for publishing the teaching materials…………………………………………………………………30
3.1. General provisions…………………………………………………………….30
3.2. Rules for typing texts of educational materials
in preparation for publication…………………………………………………….31
Applications:
1. Sample design of the title page of the educational and methodological
complex………………………………………………………………………………..33
2. Sample design of the back of the title page
educational and methodological complex...................................................................34
3. Examples of formulating the subject and objectives of the training course……………………...35
Development and use of teaching materials in educational process is aimed at solving the following main tasks:
· a clear definition of the place and role of the academic discipline in the educational program of this specialty; fixation and specification on this basis of educational goals and objectives of the discipline;
· reflection in the content of the academic discipline of modern achievements of science, culture and other areas of social practice related to this academic discipline;
· consistent implementation of intra- and interdisciplinary logical connections, coordination of content and elimination of duplication of the studied material with other disciplines of the specialty;
· rational distribution of study time by course sections and types of training sessions;
· distribution of educational material between classroom lessons and independent work of students;
· planning and organizing independent work of students, taking into account the rational use of time allotted for independent work;
· determination of the range of sources, educational, methodological and scientific literature necessary for mastering the discipline, and the formation of a bibliographic list;
· determination of the optimal system for current and final monitoring of students' knowledge.
From the availability and quality of educational and methodological complexes in all disciplines of the professional curriculum educational program The quality of education of graduates and their competitiveness largely depend. And this, in turn, determines the university’s place in the education market, its credibility and attractiveness for applicants, which is especially important in modern economic conditions.
The educational complex is addressed, first of all, to the student. For him, this is a kind of compass that helps him navigate the content of the academic discipline, the sequence of its study, sections and requirements for the level of its mastery. The educational complex allows the student to optimally organize work on the course, providing educational, methodological and scientific literature.
The use of teaching materials in the educational process allows you to free classroom time from considering many organizational issues, listing recommended textbooks, familiarizing students with the thematic plan of the course, assigning study hours between lectures and seminars, a system of current and final control, etc.
The proposed recommendations for the preparation of an educational and methodological complex for the discipline of the curriculum of the educational program were created on the basis of an analysis of the experience accumulated in the Russian State University for the Humanities in this work and are intended for teachers who are developers of teaching materials. The activity of creating teaching materials is very important for the teacher, since in the process of work his creative potential is revealed, based on the accumulated pedagogical and methodological experience, new knowledge, the teacher develops modern approaches to the content and teaching of the course and the organization of educational material.
1. COMPOSITION, CONTENT AND DESIGN OF EDUCATIONAL
METHODOLOGICAL COMPLEX
1.1. Requirements for the composition of teaching materials.
The educational and methodological complex (EMC) should include educational materials, providing all types of classes and forms of control of student knowledge provided for curriculum relevant specialty.
The mandatory composition of teaching materials documents is determined by the curriculum of the professional educational program, which establishes the total volume of disciplines in hours, types of classroom lessons and their volume (in hours), forms of monitoring students' knowledge, forms of final state certification, types of student practice.
Let's consider the mandatory composition of teaching materials using the example of curricula of several disciplines:
1. The curriculum for the specialty “Documentation and documentation support of management” includes the discipline “Documentation” (a cycle of general professional disciplines), with a total volume of 500 hours, of which 172 hours of classroom training: 70 hours of lectures, 18 hours of practical classes, 86 hours of laboratory classes classes; 3 tests, 3 tests, course work, 2 tests and an exam. In addition, there is educational practice and a state exam in this discipline.
Based on the curriculum, the teaching materials must include the following mandatory methodological documents:
o course program;
o practical training plans;
o laboratory lesson plans and guidelines for their implementation;
o thematic plan of the course;
o tests, tests;
o list of sample topics coursework;
o system of current and final control of students’ knowledge;
o educational practice program;
o problems of theses;
o state exam program.
2. Curriculum of the specialty " World economy» includes the discipline “History of Russia” (a cycle of general humanitarian and socio-economic disciplines) with a total volume of 190 hours, of which 60 hours are classroom lessons: 40 hours are lectures, 20 hours are seminars; 2 essays, test and exam.
In this case, the UMK must contain the following mandatory documents:
o course program;
o plans for seminars;
o list of sources and literature on the course;
o thematic plan of the course;
o Control questions at the rate;
o list of sample abstract topics;
3. The curriculum of the specialty “Finance and Credit” includes the discipline “Financial Law” (a cycle of specialization disciplines) with a total volume of 60 hours, of which 30 hours are classroom (lectures), 1 test and test.
In this case, the mandatory methodological documents should be the following:
o course program;
o bibliographic list of sources and literature for the course;
o thematic plan of the course;
o test questions for the course;
o system of current and final control of students’ knowledge.
Thus, in accordance with the positions of the curriculum for the specialty, the necessary minimum methodological support for the discipline is developed. For complete methodological support of the discipline, the teaching materials should also include methodological materials that organize students’ independent work. These primarily include:
ü guidelines for studying the course;
ü workbook student;
ü guidelines for completing written work (abstracts, reports, coursework, etc., depending on their availability in the curriculum);
ü guidelines for preparing theses.
If handouts, visual aids, modern information technologies and multimedia products are used in teaching a course, the relevant lists should be included in the teaching materials.
The teaching materials may also include teaching materials, the need for which is determined by the teacher. For example, an organizer note, situation texts for analysis, readers, dictionaries of terms and personalities, etc.
Thus, the full composition of the educational complex includes the following documents:
- Course program:
Thematic sections;
List of sources and literature for the course;
Thematic plan;
Test questions for the course.
- Plans for seminar (practical) classes. Laboratory lesson plans and guidelines for their implementation2. Educational (industrial) internship program3. Student workbook4.
· Information about the system of current and final monitoring of students’ knowledge and its methodological support (topics of essays, reports, coursework, issues of final written works).
- Methodological recommendations for studying the discipline (course)*.
· Other materials (lists of handouts, visual aids, multimedia products used in teaching the discipline, etc.).
1.2. Requirements for registration of educational materials
Mandatory elements of the design of teaching materials (as well as collections of course programs) are:
Title page;
Back of title page;
Preface.
Title page contains the following details:
The explanatory note also indicates the form of laboratory (practical) work, for example, business or role-playing game, simulation of a specific situation, game design, etc., the laboratory base and work conditions are characterized.
Each laboratory work should have a clearly defined purpose and expected results.
An example of formulating goals and results in laboratory work plans.
Plans for laboratory work for the course “Scientific and Technical Archives” and guidelines for their implementation: “The purpose of the lesson: to master the principles of organizing a project-by-project system for grouping, accounting, describing and storing design documentation (CD).
As a result of the laboratory lesson, students must study the specifics of project-by-project systematization of design documentation and identify its features; learn the principles of systematizing documents within a project; understand the requirements established by state standards for the description of CD storage units; familiarize yourself with the rules for registering projects.” (Scientific and technical archives: Educational and methodological complex /, . - M.: Russian State University for the Humanities, 2003.- P. 30).
Laboratory work “General classification of scientific and technical documentation” for the course “Scientific and technical archives” includes tasks: “1. Analyze a selection of documents. 2. Determine whether each document belongs to the scientific and technical documentation subsystem. 3. Having studied the composition and content of the collection, reflect information about the documents in the table” (Scientific and technical archives: Educational and methodological complex /, . - M.: RSUH, 2003.- P. 27).
Instructions for completing tasks should contain a description of the sequence of the student’s actions, refer him to previously acquired theoretical knowledge, and concentrate attention on the most important and difficult points.
In every plan laboratory work control questions are included to determine the degree of mastery of the educational material, as well as a list of sources and literature that students need to study for the lesson, a list of equipment used, and handouts.
2.5. Practice program.
The internship program is intended to provide methodological support for its implementation, development of uniform requirements for internship and reporting forms. The program is drawn up as an independent document and must comply with the “Model Regulations on the Practice of Students of the Russian State University for the Humanities”6.
The structure of the program provides for the presence of:
· explanatory note;
· section “Organization of practice”;
· thematic sections;
· section “Requirements for reporting”;
· applications.
IN explanatory note contains information about the type of practice (educational, industrial), faculty, course and discipline, specialty and specialization for which practice is provided in the curriculum, its duration in calendar days.
The general pedagogical goal and individual objectives of the practice are also formulated here (for example, the development of primary professional skills in students and the acquisition of skills for independent scientific activity in their chosen specialty).
In chapter "Organization of practice" the department's requirements for practice management are established (appointment scientific supervisors, responsible for the practice, curators, etc.) both from the department and from the organization where the practice is carried out.
Thematic sections programs are developed in accordance with the course program of the main discipline and detail the study of its individual sections in the operating conditions of a specific organization. Each thematic section must have a title (name of the topic), information about the number of days to study it.
The thematic sections list tasks for studying individual sections of the discipline and define methods for their implementation.
Chapter “Reporting requirements” must define the shape final work submitted by the student to the department after completion of the internship (report, abstract), individual technological map, publication of documents, etc.
The section should formulate requirements for the design of the report (title page, table of contents, number of sections, volume, etc.) and for its content. For example, the department determines that the report contains only a description of a certain type of activity; or the student must analyze all types of activities in which he was engaged, etc.
IN applications The program may include: the form of the title page of the internship report, the approximate structure of the text of the report, a standard form for the characteristics and feedback of the internship supervisor from the organization, forms for recording the student’s daily work (internship diary), etc.
2.6. Student workbook(RTS).
The Student Workbook (SWP) is teaching aid, the purpose of which is to consolidate the knowledge gained in lectures and to develop in students the skills and ability to work independently with the recommended literature. Its task is to simplify and speed up work, help systematize the most important materials of the course being studied, and develop the ability to logically and meaningfully express one’s thoughts in writing.
The student's workbook (SIS) is intended to organize the student's independent work and control it from the teacher.
The need to create an RTS and its topics is determined by the department. It can be caused, for example, by the presence of sources that are difficult for a student to access, but very important for understanding the problems of the discipline. The department can provide the student with the opportunity to work with these sources by publishing them as part of the RTS (of course, in compliance with the established rules for such publication), and providing questions and assignments. As practice shows, the RTS format is very convenient for students to solve specific situations and problems. In this case, the student’s work with RTS contributes to the development of the necessary practical skills provided for by the requirements for the level of training in this discipline. RTS are also widely used in organizing the study of foreign languages.
A mandatory element of the RTS is explanatory note . It indicates the purpose of the notebook, the goals of working with it, its structure, and provides instructions on how to use the RTS.
The explanatory note should also familiarize students with the deadlines for submitting the completed RTS to the teacher, the criteria for evaluating solutions and answers, and its impact on the final grade in the discipline.
Each section (topic) of the RTS must include methodological instructions for studying the section (topic) and completing tasks, as well as a list of sources and literature recommended for study.
A mandatory element in the design of a student’s workbook is title page , containing the following details:
Name of the type of publication (student's workbook);
RTS affiliation – student (full name), faculty, course, group;
Teacher checking RTS (full name).
For a sample design of the title page of the RTS, see Appendix 9.
2.7. System of current and final control of students' knowledge.
The system of current and final monitoring of students’ knowledge in an academic discipline is built in accordance with the curriculum of the educational program, which determines the types and forms of current ( test, essay, testing, colloquium, etc.) and final (test, exam) control, and the Regulations on control of students’ knowledge adopted at the university.
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