The purpose of scientific research work. Research: general information

Scientific discoveries and new theoretical knowledge, based on the needs of their commercialization, move into the phase of applied research, including the stages of exploratory research and research work. This is preceded by strategic decisions of a special generation, thanks to which the newest generation of innovative processes develops. Somewhere in the middle stage of R&D there is a dividing line between scientific thought and market and social needs. Innovation ensures a shift of embodied scientific knowledge to the right, during which the research project is transformed into an investment and innovation project.

History of the development of scientific activity

Any type of human activity is associated with the implementation of a productive or reproductive function. The productive function is realized through activities aimed at obtaining a subjectively perceived or objectively assessed new result. Examples include an innovative project, invention, scientific discovery, etc. The reproductive function is associated with the reproduction of a person, copying his own activities or the activities of other people. Examples of this type can be: the function of procreation, the execution of production operations, business processes and processes of social structure.

Scientific research activity (R&A) is productive in its essence and also has the features of a project-organized system. Consequently, it has all the significant features of an organization and a certain methodology and implementation technique. With this in mind, we present to your attention a model of the two-component structure of research and development activities presented below. Due to the project type of NID device, it, like any project, goes through the following phases.

Design. The result here is a scientific hypothesis, a model of a new knowledge system, and a work plan.
Conducting research to test a scientific hypothesis.
Summing up and rethinking the results obtained to build the following hypotheses and test them in the course of setting new project tasks.

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The current state of culture and level of development of scientific research did not arise out of nowhere; it was preceded by a long genesis of scientific creativity. Science arose along with other forms of perception, understanding of reality, and even much later. We are talking about the religious view of the World, art, aesthetics, ethics and philosophy. It can be assumed that in the history of mankind, science originated approximately 5 thousand years ago. Sumer, Ancient Egypt, China, India - these are the civilizations where protoscience, so to speak, was formed and gradually began to develop. The great names of the titans of thought have reached their contemporaries and are personified with major milestones of this thorny path, among them:

ancient Greek thinkers Aristotle, Democritus, Euclid, Archimedes, Ptolemy;
scientists of the early Middle Ages of Persia and Asia Biruni, Ibn Sina and others;
scholastics of the Middle Ages in Europe Eriugene, Thomas Aquinas, Bonaventure, etc.;
alchemists and astrologists of the later era of the Great Inquisition.

Since the 12th century, universities began to emerge as scientific and educational centers, still known today, in such European cities as Paris, Bologna, Oxford, Cambridge, Naples. Closer to the crown of the Renaissance, during the Late Renaissance, geniuses appeared in Italy and England who raised the “banner of scientific research” to new heights. Bright “diamonds” sparkled on the scientific Olympus: Galileo Galilei, Isaac Newton and others. The replacement of the feudal system with the bourgeois one led to an unprecedented development of science. In Russia, the same processes took their course, and the names of Russian scientists are deservedly inscribed in the World Chronicle:

Mikhail Lomonosov;
Nikolai Lobachevsky;
Pafnuty Chebyshev;
Sofia Kovalevskaya;
Alexander Stoletov;
Dmitriy Mendeleev.

Since the middle of the 19th century, the exponential growth of science and its role in the social order began. In the 20th century, one scientific breakthrough began to give way to another, and scientific and technological revolution began in the 50s. At the current moment, during the transition of world civilization to the 6th technological structure, it is customary to talk about the symbiosis of science and business, expressed in a mature innovative type of economic development in Western states and some countries of the 3rd World, although in essence there is no longer a 2nd World more than 25 years.

The essence of the concept of research

Research activities are divided into three large sequentially and parallelly carried out blocks: fundamental research, applied scientific research and development. The purpose of fundamental research is to discover, study new laws, natural phenomena, expand scientific knowledge and establish its suitability in practice. These results, after theoretical consolidation, form the basis of applied research, which is aimed at finding ways to use laws, finding and improving the methods and means of human activity. In turn, applied scientific research is divided into the following types of research and work:

search engines;
research;
experimental design.

The goals and objectives of scientific research work (R&D) are specific results expressed in the creation of new pilot plants, samples of equipment, instruments, and fundamentally new technologies. The central source of research is the formulated problem. A problem is understood as a contradiction (uncertainty) that is established in the process of cognition of a particular phenomenon. Eliminating this contradiction or uncertainty is not possible from the perspective of existing knowledge. Based on the scientific method and from the point of view of the dialectical approach in philosophy, the problem is formed as a contradiction that has arisen within the framework of the whole.

Taking into account the focus of research work, several types of problems can be distinguished, which serve as one of the grounds for classifying the types of research work.

The scientific problem is the contradiction between knowledge about the needs of society and ignorance of ways and means to satisfy them.
A social problem is an established contradiction in the development of social relations and individual elements of the social system.
A technological problem is a contradiction (uncertainty) that arises during the creation of technologies that cannot be eliminated on the basis of the current technological concept.

By analogy with the problems mentioned above, we can quite simply formulate the concept of management and market problems, which, together with a technological problem and a number of difficulties of a social nature, are resolved by innovative activity. Innovative inventions serve to eliminate such problems, and the first stage of the innovation process is research and development. The basic regulatory document defining the essential characteristics of research work and their content, requirements for the organization, sequence of implementation, accompanying document flow and reporting is GOST 15.101-98. An extract from this standard with the basic concepts of research is given below.

Extract from GOST 15.101-98, put into effect on July 1, 2000.

The key document for launching research work is the terms of reference for research work and, if the customer is present, the contract for the performance of work concluded between the customer and the contractor. The “General Provisions” section of the standard describes what requirements must be included in the terms of reference for research work. The document “Technical Specifications” or the corresponding Appendix to the contract is prepared on the basis of the following information elements:

description of the research object and requirements for it;
functional composition of a general technical nature in relation to the objects of research;
a list of theories, laws, physical and other effects that allow us to formulate the principle of operation of the subject of research;
proposed technical solutions;
information about the resource components of research work (performer’s potential, required production, material and financial resources);
marketing and market information;
expected economic effect.

Methodological aspects of research

Before we move on to analyzing the structure of scientific research work, we will once again return to the issue of classification of research work. Classification criteria can be:

the nature of the connection with production;
importance for the country's economy;
sources of financing;
type of research performer;
level of problem with related types of scientific management units;
degree of involvement in the innovation process.

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Although, from the standpoint of innovation, research work is not so often used in fundamental research, nevertheless, this practice is also becoming widespread, including in large corporate scientific centers of the Russian Federation. Take, for example, pharmaceuticals, the automotive industry, which is actively moving towards creating unmanned vehicles and electric vehicles capable of competing with internal combustion engines, etc. Let us move on to consider the sequence of research activities and outline the main stages of research work. They differ in composition from the stages of the research process and consist of eight stages of research work.

Formulating the problem, theme, purpose and objectives of the research work.
Studying literary sources, performing research, preparing for technical design.
Carrying out technical design work in several options.
Development and feasibility study of the project.
Carrying out detailed design.
Creation of a prototype with subsequent production tests.
Finalization of the prototype.
Tests with the participation of the state acceptance committee.

In turn, the research process consists of six typical stages.

Clarification of the problem, choice of direction for research, formulation of its topic. Start of work on planning research work, drawing up technical specifications, preliminary calculations of economic efficiency.
Formulating, setting goals and objectives of research based on selected literature, bibliography, patent research, annotations and abstracting of sources, analysis of the information received. At this stage, the terms of reference for the research work are finally agreed upon and approved.
The stage of theoretical research, during which the essence of the phenomenon under consideration is studied, hypotheses are formed, models are created, their mathematical justification and analysis.
Experimental studies that have their own structure of methodological development, planning and execution. The actual conduct of a series of experiments ends with the issuance of a conclusion based on the processing of the results of experimental studies.
Analysis and registration of research results, preparation of a report on research work. The analysis involves: terms of reference for research work, theoretical conclusions obtained, models, and experimental results. Hypotheses are confirmed or refuted, scientific conclusions are formulated as the most important aspect of the research report, and the theory is developed.
The stage of implementation of research results into production, the formation of prerequisites for the commercialization of the created innovation, the transition of an innovative project to the R&D stage.

Experimental research stage

The theoretical stage of research is a separate subject area with its own specifics. And it is obvious that the formulated theoretical conclusions must be confirmed by experiment, which is one of the key parts of scientific research. It is understood as a set of actions aimed at creating the necessary conditions that make it possible to reproduce the phenomenon under study in its purest, undistorted form. The purpose of the experiment is to test the hypotheses under consideration, test the properties of the objects of study, and test the conclusions of the theory.

The methodology of experimental research is determined by the purpose of this stage of research and the type of experiment used. Experiments differ in numerous ways: goals, methods of creating conditions for implementation, types of organization. The basis for their classification can also include the nature of external influences on the object of study, the type of model studied in the experiment, the number of varied factors, etc. Among the specific types of experimental studies, the following stand out.

Natural and artificial types of experiments.
Ascertaining experiment.
Search experiment.
Control experiment.
The decisive experiment.
Laboratory and field types of experiments.
Mental, informational and material types of experiments.
Technological and computational experiments.

Appropriate experimental methods are applied to each of the species indicated above. But whatever method is chosen, due to the uniqueness of each such work, in any case it is necessary to clarify or even re-develop the methodology for its implementation. In this case, it is necessary to provide:

resources for preliminary observation of the object being studied;
selection of objects for the experiment excluding the influence of random factors;
ensuring systematic monitoring of the development of a process or phenomenon;
selection of measurement limits;
systematic recording of measurements;
creating situations that complicate the experiment;
creating conditions for the transition from empirical experience to analysis, logical generalizations and synthesis in confirmation or refutation of theoretical assumptions.

At this stage of research, among the work performed, the following stages of experimental research are distinguished.

Formulating the goals and objectives of the experiment.
Selection of experimental area, variable factors, mathematical model for data presentation.
Planning of experimental activities (development of methodology, justification of the scope of work, number of experiments, etc.).
Description of the experiment and organization of its implementation (preparation of models, samples, equipment, measuring instruments, etc.).
The actual conduct of the experiment.
Checking static premises to obtain correct data and initial processing of the results.
Analysis of the results and comparison with the hypotheses of the theoretical stage.
Preliminary conclusions and adjustment of theoretical generalizations.
Design and conduct of additional experiments.
Formulating final conclusions and recommendations for using the information obtained.

We conclude this article on the basics of research work - the first stage of a fully developed innovation project. It’s time for a modern project manager to turn “Terra Incognita” research into a completely understandable and clear process. This is due to the fact that this is an inevitable global trend. And although not every company is able to afford its own science, it is becoming more and more important for business and its representatives to imagine how a scientific product arises every day.

The importance of instilling cognitive interest in students, developing analytical and creative thinking. The system of scientific research work as one of the means of increasing the level of training of specialists with higher professional education.

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Student research work (SRW):its goals and objectives

Introduction

1. The concept and significance of student research work

2. Goals and objectives of students’ research work

Conclusion

Bibliography

Introduction

Modern requirements for specialists determine the particular importance of nurturing in students a persistent cognitive interest, the development of analytical and creative thinking, which are integral characteristics of a harmoniously and comprehensively developed personality. Higher school graduates are required to not only have a qualified understanding of special and scientific fields of knowledge, but also be able to formulate and defend their ideas and proposals. To do this, first of all, you need to be able to independently analyze and summarize scientific facts, phenomena and information.

In this test work, the author considers the main goal to be determining the essence and significance of students’ research work, analyzing the forms and main types of research work, as well as determining the goals and objectives of such work both on the part of students and on the part of the teaching staff, and society as a whole.

When writing a test to achieve the goal, the author analyzes textbooks on pedagogy, scientific works in the field of education by modern authors, comprehensively considers the issue of student research work, determines its goals and objectives, types and forms, and significance for science.

1. The concept and meaning of research workstudents

A student engaged in scientific work is responsible only for himself; The topic of research, the timing of the work, and, importantly, whether the work will be completed at all depend on him alone. By spending his personal time, the student develops such important qualities for a future researcher as creative thinking, responsibility and the ability to defend his point of view.

On the part of the teacher, kind attention and support are necessary, without which the student, especially in the junior years, will not want (and simply cannot) engage in “boring science,” which almost any discipline seems to be at the initial stages of its development. The work of a teacher is often compared to the work of a gardener. So, if the training of ordinary students can be compared to growing potatoes, where there are proven technologies and fertilizers, then the training of future scientists in circles and laboratories of universities can be compared to growing a rare pineapple in our fields. One wrong step, one wrong advice - and all the long work may turn out to be useless, and a rare plant will die without bearing fruit.

Student scientific associations often become a forge of young personnel for the universities within whose walls they work and beyond. Already in the works of Lomonosov we find words about the need to encourage young students who have expressed a desire to engage in their own research during extracurricular hours. Isn’t this what Russian science owes to its liberation by the end of the 19th century from the dominance of foreigners, having put forward a number of world-class scientists - See: N.E. Shchurkova. Workshop on pedagogical technology - M.:Led, about Russia. 1998. P.73. .

There are and are used two main types of student research work (SRW) - See: Vishnevsky M.I. Introduction to the philosophy of education: Proc. aid for students ped. specialist. universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002. P.112. :

1) Academic research work of students, provided for by the current curricula. This type of research work can include coursework completed during the entire period of study at a university, as well as a thesis completed in the final year - See: Makarov Yu.A. The essence of individualization of development - Zhitomir, Head of Education, 1999. P.261. .

While completing coursework, the student takes the first steps towards independent scientific creativity. He learns to work with scientific literature (if necessary, then with foreign literature), acquires the skills of critical selection and analysis of the necessary information. If in the first year the requirements for course work are minimal, and writing it does not present much difficulty for the student, then the very next year the requirements increase noticeably, and writing the work turns into a truly creative process. Thus, by increasing the requirements for coursework every year, the university contributes to the development of the student as a researcher, doing this almost imperceptibly and unobtrusively for him.

Completing a thesis is aimed at further developing the student’s creative and cognitive abilities, and as the final stage of a student’s education at a university, it is aimed at consolidating and expanding theoretical knowledge and in-depth study of the chosen topic. In senior years, many students already work in their specialty, and when choosing a topic for course work, this is most often taken into account. In this case, in addition to the analysis of the literature, one’s own practical experience on this issue can be included in the thesis, which only increases the scientific value of the work.

Research work provided for by the current curriculum also includes writing abstracts on the topics of practical classes. At the same time, it should be said that most often the abstract is either a rewritten article, or, even worse, a summary of a chapter of a textbook. Calling this a scientific work can be done with great doubt. But some abstracts, written on the basis of several dozen articles and sources, can rightfully be called scientific works and their inclusion in the list of types of research work is quite justified.

2) Research work beyond the requirements of the curriculum.

As mentioned above, this form of research work is the most effective for developing research and scientific abilities in students. This is easy to explain: if a student, using his free time, is ready to study the issues of any discipline, then one of the main problems of the teacher is eliminated, namely, the student’s motivation to study. The student is already so developed that you can work with him not as a student, but as a junior colleague. That is, the student turns from a vessel that should be filled with information into a source of the latter. He follows the latest literature, tries to keep abreast of changes taking place in his chosen science, and most importantly, the process of understanding science does not stop outside the university and preparation for practical classes and exams. Even during rest, the process of self-improvement does not stop in the depths of consciousness. The famous Lenin quote is being implemented: “firstly, to study, secondly, to study, and thirdly, to study and then make sure that science does not remain a dead letter or a fashionable phrase in our country... so that science really enters the flesh and blood turned into an integral element of everyday life in a completely and real way” - See: Gershunsky B.S. Philosophy of Education. - M.: Prospekt, 1998. P.76. .

The main forms of research work carried out extracurricularly are - See: Shchurkova N.E. Workshop on pedagogical technology - M.:Led, about Russia. 1998. P.79. :

- subject circles. This form of research work is most often used when working with junior students. The heads are general scientific and general theoretical departments.

The scientific circle is the very first step in research work, and the goals set for its participants are simple. Most often, this is the preparation of reports and abstracts, which are then heard at club meetings or at a scientific conference. A circle can unite members of a group, course, faculty, and sometimes the entire institute.

The last option is most often found in circles studying problems of social sciences and humanities, since in technical and natural science circles the scientific research of a fifth-year student will most likely be difficult to understand for first-year students, and they may lose interest in the circle as such - See: Ogorodnikova E.I., Criteria for the transition of educational institutions to new forms of education. - M.: Pedagogy, 1997. P.165. .

The work of circles, as a rule, looks like this: at an organizational meeting held around October, the topics of reports and abstracts are distributed by choice, after which the teacher indicates the availability of basic and additional literature for each topic and recommends thinking over a work plan in the near future.

Some teachers believe that selective distribution of papers is not necessary, since the student concentrates on one topic without paying much attention to others. On the one hand, forced distribution of topics can eliminate such “obsession”, but, on the other hand, such an approach may not find support among the students themselves. Let's imagine a freshman who came to a circle meeting for the first time, where, as he believes, he should be treated almost as an equal, and suddenly he gets to work on a topic that interests him very little, but a topic that he wanted to develop in his work, went to someone else. Of course, the student will be offended, and his presence at other meetings of the circle will be called into question.

Thus, in my opinion, the distribution of topics should be exclusively elective, especially since by the beginning of studying at a university a person is already developed enough to have his own interests and passions.

After the distribution of topics, the main and main work of the circle begins.

At first, the main role belongs to its leader. It is his experience, talent and patience that determine whether the initial fervor of young researchers will be replaced by thoughtful work, or whether everything will remain in its infancy. It is necessary to observe each student and try to predict the problems that may arise during their work.

It may happen that a young person is embarrassed to ask a question, considering himself old enough to solve it on his own, and then, without arriving at an answer, he abandons the study altogether, deciding on his own scientific inconsistency.

Such psychological problems often arise for junior students. The reason is the prevailing stereotype that a student is already a fully formed person and must solve his own problems. In fact, the thinking of junior students still bears a large imprint of school and, frankly speaking, simply childish.

Therefore, the conflict between the “adult” model of behavior and youthful thinking can undo the efforts of the most talented, but insufficiently sensitive teacher. Therefore, it would not be amiss to give students two or three lectures about the methods and methods of scientific research, about collecting material, about working on literature, about using scientific apparatus, and also introduce students to the scientific directions of the department’s teachers, so that students know who to turn to for more detailed advice on some issues.

If the initial period of the circle’s work was successful, and most of the topics were accepted for work, then a schedule of presentations is drawn up, and the hearing of finished reports begins. As a rule, at one meeting of the circle no more than two speeches are heard, since only in this case it is possible to discuss each report in detail, ask questions and receive detailed answers to them. In addition, a large number of reports are difficult to understand, and the activity and interest of circle members may decrease.

Forms of summing up the results of the work of the circle can be a competition of reports, participation in scientific conferences and subject olympiads, holding round tables, meetings with scientists, as well as publication of abstracts of the best works in scientific collections of universities - See: Vishnevsky M.I. Introduction to the philosophy of education: Proc. aid for students ped. specialist. universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002. P.116. .

- problematic circles. Everything that has been said about scientific circles can also be considered problematic, but some differences should be taken into account.

Firstly, a problem group can unite students from different faculties and courses, as well as, if the university has them, colleges and lyceums. The problem that the scientific director of the circle is dealing with, or any other of his choice, can be put at the forefront. The great advantage of this form of research work is the opportunity to consider the chosen topic in the most depth and from different angles.

So, for example, the topic “Unemployment in Russia” can be considered from the economic (the impact of unemployment on GNP, government policy regarding unemployment, etc.), social (social composition of the unemployed, social consequences of unemployment, etc.), cultural ( unemployment and culture, folklore about unemployment, etc.), and even literary (unemployment in the works of Russian writers) points of view. This gives the circle meetings greater versatility and attracts new members to it. In addition, and importantly, it helps to strengthen connections between students of different ages and specialties, and maintains a sense of a single team.

Secondly, problem circles represent a “lightweight” form of research work, and therefore, on their basis, it is possible to organize meetings with people who face problems chosen by the circle for consideration, at work and at home, and to conduct various quizzes and KVN.

Thirdly, a problem circle can combine elements of a scientific circle, laboratory, etc.

- problematic student laboratories- See: Shchurkova N.E. Workshop on pedagogical technology - M.:Led, about Russia. 1998. P.81. . They belong to the next level of complexity of research work. Second-year students and older take part in them. The laboratory is not a school of scientific work; classes in it require a certain amount of knowledge and skills. Within the framework of PST, various types of modeling, study and analysis of real documents, programs, business games, as well as practical assistance to enterprises are carried out. Working in such a laboratory involves not so much studying and analyzing literature, but rather setting up an experiment, creating something new. Such laboratories, most likely, will not be as numerous as scientific and problem circles. Student screening occurs when even more capable ones are selected from among the capable.

Another difference between a laboratory and a circle is the greater importance of the student’s ability to work together. If in a circle each student is, as a rule, responsible only for himself, then in this case, where the research topics are much more global, it is almost impossible to get by with independent work alone.

The laboratory director should help students divide the topic into separate questions, the solution of which will lead to a solution to the main problem. It is important to pay attention to the interests of each student, to his inclinations and capabilities. The experience of teamwork does not come immediately, and resolving disputes and conflicts that arise during the work process also largely lies on the shoulders of the teacher.

While working in such a laboratory, a student can implement the knowledge acquired during his studies and work in clubs in research of practical importance. In addition, students who are interested in enterprises can subsequently be invited to work in them, which is a valuable result during the absence of government placement.

Thus, work in a problem student laboratory is the next important step towards full-fledged research work and valuable experience for further scientific and practical activities - See: Makarov Yu.A. The essence of individualization of development - Zhitomir, Head of Education, 1999. P.211. .

- participation in scientific and scientific-practical conferences. Each of the above types of conferences is the result of the work done: scientific research, work in the laboratory, practice in the specialty.

At the conference, young researchers have the opportunity to present their work to a wide audience. This forces students to more carefully study their future speech and sharpens their oratorical abilities. In addition, everyone can compare how their work looks on a general level and draw appropriate conclusions. This is a very useful result of a scientific conference, since at an early stage many students consider their own judgments to be infallible, and their work to be the most profound and most valuable in scientific terms. Often even the teacher’s comments are perceived as simple nit-picking. But listening to the reports of other students, everyone cannot help but notice the shortcomings of their work, if any, and also highlight their strengths.

In addition, if a creative discussion of the reports heard is held within the framework of the conference, then from the questions and speeches each speaker can draw original ideas, the development of which he did not even think about within the framework of his chosen topic. A peculiar mechanism is activated when one thought gives rise to several new ones - See: Ogorodnikova E.I., Criteria for the transition of educational institutions to new forms of education. - M.: Pedagogy, 1997. P.169. .

Scientific and practical conferences, already based on the name itself, include not only and not so much theoretical scientific reports, but rather a discussion of ways to solve practical problems. Very often they are held outside the walls of the university, but on the territory of a plant, factory, collective farm, farm, or governing body with which the university maintains relations. For example, a scientific-practical conference can be held based on the results of students’ summer internship, when the latter, having encountered certain problems, can, with the help of enterprise employees and teachers, try to find ways to solve them. Such conferences contribute to the establishment of close friendly ties between the university and enterprises, and also help students learn to apply the studied theory in practice. A distinctive feature of the scientific and practical conference is the complexity of its well-coordinated organization, so that participation in it would be equally useful and interesting for both students and employees of the enterprise. Developing and holding such a conference requires a lot of attention and patience from the organizers and participants.

- participation in intra-university andstatecompetitions This form of student research work is “aerobatics.” Here, students are required not only to be diligent in the process of such work, but also to strive to prove that their position on the problem posed is the only correct one. In addition, the student is required to be able to prove this, often in disputes with opponents - the same competitors. The effectiveness of such work can be exhaustively defined in one phrase - “truth is born in dispute.”

In addition, it is precisely this form of student research that is a source of additional incentive for the student to work - the incentive to be a winner, which is characteristic of any normal person.

Thus, research work is one of the forms of the educational process in which training and practice are most successfully combined. As part of scientific work, the student first acquires the first skills of research work (the first stage, that is, scientific and problem circles), then begins to embody the acquired theoretical knowledge in research, one way or another connected with practice (the second stage - various student laboratories), and in the end This long process allows participation in “adult” scientific conferences, symposia of various levels, up to international ones (third stage).

At the same time, it should be noted that research work requires a lot of attention and patience from scientific supervisors, since the success or failure of each student is largely the result of their own right and wrong actions. Research work should be the focus of attention of university management.

The variety of forms of research work of our time makes it possible for every university student to find something to their liking, and participation in it is necessary for the most harmonious and in-depth education - See: Shchurkova N.E. Workshop on pedagogical technology - M.:Led, about Russia. 1998. P.88. . Students' research work is organized and carried out both during academic and extracurricular hours. During school hours, research work is carried out, as a rule, with students who are successfully studying according to bachelor's and master's degree curricula. It may also include coursework or projects, final qualification papers, and other types of training activities of a research nature. During extracurricular time, research work is organized individually or through the participation of students in scientific clubs, seminars, and various scientific conferences.

2. Goals and objectives of students’ research work

The research and development system is one of the most important means of increasing the level of training of specialists with higher professional education through mastering in the learning process according to the curriculum and additionally the fundamentals of professional creative activity, methods, techniques and skills for individual and collective performance of research work, development of abilities for scientific creativity , independence - See: Poshkonyak N.M. Education: tradition and innovation in conditions of social change - St. Petersburg: Neva, 1999. P.302. .

The components of the NIRS system are - See: Gershunsky B.S. Philosophy of Education. - M.: Prospekt, 1998. P.442.

Inclusion of elements of scientific research into the curriculum (defense of term papers and diploma projects with elements of scientific research, problem-based lectures, laboratory and practical classes with elements of scientific research, completion of abstracts on interesting scientific topics);

Participation in all types of research work, conferences, competitions, submission of works for publication, use of the services of scientific departments;

Research work as part of scientific, technical, economic or other student bureaus and associations, as part of student research and production teams, which allows students not only to get acquainted with real problems, develop projects for solving them, but also to implement their proposals in practice;

Research work in student scientific circles, where students learn not only to conduct research, but also to present the results obtained and exchange experiences.

The purpose of scientific research and educational research work is to develop the creative abilities of future specialists and increase the level of their professional training on the basis of an individual approach and strengthening of independent creative activity, the use of active forms and methods of training.

Currently, the research work of students pursues the following goals - See: Makarov Yu.A. The essence of individualization of development - Zhitomir, Head of Education, 1999. P.216. :

Expand and deepen students’ knowledge in the field of theoretical foundations of the disciplines studied, obtain and develop certain practical skills in independent research activities;

Conduct scientific research to solve current problems put forward by science and practice;

Develop the skills to competently present the results of your own scientific research (reports, abstracts, reports, etc.) and the ability to defend and justify the results obtained with reason;

to instill the skills of computer users when conducting scientific research and processing the results obtained;

Widely introduce new information technologies during research work, provide information and software support for research and support for the results obtained;

To form a systematic methodology for cognition of various objects, principles and methods of their research;

Conduct individual work to develop students’ systemic thinking in the new conditions of economic development and the formation of market relations in the state;

Prepare and select young personnel for admission to graduate school and their further use in universities, organizations and enterprises.

The main objectives of research work with students are - See: Poshkonyak N.M. Education: tradition and innovation in conditions of social change - St. Petersburg: Neva, 1999. P.331.

Forming students' interest in scientific creativity, teaching methods and methods for independently solving research problems and skills of working in scientific teams;

Development of creative thinking and independence in students, deepening and consolidating theoretical and practical knowledge acquired during training;

Identifying the most gifted and talented students, using their creative and intellectual potential to solve current scientific problems;

Training from among the most capable and successful students a reserve of scientific, pedagogical and scientific personnel and scientists.

Zconclusion

Scientific research work of students is an important factor in the preparation of a young specialist and scientist. Everyone wins: the student himself acquires skills that will be useful to him throughout his life, no matter in what sectors of the national economy he works: independent judgment, the ability to concentrate, constantly enrich his own stock of knowledge, have a multifaceted view of emerging problems, simply be able to purposefully and thoughtfully work.

Society receives a worthy member who, possessing the above qualities, will be able to effectively solve the tasks assigned to him.

Every university teacher should pay no less attention to research work than to classroom teaching, despite the fact that it takes a lot of time and effort. After all, the greatest reward for him is a truly educated, comprehensively developed and grateful person who will always remember the lessons learned in his youth.

There are and are used two main types of student research work (SRW): 1) educational research work of students, provided for by the current curricula; 2) research work beyond the requirements of the curriculum.

The variety of forms of modern scientific research allows every university student to find something to their liking, and participation in it is necessary for the most harmonious and in-depth education. N Scientific research work of students is organized and carried out both during academic and extracurricular time. During school hours, research work is carried out, as a rule, with students who are successfully studying according to bachelor's and master's degree curricula. It may also include coursework or projects, final qualification papers, and other types of training activities of a research nature. During extracurricular time, research work is organized individually or through the participation of students in scientific clubs, seminars, and various scientific conferences.

The goals and objectives of research work boil down to identifying the most gifted and talented students with the subsequent formation of their interest in scientific creativity, teaching methods and methods for independently solving research problems and skills of working in scientific teams, developing creative thinking among students and independence, deepening and consolidating theoretical and practical knowledge acquired during training.

WITHlist of used literature

1. Vishnevsky M.I. Introduction to the philosophy of education: Proc. aid for students ped. specialist. universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002.

2. Gershunsky B.S., Philosophy of Education. - M.: Prospekt, 1998.

3. Liferov A.P. Main trends of integration processes in global education: Author's abstract. dis. Doctor of Pedagogical Sciences. - M., 1997.

4. Makarenko A. S. Pedagogical poem - M.: Nauka, 1988.

5. Makarov Yu.A. The essence of individualization of development - Zhitomir, Head of Education, 1999.

6. Ogorodnikova E.I., Criteria for the transition of educational institutions to new forms of education. - M.: Pedagogy, 1997.

7. Poshkonyak N.M. Education: tradition and innovation in conditions of social change - St. Petersburg: Neva, 1999.

8. Shchurkova N.E. Workshop on pedagogical technology - M.:Led, about Russia. 1998.

Main research topics of the Expert Analytical Center of the Russian Academy of Sciences:

Standards for performing scientific research work (R&D)

What is NIR?

Scientific research work (R&D) is an activity whose purpose is to obtain new or deepen existing scientific knowledge and achievements in a certain field.

1. Planning (choosing a topic, drawing up a work plan, etc.).
2. Formulating a hypothesis, choosing a method for testing it, collecting data, analyzing data, confirming or refuting the hypothesis. (in Western sources this stage receives the greatest attention).
3. Creation of research text based on the results of paragraphs 1 and 2.
4. Publication of work results in scientific publications, participation in conferences and seminars.
5. Public defense.

Research work is an important component and a necessary condition for the training of qualified specialists. For example, to obtain a candidate or doctorate degree, you must independently complete your research work. The scientific community believes that in the conditions of the information society and the constant updating of knowledge, the ability to quickly navigate the flow of information, analyze, highlight what is needed, conduct independent research and prove its effectiveness in practice are very important and useful skills.

Standard stages of research work

Despite the different directions and areas of research, research has one common basic structure and is carried out in stages.

Stage I: defining the problem and formulating the topic.
Stage II: setting goals and putting forward a hypothesis.
Stage III: work with literature, including the search for the necessary material and its analysis.
Stage IV: preparation of the theoretical part of the work.
Stage V: conducting an experimental study.
Stage VI: registration of work. Summarizing.
Stage VII: announcement of results (public defense, publications in scientific journals, participation in conferences, etc.).

Accordingly, different chapters of scientific work are written at different stages. For example, a structure of 3 chapters is adopted for a Ph.D. dissertation. The first chapter includes work on the first three stages, the second chapter includes the 4th and 5th stages of work, the third - the sixth. Public defense is carried out separately from the scientific work itself, and for its implementation another research work is done - under the general name “abstract of the dissertation”.

Common Research Tasks

Scientific work is carried out under the guidance of an experienced specialist in this field (scientific supervisor). It has specific tasks:

introduce modern scientific research methods and teach how to apply them in practice;

teach how to independently plan and organize research;

highlight current scientific problems and find ways to solve them;

set specific goals, formulate hypotheses and prove them in practice;

conduct experimental studies;

formalize the research results in accordance with the requirements;

prove the correctness of the results obtained and their benefits for science, defend their point of view in scientific discussions through public defense, participation in conferences, seminars, etc.

Commercial research

It should be noted that research now is not only pure scientific research. Often, the results of research work are of purely practical importance - let’s say research work on planning projects for a particular district in Moscow is the working material of the Scientific Research Institute of the General Plan of Moscow, and research work on the assessment of a particular building is almost 90% of the work of appraisers (building assessment reports) . We carry out research work in the field of