Faculty of Mathematics, Computer Science, Physics and Technology
Department of Informatics and Informatics Teaching Methods
REPORT
in research practice
Performed):
1st year master's student
Faculty of MIFIT
Agreed: scientific adviser
Doctor of Pedagogical Sciences, Professor
Omsk – 2013
PLAN
undergraduate research practice
Gordeychik Elena Ivanovna
for the period from 01/07/2013 to 01/19/2013
(master's program "IT in Education", 1st year of study)
Dissertation topic: “Distance educational technologies as a means of developing children’s talent (primary school)”
Research tasks (in accordance with the topic of the master's thesis) | Dates and deadlines | Planned results | Conclusion on implementation (vised by the supervisor upon completion of the internship) |
|
Conduct a theoretical justification for the direction of master's research. Formulate a contradiction, identify a scientific problem, formulate a goal, hypothesis and research objectives. | Manuscript 8-10 pp. | |||
Formulate the purpose and objectives of the ascertaining stage of the pedagogical experiment. Determine research methods. Select an experimental research base. | Manuscript 3–5 pp. |
Head of Master's Program____________________
Head of practice _______________________
Scientific adviser _______________________
The relevance of research
The development of a system for searching, supporting and accompanying talented children is the basis for the modernization of Russian education.
The previous educational translational-reproductive paradigm, which trained personnel for the outgoing industrial society, in modern conditions of global uncertainty, instability, and constant changes turns out to be ineffective.
Working with gifted children is a key link through which it is possible to overcome the educational, cultural, ideological, and anthropological crisis experienced by modern civilization, which is in dire need of creative, independent, responsible, competent, holistic individuals.
An interdisciplinary approach to constructing educational content and a model of creative education, having emerged and clearly demonstrated itself in pedagogical work with gifted children, can and should be used in broad educational practice, since the majority of children are potentially gifted.
The current social and economic situation in the country has contributed to the emergence of a new education strategy, the development of a technological approach to learning, and a new understanding of the content and goals of school education. At this time, the system of person-centered education is several orders of magnitude ahead of the knowledge model of education.
Improving the quality of general education that meets the level of scientific and technological progress and social development has always been the primary task of the education system. It is especially acute today – in the era of socio-economic transformations and the expansion of informatization of the educational space.
In addition, the problem of working with gifted students is extremely relevant for modern Russian society. That is why it is so important to determine the main tasks and directions of work with gifted children in the general education system, as well as in terms of the use of e-learning and distance educational technologies.
Controversies
Between the traditional content of education and the modernization of this content in accordance with the new opportunities and demands of modern information civilization;
Between the traditional classical teaching of computer science at school and a differentiated approach aimed at developing children's talent;
Between the simplified, stereotypical understanding of informatization as the “organization of computer classes” and the complexity of the real process of integrating ICT into school life;
Between effective models of using ICT in the educational process and the existing regulatory framework that constrains such use;
Between the high potential of information technologies and the lack of analysis of best practices in their use in public schools.
Problem
Theoretical and practical justification for solving organizational and pedagogical problems of introducing distance educational technologies in the general education system when working with gifted children.
Research topic:“Distance educational technologies as a means of developing children's talent (primary school)”
Object and subject of research
The object of the study is the process of teaching gifted primary school students using distance learning technologies.
The subject of the study is the use of distance learning technologies, aimed at effectively solving the problem of working with gifted children in primary schools.
Purpose of the study: to identify and substantiate methodological principles, to develop scientific and pedagogical support (model) for the effective use of distance educational technologies for teaching gifted children (primary school).
Research hypothesis
The methodology and practice of DET as a means of developing children's giftedness can be built as a design system, subject to coordination and balance in time, funding and other parameters for the implementation of the following processes:
Changing the content of education and certification, taking into account new priorities in relation to the goals of education and processes taking place in the social environment;
Formation and support in the education system of personnel potential with professional ICT competence, involvement of parents, the public, and government officials in the process of working with gifted children;
Providing access for students and teachers to an open information space controlled for educational purposes;
Providing students and teachers with tools for searching, collecting, analyzing, organizing, presenting, transmitting information, modeling and design, organizing the educational process;
Changes in the regulatory framework of general education and the local regulatory framework of educational institutions, including educational standards and programs, norms regulating the structure of the school, subject to the coexistence of both an updated regulatory framework and a traditional one;
Transformation of the educational process, professionally implemented by ICT-competent teaching staff, whose activities must be provided with technical and methodological support, in order to effectively achieve priority and long-term educational goals.
Research objectives
To develop and justify a project for scientific and pedagogical support of the process of working with gifted children, focused on priority, socially motivated educational goals and results achieved through the use of ICT and DET tools.
To develop organizational and pedagogical requirements for a systematic and harmonious process of working with gifted children, optimizing the impact of the main factors that influence the effectiveness of working with gifted children.
To develop a pedagogical model “Program of work with gifted children of primary school”, implementing a modern system of priorities for general education based on information and communication technologies.
To develop and implement a model of general education using distance learning technologies for gifted children in primary school.
Research methods
Theoretical analysis of philosophical, psychological, pedagogical, methodological, educational and technical literature on the research problem;
Analysis and synthesis of theoretical research on the implementation of certain distance educational technologies, on the methodological basis of the use of information and communication tools in general education;
Analysis of practical experience of Russian and foreign schools;
Conducting comparative international studies, including SITES, and analyzing their results in accordance with international methods;
Analysis and discussion of research results with specialists, psychologists, class teachers, subject teachers at scientific and methodological conferences, meetings and seminars;
Observation, conversations, questioning, testing of students and teachers;
Pedagogical experiment on the basis of a secondary school.
Research in the field of theory and teaching methods (, , etc.);
Fundamental works devoted to the history and current state of education in the world (,);
scientific and methodological works on the problems of activating students’ cognitive activity, on humanization, differentiation and individualization of education, on the development of students’ creative abilities (, , etc.);
Research on general issues of introducing information technologies in education (, , etc.);
Works on special psychology and pedagogy (, etc.)
As well as various scientific and pedagogical articles, monographs and textbooks by domestic and foreign scientists on the problem under study; normative and legal acts; research in the field of computer science and technical aspects of the functioning of information technologies in education; publications in periodicals on relevant topics; proceedings of Russian and international conferences, seminars, working groups; statistical materials; standardization documents; Internet sites covering the current state of informatization of general education.
Materials for the ascertaining stage of the experiment
The purpose of the ascertaining stage of the pedagogical experiment is to determine the level of giftedness of primary school students.
Objectives of the ascertaining experiment
1) determine the criteria for the level of giftedness of primary school students;
2) select diagnostic material and equipment;
3) diagnose the level of giftedness in the experimental and control groups.
Research methods
Identifying children with extraordinary abilities is a complex and multifaceted problem. Until now, science and pedagogical practice have presented two opposing points of view on giftedness. Supporters of one of them believe that every normal child is gifted and you only need to notice a specific type of ability in time and develop it. According to researchers who share the opposite point of view, giftedness is a very rare phenomenon, inherent in only a small percentage of people, so the phenomenon of a gifted child is like a painstaking search for grains of gold.
Considering the problems of giftedness, I identified the following main stages through which the development of the idea of general giftedness passed:
The desire to identify giftedness with a separate mental function;
Recognition that giftedness can manifest itself in a whole group of mental functions;
Differentiation in any intelligent activity of two factors: specific to a given type of activity and general, which Charles Spearman considered giftedness;
Giftedness as the average of a number of different functions;
Recognizing that there are multiple types of giftedness.
One of the ways to assess children's giftedness is the result of their participation in various Olympiads, projects and competitions, including distance ones. Typically these results are reflected in the student's Portfolio.
A powerful modern means of diagnosing giftedness are tests aimed at assessing intelligence and creativity. The use of tests, however, requires professional psychological training. In some tests, like D. Wechsler's test, it is necessary to evaluate the respondents' answers in points, which requires significant practical experience. In other cases (for example, with computerized tests), the assessment of answers is carried out automatically, but there still remains the problem of interpreting the results, which can only be competently carried out by a qualified psychologist. The testing findings must be correlated with the results of observing the student’s behavior in the classroom, the opinion of parents, etc. Also, the choice of a particular test or battery of tests for examining a student depends on the testing objectives and the entire context of the school situation.
Prominent American psychologists J. Renzulli, R. Hartman and K. Calahan were the coordinators of the creation of the concept and system of working with gifted children. They collected research works of scientists from all over the world devoted to the problems of children's and youth's talent.
Based on these works, Renzulli, Hartman and Calahan decided to create a reliable and valid tool for objective expert assessment by teachers of various aspects of children's giftedness. Four types of giftedness were selected: (1) learning ability, (2) motivational and personal characteristics, (3) creative abilities (creativity) and (4) leadership abilities.
These tests are adapted for experimentation by teachers.
Experimental base
On the basis of the 9th (information) class of the school, 2 control and experimental groups were created. To conduct the ascertaining experiment, scales were selected for rating the behavioral characteristics of gifted schoolchildren by J. Renzulli et al. (1977) in adaptation. (Annex 1)
These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. The assessment should reflect how often the teacher observes each characteristic being demonstrated.
This scale is filled out by all teachers who have worked with a child for quite a long time.
The assessments of different teachers are compared and discussed; in controversial cases, it is necessary to ask to describe specific situations in which this or that characteristic was manifested. In case of doubt, it is better to make a collective decision in favor of the child, that is, to give him a chance to show himself in a special program to study the influence of distance education on the development of giftedness.
For the purity of the experiment, this scale is also offered to parents and students themselves, and mutual assessment is also expected.
After identifying the level of giftedness of the 9th grade students in the experimental group, a telecommunications project will be conducted with them, as a result of which they will also be asked to evaluate themselves using these scales.
Last name, first name of the student _________________
Date __________
School No. ______________ Class ______________
Age_________________
How long have you known this child?
______________________
Instructions. These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. Your score should reflect how often you observed each characteristic occurring. Because the four scales represent relatively different aspects of behavior, scores on different scales are not summed.
Please read the statements carefully and circle the appropriate number as described below:
1 - if you almost never observe this characteristic.
2 - if you observe this characteristic from time to time.
3 - if you observe this characteristic quite often.
4 - if you observe this characteristic almost all the time.
Scale I. Student’s cognitive characteristics
1. Has an unusually large vocabulary for this age or grade level; uses terms with understanding; speech is characterized by richness of expression, fluency and complexity
2. Has a wide range of information on a variety of topics (outside the usual interests of children of this age)
3. Quickly remembers and reproduces factual information
4. Easily grasps cause-and-effect relationships; tries to understand “how” and “why”; asks a lot of thought-provoking questions (as opposed to fact-seeking questions); wants to know what underlies the phenomena and actions of people
5. Sensitive and quick-witted observer; usually "sees more" or "gets more" than others from a story, a movie, something that happens
Multiply by the appropriate factor
Add the resulting numbers
General indicator
Scale II. Motivational characteristics
1. Completely “goes” into certain topics and problems; persistently strives to complete what he started (difficult to involve in another topic or task)
2. Gets bored easily with routine tasks.
3. Strives for excellence; is self-critical
4. Prefers to work independently; requires only minimal direction from the teacher
5. Has a tendency to organize people, objects, situations
Count the number of circled numbers in each column _ _ _ _
Add the resulting numbers
General indicator
Scale III. Leadership Characteristics
1. Shows responsibility; does what it promises and usually does it well
2. Feels confident both with peers and with adults; feels good when she/he is asked to show her/his work to the class
3. Expresses thoughts and feelings clearly; speaks well and usually clearly
4. Likes to be with people, is sociable/outgoing and prefers not to be alone
5. Has a tendency to dominate others; usually manages the activities in which he participates
Count the number of circled numbers in each column _ _ _ _
Multiply by the corresponding weight
Add the resulting numbers
General indicator
Scale IV. Creative characteristics
1. Shows great curiosity about many things; constantly asks questions about everything
2. Produces a large number of ideas or solutions to problems and answers to questions; offers unusual, original, smart answers
3. Expresses his opinion without hesitation; sometimes radical and ardent in discussions; persistent
4. Likes to take risks; has a penchant for adventure
5. Tendency to play with ideas; fantasizes, invents (“I wonder what will happen if...”); engaged in the adaptation, improvement and change of social institutions, objects and systems
6. Shows a subtle sense of humor and sees humor in situations that do not seem funny to others
7. Unusually sensitive to internal impulses and more open to the irrational in oneself (more free expression of “girlish” interests in boys, greater independence in girls); emotionally sensitive
8. Sensitive/sensitive to beauty; pays attention to the aesthetic aspects of life
9. Not influenced by the group; accepts disorder; not interested in details; not afraid to be different from others
10. Gives constructive criticism; disinclined/disinclined to accept authority without critical examination
Count the number of circled numbers in each column _ _ _ _
Multiply by the corresponding weight
Add the resulting numbers
General indicator
Bibliography
1. Order of the Government of the Russian Federation dated January 1, 2001 “On the implementation of the national educational initiative “Our New School”;
2. Decree of the President of the Russian Federation dated 07. No. 000 “On measures to implement state policy in the field of education and science”;
3. The concept of a nationwide system for identifying and developing young talents, adopted on April 3, 2012;
4. A set of measures to implement the Concept of the Russian national system for identifying and developing young talents dated January 1, 2001.
5. Federal Law of 01.01.2001 N 11-FZ “On Amendments to the Law of the Russian Federation “On Education” regarding the use of e-learning, distance educational technologies”;
6. Letter of the Ministry of Education and Science of the Russian Federation dated January 1, 2001 No. 06-1260 “Methodological recommendations on the interaction of institutions of general, additional and vocational education on the formation of an individual educational trajectory for gifted children.”
7. Diagnosis of creativity. Torrance test. Methodical manual. St. Petersburg: Imaton, 1998.
8. Psychodiagnostics of creative thinking. Creative tests. St. Petersburg: SPbUPM, 1997. 2nd edition: St. Petersburg: Didactics Plus, 2002.
9. Johnson Creativity Questionnaire. St. Petersburg: SPbUPM, 1997.
10. Modified Williams creative tests. St. Petersburg: Rech, 2003.
11. J. S. Renzulli, R. K. Hartman. Scale for rating behavioral characteristic of superior students. Exceptional Children, 1971, p. 38, 243–248.
The tasks posed by modern production to engineering personnel are so complex that their solution requires creative search and research skills. In this regard, a modern specialist must possess not only the necessary amount of fundamental and specialized knowledge, but also certain skills in creatively solving practical problems, constantly improve his skills, and quickly adapt to changing conditions. All these qualities need to be developed at a university. They are educated through the active participation of students in research work.
In modern conditions, student research work (SRW) is being transformed from a means of developing the creative abilities of the most successful and gifted students into a system that makes it possible to improve the quality of training of all specialists with higher education.
The concept of “student research work” includes the following elements:
– teaching students the basics of research work, instilling in them certain skills;
– carrying out scientific research under the guidance of teachers.
In this regard, the forms and methods of attracting students to scientific creativity can be divided into research work included in the educational process and, therefore, carried out during school hours in accordance with curricula and work programs (special lecture courses on the basics of scientific research, various types training sessions with elements of scientific research, educational and research work of students), as well as for research work carried out by students during extracurricular hours.
Students' educational and research work (UIRS) is carried out during the class time allotted by the class schedule by each student on a special assignment under the guidance of a supervisor (department teacher). The main task of UIRS is to teach students the skills of independent scientific work, familiarization with real working conditions in laboratories and in scientific teams. In the process of carrying out educational research, future specialists learn to use instruments and equipment, independently conduct experiments, process their results, and apply their knowledge to solve specific problems.
To conduct educational and research work, students are assigned a workplace in the laboratory and are provided with the necessary materials and instruments. The topic and scope of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of specialized literature.
Scientific supervisors include teachers actively involved in scientific work, research assistants, engineers and graduate students.
The final stage of UIRS is the preparation of a report in which the student outlines the results of his scientific work. The report is defended before a special commission with a grade.
A promising direction is the creation of student research laboratories (SNIL) in higher educational institutions, in which scientific research is conducted and at the same time educational and research work of students is organized.
In some universities, educational and research work is preceded by a special course on the basics of organization and methodology of scientific research, on the organization of bibliographic and patent work (in the disciplines “Introduction to the specialty”, “Fundamentals of scientific research”, etc.).
An important form of student research work carried out during school hours is the introduction of elements of scientific research into laboratory work. When performing such work, the student independently draws up a work plan, selects the necessary literature, carries out mathematical processing and analysis of the results, and draws up a report.
Many university departments organize scientific seminars or student scientific and technical conferences (SNTK). Seminars are held regularly throughout the semester so that each student can make a report or report on the results of the work done. SNTK is carried out, as a rule, 1–2 times a year between semesters or at the end of each semester.
For junior students, the main forms of SNTK within the educational process are the preparation of abstracts, individual homework with elements of scientific research, and participation in subject clubs.
Research work of students during practical training is carried out by performing individual assignments in production on the subject of research work carried out by the department, as well as “bottlenecks” of production. Tasks are being carried out to improve technological processes, equipment, scientific organization of work, factual material is collected and its primary processing is carried out for the purpose of further use in coursework and diploma design.
Scientific supervision of students during practical training is carried out jointly by university teachers and enterprise specialists. The results of the work are presented in a report, which students defend before the commission after completing their practical training.
Students' research work during coursework and diploma design is associated with the development of special sections with elements of scientific research and research carried out in the process of solving real problems of specific enterprises. Such graduation projects can end in implementation and in this sense they are indeed real.
The implementation of complex diploma projects developed by a group of graduate students of various specialties is being developed. Each student is assigned to complete a separate independent section of a comprehensive diploma project. General management of the development of such a project is carried out by one of the leading departments; each section is assigned its own leader from the department that ensures its development.
When defending a complex diploma project, a commission is created with the participation of representatives of the customer and the university. She evaluates each topic of the diploma project completed by individual students, and also makes a decision on the project as a whole and on the possibility of using it at the customer’s enterprise.
Many university departments, together with enterprises, compile a list of production bottlenecks, from which they then formulate the topics for coursework and diploma projects. This approach makes it possible to effectively use the scientific and creative potential of students to solve specific production problems and increases students’ responsibility for the quality of their work.
The scientific work of students, carried out during extracurricular time, is implemented through the participation of students in research on the topics of planned state budget and contractual research work of departments and scientific institutions of universities, the organization of student bureaus and associations such as the student research laboratory (SNIL). SNIL can carry out design, technological and economic tasks, patronage work at schools, and lecturing work to disseminate knowledge in the field of science, technology, and culture.
The main form of research work carried out during extracurricular time is to attract students to carry out scientific research conducted by departments and scientific institutions of the university on state budgetary and contractual topics. Typically, a group engaged in solving a specific scientific and technical problem includes several students, usually from different courses. This allows us to ensure continuity, continuity and clear organization of their work. Senior students are registered as technicians or laboratory assistants with payment and entry in the work book. The work is carried out according to a schedule approved by the supervisor. The work of students is supervised by teachers, researchers, engineers and graduate students working in a group.
Students who have successfully completed the task in their section are included in the list of authors of the report as co-authors. Based on the results of the work, an application for an invention may be submitted or an article may be published.
Collective forms of creative work of students have proven themselves well - student research laboratories (SNIL), student design, technological, economic bureaus (SKB), scientific and computing centers, etc.
SNIL is organized at the university as its structural unit. The topics of work are formed either on the basis of business agreements with organizations or in the form of state budget themes of the university and intra-university orders.
The staff of the SNIL consists mainly of students who perform work under the guidance of the teaching and engineering staff of the university. The head of the SNIL and several engineering and technical workers included in the SNIL provide organizational and methodological guidance to the work of students.
In parallel with conducting research work, students perform organizational and management functions at SNIL, while simultaneously acquiring relevant skills.
The diagram of the comprehensive program of student research work for the entire period of study is presented in Fig. 1.
An important role in intensifying the scientific and technical creativity of students is played by the organizational and mass events held in the republic: “Students and Scientific and Technical Progress,” competitions for the best organization of students’ scientific work, republican scientific conferences of students, exhibitions of scientific and technical creativity.
The current level of student participation in scientific work, the variety of its forms and methods require an integrated approach to its planning and organization. A comprehensive research and development program should provide a stepwise sequence of activities and forms of students' scientific work in accordance with the logic of the educational process.
The implementation of comprehensive planning of research work in higher educational institutions for each specialty and the creation on this basis of a unified integrated system of student research work allows for more complete use of the scientific potential of universities in the training of modern highly qualified specialists.
Classification of scientific research works
Scientific research is the process of understanding a new phenomenon and revealing patterns of change in the object being studied depending on the influence of various factors for the subsequent practical use of these patterns. Scientific research is classified according to various criteria: methods for solving problems, the scope of application of research results, types of object under study and other factors
Research can be theoretical, theoretical-experimental or experimental. Classification of research into one of the types depends on the methods and means of scientific research used.
Theoretical research are based on the use of mathematical and logical methods of cognition of an object. The result of theoretical research is the establishment of new dependencies, properties and patterns of occurring phenomena. The results of theoretical research must be confirmed by practice.
Theoretical-experimental Research involves the latest experimental verification of the results of theoretical studies on full-scale samples or models.
Experimental studies are carried out on full-scale samples or models in laboratory conditions, under which new properties, dependencies and patterns are established, and also serve to confirm the put forward theoretical assumptions.
Scientific research on the use of results is divided into fundamental And applied .
Fundamental ones aim to solve fundamentally new theoretical problems, discover new laws, and create new theories. On their basis, many applied problems are solved in relation to the needs of specific branches of science, technology and production.
Applied research is the search and solution of practical problems in the development of individual industries based on the results of fundamental research.
According to the composition of the studied properties of the research object, they are divided into complex And differentiated .
Complex ones represent the study of heterogeneous properties of one object, each of which may involve the use of different methods and means of research. They are performed at different times and in different places. An example of a comprehensive study would be an assessment of the reliability of a new car. The reliability of a car is an integral property and is determined by such individual properties as reliability, maintainability, storage and durability of parts.
Differentiated research is a study in which one of the properties or a group of homogeneous properties is known. In the example considered, each individually studied property of car reliability is differentiated.
Research is also divided based on the location where it is conducted, since this predetermines the use of various methods and means of scientific research. In this sense, experimental studies conducted in laboratory or industrial conditions are called laboratory or production. The object under study may be full-scale or represent him model. In each case, the choice of the type of object under study must be justified. In technology, many studies and tests are carried out on models and samples, since this greatly simplifies the creation of a laboratory base for research (often full-scale tests are fundamentally impossible). The most reliable are the results of full-scale tests.
According to the stages of implementation, research is divided into search, scientific research and pilot industrial developments. When developing a major scientific and technical problem, the first stage is exploratory research, as a result of which the fundamental principles, ways and methods of solving the problem are established. The second stage is research developments, the purpose of which is to establish the necessary dependencies, properties and patterns that create the prerequisites for further engineering solutions. Third stage - pilot development, the main task of which is to bring the research to practical implementation, i.e. its testing in production conditions. Based on the results of the pilot production test, adjustments are made to the technical documentation for the widespread introduction of the development into production.
Each research work can be attributed to a specific area. A scientific direction is understood as a science or a complex of sciences in which research is being conducted. In this regard, technical, biological, physical-technical, historical and other areas are distinguished with possible subsequent detail.
The structural units of a scientific direction are: complex problems, problems, topics and scientific questions. A complex problem is a collection of problems united by a single goal. A problem is a set of complex theoretical and practical problems that require resolution in society. From a socio-psychological point of view, the problem reflects the contradiction between the social need for knowledge and the known ways of obtaining it, the contradiction between knowledge and ignorance. The problem arises when human practice encounters difficulty or even encounters "impossibility" in achieving the goal. The problem can be global, national, regional, sectoral, intersectoral, which depends on the scale of the emerging challenges. For example, the problem of nature conservation is global, since its solution is aimed at meeting universal human needs. In addition to those listed, there are general and specific problems. General problems include general scientific problems, national problems, etc. The nationwide problem of our country is the introduction of low-waste and non-waste, energy- and material-saving technological processes and machine systems.
Specific problems are typical for certain industries. Thus, in the automotive industry, such problems are fuel economy and the creation of new types of fuel.
The topic of scientific research is an integral part of the problem. As a result of research on a topic, specific scientific questions covering part of the problem are answered.
Scientific questions usually refer to small scientific problems related to a specific topic of scientific research.
Choosing a direction, problem, topic of scientific research and posing scientific questions is a very responsible task. Current directions and complex research problems are formulated in policy documents of the country's government. The direction of research is often predetermined by the specifics of the scientific institution or branch of science in which the researcher works. The specification of the direction of research is the result of studying the state of production demands, social needs and the state of research in one direction or another. In the process of studying the state and results of already completed research, ideas for the integrated use of several scientific areas to solve production problems can be formulated. It should be noted that the most favorable conditions for carrying out complex research are available in higher education due to the presence in universities of scientific schools that have developed in various fields of science and technology. The chosen direction of research often becomes the strategy of a researcher or research team for a long period.
When choosing a problem and topics for scientific research, at the first stage, based on an analysis of the contradictions of the area under study, the problem itself is formulated and the expected results are defined in general terms. Then the structure of the problem is developed: topics, questions, and performers are identified.
Topics of scientific research must be relevant (important, requiring prompt resolution), have scientific novelty (i.e., make a contribution to science), and be cost-effective for the national economy. Therefore, the choice of topic should be based on a special feasibility study. When developing theoretical research, the requirement of economy is sometimes replaced by the requirement of significance, which determines the prestige of domestic science.
Each scientific team (university, research institute, department, department), according to established tradition, has its own scientific profile and competence, which contributes to the accumulation of experience, increasing the theoretical level of developments, their quality and economic efficiency. At the same time, a monopoly in science is also unacceptable, since this excludes competition of ideas and can reduce the effectiveness of scientific research. The choice of topic should be preceded by familiarization with domestic and foreign sources. The problem of choosing a topic is significantly simplified in a scientific team that has scientific traditions (its own profile) and is developing a complex problem.
An important characteristic of the topic is the ability to quickly implement the results obtained in production.
For the selection of applied topics, a clear formulation of the tasks by the customer (ministry, association, etc.) is of great importance.
At the same time, it must be borne in mind that in the process of scientific development, some changes in the topic are possible at the suggestion of the customer and depending on the developing production situation.
Cost-effectiveness is an important criterion for the prospects of a topic, however, when assessing large topics, this criterion is not enough and a more general assessment is required, taking into account other indicators. In this case, expert assessment is often used, which is performed by highly qualified experts (usually from 7 to 15 people). With their help, depending on the specifics of the topic, its direction or complexity, evaluative indicators of the topics are established. The topic that has received maximum support from experts is considered the most promising.
Stages of research work
Each scientific research presupposes a general sequence of implementation of its conditionally independent components, which we will further call the stages of scientific research. In the most general case, we can assume that scientific research includes the following four main stages.
1.Preparation for the study. First, the purpose of the research is determined, the subject and object of the research are justified, the accumulated knowledge on the subject of the research is mastered, a patent search is carried out and the need for this research is justified, a working hypothesis and research objectives are formed, a program and general research methodology are developed.
2. Experimental research and processing of experimental data. This stage of the study involves planning experiments, preparing for experiments, checking and eliminating sharply deviating values, and statistical processing of experimental data.
3.Analysis and synthesis of experimental research results. This stage involves the transition from observation to an analytical description of the state of the system and revealing the nature of the impact of individual factors on the process using system modeling and mathematical analysis methods.
4. Verification of the generalization results in practice and assessment of the economic effectiveness of the research results.
Let us consider in more detail the implementation of scientific research, for which we will introduce some explanations and methodological recommendations for individual stages.
At the beginning of any research, it is necessary to determine the goal, select the subject and justify the object of research. The purpose of the research is understood as the result of the cognitive process, i.e. why the research is being done. The purpose of the study must be clearly stated and quantifiable. The purpose of research carried out in the field of automobile repair is, for example, to increase labor productivity, reduce repair costs, increase the durability of restored parts, etc. The subject of research is understood as its substantive part, fixed in the name of the topic and associated with the knowledge of certain aspects, properties and connections of the objects under study, necessary and sufficient to achieve the goal of the study. A typical representative characteristic of studying the essence of a phenomenon or revealing a pattern is chosen as an object of study.
Mastering accumulated knowledge and critically assessing it is a multifaceted work. First of all, it is necessary to understand the extent to which the topic being developed is covered in the literature of domestic and foreign authors. One of the first conditions for reading scientific literature is the ability to find it. When working in libraries, they usually turn to library workers for information and advice or look for guidance in library catalogs. According to the grouping of materials, the following main types of catalogs are distinguished: alphabetical, systematic, subject, etc. An alphabetical catalog contains descriptions of books arranged in alphabetical order by the names of the authors or titles of the books (if their authors are not indicated). The systematic catalog contains a bibliographic description of books by branches of knowledge in accordance with their content. Special reference, bibliographic, abstract and other publications provide enormous assistance in finding the necessary literature.
Reading scientific literature usually consists of a number of techniques:
general familiarization with the work as a whole according to the table of contents and a quick glance at the book, article, manuscript, etc.;
reading in sequential order of material and studying the most important text;
selective reading of material;
“score reading” or simultaneous familiarization with the content of the text in the amount of half a page or a whole page;
drawing up a plan of the material read, notes or theses, systematizing the extracts made;
registration of new information on manual punch cards;
re-reading materials and comparing it with other sources of information;
translation of text from foreign publications with recording in the native language;
thinking about the material read, critically evaluating it, writing down your thoughts about new information.
The most common form of accumulating scientific information is taking notes of various kinds when reading books, magazines and other sources of written information. The following are the most common recording techniques:
records in the form of verbatim excerpts from any text indicating the source of information and the author of the quotation;
records in free presentation with exact preservation of the content of the source and authorship;
records and drawings on loose-leaf blank sheets and transparent paper of drawings, tables, etc.;
drawing up a plan for the work read;
compiling notes based on materials from a read book, article, etc.;
crossing out and underlining individual words, formulas, phrases on your own copy of the book, sometimes with colored pencils;
records of quotes from several literary sources on a specific topic;
verbatim notes with comments;
records made on manual punch cards or on cards, in notebooks, notepads, etc. by symbols, shorthand symbols, etc.;
presentation of your comments on the material read in the form of aphoristic notes.
Notes on material from reading scientific literature can be made in ordinary general notebooks, on forms or sheets of paper of arbitrary sizes, on punched cards, and bibliographic cards. Each of these methods has its own advantages and disadvantages. Notebook entries make it difficult to select statements on one topic or problem, or to find statements among a series of others. The card system, although it requires an increase in paper consumption, makes it easier to organize statements in a personal file cabinet and quickly find the necessary materials. This system has undeniable advantages over the traditional form of recording in general notebooks.
As a result of studying scientific, technical and patent literature, the physical essence of the development of phenomena and the connections of individual elements with each other is revealed. The researcher becomes familiar with the use of technical measurement tools, methods for analyzing the processes of the system under study, and criteria for optimizing factors affecting the process. The factors are ranked on the basis of a priori information, the need for this research and the possibility of using previously obtained results to solve the problems of the research being carried out are substantiated.
The working hypothesis is formulated based on the results of studying the accumulated information about the subject of research. A hypothesis is a scientific proposal about possible mechanisms, causes and factors determining the development of the phenomena under study, which have not yet been proven, but are probable. One of the main requirements for a hypothesis is the possibility of its subsequent experimental verification. A working hypothesis is an important element of research; it synthesizes an a priori idea of the subject of research and determines the range of tasks to be solved to achieve the goal.
The research program and methodology justify the choice of research methods, including the experimental research method. A method generally means a path of research, a method, the application of which allows one to obtain certain practical results in knowledge. Along with the general method of dialectical materialism, scientific methods are also widely used specifically, such as mathematical analysis, regression and correlation analyses, methods of induction and deduction, the method of abstraction, etc.
The research program and methodology include:
drawing up a calendar plan for performing work in stages with an enlarged presentation of the content at each stage;
selection of technical means of experimental research for the reproduction and generation of the development of phenomena or connections of research objects, registration of their states and measurement of influencing factors;
mathematical modeling of the research object and experimental planning;
optimization of output indicators of the processes under study;
selection of methods for statistical processing of experimental data and analysis of experimental results;
choosing a method for economic analysis of research results.
Let us consider some of the most general issues of experimental research. Technological research is characterized by the need to take into account a large number of factors that have different effects on the output indicators of processes. For example, when studying the influence of technological factors on the efficiency and quality of car repairs, as well as when optimizing the conditions for implementing the technology, three types of problems arise:
identifying the significance of the influence of factors on the properties of the part being repaired and ranking them according to the degree of influence (tasks of assessing factors for the significance of their influence);
search for such conditions (regimes, etc.) under which either the given level will be ensured or higher than that achieved to date (extreme tasks);
establishing the type of equation based on revealing the relationship between factors, their interactions and an indicator of the properties of the part being repaired (interpolation problems).
Any technological process, as an object of study under the influence of various factors, is considered in the form of a poorly organized system in which it is difficult to isolate the influence of individual factors. The main method of studying such systems is statistical, and the method of conducting experiments is active or passive. Conducting “active” experiments involves the use of planning methods, i.e. active intervention in the process and the ability to choose how to influence the system. An object of study on which an active experiment is possible is called controlled. If it turns out that it is not possible in advance to choose ways to influence the state of the system, then a “passive” experiment is carried out. For example, such experiments are the results of observations of cars and their individual units during operation.
Mathematical planning of an experiment, selection of factors, levels of their variation and mathematical processing of results is carried out using special techniques and has its own specific features when solving specific problems and is considered in the specialized literature.
After completion of theoretical and experimental studies, a general analysis of the results obtained is carried out, and the hypothesis is compared with the experimental results. As a result of the analysis of discrepancies, additional experiments are carried out. Then scientific and production conclusions are formulated and a scientific and technical report is compiled.
The next stage of topic development is the implementation of research results into production and determination of their actual economic efficiency. The introduction of fundamental and applied scientific research into production is carried out through developments carried out, as a rule, in experimental design bureaus, design organizations, pilot plants and workshops. Developments are formalized in the form of experimental technological or experimental design work, including the formulation of the topic, goals and objectives of development; study of literature; preparation for technical design of an experimental sample; technical design (development of technical design options with calculations and drawings); production of individual blocks, their integration into a system; coordination of the technical project and its feasibility study. After this, detailed design is carried out (detailed study of the project); a prototype is being manufactured; it is tested, fine-tuned and adjusted; bench and production tests. After this, the prototype is refined (analysis of production tests, alteration and replacement of individual components).
Successful completion of the listed stages of work makes it possible to submit the sample for state tests, as a result of which the sample is launched into mass production. At the same time, the developers exercise control and provide advice.
The implementation is completed by issuing a certificate of economic efficiency of the research results.
Student's classroom and extracurricular work
When analyzing the processes of reforming higher education, the educational situation at a state university, as well as when studying national and world trends in the development of university education, the following trends clearly appear:
a) modern sociocultural conditions dictate the intrinsic value of the idea of lifelong education, when students (and not only) are required to constantly improve their own knowledge;
b) in the conditions of the information society, a fundamental change in the organization of the educational process is required: reducing the classroom load, replacing passive listening to lectures with an increasing share of students’ independent work:
c) the center of gravity in learning moves from teaching to learning as an independent activity of students in education.
Types and structure of independent work of students
Depending on the place and time of the SRS, the nature of its management by the teacher and the method of monitoring its results, it is divided into the following types:
– independent work during main classroom sessions (lectures, seminars, laboratory work);
– independent work under the supervision of a teacher in the form of scheduled consultations, creative contacts, tests and exams;
– extracurricular independent work when the student completes homework of an educational and creative nature
Of course, the independence of the types of work listed above is quite conditional, and in the real educational process these types intersect with each other.
In general, independent work of students under the guidance of a teacher is pedagogical support for the development of target readiness for professional self-education and represents a didactic means of the educational process, an artificial pedagogical structure for organizing and managing the activities of students.
Thus, structurally, SRS can be divided into two parts: organized by the teacher (OrgSRS) and independent work, which the student organizes at his own discretion, without direct control from the teacher (preparation for lectures, laboratory and practical classes, tests, colloquiums, etc. .) In this regard, we emphasize that CPC management is, first of all, the ability to optimize the process of combining these two parts. OrgSRS should be at least 20% of the total time allocated according to the curriculum for independent work. The direct distribution of hours on the OrgSR is approved for each discipline by the scientific and methodological councils of directions and specialties. It is assumed that OrgSRS should be provided for all disciplines of the curriculum.
The content of the OrgSRS can be described in the work program of each discipline and is aimed at expanding and deepening knowledge in a given course, and in senior courses - also at mastering interdisciplinary connections. The time to complete it should not exceed the norm allotted by the curriculum for independent work in this discipline. In this regard, it is necessary, even at the stage of developing curricula, when assigning the amount of time allocated to a student’s classroom and extracurricular work, to take into account the form of the Organizational Social Work, because its different forms naturally require different time expenditures.
Technological organization of independent work of students
If we talk about the technological side, the organization of SRS may include the following components:
1. Technology for selecting goals for independent work. The basis for selecting goals is the goals defined by the State Educational Standard, and the specification of goals for courses that reflect an introduction to the future profession, professional theories and systems, professional technologies, etc.
The selected goals reflect a taxonomy of goals, for example: knowledge of sources of professional self-education, the use of various forms of self-education when organizing independent work. In addition, the goals of independent work must correspond to the structure of readiness for professional self-education, including motivational, cognitive, and activity components.
2. Technology for selecting SRS content. The grounds for selecting the content of independent work are the State educational standard, sources of self-education (literature, experience, self-analysis), individual psychological characteristics of students (learning ability, training, intelligence, motivation, characteristics of educational activities).
3. Technology for constructing tasks. Assignments for independent work must correspond to the goals of various levels, reflect the content of each proposed discipline, and include different types and levels of students’ cognitive activity.
4. Control organization technology. Includes careful selection of control means, definition of stages, development of individual forms of control.
Main characteristics of students’ independent work
Analysts at the Russian Research Institute of Higher Education (NIIVO) highlight the main characteristics of the SRS:
1. Psychological conditions for the success of SRS. First of all, this is the formation of a sustainable interest in the chosen profession and methods of mastering its features, which depend on the following parameters:
– relationships between teachers and students in the educational process;
– level of complexity of tasks for independent work;
– involvement of students in the developing activities of their future profession.
Like any type of human activity, educational activity from a psychological point of view is a process of solving specific problems. The difference between educational tasks and any other is that their goal is to change the subject himself, which consists in mastering certain methods of action, and not in changing the objects with which the subject acts. The need to formulate and solve such problems arises for the subject only if he needs to master methods of action that are based on generalizations of a theoretical type.
Considering educational activity as a process of problem solving, the following links should be distinguished.
Firstly, setting the learning task. In psychology (educational psychology) it is known that a goal arises as a result of concretizing the meaning-forming motives of activity. The function of such motives can only be fulfilled by interest in the content of the acquired knowledge. Without such interest, it is impossible not only to independently set a learning task, but also to accept the task set by the teacher. Therefore, training aimed at preparing students for independent educational activities must ensure, first of all, the formation of such interests.
Secondly, the use of optimal methods for solving the problem. There is a fundamental difference between educational activities under the guidance of a teacher and its independent forms, which is not paid enough attention. When a teacher leads students from concept to reality, such a move has the force of only a methodological device. When it comes to the formation of a concept through independent work with educational materials and tools, the conditions of activity radically change:
The first among these conditions is the formation of methods for logical analysis of sources of educational information, in particular, methods for logical analysis of information models in which the content of scientific concepts is recorded, which at the same time constitutes one of the most important tasks of teaching, designed to prepare students for independent educational activities.
The second important condition for the transition to independent educational activity is mastering productive ways of solving educational problems, and ensuring this condition is almost impossible without the active methodological and methodological participation of the teacher.
Thirdly, monitoring and evaluating the progress and results of solving the problem. The formation of control and evaluation operations should go from mastering the methods of monitoring and evaluating the actions of the teacher and other students through monitoring and evaluating one’s own work under the guidance of the teacher to self-monitoring and self-evaluation of independent educational activities.
2. Professional orientation of disciplines. The indisputability of this educational content thesis from the point of view of knowledge, introduction to creative professional activity, effective personal interaction in the profession should not detract from the importance of knowledge of the general humanitarian culture of the corresponding blocks of disciplines of the curriculum.
In addition, the depth of profiling of certain disciplines should take into account the psychological patterns of the multi-level division of future professionals: bachelors, specialists, masters.
3. Limited student time budget. Firstly, when forming the temporary scope of his subject, the teacher must take into account the total total workload of students, outside the often very subjective opinion of the undoubted importance of “my” discipline.
Secondly, the intensification of the educational process involves the rhythm of SRS by reducing the student’s routine work in semesters.
4. Individualization of SRS, which includes:
– increasing the proportion of intensive work with more prepared students;
– dividing the lesson into mandatory and creative parts (for everyone trying to independently cope with more difficult and, most importantly, non-standard tasks, additional questions, educational problem situations, etc.)
– regularity of consultations with trainees;
– comprehensive and timely information about the thematic content of independent work, deadlines, the need for auxiliary aids, forms, methods of control and evaluation of the final results with mandatory comparison with the expected ones.
It is important to emphasize that a student’s learning is not the individual’s self-education of his own free will, but a systematic, teacher-controlled independent activity of the student, which becomes dominant, especially in modern conditions of the transition to multi-stage training of higher education specialists at BSU and in the higher education system as a whole.
In this regard, the proportionality between classroom and extracurricular activities has caused close attention to the problem of organizing students’ independent work (SWS) in general, and not only and not so much within the traditional boundaries of specific disciplines. Strategically, the initial level of independence with which the applicant arrived in comparison with the requirements for a higher school graduate comes to the fore.
Effective writing
The value of notes
1) they speed up the review task. Repeatedly reading reports or business books in their entirety is a waste of valuable time. If the notes are well written, with key points and essential definitions to remember, then all you need to do is review the notes.
2) writing notes during meetings or during the learning process allows you to actively engage in this process. Writing uses visual and kinesthetic (that is, muscle sensations) functions, which helps concentration and strengthens memory.
3) People who take and use notes are generally more effective at recalling information than people who don't.
4) Writing notes is a good test of listening, comprehension and short term memory skills. Notes can also form the basis for discussion and research.
There are three main methods for taking notes.
1. Notes in general terms (schematic).
2. Detailed notes.
3. Maps of Thought.
Schematic notes are compiled by compiling a list of keywords that evoke mental images of key concepts and ideas from the main text. Schematic notes are primarily saved in a standard linear format. They can also be transferred to pocket-sized cards that can be carried with you and viewed whenever the opportunity arises, for example when traveling on a bus or tram.
Detailed Notes is a system used by many people for fear of missing something important. If the report was made logically, the notes can be left without further Change. However, this is not always the case, and notes may require editing and reorganization. They often need additions that include further reading, research and reflection.
Due to the similarity of the shape of the third type of notes to a spider's web, they are sometimes called spider diagrams. They are also known as Mind Maps, which is a method of note-taking that offers greater flexibility and overcomes the disadvantages of sketchy and detailed notes. Mind Maps are a non-linear, spatial, graphic technique in which the subject under discussion (plot) is crystallized in a central image. The main themes of the subject (plot) come from the central image as a branch. The branches include key images or key words printed on the corresponding lines. Topics of lesser importance are also represented as branches attached to higher-level branches. The branches form a connected nodal structure. Mind Maps can be expanded and enriched with color, images, codes, symbols and the third dimension to stimulate interest. These extensions help you remember, understand, motivate, and recall information.
For example, when writing notes, a Mind Map could be a visual representation and outline of key words in a chapter of, say, a business book or self-development program. You can draw a series of micro Mind Maps for each chapter of a business book and a macro Mind Map for the entire text. Then you will have a schematic macro Mind Map for the entire book, supported by schematic micro Mind Maps for each chapter.
Mind Maps – only one method of diagrammatically representing Information that has been used in business and education for more than twenty years. With the advent of computer graphics, including Mind Map display programs, the use of this method is becoming increasingly popular and accessible. Other schematic systems for presenting information include tables, graphs, bar, pie, and organization charts, decision trees, Venn diagrams, algorithms, and so on.
Creating Mind Maps
1. Use a sheet of A4 size (or A3, if necessary) of blank paper.
2. Start your Mind Map in the center of the page and move along to the edges.
3. Connect the main themes to the central image.
4. Use the “pitchfork” or “fish skeleton” technique to connect the auxiliary lines with the main ones.
5. Type single keywords on the connecting lines.
6. Use images, drawings, symbols and codes.
7. Segment the main themes by drawing bounding lines around them.
8. Use custom codes. and well-known abbreviations.
9. To make information more memorable, use mnemonics for key points. Example of a thinking map:
Effective writing is the technology for optimal note-taking.
Explanatory dictionaries, thesaurus, glossary
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Multivolume Latin dictionary. Here is the definition given to the dictionary by different sources:
A dictionary is a book containing a list of words, usually with explanations, interpretations or translations into another language. (Dictionary of modern Russian literary language: in 17 volumes)
A dictionary is a book containing a list of words arranged according to one principle or another (for example, alphabetically), with one or another explanation (Explanatory Dictionary of the Russian Language: In 4 volumes / Edited by D.N. Ushakov).
A dictionary is the universe in alphabetical order. (Voltaire)
Any dictionary consists of dictionary entries.
The dictionary includes words of all parts of speech found in the sources, as well as proper names - personal names, geographical and other names. Options are presented in the form of independent articles linked by cross-references. The exception is for options that differ in whether they are written with a lowercase or capital letter (see the OPTIONS section). Participles and gerunds, adjectives and participles in short form, adjectives in the comparative, superlative degree and in the meaning of a noun are drawn up as independent articles. Parts of compound words appended with a hyphen are drawn up as separate reference articles (see the REFERENCE ARTICLES section). Unit forms and many more Parts of nouns are given in one article (see section HEADING WORD). All heading words that actually appear in source texts are printed in capital letters in bold. Heading words are given in square brackets that are not actually found in the text, but reveal a particular person (object) in the comments to the context (see REFERENCE ARTICLES section). Dictionary entries are arranged in alphabetical order of their capital forms (the letters e and ё do not differ in alphabetical order). Foreign language inclusions are given in the Dictionary in a separate block after the main body of articles.
HEADING WORD
a) For nouns, the head form is the form im. p.un. h., except for cases such as AUSTRIANS, AUGURS, ACRIDS, etc. (as is customary in modern dictionaries, for example in the Russian Spelling Dictionary * ). Parts of speech that appear in the meaning of a noun are marked substance. (for example: ALOE [ substance. adj.], BIG [ substance. adj.], BELIEVER [ substance. prib.], AH [ substance. intl. ]);
b) for adjectives, the capital form is the form named. p.un. h. husband r., with the exception of words like AZORES (islands). Short adjectives are separated into separate articles (for example: AL, AUTOMATIC, BAGROV, TREASURED). Adjectives in the comparative and superlative degrees - too (for example: ALEE, FRAGRANT, GREATEST);
c) pronouns and numerals have the same capital form as relative nouns and adjectives. Capital forms of possessive pronouns his her, their these forms themselves serve;
d) for verbs, the capital form is the infinitive (perfective or imperfective, with a particle – xia or without it);
e) participles have the same capital form as adjectives; participles (including short ones) present. and past time are formalized into independent articles (for example: ALEVSHY, ALEWY, DENTED, ATTACKED, VDET);
f) for adverbs, gerunds and other unchangeable categories of words, the head form is the actually encountered form (for example: APPETITELY, BEZZZVEZDNO, ALEYA, AS);
g) in some cases, word forms of an occasional nature noted in the works (for example: AROMATNY-LEGKI) act as heading words.
OPTIONS
The Dictionary adheres to the principle of maximum independence of variants, that is, various types of variants are presented in separate articles - from outdated word usages (for example: ALAVASTER [ outdated ;var. To[ALABASTER]]) to author's occasionalisms (for example: AL [ new; var. To SCARLET]). Variants are usually linked by reciprocal links, which are placed after the heading word. The normative version is accompanied by references see, see also, cf., cf. etc. In case of non-normative variant there may be marks: var., var. To, at old, simple, collapsible, new. and so on. If the normative version is not present in the texts of the sources, then it is enclosed in square brackets, for example: [ALABASTER], and is formatted as a reference article. A foreign word can act as a normative option - in cases where the author used its transcription. So, for the word ALAS [English. alas- alas!] article is introduced cm. ALAS.
REFERENCE ARTICLES
Reference articles are those that do not provide context; in the Dictionary they fall into two groups. The first group includes articles on words that are not actually present in the sources. Each such word is enclosed in square brackets and is followed by, if necessary, background information, and then a link to the main dictionary entry. For example, in the article: ALEXANDER [A.G. Aizenstadt] Lived A. Gertsevich, Jewish musician. He nailed Schubert like a pure diamond. OM931 (172
) – we are talking about the violinist Alexander Gertsevich Aizenstadt, a neighbor in the apartment of O. Mandelstam’s brother. In the real context, the surname "Eisenstadt" does not appear. Therefore, the following article is introduced into the Dictionary: [EISENSTADT] [Alexander Gertsevich - musician, apartment neighbor of Alexander Mandelstam, brother of the poet; cm. ALEXANDER (A.G. Aizenstadt)].
The second group of reference articles includes parts of compound words joined by a hyphen, for example: [-COM] cm. A-BE-VE-GE-DE-E-ZE-ZE-COM, [-HARPIST] cm. MARY THE HARPIST.
2. STRUCTURE OF A DICTIONARY ENTRY
In the structure of the dictionary entry of the Dictionary, five zones are distinguished: HEADING WORD (CAPITAL FORM OF THE WORD), MEANING ZONE, CONTEXT ZONE, COMMENTS ZONE and CYPHER ZONE.
ZONE OF VALUE
The meaning zone is optional and immediately follows the head word. The information contained in this area is given in square brackets (except for links to other articles) in a straight light font with an initial lowercase letter and provides:
a) information of a linguistic nature (grammatical and stylistic notes, etymological commentary, brief interpretations - for lexical units not in S.I. Ozhegov’s dictionary - etc.), for example: ALEY [ compare Art. adj. SCARLET]; MAYBE [ decomposition.]; AVION [French] avion- airplane]; ALMEYA [dancer-singer in the countries of the East];
b) information of an encyclopedic and other nature; as a rule, they are given in articles relating to historical persons - see the PROPER NAMES section above, but they can also be present with geographical names, for example: ALFEROVO [a village in Ardatovsky district b. Simbirsk province];
c) reference information (see REFERENCE ARTICLES section above).
CONTEXT ZONE
The context zone is the main one and is absent only in reference articles. It consists of one or more contexts, an explanatory commentary on the context (optional); essentially the cipher zone belongs to it. Contexts within one article are arranged in chronological order (dates of writing, accurate to the year), and within one date - alphabetically by authors. Contexts can be of two types:
a) A fragment of a poem. The goal of the compilers of the Dictionary was to provide such a contextual environment for the word in order to identify those new and unexpected “incrementations” of meaning that arise in poetic word usage; at the same time, the compilers sought to maximize the “compression” of the context; therefore, the boundaries of contexts range from phrases (angelic armor P943 (II, 553); lush scarlet rose AB898 (I, 374); In a crazy car M927 (539)) to entire poems (see article A-AH, where Tsvetaeva’s poem “The Cry of a Gypsy for Count Zubov” is almost completely given). The compilers also sought to present the fragments in such a way that information about the rhythm of the verse was not lost and the opportunity to show the reader unusual rhyme structures was not missed. For example, in the article ABESSALOM, a fragment is taken from Tsvetaeva’s poem that includes the rhyming word: “My seer willows! Virgin birches! The Elm is the furious Absalom, The rearing Pine in torture is you, the psalm of my lips.” When presenting the context, the compilers used some formal techniques indicating an omission in the context (<…>), to the boundary of the stanza (//), as well as to the boundary of the verse (/) in cases where the verse begins with a lowercase letter (for example, in Mayakovsky, Kuzmin, Khlebnikov). At the end of the context, the punctuation mark in the source is retained. Within the context or immediately after it, short comments may be given in square brackets, for example: ABSINTH About forty / you are pulling / your a. / from a thousand reproductions. [about Paul Verlaine] M925 (149 ); FORNICATION<…>And igniting in the oncoming gaze Sadness and b., You pass through the city - brutally black, heavenly thin. [about Don Juan] Tsv917 (I, 338.1) <…>. In addition, compilers use marks like Iron., Shutl., RP, NAR etc. (See “List of Conventional Abbreviations”).
b) Title, subtitle, dedication, epigraph. If the context is one of these fragments of text, then when submitting it in the article, the font design adopted in the source is preserved (capital letters for headings, italics for epigraphs, etc.). After a context of this kind, an appropriate mark is placed, for example: HARP MELODY FOR HARP Cap. Ann900 (189.1 ); VARIATION VARIATION Sub-section P918 (I, 184); APUKHTIN [Alexey Nikolaevich (1840–1893) – Russian. poet] ( In memory of Apukhtin)Dedicated. Ann900 (79.1 ); ANNENSKY [Innokenty Fedorovich (1855–1909) – poet, lit. critic, translator]<…>You are with me again, friend autumn! In. Annensky Epgrf. Ahm956 (225 ).
COMMENT AREA
The comment area is optional. The comment is located after the context, given in square brackets in a straight light font with a lowercase initial letter. Unlike information in the zone of meaning (relating to all contexts of a given word), a comment relates only to a specific single context, but should also contribute to a deeper disclosure of the peculiarities of word usage. In the comments (based mainly on information given in the sources) titles of poems, historical information may be given, linguistic and poetic considerations of the compiler, rhymes, etc. may be indicated, for example: ALLEY<…>I think about the fingers - very long - In the wavy hair, And about everyone - in the alleys and in the living rooms - with longing eyes for you. [cont. to J.N.G. Byron] Tsv913 (I, 186); ALEXANDRA. Macedonian (356–323 BC); tj in the name . ] <…>“The exploits of Alexander” you sculpt with wonderful hands - [about the book by M.A. Kuzmina “The Exploits of the Great Alexander”] Khl909 (56 ); ARCHANGEL<…>On the sails, under the dome, the four Archangels are most beautiful. [about the Church of St. Sofia in Constantinople] OM912 (83.1 ); DUGGER Thieves / with fools / holed up in a dugout / embezzlement / and red tape. [ rfm. To even] M926 (268).
CIPHER ZONE
The cipher zone is mandatory and accompanies every context. This zone indicates the author and date of creation of the work, and also provides a link to the source page. For each of the 10 authors, brief notations are introduced: Ann- Annensky, Ahmm– Akhmatova, AB– Block, EU– Yesenin, Kuz– Kuzmin, OM- Mandelstam, M– Mayakovsky, P– Pasternak, Chl– Khlebnikov, Color- Tsvetaeva. The last three digits of the year are usually used to indicate the date; The date is printed immediately, without a space behind the author’s code, in italics: AB898, Ann900, Akhm963. Sometimes the interval between the dates (or the estimated period) of the creation of the poem may be indicated: P913.28, AB908–10, Ann900-e. The estimated date of creation of the work is enclosed in square brackets: Color. Code ~ link to the page of the corresponding publication ~ is printed with a space after the date in parentheses in italics. For each poetic text (a separate poem, a poem as part of a cycle, a fragment of a poem), the page on which the first line of this text is located is given as a reference. If there are several poems on a page, then the corresponding serial number is indicated: Akhm910 (305.2). For multi-volume editions, the volume number is indicated in front of the page in Roman numerals: Tsv921 (II, 7); Ec924 (II, 159).
ABBREVIATIONS
The Dictionary uses the following reduction technique (primarily in the context zone and comment zone): a heading word inside an article can be shortened to its initial letter, but only in a word form that matches the head form (practically - nouns and adjectives in the noun form h., verb in the infinitive, etc.). This rule usually does not apply to words consisting of two or three letters or included in titles, subtitles of works, in epigraphs to them, or with an accent mark. All abbreviations accepted in the Dictionary are presented in the “List of Conventional Abbreviations”.
Glossary
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A glossary is a small dictionary that contains words on a specific topic. Often located at the end of the book.
The word “glossary” comes from the word “gloss”, which means the translation or interpretation of an incomprehensible word or expression, mainly in ancient written monuments. The Greek word glossa means an obsolete or dialectal word or expression.
A glossary is the oldest type of monolingual dictionary. We can say that a glossary is a list of words that are difficult to understand in a text (outdated words that have disappeared from the language, etc.) with comments and explanations. At the same time, the glossary comments and explains the text, which, for religious or other reasons, is considered especially important.
For example, Alexandrian grammarians created a glossary for the works of Homer. In the Middle Ages, a glossary was created for the surviving monuments of Roman literature (lexicographic works of Isidore, Papias, Januensis, etc.). Indian experts have created a glossary for the Vedas, which are a collection of the most ancient monuments of religious literature in India. There are many such examples.
Nowadays, a glossary is a comprehensive introduction to a topic. The glossary consists of entries that provide definitions of terms. Each article consists of the exact formulation of the term in the nominative case and a substantive part that reveals the meaning of the term
The glossary, with its articles, collectively describes a particular area of knowledge.
Nowadays, many reference books are published with the subtitle “Glossary”, that is, the concept of “glossary” is often simply defined as a dictionary that explains little-known words and expressions in any field of knowledge or in any work.
The next type of dictionaries is thesauri(Greek thesauros – treasure treasury). A thesaurus is an ideographic dictionary that shows semantic relationships (generic, synonymous, etc.) between lexical units. The structural basis of a thesaurus is usually a hierarchical system of concepts that provides a search from meaning to lexical units (i.e., searching for words based on a concept). To search in the opposite direction (i.e. from word to concept), an alphabetical index is used.
Ideally, a thesaurus should be structured as follows. The most general concept associated with human ideas about the world is selected, say Universe. It is given by a certain word. Then this concept is divided into two (in the thesaurus it is better to use a binary system of division, although this is not necessary) other concepts. For example alive – inanimate(those. Universe will be divided into wildlife And inanimate nature). Live nature can be divided into reasonable And unreasonable. The rational is divided into men And women. Unreasonable - on organic And inorganic etc. As a result of the sequential binary division of each concept, a tree-like structure is obtained.
A thesaurus is a huge conceptual tree containing a person’s general knowledge about the world. At the bottom of this tree there are further concrete concepts that are semantically indivisible. For example the word a tear which can hardly be separated semantically. Those units that are at the bottom of the tree i.e. in what follows, indivisible elements are called terminal elements. Without a doubt, not the entire tree can be drawn, but only some node. Therefore, a tree is usually presented in a thesaurus like this: each node of the tree is given a number - the first number corresponds to the distance from the top, the second shows whether this unit is a more left or more right branch. In the dictionary, next to each word there should be a number, regardless of whether it is a terminal word, i.e. associated with an indivisible concept or located in nodes.
A thesaurus dictionary, in particular, is a brilliant dictionary of synonyms because words that have a similar meaning in a language fall into the same node (after all, it is a conceptual dictionary).
The two sets into which a node splits are antonyms. Such a dictionary of antonyms turns out to be complete and accurate since each concept is represented by a set of specific linguistic units. Dictionaries of synonyms and antonyms are byproducts of creating a thesaurus. The first thesaurus published in the middle of the last century was built by P.M. Roger. It exists in two forms: in English and French. In English it is called “Roget's International Thesaurus of English words and phrases”. Roget's thesaurus is not built on a binary principle of division. The main concept is “Categories”, which is divided into 8 semantic parts: “Abstract relations” ( "Abstractrelations") "Space" "Physical Phenomena" ("Physics") "Matter" "Sensation" "Intellect" "Will" (" Volition") and "Love" ("Affections"), each of which in turn is divided into several others, etc. until synonymous rows of words are formed, which represent terminal blocks.
For the vast majority of languages in the world, complete thesauruses still do not exist. But there are partial thesauri not of the entire language but of sublanguages, for example, the thesaurus of metallurgy, the medical thesaurus, etc. In the practice of information work, information retrieval thesauri have become widespread, the main task of which is the uniform replacement of lexical units of text with standardized words and expressions (descriptors) when indexing documents and the use of generic and associative connections between descriptors in automated information retrieval of documents.
In theoretical terms, the thesaurus has lasting value because it structures humanity’s understanding of the world. In addition, the thesaurus is one of the possible models of the semantic system of vocabulary.
A dictionary is a reference book containing a collection of words (or morphemes, phrases, idioms, etc.), arranged according to a certain principle, and providing information about their meanings, use, origin, translation into another language, etc. (linguistic dictionaries) or information about the concepts and objects they denote, about figures in any fields of science, culture, etc. (New Encyclopedic Dictionary. M., 2000).
Dictionary, vocabulary, word-explanatory, word-explanatory, dictionary, dictionary; dictionary; dictionaries; riverman, lexicon; a collection of words, sayings of any language, with interpretation or translation. Dictionaries are general and private, everyday and scientific (Dal V.I. Explanatory dictionary of the living Great Russian language).
A dictionary is a collection of words (usually in alphabetical order), set expressions with explanations, interpretations or translation into another language (Ozhegov S.I. and Shvedova N.Yu. Explanatory Dictionary of the Russian Language).
A dictionary is a collection of words of a language in alphabetical order or arranged according to word production (Dictionary of the Russian Academy. St. Petersburg, 1806–1822).
Used Books
1. Altaytsev A.M., Naumov V.V. Educational and methodological complex as a model for organizing educational materials and distance learning tools. In the book: University education: from effective teaching to effective learning (Minsk, March 1–3, 2001) / Belarusian State University. Center for Problems of Educational Development. – Mn., Propylaea, 2002. – 288 pp., pp. 229–241.
2. Popov Yu.V., Podlesnov V.N., Sadovnikov V.I., Kucherov V.G., Androsyuk E.R. Practical aspects of the implementation of a multi-level education system at a technical university: Organization and technology of education. M., 1999. – 52 p., p. 3.1 Independent work of students pp. 15–24. – (New information technologies in education: Analytical reviews on the main directions of development of higher education / NIIVO; Issue 9).
3. V.P. Shishkin, Ivanovo State Energy University (ISUE, Ivanovo). Planning, organization and control of extracurricular independent work of students.
4. Semashko P.V., Semashko A.V., Nizhny Novgorod State Technical University (NSTU, Nizhny Novgorod). Organization of independent work of students in senior courses.
5. Kravets V.N., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod). Organization and control of students’ independent work.
6. Papkova M.D., Noskov V.V., Volga-Vyatka Academy of Public Administration (VVAGS, N. Novgorod). Features of organizing independent work of students in senior years.
7. Magaeva M.V., Plekhanova A.F., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod) Organization of independent work of students in universities of the Netherlands.
8. Tishkov K.N., Koshelev O.S., Merzlyakov I.N., Nizhny Novgorod State Technical University (NSTU Nizhny Novgorod). The role and methods of student independent work in modern conditions.
9. pravoved.jurfak.spb.ru/Default.asp?cnt=83 Puchkov O.A., Solopova N.S. Self-organization of educational activities in a law school (methodological foundations).
10. Kovalevsky I. Organization of independent work of a student // Higher education in Russia No. 1, 2000, p. 114–115.
11. Kuzin F.V. Preparation and writing of a dissertation. – M., 1998. – 282 p.
12. Kuhn T. Structure of scientific revolutions. – M., 1975. – 345 p.
13. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.
14. Popov Yu.P., Pukhnachev Yu.V. Mathematics in images. – M.: “Knowledge”. 1989. – 208 p.
15. Walker J. Introduction to Hospitality. – M. 1999. – 463 p.
17. Gulyaev V.G. New information technologies in tourism. M. 1999. – 144 p.
18. Kuznetsov S.L. Computerization of office work. M. 1997
19. Naimushin A.I., Naimushin A.A. Methods of scientific research. Study materials. Electronic variant. – Ufa, LOT UTIS. 2000.
Zaretskaya E. N. Rhetoric: Theory and practice of speech communication. - 4th ed. - M.: Delo 2002. - 480 p.
Murina L.A. Rovdo I.S. Dolbik E.E. Russian language exam. A guide for applicants to universities. L.A.Murina I.S.Rovdo E.E.Dolbik and others - Minsk: TetraSystems 2000; 255 pp.
Title page on research practice.doc (439.00 Kb) - Open, Download
Ministry of Education and Science of the Russian Federation
Federal State Budgetary Educational Institution
Institute of Subsoil Use
Department of Mineral Processing and Environmental Engineering
1 Individual plan for a master's student
2 General characteristics of program execution
Research practice for master's students is aimed at ensuring the relationship between theoretical knowledge acquired during the mastery of the university educational program within the framework of the specialty "Environmental Safety" and practical activities to apply this knowledge in the course of research work.
During my internship, I solved the following problems:
Consolidation of knowledge, skills and abilities acquired by undergraduates in the process of studying the disciplines of the master's program
Mastery of modern methods and methodology of scientific research, most relevant to the profile of the chosen master’s program
Improving skills and abilities of independent research activities
Gaining experience in scientific and analytical activities, as well as mastering the skills of presenting the results obtained in the form of reports, publications, reports
Formation of appropriate skills in the field of preparation of scientific and educational materials using translation skills from foreign languages
I believe that the research practice program has been fully implemented.
Diary of teaching practice (assisting) in the specialty International Economic Relations
Diary of teaching practice (assistant) in the specialty International Economic Relations of a master's student at the Kyiv University of Tourism, Economics and Law:
- 10.14.2011 - Familiarization with the organization of scientific and technical work of university teachers
- 10/15/2011 - Coordination with the teacher of an individual schedule for lectures and seminars
- 10/14/2011-11/03/2011 - Attendance at recommended classes by teachers of various disciplines
- 10.16.11 - Conducting lectures according to schedule
- 10.19.2011-10.21.2011 - Coordination with the teacher of the prepared lecture material, developed test tasks and test questions for the seminar lesson
- 10/22/2011 - Conducting seminars according to an individual schedule
- 10.28.2011- 11.6.2011 - Writing a report on the teaching practice and writing an analysis of the classes attended.
p>For teaching practice, the discipline Methodology of Economic Science was chosen. The goal of teaching practice is the professional pedagogical preparation of undergraduates for creative scientific and methodological activities within a higher educational institution in the specialty International Economic Relations. According to the set tasks and goals, the master's internship process included the following: Attending lectures in order to become familiar with the methodology and features of teaching; Acquiring and developing skills for independent analysis and evaluation of lectures, practical and seminar classes; Selection of literature; drawing up a plan and schedule for lectures and seminars; classes, which would contribute to the formation of skills in independent planning, organization and conduct of methodological work Preparation of lecture material, development of test tasks Conducting lectures and seminars, which made it possible to test one’s own knowledge and skills in organizing and conducting scientific research and research in real conditions of pedagogical activity work.
Compiled by Kuspanova, B.K. Master of Science, teacher at the Department of Ecology and Environmental Management, West Kazakhstan Agricultural and Technical University named after Zhangir Khan
Mukhtarov M.U. Master of Agricultural Sciences, Lecturer at the Department of Mechanized Technologies and Land Management, West Kazakhstan Agricultural and Technical University named after Zhangir Khan
Kabaeva S.M. Master of Science, teacher at the Department of Ecology and Environmental Management, West Kazakhstan Agricultural and Technical University named after Zhangir Khan
Reviewer: Kydyrshaev A.S. Doctor of Pedagogical Sciences, Professor of the Academy of Pedagogical Sciences of Kazakhstan,
Guidelines on “pedagogical practice” for 2nd year undergraduates in specialty 6 N 0608-Ecology, 6 N 0806-Agroengineering
Developed on the basis of the State Compulsory Standard for Higher and Postgraduate Education of the Republic of Kazakhstan and the standard curriculum of the State Educational Standard of the Republic of Kazakhstan, approved by the Ministry of Education and Science of the Republic of Kazakhstan dated 04/05/019-2008 Higher Education. Basic provisions 5.04.033-2008 Master's degree. Basic provisions
Discussed on __________ _______ 2012, minutes No.
Approved by the University's Department of Medical Sciences 2012, protocol No. ____
Guidelines for “Pedagogical Practice”, intended for 2nd year undergraduates studying in the scientific and pedagogical field.
It contains all the necessary materials that may be useful to undergraduates during teaching practice - this is a program for teaching practice, samples of an individual plan, a diary, schemes for analyzing lectures, practical (seminar) laboratory classes, lesson plans, a report on teaching practice.
The materials of the methodological instructions are compiled on the basis of an analysis of textbooks on teaching methods, a number of dictionaries, modern pedagogical and psychological sources with a focus on State standards on teaching methods for universities. The manual is developed on the basis of a holistic and personality-oriented approach to the pedagogical process.
Introduction
1. GENERAL PROVISIONS AND REQUIREMENTS FOR THE ORGANIZATION OF PEDAGOGICAL PRACTICE FOR MASTER STUDENTS……………………………………………………………………………….5
1.1. Main goals of teaching practice……………………………………………………6
1.2. Objectives of teaching practice…………………………………………..7
1.3. Organization and management of scientific and pedagogical practice………..7
2.1. Organizational work……………………………………………………8
2.2. Educational and methodological work…………………………………………….9
2.3. Educational work……………………………………………………. 9
2.4. Rights and responsibilities of undergraduates…………………………………….10
3. CONTROL OF THE WORK AND REPORTING OF MASTER STUDENTS IN PEDAGOGICAL PRACTICE…………………………………………………………….11
3.1. Reporting forms on teaching practice………………………. 12
4. SAMPLES OF FORMAT OF DOCUMENTS FOR THE PRACTICE PROGRAM..12
4.1. Individual plan for a master’s student………………………………………12
4.2. Diary of teaching practice…………………………………….14
4.2.1.Faculty Administration…………………………………………………………15
4.2.2. Schedule of calls and classes……………………………………..15
4.2.3. Technological map of educational, methodological and educational work of a master’s student………………………………………………………………………………..15
4.3. Characteristics of the material and technical base of the department……………. 18
4.4.Scheme of analysis of the lecture lesson……………………………………………………….18
4.5. Scheme of analysis of the seminar (practical) lesson………………. 22
4.6. Diagnostics of professional preparedness for teaching activities of a novice teacher………………………………………………………23
4.7. Scheme of characteristics for a master's student…………………………………..27
4.8. Individual assignment on teaching practice. 28
4.9. Approximate outline of a lecture lesson plan……………..29
4.10. Approximate outline of a seminar (practical) lesson plan……………………………………………………………………………………30
4.12. Feedback from the supervisor about the teaching internship…..32
List of basic literature……………………………………………………………..33
List of additional literature………………………………………………………..33
Research internship program
Approval sheet
Compiled by Ph.D. Associate Professor Director of the European Business School of the IKBFU I.Kanta Altunina V.V.
1. Explanatory note
1.1. The place of research practice in the structure of the Main Educational Program (BEP) for master’s training in the direction 080100.68-Economics program “European Economics and Entrepreneurship”.
Research practice is included in the cycle “Practice and Research Work” and is a mandatory part of the main educational program in accordance with the Federal State Educational Standard in the field of Economics.
The regulatory justification is the Federal State Educational Standard for Higher Professional Education in the direction 080100.68 Economics, the curriculum in the direction 080100.68 Economics under the program “European Economics and Entrepreneurship”.
1.2. The purpose of research practice.
Research practice of master's students is carried out with the aim of collecting, analyzing and summarizing scientific material, developing original scientific ideas for preparing a final qualifying (master's) thesis and gaining skills in independent research work, as well as to consolidate the developed competencies in accordance with the Federal State Educational Standard of Higher Professional Education (OK – 2 - 5 PCs 5-12, PC-17-18) in the course of deepening the theoretical and practical knowledge that masters received during their master’s studies in a university setting (Appendix 1).
1.3. Objectives of research practice:
Systematize and deepen the theoretical knowledge necessary for the high-quality and effective implementation of professional activities in the disciplines of specialization in the context of the master's program
Practice the application of competencies in the research work of an economist
Conduct an experimental (empirical) study in line with the master's thesis
Substantiate the theoretical conclusions of the master's research.
Test methods, technologies, models, projects developed in master's research.
Organize and conduct a planned study to test the hypothesis of the master's thesis.
To learn in practice the most important aspects of managing the object of study and the features of analyzing its activities in order to make the right business decisions to improve the efficiency of a particular enterprise or organization.
1.4. Basic training requirements necessary for successful completion of the Research Internship.
The master's student must fully master the curriculum, including practical training, and form a theoretical and practical basis for the following competencies.
2. Structure of research practice.
2.1. Duration of practice: 3, 1/3 weeks.
2.2. The duration of the internship is set by the European Business School in accordance with the curriculum and the capabilities of the production base.
2.3. The regime is established based on the length of the working day for undergraduates during internship in organizations aged 18 years and older - no more than 40 hours per week (Article 91 of the Labor Code of the Russian Federation). From the moment undergraduates are enrolled in the period of practice as trainees at workplaces, they are subject to labor protection rules and internal labor regulations and other local regulations in force in the organization, with which they must be familiarized in the manner established in the organization.
2.4. Stages of work
Preparatory stage. Inclusion in the work of a real organization, familiarization with it and the performance of certain functions within its framework, where the undergraduate needs to get acquainted with the structure and functioning of the organization and master the methods of conducting research and implementing developments used in the organization. Familiarity with the substantive features of economic processes in a real organization. Studying the state of affairs and needs of the organization in business activities in accordance with the main areas of activity of the enterprise.
Planning stage. Based on the study of literature on the problem, the master's student sets the goal and objectives of scientific research in the field of European economics and entrepreneurship.
The master's student is responsible for planning the research, the adequacy of the methods and techniques used for the purposes of the work, the organization, conduct, collection and processing of empirical data, for the reliability of the results obtained and the evidence of the conclusions.
Empirical research in the field of European economics and entrepreneurship should be aimed at solving a current problem, have theoretical and practical significance and novelty. Relevance is characterized from practical and scientific points of view. Theoretical significance - the need to solve a specific scientific problem due to the lack of certain knowledge and research methods in the field of European economics and entrepreneurship. Practical significance is determined by the need to develop a methodology that has a practical orientation.
Typically, the empirical research process includes the following steps:
1) Study the state of the problem and clarify the research topic. Statement of the problem, justification of relevance, choice of object and subject of research. Review of available publications on this issue.
2) Development or refinement of the initial research concept. Building a general model of the phenomenon of interest. Proposing hypotheses.
3) Planning the study. Definition of goals and objectives. Selection of methods and techniques.
4) Collection of data, analysis and description. In theoretical research: search and selection of facts, their systematization.
5) Processing and interpretation of the received data.
6) Evaluating the results of testing hypotheses, interpreting the results within the framework of the original research concept.
7) Correlation of results with existing concepts and theories. Refinement of the model of the phenomenon being studied. Formulation of general conclusions. Assessing the prospects for further development of the problem (Appendix 16, 17).
Practical stage. At this stage, the undergraduate carries out the activities of an economist in accordance with the assigned tasks, the main directions of entrepreneurial activity at the enterprise, and the drawn up plan of practical work.
Research stage. The master's student conducts research in accordance with the problem recommended or defined by him, research purpose, hypothesis and objectives.
Analytical stage. The master's student analyzes the results of the research, identifying the features of entrepreneurial and economic activity at the enterprise under study. At this stage, it is advisable to use both the data obtained during a diagnostic study, and information obtained from studying the best practices of foreign enterprises in the European Union countries, and observation data. Based on the analysis data, the means and methods of economic support are selected in accordance with the main directions of the economist’s work. In accordance with the needs for economic assistance to the enterprise identified during the analysis of the research results, the basic plan of the master's student's practice is adjusted.
Summing up stage. An analysis is carried out of the results of research practice, the most successful forms of work, and the difficulties encountered in carrying out the main types of activities. The results of research practice are summarized and presented in the form of a report.
2.5. Practice management: two leaders are appointed for research practice: from production (organization) from among leading specialists and from the European Business School of IKBFU. I. Kant from qualified professors and associate professors.
Head of practice from the European Business School of IKBFU. I. Kant is obliged:
Provide interaction with practice managers from enterprises
Prepare all necessary documents in a timely manner.
Provide assistance to undergraduates in developing an individual practice plan and advise on the implementation of this plan.
Monitor the master's students' compliance with the terms of practice and its content. Check the quality of the work performed by the master's student.
Conducts the organizational and final conference.
Monitor the implementation of individual assignments by magistrates, provide methodological assistance in completing individual assignments and collecting materials for research work, and advise them on the implementation of the practice program.
Accept reports from undergraduates on practice, and feedback from supervisors.
As part of the commission, evaluate the defense of practice reports and put a grade on the grade sheet.
Upon completion of the practice management, draw up a report and submit it to the director of the European Business School.
Makes necessary changes and additions to the practice program.
The head of practice from the enterprise is obliged to:
Get acquainted with the internship program and individual work plan of the master's student, organize activities in accordance with the program and plan.
Instruct the undergraduate about safety rules in the workplace.
Give the master's student the opportunity to get acquainted with the institution, its structure, specialists during the first 1-2 days, provide him with the necessary documents, regulations, and other materials regulating the activities of this institution.
Help the master's student consolidate the necessary competencies in practice.
Involve the undergraduate to participate in various events organized and conducted by the institution (as part of the internship program).
Create the conditions necessary for the undergraduate to carry out research work. At the request of the master's student, provide days for visiting libraries and working with literature, and monitor the results of the work.
Check and certify the master's student's practice diary daily.
At the end of the internship, provide the master's student with a reference.
3. Basics of research internship
3.1. With a list of the main bases for conducting research internships for master's students at IKBFU. I. Kant for master's students can be found at the European Business School.
3.2. In addition to the places of practice offered by the university, masters are given the right to independently search for a place to undergo professional research practice.
To the European Business School of IKBFU. And Kant's masters represent:
1) Application addressed to the director of the European Business School of IKBFU. And Kant about the place of supposed practice. The application must be submitted one month before the start of research practice (Appendix 2).
2) Short-term contract for research internship.
The agreement is signed at the institution where the undergraduate plans to undergo research internship and is certified by the round seal of the institution.
4.1. After securing a place of practice, the undergraduate draws up reporting documentation on research practice according to the sample.
4.2. When planning research practice, the following schedule of the trainee’s activities is recommended.
familiarization with the rules and procedures of the enterprise
familiarization with the documentation
planning work for the internship period
planning and preparation for research.
2-3 weeks:
work on instructions from a manager
conducting scientific research.
1/3 week:
report preparation
summing up the practice
obtaining characteristics.
5. Responsibilities of the trainee
Master's students during internship are required to:
Obey the work schedule of the base institution.
Comply with a daily study load of 6 academic hours.
Complete practice assignments in a timely and high-quality manner, daily process and summarize accumulated material.
Follow the instructions and instructions of practice managers from the university and institution.
Fill out the practice diary daily and submit it to the practice manager from the institution for signature.
6. Report on completion of research practice
6.1. Reporting form.
At the end of the research internship, the master’s student submits for evaluation and storage in the master’s personal files:
Report on Research Practice (Part 1):
1) Title page (Appendix 4)
3) Task plan (Research Practice Program) (Appendix 6)
4) Individual schedule of research practice (Appendix 7)
5) Diary of Research Practice with a brief review from the head of the practice from production to the trainee (Appendix 8)
5) Text report of the trainee on the completion of the Research internship and its presentation (Appendix 9),
6) Characteristics of the trainee on the organization’s letterhead signed by the supervisor at the place of internship (Appendix 10)
7) Feedback from the scientific supervisor from Immanuel Kant IKBFU on the results of research practice (Appendix 12).
6.2. Report preparation.
The optimal volume of the report is 20 - 25 pages of printed text, font 14 Times New Roman, 1.5 spacing, justified, paragraph indent 1.27, spacing before and after paragraphs are not allowed
The report is illustrated, as necessary, with video and photographic materials, drawings, maps, diagrams, etc. however, they are not included in the scope indicated above, but reflect the volume and quality of the work done and the problems studied.
The master's student's report is prepared in the format of a Power point presentation and presented at the practice conference.
6.3. The report is signed by the master's student indicating the date of submission to the department.
7.1. Based on the results of professional research practice, a grade is given.
7.2. When assessing defense practice, the following is taken into account:
Compliance of the report with the assignment for research practice
The degree of completeness of completed tasks, achievement of the goal of scientific research
Compliance with the internship schedule
Characteristics of a master's student by the head of the host organization
Preparation of practice report.
The assessment of research practice takes into account the opinion and assessment of the head of the industrial practice, but is set by the head of the research practice of the Master's Department of the European Business School of the IKBFU. I. Kant based on the full vision of the work done by the master’s student and the report.
7.3. Criteria for evaluation.
“Excellent” is given to a master who completed on time and at a high level the entire intended amount of work required by the internship program, who at the same time showed a high level of professional competence within the framework of the internship, and also showed independence and a creative approach in his work.
“Good” is given to a master who completed the planned internship program on time and in full, but the reporting documentation contains some shortcomings related to the depth of the analysis of the material.
A “satisfactory” grade is given to a master’s student who completed the internship program, but did not submit the report on time; during the internship, he discovered insufficient development of basic skills and did not show initiative in his work.
“Unsatisfactory” is given to a master’s student who failed to cope with the internship program, violated the norms and requirements for the work of a trainee, and also did not demonstrate independence and did not demonstrate the necessary competencies.
No grade will be given to undergraduates who do not have any of the listed reporting items.
7.4. A master's student who fails to submit a report on completion of research internship within the established time frame will be expelled for academic failure.
Abduction is a way of reasoning from available data to a hypothesis that explains or evaluates it better than alternative hypotheses. For the first time, Ch.S. began to be developed and used. Peirce for constructing explanatory hypotheses in science.
The axiomatic method is a method of constructing and analyzing a scientific theory, in which some of its initial concepts and basic statements are isolated, from which, firstly, derivative concepts are formed by means of definition rules, and secondly, through logical deduction, other statements are derived: theories.
Algorithm - from the Latinized form of the name of the Central Asian scientist Al-Khorezmi) is a finite set of precise instructions or rules by means of which similar or widespread tasks and problems can be solved. The simplest familiar algorithms are arithmetic operations with numbers.
Analogy is a non-demonstrative inference when, based on the similarity or similarity of two objects according to some of their characteristics (properties and relationships), a conclusion is made about their similarity according to other characteristics.
Approbation is the establishment of truth, competent assessment and constructive criticism of the grounds, methods and results of research work, its approval.
An artifact is an unreliable fact distorted as a result of the influence of random factors.
Validation - The process of assessing the extent to which a test or other measurement instrument actually measures what it is intended to measure.
Validity is a characteristic of a research methodology that reflects the accuracy of measurement of the corresponding tool, showing how much the results obtained using this methodology are adequate to those expected by design.
A general population is a collection of objects in accordance with some defining trait(s) or characteristic(s). This meaning is close to the concept of set.
Hypothesis - 1. In scientific work, any statement, proposition or assumption that serves as a tentative explanation of certain facts. A hypothesis is always presented in such a way that it can be subjected to empirical testing and then either confirmed or rejected by proof. 2. Broader meaning - a strategy adopted in order to solve some problem. In the most complex learning experiments, such as problem solving, concept formation, decision making, etc., the subject usually exhibits trial-to-trial consistency, acting as if on the basis of some hypothesis such as: “If conditions x and y are present, I will respond with reaction A, and if not, I will try reaction B.”
Data is a collection of evidence or facts collected through experiments or research.
A task (cognitive, educational, educational, research) is a link, a stage of movement towards a goal, a goal set in a specific situation that requires transformation, encourages a master's student to be active.
A plan is an idea associated with ideas about how to implement it, methodically formulated, but existing only in the mind of the researcher (teacher).
An idea is a thought about the content and methods of transforming reality in the direction of achieving the desired goal, ideal.
Studying the products of activity is a research method that allows you to indirectly study the formation of knowledge and skills, interests and abilities of a person based on the analysis of the products of his activity.
Improvisation is the ability to react quickly, make decisions and produce results impromptu, without preparation.
Innovation is the profitable (profitable) use of innovations in the form of new technologies, types of products and services, organizational, technical and economic solutions of various types.
The innovation process is a set of changes in the course of activities covering scientific, technical, production, marketing and sales procedures in the creation and implementation of innovations and aimed at meeting specific social needs.
Intelligence tests are a set of psychological tests designed to diagnose the level of development of the cognitive sphere and intelligence (mental potential) of a person.
Interview is a type of research survey method in psychology and pedagogy. In the process of oral questioning, it involves identifying the experience, assessment and point of view of the interviewee (respondent).
A concept is a system of initial theoretical positions that serves as the basis for research.
The criterion is a generalized indicator of the development of the system, the success of the activity, the basis for classification. It involves identifying a number of characteristics by which criterion indicators can be determined.
Method - very general meaning - a way of doing something, working with facts and concepts in an orderly manner. Method is the principle and method of collecting, processing or analyzing data, as well as the principle of influencing the object.
Methodology is a form of implementation of a method, a set of techniques and operations (their sequence and interrelation), a procedure or set of procedures to achieve a specific goal. The term is used very widely, and, as a rule, some qualifying word is added to it, for example, statistical technique, experimental technique, etc.
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Research practice program for master's degree in specialty 080504. 65-10
State University -
High School of Economics
Faculty
state and municipal administration
"__"___________ 200__
Moscow, 200__
General provisions
The research practice program for the master's degree in specialty 080504.65-10 "Management of urban complexes" was developed by the Department of City Economics and Municipal Administration of the Faculty of State and Municipal Administration as a graduate of master's degrees in this specialty.
This program was developed on the basis of the Regulations on the procedure for conducting internships for students of educational institutions of higher professional education, approved by order of the Ministry of Education of the Russian Federation dated March 25, 2003 No. 1154, Regulations on the organization and conduct of internships for students at the State University - Higher School of Economics (hereinafter - GU -HSE), approved by order of the rector of the State University-Higher School of Economics dated March 16, 2005 No. 31-07/87, Regulations on the organization and conduct of internships for students at the Faculty of State and Municipal Administration of the State University-Higher School of Economics, approved by the Faculty Academic Council on March 23, 2006 a also in accordance with the approved working curriculum and schedule of the educational process at the Faculty of State and Municipal Administration of the State University - Higher School of Economics.
In accordance with these documents, the Faculty of State and Municipal Administration of the State University-Higher School of Economics conducts educational or educational-introductory, production, pre-graduation and research or scientific-pedagogical practice.
Student practice is an integral part of the main educational program and pursues practical goals and objectives to consolidate students' theoretical knowledge acquired during the learning process.
The state standard for master's programs in the direction 080504.65 “State and municipal management”, specialty 080504.65-10 “Management of urban complexes”, one of the provided types of practice is research practice.
The Department of Urban Economics and Municipal Management, which graduates masters in the specialty 080504.65-10 “Management of urban complexes,” is the base department of the Institute of Urban Economics Foundation. The Department of Urban Economics and Municipal Administration, as a specialized department of the Institute of Urban Economics Foundation, specializes in the following areas:
research into the functioning mechanisms of the city’s economy and its main elements
analysis of the infrastructure of the urban economy and the main problems of its development
study of the economics of industries that form the basis for the development of the urban economy (housing and communal services, transport, energy, real estate market, etc.)
study and development of new forms, methods and tools for managing municipal socio-economic development
development of concepts and models of municipal socio-economic development and conditions for their effective use
research of domestic and foreign experience in solving social and economic problems in the field of municipal development and development of proposals for its adaptation and use in solving current problems of municipalities, etc.
Research practice for masters is provided for in the last year of study.
The total duration of practice is determined by the relevant state standard, curriculum and practice program. Practice is mandatory.
In accordance with the basic curriculum of the specialty 080504.65-10 “Management of urban complexes” and the schedule of the educational process for the master’s qualification, the duration of research practice is 12 weeks. Research practice is carried out in 3 - 4 modules of the academic year.
For the purpose of methodological and organizational support for completing research internships, the department appoints a person responsible for the internship and internship supervisors. The deputy head of the department is responsible for the internship; the heads of the internship are the supervisors of master's theses approved at the department's meeting.
The head of the department, deputy head of the department, and heads of practice carry out work to prepare students for practical training and are responsible for this. On the recommendation of the head of the department and taking into account the wishes of students, they are given internship assignments. Changing the place of internship is made in exceptional cases.
2nd year master's students studying full-time and working in their specialty can undergo research internship at their place of work if the place of internship is agreed upon with the internship supervisor and the person responsible for the internship.
Purpose of practice
The main purpose of master's research practice is to collect, analyze and summarize scientific material, develop original scientific proposals and ideas for preparing a master's thesis.
Research practice is carried out with the aim of consolidating the acquired knowledge and acquiring practical skills and abilities for independent research and analytical work and building on its basis effective models for managing municipalities and their socio-economic development, as well as practical participation in the research work of teams researchers. The main outcome of the research internship is the preparation of a master's thesis.
Taking into account the specified goals of the master's research practice, the practice is carried out in various organizations and institutions within the profile of the Faculty of State and Municipal Administration, as well as the Department of City Economics and Municipal Administration. These organizations include the following:
committees of the State Duma and the Federation Council of the Federal Assembly of the Russian Federation, carrying out activities in the field of organizing local self-government, managing municipal socio-economic development and its legal regulation
federal executive authorities
relevant divisions of authorities of the constituent entities of the Russian Federation
local government bodies and their structural divisions
scientific and research organizations carrying out activities in the field of city economics, primarily the Institute of Urban Economics Foundation, etc.
Based on the results of the research internship, the student submits a practice diary and a short report that describes the goals of the internship, the scheme of the research or management process, the main stages of the internship and its results, as well as a description and brief analysis of the materials collected during the internship and necessary for writing a master's thesis and new scientific developments and ideas.
If this is provided for by an individual assignment and is necessary for the purpose of preparing a master’s thesis, the practice report may also contain a description of the structure of the organization on the basis of which the research practice took place, the goals and directions of its activities, as well as intra-organizational interactions.
Organization and management of practice
To organize and conduct internships for masters of the Department of Urban Economics and Municipal Administration of the Faculty of State and Municipal Administration, a management system is created that operates on an ongoing basis with the allocation of responsible employees of the department who interact with each other and with representatives of organizations in which internships are carried out in matters of organization and conducting practice.
The head of the department is responsible for the quality of the internship. Coordination of the internship is carried out by the deputy head of the department.
Those responsible for internship at the department develop internship programs that indicate the goals of internship, the content of each type of internship, describe the responsibilities of trainees and the functions of internship supervisors, and determine the structure of the internship report. The department submits to the dean's office lists of teachers appointed as heads of practice and information about the organizations on the basis of which students will undergo internship.
Heads of practice from the department:
take part in the distribution of students to internship sites
provide methodological assistance to students when completing individual assignments and collecting materials
establish contact with practice leaders from organizations and, together with them, draw up a work program for the practice
evaluate the results of students' implementation of the internship program.
Those responsible for the internship at the department, based on its results, submit a report on the internship to the educational part of the Faculty of State and Municipal Administration.
To guide the practice of students in organizations, in agreement with their leaders and those responsible for the internship at the department, practice leaders from the organization are determined.
Head of practice from the organization:
takes part in the development of assignments for students, in conducting activities to prepare for internship
approves the individual work plan of each student in accordance with the internship program
advises students on practice and reporting on work done
At the end of the internship, evaluates the work of trainees and endorses the reports they compiled
provides written feedback on the practice along with comments and suggestions for its improvement.
Those responsible for internship at the department keep records of the base organizations for internship. An organization with which cooperation in order to provide internship for students is carried out on a long-term, permanent basis is defined as the base organization for internship.
Organizations are assigned as base organizations partly on a contractual basis. The head of the department is responsible for searching for practical objects. The agreement between the State University-Higher School of Economics and the organization reflects all issues related to students’ internships. The contract must provide for the appointment of a practice manager from the organization (usually the head of the organization, his deputy or one of the leading specialists), as well as a person responsible for practice from the department.
Students can independently search for internship places. In this case, students submit to the department a petition (consent) from the organization to provide an internship place indicating the period.
If there are vacant positions in organizations, students can enroll in them if the work meets the requirements of the internship program. In order to more evenly distribute students among places of practice, it is allowed to carry out practice in several streams (for example, in groups), by alternating study groups at the expense of the time provided for by the curriculum for practice, independent preparation, and vacations.
It is allowed to conduct practice in free time from classes on individual assignments. In this case, the student submits a statement to the person responsible for practice from the department containing a justification for the impossibility of completing the internship within the time frame established by the educational process schedule. Based on the application, the person responsible for practice from the department, together with the head of the department and heads of practice, makes a decision on the possibility of rescheduling the internship.
Reporting on practice results
For additional verification of the quality of the internship, first of all, the acquired knowledge, skills and abilities, as well as for the purpose of assessing the quality of the collected materials necessary for writing a master’s thesis, students must provide the following materials and documents:
practice diary, designed in accordance with established requirements
a report on the work performed, containing a description of the activities performed during the internship, the knowledge and skills acquired, an analysis of the difficulties in working on the collected materials, an assessment of one’s creative successes and shortcomings
feedback from the head of practice from the department
review from the organization where the internship took place.
In accordance with the Regulations on the organization and conduct of internships for students at the State University - Higher School of Economics (hereinafter - SU-HSE), approved by the order of the rector of the SU-HSE dated March 16, 2005 No. 31-07/87 and the Regulations on the organization and conduct of internships students at the Faculty of State and Municipal Administration of the State University-Higher School of Economics, approved by the Academic Council of the faculty on March 23, 2006, the student submits a report on the internship no later than five days after the end of the internship (including weekends and holidays) to the person responsible for the internship from the department.
The report must be accompanied by materials collected and analyzed during the internship.
Based on the results of the internship, a statement is drawn up.
Final control form
The form of control over practice is determined in accordance with the approved working curricula of the department.
Students' practice is assessed on a ten-point system and taken into account when summing up the overall performance of students.
Students who do not complete the internship program for a valid reason are sent to practice again, in their free time from study.
Students who have not completed the internship program without a good reason or who have received a negative grade in their final courses are not allowed to take the final state certification and may be subject to expulsion from the State University-Higher School of Economics as having academic debt, in the manner prescribed by the Regulations on the forms of control of knowledge of students of the State University-Higher School of Economics, approved Academic Council of the State University Higher School of Economics (Minutes of September 27, 2002 No. 29).
Head of the Department of Urban Economics
and municipal government
After completing a research practice, each student needs not only to fill out a diary and prepare the collected materials, but also an important part of this work is to create a report on the research practice. This is quite a painstaking job, which differs from writing a regular practice report, as it has a number of basic requirements and specific rules.
Basic criteria for writing a report on research practice
So, before you start writing a report, you need not only to study the basic requirements, select the necessary and appropriate literary sources, and also prepare and adjust your diary. Having made all the necessary preparations, it is worth starting to prepare the report itself, which must include approximately 30 pages without taking into account additional materials attached to it. It is worth noting that the requirements for the list of references, which relates to the final part of your work, are quite strict, so it is recommended to take a responsible approach to creating a list of books used, including at least thirty sources and format it in accordance with the requirements stipulated by the standards. It is very important to keep in touch with your practice manager to avoid unnecessary mistakes when writing your report.
Structure of a scientific practice report
In order for your report on the undergraduate research practice to be written concisely and correctly, it is very important to structure it. By dividing it into certain parts, you will be able to correctly present all the necessary information about the completed practice. You can structure your report using the following example:
- Title page.
- Summary.
- Epithets and designations.
- Introductory part.
- The main part, divided into several sections.
- Final part.
- List of used literature.
- Additional documents (applications).
Having structured your report in this way, you can begin writing it.
What should be the first and introductory part of the report on the research practice of a master's student?
It is quite difficult to create a detailed structure for the sections of this report, since each specialty and educational institution has its own individual requirements for writing this type of work. However, there are a number of recommendations that will certainly help in writing a research report on the practice of a master’s student.
- Constant communication with the practice director is very important. It will help in solving many questions that arise when writing this work.
- This type of practice also implies participation in various conferences that are suitable for the topic. It is worth mentioning this in your report, indicating the time, topic and number of visits.
- It is recommended to describe in detail the process of studying and analyzing very important information from literary and information sources.
- After conducting at least two experiments, you can begin to prove and describe the actions performed.
Learn more about writing report text
The report on the master's student's research practice should include your personal data, such as: full name of the master's student, type, place and period of the internship, as well as the topic of the qualifying work. After presenting the general data, you can begin writing the main text. First of all, it should reflect the work carried out by the undergraduate in research practice. It is important to remember that your report should cover:
- The object that is selected for research.
- Primary goal.
- Methods used to carry out the work.
- Results of the implemented scientific research.
Using these recommendations, you will certainly be able to write a correct and informative report on scientific research practice (an example can be found on our website). However, if you have any difficulties or are not confident in your abilities, our specialists are ready at any time to write for you a report that will meet all standards.