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RESEARCH ORGANIZATION ACTIVITIES OF STUDENTS IN THE CONDITIONS OF THE FSES

Compiled by:

Konovalenko T.N.,

methodologist, computer science teacher

Slavgorod 2016

Research and project activities students is a means of developing general and professional competencies. The main forms of educational research and project work students are:

Educational and research work carried out directly in the study of disciplines curriculum;

Applied design and research activities performed directly while studying the disciplines of the curriculum or independently.

The methodological recommendations give the concept research activities, classifications of types and stages of conducting UIRS are given, as well as the activities of the manager in the organization research work students, requirements for registration, protection and assessment of UIRS.

The appendix contains the basic concepts of research work and the Regulations on holding a research conference of the KGBPOU “Slavgorod Agrarian College”.

Guidelines created with the aim of assisting teachers and heads of subject clubs both in choosing forms of research work with students and in directly supervising students’ research work.

Compiled by: Tatyana Nikolaevna Konovalenko, methodologist of the Slavgorod Agrarian College.

Introduction………………………………………………………………………………..

The concept of research activity. UIRS and NIRS………………

Classification of types of research activities……………..

Classification of research skills and conditions for their formation………………………………………………………..

Stages of UIRS………………………………………………………………...

Activities of the head of UIRS……………………………………….

Registration, protection and evaluation of UIRS……………………………….

Conclusion…………………………………………………………………

Literature………………………………………………………………….

Applications…………………………………………………………………………………

Introduction

Today society is experiencing a serious transformation of the value system and requires from each person not only mastering professional knowledge, skills, but also the ability for self-development, designing advanced development of one’s own activities, flexibility, mobility. Since the research activities of students can influence their professional and personal development, during the period of study at the technical school, organizational and pedagogical conditions are formed for the development of students’ initial research skills.

A huge role in this important matter belongs to the teacher-supervisor. Whether students will learn research skills depends on his professionalism, creative initiative, and patience.

The first step towards developing research skills can be elements of research as part of a training session. Then - within the framework of subject circles, the student scientific society. The final form of student research work is holding student scientific and practical conferences. Experience in defending thematic projects and term papers is also noteworthy.

Guidelines created to assist teachers both in choosing forms of research work with students and in directly supervising students’ research work.

The concept of research activity. UIRS and NIRS

When using the concept of research activity, it is necessary to take into account the context. If the term “research activity” is used in the context of solving scientific problems, then it is identical to the term “ scientific activity" or "research activities". If the term “research activity” is used in the context of solving educational problems, then it is identical to the term “educational research activity” and denotes the process of mastering knowledge that is new to the subject of learning, but known to society.

Training students in research activities should be carried out by including all students in educational and research work (ERW) with its gradual transformation into scientific research work (SRW) based on mastering the sequence of structural elements of research, by distinguishing the stages of ERW (1) and UIRS (2 ).

Stage UIRS (1) is associated with mastering the initial components of the study and contains:

problem statement;

preliminary analysis of available information;

analysis of conditions and methods for solving problems of this class;

planning and organization of the experiment;

conducting an experiment;

analysis and synthesis of the results obtained;

receiving explanations.

Stage UIRS (2), in addition to the components of UIRS (1), contains the following:

formulation of initial hypotheses;

theoretical analysis of hypotheses based on the obtained facts
Comrade;

the final formulation of new facts and laws;

making scientific predictions.

Stage UIRS (1) is associated with the study of mainly fundamental disciplines. Stage UIRS (2) - with the study of general professional and special disciplines by solving individual research problems that are mainly cognitive and transformative in nature.

Research work is aimed at solving an individual research problem taken from real professional activity.

Classification of types of research activities

The main types of professionally oriented research activities are:

case study(studying various literary sources in order to highlight the problem, formulate one’s own view of the problem and design options for its solution);

analytical and systematizing research(observation, recording, analysis, synthesis, systematization of quantitative and qualitative indicators of the processes and phenomena being studied);

routine diagnostic examination(studying, tracking, explaining and forecasting qualitative and quantitative changes in the studied systems, phenomena, processes as probable judgments about their state in the future; scientific, technical, economic, political and social forecasts are usually carried out);

inventive research(improvement of existing ones, design and creation of new models, devices, and instruments);

experimental study(conducting an experiment, the methodology and results of which are already known to science, interpreting the independently obtained result associated with changing the experimental conditions);

design and exploratory research(development and defense of the project, the emphasis is not on the accumulation of factual knowledge, but on methods of activity);

information and abstract research(analysis of various scientific sources in order to highlight a phenomenon and describe scientific research on this phenomenon);

descriptive research(observation and qualitative description any phenomenon).

Main structural elements of the study

Any study contains a sequence of basic structural elements.

Formulation of the problem.

Preliminary analysis of available information, conditions and methods for solving problems.

Formulation of initial hypotheses.

Theoretical analysis of hypotheses.

Planning and organization of the experiment.

Conducting an experiment.

Analysis and generalization of the results obtained.

Testing initial hypotheses based on the obtained facts.

Final formulation of new facts.

Receive explanations and scientific predictions.

Classification of research skills and conditions for their formation

Research activities contain relevant knowledge, skills and abilities.

Research Skill Classes:

informational - the ability to use bibliographic data (orientation in alphabetical, subject, thematic catalogs); ability to prepare a bibliographic list in accordance with GOST; ability to search for information on the Internet; the ability to recreate the structure of the text, determine the main idea, present the text in the form of a secondary document (outline, abstract, abstract, review, abstract, synopsis); ability to quote;

theoretical - skills theoretical analysis and synthesis, induction and deduction; ability to compare and contrast; skills of abstraction and concretization, classification and systematization, analogy and generalization, modeling;

methodological - the ability to identify contradictions, define a problem, formulate a research topic; ability to propose a leading idea for research; the ability to identify an object and its characteristic part - the subject of research; define goals and objectives; ability to construct a research hypothesis; predict the novelty of the research and its practical significance;

empirical - the ability to conduct a survey (questionnaire, conversation, interview); skill of observation and its design; ability to test and study the results of the subjects’ activities; the ability to study and generalize experience; ability to perform an experiment; ability to mathematically and statistically process research results; ability to interpret research results;

speech (oral and written) - the ability to formulate a message taking into account genre differences (report, abstract, theses, article, report, course work, final qualifying work) based on the requirements of GOST; ability to use scientific and pedagogical style of speech; the ability to report on the progress and results of the study; literacy in conversational speech (smoothness, pace of speech, use of special speech structures - repetitions, questions to the audience, sequence of words in a phrase, logical stresses); ability to participate in scientific dialogue, dispute, discussion.

Elements of student research activity should be introduced gradually, becoming more complex from course to course:

Introduction to scientific research methods through lectures and additional classes.

Elements of research in the work of students within the framework of an educational lesson. This could be studying additional literature, drawing up plans for reports, abstracts, followed by a presentation in front of an audience. At this stage, students develop skills in working with educational and scientific literature, the ability to analyze and draw conclusions.

Independent work of students in individual sections
educational material.

Introduction of elements of creative search when performing
laboratory and practical work. At this stage, students learn and consolidate some theoretical research methods and acquire scientific work skills.

Protection of thematic projects. Students are offered topics on a specific issue. During the development of the project, students formulate the main problematic question, put forward a hypothesis, identify sources of information, collect material, analyze and select the most important information, draw a conclusion and conclude whether the project hypothesis has been confirmed. Work on the project ends with a defense procedure with the obligatory submission of a multimedia presentation.

Research work within subject circles, which are the most widespread form of student research work. Heads of classrooms organize creative activities of students taking into account their age and individual characteristics, the capabilities of the technical school and the specifics of the specialty. The work of each circle is structured according to the type of problem groups, the task of which is to solve some pressing creative and scientific issues.

Carrying out coursework and final qualifying papers with elements of scientific research: the student independently develops and researches topics that have been developed during industrial and pre-graduate internships.

Organization of research activities of students during practical training. Practice is the link between the educational process and subsequent work at the enterprise. Therefore, when drawing up a plan for research work, the teacher, who is the head of the practice, together with the head of the practice,
tics - the production worker, based on the wishes of the enterprise services, determines topics for individual research of varying degrees of complexity, taking into account the capabilities of the enterprise.

Good results can be achieved if students are included in an already formed creative team of innovators and inventors of the enterprise. The trainee is involved in a common cause and during the practice can see the fruits of collective creative activity.

Conducting student scientific and practical conferences is the final form of student research work, allowing the use of all types of independent activities with a wide range of interdisciplinary and intradisciplinary connections, promoting a more in-depth study of scientific literature, systematization, logical presentation and generalization of the studied material.

10. Participation of the best student researchers in competitions, olympiads, conferences, seminars outside the technical school; publication of research results in collections of conference proceedings.

Stages of conducting UIRS

1. Preparatory or introductory stage:

Selecting a topic, defining the problem and its relevance.

Determination of the goal, object, subject and method of research, formulation of tasks, hypotheses.

Formation of research groups, distribution of responsibilities.

Establishment of criteria for assessing UIRS and the form of its presentation.

2. Search and research stage:

Determining sources and methods of collecting information.

Planning methods for processing and analyzing information.

Preparing for the study.

Conducting research. Collection and systematization of materials (facts, results) in accordance with goals and genre
works, selection of illustrations.

Analysis and synthesis of the obtained data.

Consultation sessions with the manager.

Formulation of conclusions and development of recommendations.

3. Broadcast and designstage:

“Pre-protection” of UIRS.

Finalization of the material taking into account comments and suggestions.

Preparation for public defense of UIRS:

determination of date and place;

determination of the program and scenario of public defense, distribution of tasks within the group (media support, audience preparation, video and photography, etc.);

poster information about UIRS.

4. Finalstage:

Public defense.

Summarizing, constructive analysis completed work.

Activities of the head of UIRS

When organizing students' research activities, the teacher plays an important role. He directly supervises the educational and research work of students.

General rules for the head of UIRS

1. Approach this work creatively.

2. Don't hold back students' initiative.

3. Encourage independence, avoid direct instructions, teach students to act independently.

4. Remember the main “pedagogical” result - do not do for the student what he can do (or can learn to do) on his own.

5. Do not rush to make value judgments.

6. When evaluating, remember: it is better to praise ten times for nothing than to criticize once for nothing.

7. Pay attention to the main components of the process of acquiring knowledge:

Learn to trace connections between objects, events and phenomena;

Try to develop independent decision-making skills research problems;

Try to teach the student the skills to analyze, synthesize, and classify the information he receives.

8. In the process of work, do not forget about education.

Head of UIRS:

proposes UIRS topics using various methods (research, information, practice-oriented, etc.), substantiates the relevance of the topics and the significance of the research;

gives characteristics of UIRS on other grounds (duration, number of participants);

helps to choose the most relevant topic;

helps to formulate the goals and objectives of the study, select educational material and other sources of information;

helps to determine the object and subject of research, formulate a hypothesis;

develops criteria for evaluating UIRS and forms for presenting research results;

controls the stages of implementation of UIRS, conducts consultations;

organizes “pre-defense” of the UIRS, makes amendments, comments, suggestions;

provides advisory assistance in designing the work and preparing it for public defense.

Registration, protection and evaluation of UIRS

Forms for presenting research results:

scientific essay;

Article;

Abstracts;

Report;

scientific communication;

Report;

Abstract;

Model, layout;

Video film.

Registration of research work

The research work has a strictly defined structure:

Title page.

Introduction

Main part.

Conclusion.

List of used literature.

Application.

Title page is the first page of the work and is filled out according to strictly defined rules (indicates where the work was completed, title of the topic, author, supervisor).

After the title page is placed content, which lists all the titles of the work and indicates the pages from which they begin. The introduction usually substantiates the relevance of the chosen topic, the purpose and content of the tasks set, formulates the object and subject of the research, the chosen methods, and reports the significance and value of the results obtained. A brief review of the literature on the topic should show the author's thorough knowledge of the topic of research.

Chapter 1 is theoretical in nature and serves as the basis for writing and developing Chapter 2.

Chapter 2 involves a description of the content, organization and conduct of the study, as well as methods for systematizing the results obtained with subsequent conclusions and recommendations.

Conclusion serves as an ending, which has the form of a synthesis of the scientific information accumulated in the main part. This synthesis is a consistent, logically coherent presentation of the results obtained and their relationship with the general goal and specific tasks set and formulated in the introduction.

List of used literature includes a list of sources that were used during the research work.

Application is for illustrative purposes only and includes:

Materials intended for research;

Materials obtained during the study.

Protection of research results

Preparation of the report:

The first part contains the research topic, full name. scientific supervisor, and also briefly repeats the introduction of the research work - describes the scientific problem, purpose, objectives, research methodology, tools.

The second part, the largest in volume, contains a summary of the chapters. Particular attention is paid to the review of the data obtained, the methodology for their processing, and the analysis of the research results presented in visual form (tables, graphs, diagrams, photographs, video clips).

The third part contains the main conclusions and recommendations.

UIRS evaluation criteria

1. The relevance of the problem stated in the research topic.

2. Novelty and originality of the material.

3. Amount of work done.

4. Independence in performing research.

5. Compliance of the content with the formulated topic, the stated goal and objectives.

6. Compliance of methods with the objectives of the study.

7. Literature coverage on the research topic.

8. Ability to analyze the results obtained and draw conclusions.

9. Correct execution of the work.

10. Ability to present work results.

11. Competence of the speaker (including the ability to answer questions on the research topic).

Conclusion

For modern society The student’s assimilation of the sum of various knowledge in various disciplines seems insufficient. Those students who successfully master the training programs will learn to independently apply their knowledge in a familiar situation, but will not be able to independently acquire and skillfully apply it in practice, generate new ideas, think creatively, cannot count on success in the information society XXI century.

In order to prepare a specialist who has the ability to creatively carry out his activities, it is important, already in the course of mastering knowledge, to develop his creative potentials step by step, to the best of the student’s individual abilities. One of the means to achieve this goal is to use teaching, research and scientific research methods when working with students. Educational and research activities begin with an analysis of facts, phenomena, their connections and relationships, awareness of the problem and the research task. The basis of educational and research activities is the solution of educational problems. Discoveries have objective novelty, are educational and are of value for one or more students - subjects of research activity. During this activity, problems are solved that have already been solved by society and science, but are new to the student.

Scientific research activities are aimed at identifying objectively existing patterns of phenomena and processes. The following stages are distinguished here:

Motivation for research work;

Choosing the direction of research;

Proposing a hypothesis and setting tasks;

Recording and preliminary processing of data;

Registration of work results;

Presentation of research work.

Thus, educational research is important for an individual subject of education or a group, promotes cognitive advancement, and is most often carried out using simplified methods for collecting and processing data. Scientific research solves problems that advance science forward and contribute to the development of social thought and theoretical knowledge. It implies independence in performing this activity both when choosing research methods and when processing the collected material.

Literature

1 . Kolosova, G. V. Student research activity as an important element of technology active learning/ G. V. Kolosova // Average professional education, 2004, No. 11.-S. 42-43.

2. Samoilenko, P. I. Research work of students as a direction of modernization and vocational training specialists / P. I. Samoilenko, T. V. Gerish // Secondary vocational education, 2004, No. 12. - P. 3-7.

3. Maryina, G.V. Research activities of students as a type of extracurricular independent work/ G.V. Maryina // Supplement to the journal Secondary Vocational Education, 2014, No. 10. - P. 83-87.

Annex 1

Basic concepts of research work

Relevance - this is the significance of the problem for a certain field of knowledge or for society.

Aspect- the angle of view from which the object of study is viewed.

Hypothesis- a scientific assumption put forward to explain any phenomena.

Deduction- a type of inference from the general to the particular, when from a mass of particular cases a generalized conclusion is made about the entire set of such cases.

Research objectives- these are questions to which, using certain means, it is necessary to find the correct answers. Tasks, as it were, divide the purpose of the study into separate parts.

Idea- a certain statement about the system of views, theories, etc.

Induction- a type of inference from particular facts and provisions to general conclusions.

Concept- a system of views on something, the main idea, when the goals and objectives of the research are determined and the ways of its conduct are indicated.

Keyword- a word or phrase that most fully and specifically characterizes the content of a scientific document or part of it.

Research method- a way of applying old knowledge to obtain new knowledge. It is a tool for obtaining scientific facts.

Methodology of scientific knowledge- the doctrine of the principles, forms and methods of scientific research activity.

Science theme - a task of a scientific nature that requires scientific research. It is the main planning and reporting indicator of research work.

Scientific theory - a system of abstract concepts and statements, which is not a direct, but an idealized reflection of reality.

Scientific research- purposeful cognition, the results of which appear in the form of a system of concepts, laws and theories.

Scientific knowledge- research, which is characterized by its special goals, and most importantly, by methods of obtaining and testing new knowledge.

Scientific fact- an event or phenomenon that represents the basis for a conclusion or confirmation. It is an element that forms the basis of scientific knowledge.

Object of study- a process or phenomenon that generates a problem situation and is chosen for study.

Subject of study- everything that is within the boundaries of the object of study in a certain aspect of consideration.

Principle- the basic, initial position of any theory, doctrine, science.

Problem- a large generalized set of formulated scientific questions that cover the area of future research.

Theory- a doctrine, a system of ideas or principles. A set of generalized provisions that form a science or its branch. It acts as a form of synthetic knowledge, within the boundaries of which individual concepts, hypotheses and laws lose their former autonomy and become elements of an integral system.

Inference- a mental operation through which, from a certain number of given judgments, another judgment is derived, connected in a certain way with the original one.

Purpose of the study- searching for ways to resolve the contradiction, the final result that the researcher would like to achieve.

Appendix 2

Main Directorate of Education and Youth Policy Altai Territory

KGBPOU "Slavgorod Agrarian College"

I APPROVED

Director _____________ A.N. Avramenko

09/01/2015

POSITION

about the scientific and practical student conference

General provisions

1.1. This provision has been developed in accordance with Federal law dated December 29, 2012 N 273-FZ "On education in Russian Federation", Federal State educational standards SPO also determines the procedure for organizing and holding the conference, its organizational and methodological support, and rules of participation.

1.2. The conference is held in accordance with the work plan of the Slavgorod Agrarian College.

1.3. The conference is held with the aim of forming and improving the professional competencies of students in carrying out research and experimental activities, popularizing the specialties of secondary vocational education.

1.4. The conference is aimed at demonstrating the results of educational and research activities; support for talented youth with a penchant for research, developing public speaking skills.

1.5. Objectives of the Conference:

identifying the most creative, talented students, their support and encouragement;

promotion of scientific knowledge, improvement of research and experimental skills, formation of scientific thinking;

increased interest in future profession and awareness of its socio-economic significance;

expanding the professional horizons of students;

improving the skills of independent educational and research work.

2. Organization and holding of the conference

2.1. Students studying in educational programs all specialties of KGBPOU "Slavgorod Agrarian College".

2.2. The procedure for selecting participants for the Conference, the number of participants, and issues of their preparation are within the competence of the chairman of the ICC and teachers.

Develops the Regulations for the Conference;

Organizes the opening of the Conference, summing up and awarding participants in each category;

Determines the form, procedure and timing of the Conference;

Organizes the work of the Conference in sections corresponding to the methodological cycle commissions of the technical school;

Approves the composition of the Conference participants;

Forms the composition of the Expert Group;

Organizes work on processing conference materials and preparing them for publication;

Analyzes and summarizes the results, compiles a collection of Conference materials.

I stage is held in the mode of sectional sessions: the chairmen of the MCC organize the presentation of students with oral reports. Based on the results of the presentations, the Expert Group determines the participants of the II stage of the conference.

II stage- plenary session. The results of the Conference are summed up at the plenary session. The Organizing Committee will organize:

Performance by students who scored the maximum number of points in stage I;

Speech by representatives of the technical school administration and invited specialists;

Winner's reward ceremony.

Section “Agronomic and veterinary disciplines”

Section "Land management and technical disciplines»

Section "Economic disciplines"

Section “General education, general humanitarian and socio-economic disciplines”.

Criteria for assessing reports

Summing up and awarding the Conference participants

RESEARCH ACTIVITIES– this is an activity to discover, record and systematize new knowledge, to identify the essence of the phenomena and processes being studied.

Research activities must not be confused with design, which is based on the creation of products, products, services that have personal or social significance.

Table 1 presents the main differences between research and design activities.

Table 1 – Comparison of research and design activities

Types of scientific research

1. Research of a theoretical, empirical or mixed nature

Research of a theoretical nature– are based on the development of scientific literature as a source of knowledge on this issue. This group includes review-analytical, review-critical, theoretical studies.

Review and analytical study involves the selection and study of literature on the research topic, followed by a systematic presentation and analysis of the developed material, designed to fully present and evaluate research on the chosen topic.

The objectives of the review and analytical study are to determine, based on the available literature data:

1) general state of the problem;

2) highlight questions to which answers have already been found;

3) find controversial and unresolved issues.

Information material accumulated as a result of studying the literature is presented in the form scientific abstract, which, in addition to a review of the studies conducted and a summary of their results, contains a detailed analysis of the available data.

At the conclusion of the abstract, conclusions are drawn regarding the state of affairs on the problem under study. A list of researched literature is usually given as an appendix.

Review-critical study differs from the review-analytical one in that, along with the review, it contains reasoned criticism of what has already been done on the problem and corresponding conclusions. A critical analysis can be carried out either in the main text or in a special section of the abstract and contain the author's thoughts about what is described in it.

Theoretical research, in addition to a review and critical analysis of the literature, contains the author’s theoretical proposals aimed at solving the problem posed. Additional requirements are imposed on theoretical research, which, first of all, relate to the accuracy of defining the concepts used; logic, consistency of reasoning.

Researchempirical nature– they are based not on literary data, not on concepts, but on real, reliable facts.

Empirical research can be descriptive, explanatory, or experimental.

IN descriptive In empirical research, some new facts relating to little-studied objects or phenomena are experimentally obtained and described.

Explanatory empirical research includes not only the collection and analysis, but also the explanation of the obtained facts. Such an explanation contains the identification of causes and cause-and-effect relationships between facts, in which the unknown is explained through the known.

Experimental research is the most labor-intensive and complex type of research, but at the same time it is the most accurate and scientifically useful. In an experiment, some artificial (experimental) situation is always created, the causes of the phenomena being studied are identified, the consequences of the actions of these causes are strictly controlled and evaluated, and statistical connections between the studied and other phenomena are revealed.

Mixed studies– suggest a combination of both types.

Over the decades, certain forms of student research work have developed in higher educational institutions of Ukraine:

Participation in various types of educational classroom work (lectures, seminars, laboratory classes) with elements of scientific research;

Individual work of teachers with students who are engaged in scientific research;

Research work of students in scientific circles, design bureaus, etc.;

Participation of student researchers in permanent scientific problem groups;

Participation of students in scientific and practical conferences, scientific readings, seminars, etc.;

Conducting scientific research in progress various types practices in educational institutions and in production.

Each of specified forms Research work is unique and requires a creative approach to its organization. It is desirable that the majority of students, based on their own interest, be involved in some form of research work. And again, this activity must have a clear organization and sufficient economic support.

Many years of experience in the activities of domestic universities gives grounds to highlight the following types of student research work:

Analysis of scientific literature;

Systematization of materials for processing literary sources;

Selection of scientific literature, compilation of bibliographies on certain topics;

Preparation of scientific reports and abstracts;

Scientific reports, theses;

Science articles;

Methodological developments on topical issues professional activity;

Scientific reports on the implementation of research elements during practice;

Design development of instruments, devices, etc.;

Experienced computer programs;

Coursework;

Qualification;

Diploma;

Master's theses, etc.

Each of these types of scientific research has certain requirements. Let us first of all focus on general requirements to educational research. Although they may relate to scientific research from other sciences.

As Professor O.G. rightly notes. Moroz, the leading goal of pedagogical research is the discovery of objective patterns of teaching, upbringing and personal development, the conscious and purposeful use of already known patterns in the practice of educational work. Pedagogical research should be aimed at studying specific activities, students, and teachers. One cannot be content with only knowledge of the external aspects of the educational process. It is necessary to penetrate into internal processes and phenomena, to reveal their essence and patterns. It is necessary to comprehensively study the internal contradictions of phenomena and processes, to explore scientifically feasible ways and means of overcoming the identified contradictions.

An important task of pedagogy methodology is to ensure optimal organizational forms pedagogical research, compliance with the system and sequence of research work. It is therefore important to identify the conditions under which educational research can be effective. From the point of view of the methodology for studying pedagogical phenomena, it is necessary, first of all, to ensure the following conditions:

1. The choice of relevant and promising research topics, which would help to reveal the essential patterns of educational work from the point of view of the formation of a comprehensively developed personality, would be aimed at the prospect of the development of society in the conditions of the effectiveness of new information technologies And environment, where a person must remain at the center of all spheres of social and economic activity.

2. Directness of methods and techniques for organizing research to substantiate new theoretical and methodological foundations for improving the educational process at all stages of education.

3. Widespread use of new approaches to the analysis of social phenomena, in particular, the system-structural approach, which makes it possible to study phenomena comprehensively, from the standpoint of the dialectics of their development.

The use of a variety of methods that would ensure objectivity, adequacy, and promising research; Special attention should be paid to experimental methods and techniques.

The structure of the research should contain the following main components: justification of the relevance and feasibility of researching a specific topic; determination of the object, subject, purpose, objectives, research hypothesis; indication of the methodological basis of the study; highlighting the novelty, theoretical and practical significance of the research. There should be a close logical connection between these components.

Pedagogical research should be logically consistent:

1. Solutions to individual theoretical problems that are part of the structure of general scientific problems.

2. Study of the state of research of theoretical and practical aspects of a certain problem.

3. Justification of scientific means for solving the tasks.

4. Experimental testing of hypotheses and conditions for solving individual problems.

The curricula of the specialties provide for students to complete coursework, qualifications, diploma and master's theses. Coursework is a component of the study of individual academic disciplines and contributes to the generalization and deepening of knowledge. In the process of preparing coursework, students master the skills of selecting literature on a chosen topic, processing it, and logical structuring of this type of scientific research. The topics of coursework are developed by the department according to the content academic discipline. Student chooses a topic course work taking into account your interests. After completing the course work, it is provided for its defense before a commission, which consists of 2-3 teachers. Working on a course work and defending it is an important stage in the scientific development of a future specialist.

The volume of course work depends on the chosen topic, but must be at least 20 pages of printed text, double-spaced.

Completing course work has several stages:

Choosing a topic;

Search and selection of literature, compilation of bibliography on the selected topic;

Drawing up a work plan-prospectus;

Processing of scientific literature, systematization of the results of source analysis according to the compiled plan-prospectus;

Writing coursework text, drawing conclusions and recommendations.

The next level of students' scientific research is the preparation of qualification and diploma theses. In the process of their implementation and registration, you must adhere to the uniform requirements, which are given below.

General provisions

The title of the thesis (qualification) work (hereinafter referred to as the work) should be short and concise, correspond to the chosen specialty and the essence of the scientific problem (task) being solved, indicate the purpose of the research and its completeness. Sometimes, for greater specificity, a small subtitle (4-6 words) should be added to the title.

It is not advisable to use complicated terminology of a pseudoscientific nature in the title. It is necessary to avoid titles that begin with the words “Study of the issue,” “Study of some ways...”, “Some questions...”, “Materials for study...”, “On the question...”, etc. in which do not sufficiently reflect the essence of the problem.

When writing a work, the student must necessarily refer to the authors and sources from which the materials or individual results were borrowed.

In the work, it is necessary to briefly, logically and reasonably present the content and results of the research, avoid general words, unsubstantiated statements and tautologies.

The work is submitted for defense in the form of a specially prepared manuscript in a hard cover.

Structure і work registration rules

The diploma (qualification) work must contain:

Title page;

Scroll symbols(if necessary);

Introduction;

The main part, which consists of sections, subsections, paragraphs, subparagraphs;

List of sources used;

Applications (if necessary).

The language for writing the thesis (qualification) work is the state language.

Requirements for the content of the work

The title page of the work contains the name of the higher educational institution where it was completed; last name, first name, patronymic of the author; job title; code and name of the specialty in which the qualifying thesis is being carried out; science degree, academic title, last name, first name, patronymic of the scientific supervisor and (or) consultant; city and year.

List of symbols, symbols, units, abbreviations and terms (if necessary)

If the work uses special terminology, and also uses little-known abbreviations, new symbols, designations, etc., then their list can be presented in the form of a separate list, which is placed before the introduction. The list should be printed in two columns, in which abbreviations are given on the left in alphabetical order, the point is to decipher them.

If special terms, abbreviations, symbols, designations, etc. are repeated less than three times in the work, a list is not compiled, and their explanation is given in the text at the first mention.

Introduction

The introduction reveals the essence and state of the scientific problem (task) and its significance, the basis and initial data for developing the topic, and the rationale for the need to conduct research. Next they serve general characteristics work in the sequence recommended below.

Relevance of the topic. Through critical analysis and comparison with known options for solving a problem (scientific problem), the relevance and feasibility of the work for the development of the relevant branch of science or production is substantiated. It is enough to highlight the main thing in a few sentences - the essence of the problem or scientific research.

Connection of work with scientific programs, plans, topics. The connection between the chosen area of research and the scientific programs, plans, topics of the educational institution, as well as with industry and (or) state plans and programs.

Goal and tasks research. The goal of the work and the tasks that need to be solved to achieve it are formulated. The goal should not be formulated as “Research...”, “Study...”, because these words indicate the means to achieve the goal, and not the goal itself.

An object research is the process or phenomenon that gives rise to the problem situation chosen for study.

Item research is contained within the facility.

Object and subject of research how the categories of the scientific process relate to each other as the general and the particular. The part of the object that is the subject of research is highlighted. It is to this that the student-researcher’s main attention is directed, since the subject of the research determines the topic of the qualification, thesis, which is indicated on the title page as its title.

Methods research. A list of research methods used to achieve the goal is presented. They should be listed not in isolation from the content of the work, but briefly and meaningfully defining what exactly was studied by one method or another. This will make sure that the choice of these particular methods is logical and acceptable.

Scientific novelty of the results obtained. Served brief summary new scientific provisions, solutions proposed by the author. It is necessary to show the difference between the results obtained and previously known ones, to describe the degree of novelty (obtained for the first time, improved, received further development Practical significance of the obtained results. In work that has theoretical significance, it is necessary to provide information about the scientific use of research results or recommendations for their application, and in work that has practical significance, information about practical use the results obtained or recommendations for their use. When indicating the practical value of the results obtained, it is necessary to provide information about the degree of readiness for use or the extent of use.

It is necessary to provide brief information about the implementation of research results, indicating the names of the organizations in which their implementation was carried out, forms of implementation and details of the relevant documents.

Approbation of work results. It is indicated at which scientific conferences and other events the results of the research included in the work were published.

Publications. It is indicated how many articles in scientific journals, collections of scientific papers, materials and abstracts of conferences, the results of the work have been published.

Main part

The main part of the work consists of sections, subsections, paragraphs, subparagraphs. Each section starts with new page. The main text of each section may be preceded by a preface with brief description the chosen direction and justification of the applied research methods. At the end of each section, conclusions are formulated with a brief summary of the scientific and practical results presented in the section, which allows you to free general conclusions from minor details.

In the chapters of the main part the following is presented:

Review of literature on the topic and selection of research directions;

Description of the general methodology and basic research methods;

Experimental part and research methodology;

Theoretical and (or) experimental studies have been carried out;

Analysis and synthesis of research results.

In the literature review, the author of the work outlines the main stages in the development of scientific thought on the chosen problem. Briefly, critically analyzing the work of his predecessors, he must point out those issues that remain unresolved, and, therefore, determine his place in solving the problem. It is advisable to end the literature review with a brief summary of the need for research in this area.

The chapters of the main part, as a rule, justify the choice of direction of research, provide methods for solving problems and their comparative assessments, develop a general methodology for conducting research. Theoretical works reveal calculation methods, hypotheses that are considered, and experimental works reveal the principles of operation and characteristics of the developed equipment, and estimates of measurement errors.

In the main part, the results of the author’s own research are laid out in exhaustive detail, highlighting the new things he brings to the development of the problem. The author must assess the completeness of the solution to the assigned problems, the reliability of the results obtained (characteristics, parameters), their comparison with similar results of domestic and foreign work, the justification for the need for additional research or the need to stop it.

The presentation of the material is subordinated to one leading idea, clearly defined by the author.

conclusions

The conclusions contain the most important scientific and practical results obtained in the work, which should contain the formulation of the scientific problem (task) being solved, its significance for science and practice. Next, conclusions and recommendations for the scientific and practical use of the results obtained are formulated. The first paragraph of the conclusions briefly assesses the state of the issue. Next, they reveal methods for solving the scientific problem (problem) posed in the work, provide their practical analysis, and compare them with known solutions.

In conclusion, it is necessary to note the qualitative and quantitative indicators of the results obtained, justify their reliability, and outline recommendations for their use.

List of sources used

The names of the sources used should be placed in a list or according to the order of references in the text with their continuous numbering, or in alphabetical order of the names of the first authors or titles, or in chronological order. Bibliographic descriptions of sources are compiled in accordance with current standards for library and publishing.

Applications

If necessary, it is advisable to include in the appendices the auxiliary material necessary for a complete understanding of the work:

Intermediate mathematical proofs, formulas and calculations;

Auxiliary Digital Data Tables;

Protocols and certificates of testing, implementation; calculations of economic effect;

Instructions and techniques, description of algorithms and programs for solving problems using a computer, developed in the process of performing the work;

Illustrations of an auxiliary nature.

Rules for submitting work

The work is printed by typewriting or using a computer on one side of a sheet of white A4 paper (210 x 298 mm) with two line spacing up to thirty lines per page. The minimum font height is 1.8 mm. You can also submit tables and illustrations on A3 size sheets.

The number of copies of the work is determined by the issuing department. All copies must be identical and certified by the head of the department.

Volume qualifying work must be at least 20 pages (for humanitarian specialties - at least 30) of printed text. The volume of the thesis must be at least 30 pages (for humanitarian specialties - at least 40) of printed text.

The text of the work must be printed, leaving margins of the following sizes: left - at least 20 mm, right - at least 10 mm, top - at least 20 mm, bottom - at least 20 mm.

The print font must be clear, the line must be black. Individual foreign words, formulas, and symbols can be entered into the text of the work using ink, ink, or black paste only.

Typos, clerical errors and graphic inaccuracies that turned out to be in the process of writing the work can be corrected by erasing or painting with a protective liquid and applying the corrected text (a fragment of a drawing) in the same place in a typewritten manner.

Programs printed on a computer must correspond to A4 format (must be cut), they are included in the general page numbering of the work and are usually placed in appendices.

The text of the main part of the work is divided into sections, subsections, paragraphs and subparagraphs.

The headings of the structural parts of the work “CONTENTS”, “LIST OF ABBREVIATIONS”, “INTRODUCTION”, “SECTION”, “CONCLUSION”, “LIST OF SOURCES USED”, “APPLICATIONS” are printed in capital letters symmetrically to the text. Subsection headings are printed in lowercase letters (except for the first capital letter) and indented. There is no period at the end of the title. If the title consists of two or more sentences, they are separated by a period. Headings of paragraphs are printed in lowercase letters (except for the first capital letter) with paragraph indentation in order to match the text. At the end of the title, printed to match the text, there is a period. The distance between the title (except for the paragraph title) and the text should be 3-4 intervals. Each structural part of the work must be started on a new page.

Numbering

The numbering of pages, sections, subsections, paragraphs, subparagraphs, figures, tables, formulas is given in Arabic numerals without the No. sign.

The first page of the work is the title page, which is included in the overall page numbering of the work. The page number is not placed on the title page; on subsequent pages the number is placed in the upper right corner without a dot at the end.

Divisions are numbered within each section. The subsection number consists of the section number and the serial number of the subdivision, between which a dot is placed. There should be a period at the end of the subsection number. For example, "2.3." (third subsection of the second section). Then on the same line comes the division header.

Points are numbered within each division. The item number consists of the serial numbers of the section, subsection, item, between which a dot is placed. There should be a dot at the end of the number, for example: "1.3.2." (second paragraph of the third subsection of the first section). Then on the same line is the title of the item. The item may not have a title.

Subparagraphs are numbered within each paragraph according to the same rules as paragraphs.

Illustrations (photos, drawings, diagrams, graphs, drawings, tables) must be submitted in the work immediately after the text where they are mentioned for the first time, or on the next page. Illustrations and tables located on separate sheets are included in the overall page numbering. A table, figure or drawing whose dimensions are larger than A4 format is counted as one page and is placed in the appropriate places after mentioning it in the text and (or) in the appendices.

Illustrations are abbreviated "Fig." and are numbered sequentially within the section, with the exception of illustrations presented in appendices. The illustration number consists of the section number and the serial number of the illustration, between which a dot is placed. For example: Fig. 1.2 (second picture of the first section). The illustration number, its name and explanatory captions are placed sequentially under the illustration. If the work presents one illustration, then it is numbered by general rules.

Tables are numbered sequentially (with the exception of tables presented in appendices) within a section. In the upper right corner above the corresponding table heading the inscription “Table” is placed indicating its number. The table number consists of the section number and the serial number of the table, between which a dot is placed, for example: “Table 1.2” (the second table of the first section). If there is one table in the work, then it is numbered according to the general rules. When transferring part of a table to another sheet (page), the word “Table” and its number are indicated once to the right above the first part of the table; above the other parts the words “Continuation of the table” are written. and indicate the table number, for example: “Continuation of Table 1.2.”

Formulas in the work (if there is more than one) are numbered within the section. The formula number consists of the section number and the serial number of the formula in the section, between which a dot is placed. The formula number is written in the right margin of the sheet at the level of the corresponding formula in parentheses, for example: (3.1) (first formula of the third section).

Notes to the text of the tables, which indicate reference and explanatory data, are numbered sequentially within one page. If there are several notes on one sheet, then a colon is placed after the word “note”, for example:

Notes:

If there is only one note, then it is not numbered and a period is placed after the word “Note”.

The quality of illustrations must ensure their clear reproduction (electrographic copying, microfilming). Illustrations must be done in black ink, ink or paste on white opaque paper. Only line illustrations and original photographs should be used in your work. It is advisable to paste photographs smaller than A4 size onto standard sheets of white A4 paper. Illustrations must have a title, which is placed after the illustration number. If necessary, they are supplemented with explanatory data (text below).

Digital material, as a rule, should be presented in the form of tables:

Each table must have a title, which is placed above the table and printed symmetrically to the text. The title and the word "Table" begin with capital letters. The name is not emphasized According to the logic of constructing the table, its logical subject or subject (designations of those objects that are characterized in it) is placed in the side, head, or both, and not in the program; the logical subject of the table, or the predicate (i.e., the data that characterizes the predicate) is in the program, and not in the head or sidebar. Each heading above a column refers to all the data in that column, and each row heading in the sidebar refers to all the data in that row.

Column headings should begin with capital letters, subheadings with small letters if they form one sentence with the heading, and with capital letters if they are independent. The height of the lines must be at least 8 mm. There is no need to include a column with row numbers in the table.

The table is placed after the first mention of it in the text so that it can be read without rotating the bound blocks of work or with a clockwise rotation. Table with big amount rows can be transferred to another sheet. When transferring a table to another sheet (page), the title is placed only above its first part. A table with a large number of columns can be divided into parts and placed one part under the other within one page. If the rows or columns of the table go beyond the page format, then in the first case in each part of the table its head is repeated, and in the second - the side.

If the text that is repeated in the table column consists of one word, it can be replaced with paws: if it consists of two or more words, then at the first repetition it is replaced with the words “The same”, and then with paws. You should not use quotation marks instead of numbers, symbols, symbols, mathematical and chemical symbols that are repeated. If digital or other data is not provided in a certain line, then a dash is placed in it.

When using formulas, you must adhere to certain technical and spelling rules. Explanations of the meanings of symbols and numerical coefficients should be given directly below the formula in the sequence in which they are given in the formula. The value of each character and numerical coefficient must be entered on a new line. The first line of explanation begins with the word “where” without a colon.

Equations and formulas should be separated from the text in free lines. At least one free line must be left above and below each formula. If the equation does not fit on one line, it should be moved after the equal sign (=) or after the plus (+), minus (-), multiplication (x) and division signs (: ).

Only those formulas that are referenced in the following text should be numbered; others are not recommended to be numbered.

When writing a work, the author must provide links to sources, materials, individual results that are presented in the work or on the ideas and conclusions of which problems and tasks in the study are developed. Such links make it possible to find documents and check the accuracy of information about citing a document, provide the necessary information regarding it, help to clarify its content, text language, and volume. Reference should be made to the latest editions of publications. Earlier editions may be referenced only to the extent that they contain material not included in the latest edition.

If information and materials from monographs, review articles, and other sources with a large number of pages are used, the reference must accurately indicate the numbers of pages, illustrations, tables, and formulas from the source referenced in the work.

It is allowed to provide references to sources in footnotes, and the design of the reference must correspond to its bibliographic description according to the list of references and indicating the number. For example, a quote in the text: “...every year in Ukraine 1.7 billion tons of various solid industrial wastes are generated...”. Corresponding description in the list of references: 6. Bent A.P. On the development of the concept of resource conservation in the mineral resource complex of Ukraine // Mineral Resources of Ukraine. - 1995. - No. 2.-C 20.

All tables must have links in the text, and the word “table” in the text is written abbreviated, for example: “... in table 1.2”. In repeated references to tables and illustrations, the word “see” should be abbreviated, for example: “see Table 1.3”.

General citation requirements:

a) the text of the quotation begins and ends with paws and is given in the grammatical form in which it is presented in the source, preserving the features of the author’s writing. Scientific terms proposed by other authors are not highlighted in quotation marks, except for those that have caused general controversy. In these cases the expression "so-called" is used;

b) the quotation must be complete, without arbitrary abbreviation of the author’s text and without distortion of the author’s thoughts. Omission of words, sentences, paragraphs when quoting is allowed without distortion of the author's text and is indicated by an ellipsis. They apply anywhere in the quotation (beginning, middle, end). If there was a punctuation mark before or after the released text, it is not saved;

c) each quote must be accompanied by a link to the source;

d) when quoting indirectly (tradition, presenting the thoughts of other authors in your own words), you should be extremely precise in presenting the author’s thoughts, correct regarding the assessment of his results, and provide appropriate links to the source.

Making a list of used sources

List of used sources - an element of the bibliographic apparatus that contains bibliographic descriptions of the sources used; placed after the conclusions.

The names of sources can be placed in the list in one of the following ways: in the order of appearance of links in the text (the most convenient for use), in alphabetical order of the names of the first authors or titles, in chronological order.

Information about sources included in the list must be provided in accordance with the requirements state standard with the obligatory indication of the titles of the works.

Applications drawn up as a continuation of the work on its subsequent pages or in the form of separate parts, placing them in the order of appearance of links in the text of the work. If applications are submitted on subsequent pages of the work, then each of them must begin on a new page. The application should have a title printed at the top in lowercase letters, with capital letters first, symmetrically according to the text of the page. In the middle of the line above the title, in lowercase letters with the first capital, the word “Application” and a capital letter indicating the application are printed.

Applications should be designated sequentially in capital letters of the Russian alphabet, with the exception of the letters Yes, I, O, Ch, b, for example, application A, application B, etc. One application is pronounced as application A.

The text of each application, if necessary, can be divided into sections and subsections, which are numbered within each application. In this case, each number is preceded by the designation of the application (letter) and a period, for example, A.2 - the second section of Appendix A; B.3.1 subsection 3.1 of Appendix B.

Illustrations, tables and formulas that are placed in applications are numbered within each application, for example: Fig. D.1.2 - second figure of the first section of Appendix D; Formula A.1 is the first formula of Appendix A.

The same requirements apply to the preparation of master's theses as to theses. Although in terms of their content they should constitute the highest stage of scientific research compared to diploma dissertations.

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2. Organization and holding of the conference

Criteria for assessing reports

Types of scientific research

1. Research of a theoretical, empirical or mixed nature