As we have already indicated, the independent work of college students is divided into classroom and extracurricular. Is it possible to use distance technologies to organize extracurricular independent work of full-time students in college? And if possible, how?
Are there Scientific research devoted to the issue we are considering over the past five or six years? Analysis of scientific and pedagogical research has shown that interest in the problem of organizing independent work is not weakening (works by Vishnevskaya V.P. "Types of independent work of students College of Education"(2003), Voitina N.I. "Planning and organizing independent work of students of a pedagogical college" (2003), Bespaloy E.N. "General pedagogical features of organizing students' independent educational activities" (2004)). application of new information technologies in the independent work of students of secondary and higher professional educational institutions (works by Podol R.Ya. "Perspective trends in the development of independent work of students in the conditions of the computer revolution" (1999); Pribylova A.Yu., Biryukova E.V. "Using computer technology as a means of increasing the effectiveness of students' independent work "(1999), Kovalenko I.E. "Computerization and independent work of students" (1999), Vishtak O.V. "Integrated didactic and information complex for supporting independent learning activities students studying computer science" (2004), Dochkina S.A. "The use of new technologies to enhance the independent work of cadets of higher military educational institutions" (2004), etc.). Separate works have appeared related to the study of the use of remote technologies in the system of independent work students, for example, dissertation research Makarchuk G.A. "The use of distance technologies in the system of independent work of students in computer science" (2004), Dubrovskaya Y.A. "Pedagogical support for students' self-education in conditions of distance education" (2005). the analysis of scientific and pedagogical literature, the use of distance technologies for organizing extracurricular independent work of full-time students in college was not the subject of research by specialists, which confirms the relevance of our study.
In order to answer the above question, it is necessary, first of all, to outline the main provisions that relate to the specifics of distance technologies and understanding the extracurricular independent work of college students.
As we already know, distance technologies are mainly based on student self-study. Moreover, distance technologies are inherently aimed at organizing a productive self-study cognitive activity student. Their specific feature is that in the learning process, students actively work independently with informatization tools in the absence of a teacher.
Distance technologies contain such subsystems as sustainable and effective management of independent learning activities, the choice of the optimal strategy for self-learning, taking into account the personal characteristics of students, and adaptation to the use of information technology.
From such a position of understanding distance technologies, they may well be involved in the implementation of extracurricular independent work, which is a form of organizing educational activities of a managerial nature, and its essence lies in solving educational and cognitive problems.
The main goal of extracurricular independent work is not only to consolidate, expand and deepen the acquired knowledge, skills and abilities, but also to independently study and assimilate new material without outside help, i.e. without the help of a teacher.
Extracurricular independent work of students:
allows you to deeply delve into the essence of the issue under study, thoroughly understand it;
develops strong ideological views and beliefs among students;
forms in them such valuable qualities as diligence, organization, initiative, willpower, discipline, accuracy, activity, purposefulness, creative approach to business, independent thinking;
increases the culture of mental work of students, develops their ability to independently acquire and deepen knowledge. This is especially important in the conditions of the rapid development of science and technology, when a specialist, after graduation educational institution, you have to engage in self-education - to increase the level of your knowledge by independently studying various literary sources
Extracurricular independent work may include reproducing and creative processes in the student's activities. Depending on this, reproductive, reconstructive and creative levels of independent activity of students are distinguished (N.V. Gross, V.P. Fateev).
Reproductive independent work involves the performance of work related to solving problems, completing tables, diagrams, etc. The student's cognitive activity is manifested in recognition, comprehension, memorization, which contributes to the consolidation of knowledge, the formation of skills and abilities.
Reconstructive independent work involves the restructuring of decisions and the preparation of abstracts, annotations, writing abstracts, etc.
Creative independent work requires an analysis of the problem situation, obtaining new information. The student must independently make a choice of means and methods for solving the problem facing him.
Since extracurricular independent work is of an activity nature, then in its structure it is possible to distinguish components characteristic of activity as such: motivational links, setting a specific task, choosing a method of implementation, performing link, control.
In this regard, we can highlight the conditions that ensure the successful implementation of extracurricular independent work:
motivation of the educational task;
clear statement of cognitive tasks;
algorithm, method of performing work, student's knowledge of how to perform it;
a clear definition by the teacher of reporting forms, the amount of work, the timing of its submission;
definition of types of consulting assistance;
criteria for evaluation, reporting, etc.;
types and forms of control.
Thus, all of the above allows us to conclude that remote technologies will make it possible to implement such character traits extracurricular independent work, as:
compiling a bank of practical tasks in the discipline under study;
lack of direct participation of the teacher in the performance of the task;
- - the availability of time specially provided for the task;
- - the presence of mediated control of the cognitive activity of students by the teacher.
And in general, it allows you to implement all the conditions on which the successful implementation of extracurricular independent work by students in the disciplines under study depends.
This can be represented in the form of a figure (see Fig. 2).
Rice. 2. Organization of extracurricular independent work of college students using remote technologies
As follows from the presented figure, distance technologies allow, through taking into account the student's own data, to create extracurricular independent work, taking into account the time and space of the work performance, as well as the property of its performance.
All of the above allows us to give a definition of extracurricular independent work of students, organized with the support of distance technologies. This is a purposeful activity of a student deliberately organized with the help of remote technologies in accordance with the solution of educational and cognitive tasks without a specific role of the teacher, which is characterized by the possibility of implementing control over the student's performance of educational and cognitive tasks by the teacher and student self-control
Let's look at the implementation of extracurricular independent work of students of the institute with the introduction of remote technologies on the example of the discipline "Informatics".
Energy informatics is an integrative object, the essence of which can be defined as follows: to teach informatics means to teach the technology of buying knowledge from such an information place, which is the habitat of a modern person.
An independent service, according to informatics, consists of classroom and extracurricular. The first one is implemented in the exercises and is associated with the stay of the teacher, who guarantees the narrowest creation and management of the student's work. 2nd - the student acquires assignments, and the selection of the method and method of efficiency is performed by himself. There is a lack of strong leadership on the part of the teacher.
The system of extracurricular independent work in computer science, implemented with the help of remote technologies, from our point of view, should include: purpose, content, remote technology, object, subject, criteria, result.
Target extracurricular independent work of students: the acquisition by students of knowledge, skills and abilities that are formed in accordance with the model of a specialist and the requirements of the employer, namely:
- - skills and abilities to collect and process information; - skills and abilities to use modern information Technology in professional activity;
- - knowledge, skills and abilities that form the basis of the information culture of a specialist;
- - skills and abilities to act actively in a professional situation;
- - skills and abilities to analyze and design their activities;
skills and abilities to act independently in conditions of uncertainty;
a steady desire for self-improvement (self-knowledge, self-control, self-esteem, self-regulation, self-development), the desire for creative self-realization.
remote technology extracurricular independent work of students: activities built in accordance with the content of extracurricular independent work. From our point of view, it is possible to use elements of case or telecommunication technology.
From the elements of case technology, the following can be borrowed:
The teacher explains the organization of extracurricular independent work;
the teacher periodically consults and checks tests;
special educational sets of teaching aids are developed and used, more free time frames for the beginning and end of the educational process are provided;
during the period of self-study, the student can consult with the teacher using the phone, e-mail and other possible means of communication.
Of the parts of telecommunication technology, methods of delivering educational and methodological information to the student (telecommunication channels) have every chance to exist.
It should be noted that distance technologies in the system of extracurricular independent work are an educational process that connects the stages: planning, computer training, turnover association, monitoring. Remote technologies contribute to the development of motivation and self-organization of students. The formation of the motivational sphere of the individual is based on the realization of the internal needs of the individual: self-actualization, self-respect, safety, belonging. (D. Ziegler, L. Hjell). The investment in the process of remote technologies of operations of goal-setting, planning, control and self-control creates suitable conditions for the development of random regulation (S.V. Chebrovskaya).
The leading nature in this system is the means of NIT (information and reference systems, computer simulators, automatic learning systems, etc.).
Subject: full-time students studying the discipline "Informatics".
Subject: educators deliberately prepared to deliver distance-assisted learning.
The result of independent work of students in accordance with computer science with the introduction of remote technologies is: 1) the formation of independence; 2) formed knowledge, skills and abilities in accordance with informatics and readiness to use them in educational and professional efficiency.
In the structure of extracurricular independent work using distance technologies, we consider it appropriate to note the motivational, abstract, utilitarian and evaluative-reflexive aspects of the formation of students' readiness to apply knowledge, skills and abilities in accordance with informatics in educational and professional efficiency.
Therefore, we distinguish 3 levels of self-development: small (reproductive), ordinary (partially exploratory), high (creative).
conditions effective application distance technologies in extracurricular independent work of students, we define:
inclusion in the educational material of a graphic form of information presentation, adequate to the purpose of representing the object under study;
conducting dynamic monitoring to track and analyze the indicators of the system and the dynamics of their changes through the implementation of zero, intermediate and final cuts;
the use of individual forms of cognitive activity as the main forms of education;
the use of creative tasks built on the principle of increasing complexity, involving the solution of multi-level problems in accordance with the student's learning capabilities;
a consistent increase in the proportion of students' independence in the process of distance technologies, increasing responsibility for self-control and self-analysis of their activities.
STATE EDUCATIONAL INSTITUTION
"TO HELP THE TEACHER"
COLLECTION OF METHODOLOGICAL RECOMMENDATIONS
KISELEVSK, 2014
A collection of guidelines compiled in accordance with the requirements federal state educational standards middle vocational education professions studied at the technical school. This manual presents guidelines for organizing and planning extracurricular independent work of students, presents the requirements for certain types of independent work, forms and methods of control.
Organization-developer: GOU SPO "Kiselev Polytechnic College"
Reviewer: ______________________________
Protocol No. _____ dated "__" ____________ 200__
CONTENT
The concept of "extracurricular independent work"
Organization of independent work of students
Types and forms of control of independent work
CONCLUSION
BIBLIOGRAPHY
APPENDIX
Requirements for the preparation of guidelines
on the implementation and design of extracurricular independent work
Methodological instructions for students are drawn up in accordance with the following structure:
Title page (two sides)
Review (internal or external)
Content
Explanatory note
List of types of extracurricular independent work in accordance with the discipline program with distribution by topic and indicating the allotted hours
Requirements for the design of certain types of extracurricular independent work of students in accordance with the program of the discipline
Tasks
Forms and methods of monitoring extracurricular independent work
students by types of extracurricular independent work.
9. List of literature used to perform extracurricular independent work of students by types of extracurricular independent work
State educational institution
Secondary vocational education
"Kiselev Polytechnic College"
for extracurricular independent work
by discipline________________________________________________________
(name of the discipline)
by specialty/profession
(name, code)
Kiselevsk, 2014
by discipline _________________________________________________________
(name of the discipline)
by specialty _____________________________________________________
(name of specialty)
_____________________________________________________________________
(specialty code)
drawn up _____________________________________ "______" ___________ 200_ ____________________
(by: full name) (signature)
Back side title page
Independent work is a type of educational and cognitive activity of students in mastering the training program for skilled workers, employees (PPKRS) / training program for mid-level specialists (MSSP), carried out in a certain system, with the partner participation of the teacher in its planning, organization, implementation and evaluation of achievement a specific result aimed at developing the general and professional competencies of students.
The goal of independent work is to the formation of students' general and professional competencies, which ensure the development of their ability to introspection, self-management, self-development.
The tasks of independent work of students are:
systematization, expansion, deepening and consolidation of the received theoretical knowledge and practical skills, independent mastery of new educational material;
formation of skills of educational-professional and professional activity, professional competencies;
formation of a culture of mental work;
formation of general competencies including the ability to search, analyze and evaluate information necessary for setting and solving educational and professional tasks, professional and personal development; use information and communication technologies to improve educational and professional activities;
development of cognitive abilities and activity of students, their creative initiative, independence, ability to self-development, self-improvement and self-realization;
development of design, research skills.
Independent work is a mandatory type of educational and professional activity of the student and includes classroom independent work performed in the classroom under the direct supervision of the teacher, and extracurricular independent work carried out with the methodological guidance of the teacher, but without his direct participation.
Independent work of students can be organized in individual, group and frontal forms. Frontal independent work involves a common task for all, a general briefing of the teacher on the task, the use of common methods of organizing and guiding the further actions of students. This form of independent work is expedient at the stage of studying a new topic, as well as at the initial stage of skills formation. Group independent work is used for joint study of educational material, laboratory work and practical assignments, mutual verification of written assignments, organization of design and research activities. When organizing individual independent work the role of the student in determining the content of the work, choosing the method of its implementation, the possibility of stimulating his activity increases; there is a possibility of his cooperation with the teacher.
Planning for independent work
The volume of independent work is determined by the federal state educational standard of secondary vocational education and is reflected in:
-PPKRS/SPSSZ;
Curriculum - in general for the cycles of the program, separately for each of the cycles, for each academic discipline, interdisciplinary course and professional module, ;
Work program of the academic discipline(Section 2.2. "Thematic plan and content of the academic discipline) and professional module(Section 3.2. "Content of training in the professional module") with an approximate distribution by sections and topics;
Calendar-thematic plan with the distribution of training sessions.
According to the Federal State Educational Standards of secondary vocational education, the total amount of time allotted for independent work of full-time students should be at least 50% of the time of the mandatory teaching load.
When developing a work program for an academic discipline/professional module, when planning students' independent work, the teacher establishes the content and scope of the theoretical educational information and practical tasks for each topic / section, which are submitted for independent work.
Planning the amount of time allotted for extracurricular independent work on the academic discipline/professional module is carried out by the teacher.
Planning can be carried out on the basis of approximate time limits for the implementation of independent work recommended by the State Educational Institution "KRIRPO" (Appendix).
The teacher can also empirically determine the time spent on independent completion of a specific learning task:
Based on observations of students performing classroom independent work;
Polling students about the time spent on a particular task;
Timing of own costs for the task with the introduction of a correction factor based on the level of knowledge, skills, experience of students.
When developing a work program for an academic discipline/professional module, the teacher establishes the content and scope of extracurricular independent work, determines the forms and methods for monitoring the results. The teacher submits his proposals on time costs to the meeting of the cyclic commission (CC), where adjustments are made and the total time of extracurricular independent work in all disciplines / professional modules is approved within the total maximum load of students provided for by the curriculum educational institution.
When developing a working curriculum, the proposals of the cycle commissions on the volume of extracurricular independent work allotted for the cycles of the discipline are taken into account, and if necessary, adjustments are made.
The distribution of the amount of time for extracurricular independent work in the daily routine of the student is not regulated by the schedule.
Organization of independent work of students
The methodology for organizing independent work depends on the structure, nature and specifics of the studied discipline / professional module, the amount of hours for studying, the type of tasks for independent work, individual characteristics students and the conditions of educational and professional activities.
The process of organizing independent work of students includes the following steps:
Preparatory (drawing up a work program with the allocation of topics and tasks for independent work; preparation of educational and methodological materials; diagnostics of the level of preparedness of students);
Organizational (determination of the goals and objectives of individual and group work of students; installation consultations are held; deadlines and forms for presenting intermediate results are established);
Motivational-activity (demonstration by students of positive motivation for individual and group activities; intermediate results are checked; self-control and self-correction, mutual exchange and mutual verification are organized in accordance with the chosen goal);
Control and evaluation (assessment of the significance and analysis of the results of independent work, their systematization, assessment of the effectiveness of independent work, conclusions about the directions of its optimization).
Classroom independent work is implemented in the classroom: when conducting laboratory work and practical exercises, seminars, in the classroom, while working with a lecture, when conducting tests. Most effective methods organization of classroom independent work are: clusters, content analysis, system analysis, design, analysis of specific situations.
Before starting the classroom independent work, the teacher must:
Indicate the topic of the lesson and introduce the instruction;
Conduct a short conversation, aiming students at the connection of the topic of independent work with basic knowledge, skills, general and professional competencies necessary to complete the task;
Clearly control the progress of work and, if necessary, help students (tasks with written instructions, work with preparatory exercises, work with a visual reinforced drawing, drawing), while assistance should be dosed
Aim students to carefully check their work in case the work is completed before others;
Collect completed work and determine the time when the results will be summed up;
Summarize your own work.
The content of extracurricular independent work is determined in accordance with the recommended types of tasks according to the approximate and working programs of the academic discipline / professional module:
For systematization, consolidation, deepening and expansion of knowledge, independent mastery of educational material and the formation of a culture of mental work:
Reading the text (textbook, primary source, additional literature);
Drawing up a plan of the text or theses;
Graphic representation of the text structure;
Note-taking of the text;
Drawing up tables for systematization of educational material;
Working with dictionaries and reference books;
Work with normative documents;
Text analysis (annotation, reviewing, abstracting, content analysis);
Preparation of reports for presentation at a seminar, conference;
Preparation of abstracts, reports;
Compilation of bibliography, thematic crossword puzzles;
Educational research work.
To develop general competencies:
Search for information on the web (use of Web browsers, databases, use of information retrieval and reference systems, automated library systems, electronic journals);
Organization of dialogue in the network (use of e-mail, chats, forums, teleconferences);
Creation of thematic Web pages and Web quests, etc.
For the formation of skills and professional competencies:
Solving problems and exercises;
Implementation of drawings, diagrams;
Solving situational professional problems;
Preparation for business games;
Design and modeling of different types and components of professional activity;
Preparation of coursework and theses(projects);
Work on the simulator, experimental work;
Performing exercises of a sports and recreational nature;
Reflective analysis of professional skills using modern tools, etc.
To develop the ability for self-development, self-improvement, self-actualization:
Fulfillment of creative tasks;
Writing an essay, self-development plan;
Building a career development program, creating a portfolio;
Performance of final qualifying works;
Self-assessment of activities, analysis of errors and ways to eliminate them, etc.
Types of assignments for independent work, their content and focus can be variable and differentiated, take into account the specifics of the specialty, the studied discipline/professional module, and the individual characteristics of the teacher.
Independent work can be carried out individually or in groups, depending on the purpose, volume, specific topic of independent work, the level of complexity, and the level of skills of students.
The organization of independent work is carried out by teachers of a professional educational organization. The duties of a teacher include:
drawing up a schedule of extracurricular individual and group independent work of college students. The form of graphs is presented in the appendix. Such schedules will help students determine the volume, timing of the work that they have to do, as well as forms of control. The schedule of independent work is posted in the office of the teacher of the relevant discipline (module). Schedules of individual work can also be posted in the classroom. The teacher can make excerpts from the schedule and hand them out to students.
During the performance of extracurricular independent work by students, if necessary, the teacher can conduct consultations at the expense of the total budget of time allotted for consultations, based on the requirements of the Federal State Educational Standard, clause 7.10.
Educational and methodological support for independent work
To organize effective independent work of students, the teacher must have methodological support that meets the requirements of the Federal State Educational Standard. Educational and methodological support for independent work includes:
Schedules of extracurricular individual and group independent work, containing a list of forms and types of independent work of students, deadlines and forms of control;
Educational and methodical set - theoretical material, texts of tasks, cards with differentiated tasks, algorithms and filling patterns; workbooks, instructional and technological cards for the implementation of practical exercises; electronic materials; methodological manuals, instructions, recommendations for completing assignments, practical, tests, course projects (works);
Means for diagnosing the effectiveness and accounting for independent work.
Methodological recommendations / instructions on the organization and conduct of independent work include all types and forms of independent work provided for by the curriculum and the work program of the academic discipline/professional module.
The structure of the guidelines may be different depending on the purpose of the development, but the mandatory elements are:
Title page;
Introduction with the rationale for the relevance of studying the topic, goals and objectives;
The main part, which details the sequence of work, reporting requirements.
The main part sequentially lists all types of work, indicating specific goals, length of time, issues for preparation, and equipment.
Conclusion. The conclusion is made, the result according to the methodological instructions, the results are presented.
Bibliography.
Applications (if necessary).
the title page, the back of the title page contains a brief annotation and information about the authors.
explanatory note;
content;
Applications (if necessary).
Forms of control of extracurricular independent work
Control of the results of independent work of students can be carried out within the time allotted for compulsory training sessions and independent work in a discipline / professional module, can take place in written, oral or mixed form with the provision of a product or product of creative activity.
The control of independent work must meet the following requirements:
systematic conduct;
maximum individualization of control;
compliance of the form of control with the type of task for independent work.
The criteria for evaluating the results of the student's independent work are:
level of development of educational material;
the ability to use theoretical knowledge and practical skills in the performance of professional tasks;
the level of formation of general and professional competencies.
Forms of control of independent work are selected by the teacher from the following options:
current control of the assimilation of knowledge based on the assessment of an oral answer to a question, message, report, essay, etc. (in practical classes);
compiling and solving situational problems (cases) in practice-oriented disciplines;
preparation of a summary made on a topic studied independently;
performance of control work, laboratory and/or practical work;
compiling reviews, annotations, glossaries;
drawing up diagrams, tables, illustrations, graphs, diagrams, etc.;
preparation of tests and standards for them;
compiling crossword puzzles on the topic and answers to them;
compiling questionnaires, interview questions and conversations;
presentation of a report on educational and research work;
defense of a project or creative work;
creating presentations;
preparation of articles, abstracts of speeches and other publications in scientific, popular science, educational publications based on the results of independent work;
presentation of products or products of creative activity.
The result of independent work is provided by students in printed, written, electronic or public form. The public result of the performed independent work can be issued as a message, report, report, defense of the project, creative mini-essay, presentation at the seminar.
The results of extracurricular independent work are recorded by the teacher in the journal of independent work.
Guidelines for the implementation of the abstract
Extracurricular independent work in the form of an essay is an individual independently completed work of students.
Abstract content
The abstract, as a rule, should contain the following structural elements:
title page;
content;
introduction;
main part;
conclusion;
list of sources used;
applications (if necessary).
The approximate volume in typewritten pages of the components of the abstract is presented in the table.
Name of parts of the abstract
Number of pages
Title page
Content (indicating pages)
Introduction
Main part
15-20
Conclusion
1-2
1-2
Applications
With no restrictions
Content the names of the structural parts of the abstract, chapters and paragraphs of its main part are given, indicating the page number from which the corresponding part, chapter, paragraph begins.
In the introduction given general characteristics abstract:
The relevance of the chosen topic is substantiated;
The purpose of the work and the tasks to be solved to achieve it are determined;
The object and subject of the study, the information base of the study are described;
Brief description of the structure of the abstract by chapters.
Main part should contain the material necessary to achieve the goal and tasks to be solved in the process of completing the abstract. It includes 2-3 chapters, each of which, in turn, is divided into 2-3 paragraphs. The content of the main part must exactly correspond to the theme of the project and fully disclose it. Chapters and paragraphs of the abstract should disclose the description of the solution of the tasks set in the introduction. Therefore, the headings of chapters and paragraphs, as a rule, should correspond in their essence to the wording of the tasks of the abstract. The heading "MAIN PART" in the content of the abstract should not be.
The chapters of the main part of the abstract can be theoretical, methodological and analytical.
Mandatory for the abstract is the logical connection between the chapters and the consistent development of the main topic throughout the work, independent presentation of the material, reasoned conclusions. It is also obligatory to have references to the sources used in the main part of the abstract.
The presentation must be conducted in a third person (“The author believes ...”) or use impersonal constructions and indefinite personal sentences (“At the second stage, the following approaches are explored ...”, “The study made it possible to prove ...”, etc.) .
In the conclusion, the conclusions that the student came to as a result of the essay are logically sequentially stated. The conclusion should briefly characterize the solution of all the tasks set in the introduction and the achievement of the goal of the abstract.
List of sources used is an integral part of the work and reflects the degree of study of the problem under consideration. The number of sources in the list is determined by the student independently, for the abstract their recommended number is from 10 to 20. At the same time, the list must contain sources published in the last 3 years, as well as the current legal acts regulating the relations considered in the abstract. The list of sources is drawn up in accordance with the requirements of the APPENDIX:
GOST 7.1 - 2003 Bibliographic record. Bibliographic description.
GOST 7.82-2001 Bibliographic record. Bibliographic description of electronic resources. General requirements and rules for compilation.
GOST 7.0.5-2008 Bibliographic reference. General requirements and drafting rules
To the application auxiliary material should be included, which, when included in the main part of the work, clutters up the text (tables of auxiliary data, instructions, methods, forms of documents, etc.).
Applications should be designed as a continuation of the abstract on its subsequent pages.
Each application must start on a new page. At the top of the page on the right is the word "Appendix" and its number. The application must have a title that is centered on the page on a separate line and printed in capital letters.
Applications should be numbered sequentially with Arabic numerals.
All applications in the text of the work should be referenced. Appendices should be arranged in the order in which references to them appear in the text.
Design Requirements
When performing extracurricular independent work in the form of an abstract, the following requirements must be observed:
printing on one side of A-4 white paper
font-size-14; Times New Roman , color - black
line spacing - single
margins on the page - the size of the left margin is 2.5 cm, the right margin is 1.5 cm, the top margin is 1.5 cm, the bottom margin is 2 cm.
formatted to the width of the sheet.
Abstract Evaluation Criteria
The deadline for submitting the finished abstract is determined by the approved schedule.
In case of a negative conclusion of the teacher, the student is obliged to finalize or rework the abstract. The term for finalizing the abstract is set by the head, taking into account the nature of the comments and the amount of necessary revision.
The abstract is evaluated according to the system:
Rated "excellent" exhibited for essay , which is of a research nature, contains well-expressed material, with appropriate substantiated conclusions.
Rated "good" exhibited for a competently executed abstract in all respects in the presence of minor flaws in its content or design.
Grade "satisfactorily" exhibited for essay , which meets all the requirements, but differs in surface, it shows the inconsistency of the presentation of the material, presents unreasonable conclusions.
Grade " unsatisfactory" exhibited for essay , which is not of a research nature, does not contain an analysis of sources and approaches on the chosen topic, the conclusions are declarative.
A student who has not submitted a finished essay on a discipline of the curriculum within the established time limit or who has submitted an essay that was rated as “unsatisfactory” is considered to have an academic debt and is not allowed to take an exam or a differentiated score in this discipline.
Guidelines for preparing a message
The time limit for oral public speaking is no more than 10 minutes.
The art of oral presentation consists not only in an excellent knowledge of the subject of speech, but also in the ability to present one's thoughts and beliefs correctly and in an orderly manner, eloquently and captivatingly.
Any oral presentation must satisfy three main criteria, which ultimately lead to success: this is the criterion of correctness, i.e. compliance with language norms, the criterion of semantic adequacy, i.e. compliance of the content of the speech with reality, and the criterion of effectiveness, i.e. compliance of the achieved results with the set goal.
The work of preparing an oral presentation can be divided into two main stages: the pre-communicative stage (preparation of a speech) and the communicative stage (interaction with the audience).
Work on preparing an oral presentation begins with the formulation of the topic. It is best to formulate the topic in such a way that its first word denotes the name of the scientific result obtained during the implementation of the project (for example, "Manufacturing technology ...", "Development model ...", "Control system ...", "Detection method ...", etc.) . The topic of the speech should not be overloaded, it is impossible to "embrace the immensity", covering a large number of issues will lead to their cursory listing, to declarativeness instead of in-depth analysis. Unsuccessful wording - too long or too short and general, very banal and boring, not containing problems, divorced from further text, etc.
The presentation itself should consist of three parts - introduction (10-15% of the total time), main part (60-70%) and conclusion (20-25%).
Introduction includes the presentation of the authors (last name, first name, patronymic, if necessary, place of study / work, status), the title of the report, decoding the subtitle in order to accurately determine the content of the speech, a clear definition of the core idea. The core idea of the project is understood as the main thesis, the key position. The core idea makes it possible to set a certain tone for the performance. To formulate the main thesis means to answer the question, why talk (goal) and what to talk about (means to achieve the goal).
Requirements for the main thesis of the speech:
the phrase should state main idea and fit the purpose of the speech;
the judgment should be short, clear, easily retained in short-term memory;
thought must be understood unambiguously, not to contain contradictions.
There can be several core ideas in a speech, but no more than three.
The most common mistake at the beginning of a speech is either to apologize or to declare one's inexperience. The result of the introduction should be the interest of the audience, attention and disposition to the presenter and the future topic.
Photo, video clips, audio recordings, factual material can be used to argue in favor of the core idea of the project. For ease of perception, it is better to demonstrate numerical data through tables and graphs, and not to abuse them by reading them. Best of all, when the amount of digital material in an oral presentation is limited, it is better to refer to it, rather than give it in full, since the abundance of numbers rather tires the listeners than arouses interest.
The plan for the development of the main part should be clear. The optimal number of facts and necessary examples should be selected.
In a scientific speech, the following use of word forms is accepted: present tense verbs in the “timeless” meaning, reflexive and impersonal verbs, predominance of 3rd person forms of the verb, imperfective forms, indefinite personal sentences are used more often. Before you use corporate and professional jargon or terms in your presentation, you need to make sure that the audience understands what you are talking about.
If the use of special terms and words that some of the audience may not understand is necessary, then try to give a brief description of each of them when you use them for the first time during the presentation.
The most common mistakes in the main part of the report are going beyond the issues under consideration, overlapping points of the plan, complicating certain points of speech, as well as overloading the text with theoretical reasoning, an abundance of issues raised (declarative, lack of evidence), lack of connection between the parts of the speech, disproportionate parts of the speech (long introduction, crumpled main provisions, conclusions).
In custody it is necessary to formulate the conclusions that follow from the main idea (ideas) of the speech. A well-structured conclusion contributes to a good impression of the speech as a whole. In conclusion, it makes sense to repeat the core idea and, in addition, again (in a brief form) return to those moments of the main part that aroused the interest of the audience. You can end your speech with a decisive statement. Introduction and conclusion require mandatory preparation, they are the most difficult to create on the go. Psychologists have proven that what is best remembered is what was said at the beginning and at the end of the message ("the law of the region"), so the introduction should attract the attention of listeners, interest them, prepare for the perception of the topic, introduce it (it is not the introduction that is important in itself, but its correlation with the rest of the parts), and the conclusion should summarize in a compressed form everything that was said, strengthen and thicken the main idea, it should be such that "the listeners feel that there is nothing more to say" (A.F. Koni).
In key statements, you should use phrases that program interest. Here are some turns that help increase interest:
- "It will allow you..."
- "Thanks to this you will get..."
"This will avoid..."
- "It boosts your..."
- "It gives you an extra..."
- "It makes you..."
- "Due to this, you can ..."
After preparing the text / speech plan, it is useful to check yourself with questions:
Does my presentation generate interest?
Do I know enough about the subject and do I have enough data?
Will I be able to finish my presentation within the allotted time?
Is my presentation appropriate to my level of knowledge and experience?
When preparing for a presentation, it is necessary to choose the way of speaking: oral presentation based on the abstract (prepared slides can also serve as a support) or reading the prepared text. Note, however, that Shading pre-written text greatly reduces the impact of the speech on the audience. Memorizing the written text noticeably fetters the speaker and binds him to a pre-planned plan, making it impossible to respond to the reaction of the audience.
It is well known that a dispassionate and languid speech does not evoke a response from the listeners, no matter how interesting and important the topic is. Conversely, sometimes even a speech that is not entirely coherent can affect the audience if the speaker is talking about a topical issue, if the audience feels the competence of the speaker. Bright, energetic speech, reflecting the speaker's enthusiasm, his confidence, has a significant inspiring power.
In addition, it has been established that short phrases easier to hear than long ones. Only half of adults are able to understand a phrase containing more than thirteen words. And a third of all people, listening to the fourteenth and subsequent words of one sentence, generally forget its beginning. Must be avoided complex sentences, participial and participle turnovers. When presenting a complex question, one should try to convey information in parts.
A pause in oral speech performs the same role as punctuation marks in writing. After complex conclusions or long sentences, a pause should be made so that the listeners can think about what was said or correctly understand the conclusions drawn. If the speaker wants to be understood, then one should not speak without a pause for more than five and a half seconds (!).
A special place in the presentation of the project is occupied by an appeal to the audience. It is known that addressing the interlocutor by name creates a more trusting context of a business conversation. In public speaking, you can also use similar techniques. So, such expressions as “As you know”, “I am sure that this will not leave you indifferent” can serve as indirect appeals. Such arguments to the audience are a kind of statements that subconsciously affect the will and interests of the listeners. The speaker shows that the audience is interesting to him, and this is the easiest way to achieve mutual understanding.
During the performance, it is important to constantly monitor the reaction of the audience. Attentiveness and observation, combined with experience, allow the speaker to capture the mood of the audience. It is possible that consideration of some issues will have to be reduced or completely abandoned. Often a good joke can lighten the mood.
After the presentation, you need to be ready to answer the questions that the audience has.
Guidelines for preparing a presentation
It is most convenient to prepare a computer presentation accompanying the speaker's speech in MS PowerPoint. A presentation as a document is a sequence of successive slides - that is, electronic pages that occupy the entire monitor screen (without the presence of program panels). Most often, a presentation demonstration is projected on a large screen, less often it is distributed to the audience as printed material. The number of slides is adequate to the content and duration of the presentation (for example, for a 5-minute presentation, it is recommended to use no more than 10 slides).
The first slide must contain the topic of the presentation and information about the authors. The following slides can be prepared using two different strategies for preparing them:
1 strategy: a basic summary of the speech and key words are placed on the slides in order to use them as a plan for the speech. In this case, the slides are subject to the following requirements:
the amount of text on the slide - no more than 7 lines;
a bulleted/numbered list contains no more than 7 elements;
there are no punctuation marks at the end of lines in bulleted and numbered lists;
significant information is highlighted with the help of color, size, animation effects.
It is especially necessary to check the text for the absence of errors and typos. The main mistake in choosing this strategy is that the speakers replace their speech by reading the text from the slides.
2 strategy: actual material (tables, graphs, photographs, etc.) is placed on the slides, which is an appropriate and sufficient visual aid, helps in revealing the core idea of the speech. In this case, the slides are subject to the following requirements:
the selected information visualization tools (tables, charts, graphs, etc.) correspond to the content;
illustrations of good quality (high resolution), with a clear image are used (as a rule, no one present is interested in reading the text on your slides and peering into small illustrations);
The maximum amount of graphic information on one slide is 2 figures (photos, diagrams, etc.) with text comments (no more than 2 lines for each). The most important information should be in the center of the screen.
The main mistake when choosing this strategy is “competing” with your own illustrative materials (the audience is not given enough time to perceive the material on the slides). A normal slide without animation effects should be shown on the screen for at least 10 - 15 seconds. In less time, those present will not have time to understand the content of the slide. If some picture appeared for 5 seconds, and then another one immediately changed, then the audience will assume that the speaker is pushing it. The opposite (positive) effect can be achieved if the speaker scrolls through many slides with complex tables and diagrams, while saying “Here is a different kind of auxiliary material, but I want to skip it so as not to overload the presentation with details. True, such a technique to do in early and in end presentations are risky, the best option is in the middle of the speech.
If the slide contains a complex diagram, it should be preceded by introductory words (for example, “This diagram shows such and such, green indicates indicators A, blue indicates indicators B”), in order to give the audience time to consider it. and only then start discussing it. Each slide, on average, should be on the screen for at least 40 - 60 seconds (excluding time for a random discussion). In this regard, it is better to set up the presentation not for automatic display, but for the speaker to change slides.
Particular care must be taken with presentation design . For all presentation slides, if possible, use the same design template, size - for headings - at least 24 points, for information - for information at least 18. It is not customary to put word hyphens in presentations.
Think about whether you are distracting the audience with your own presentation? Bright colors, complex color constructions, excessive animation, jumping text or illustrations are not the best addition to a scientific report. Also undesirable sound effects during the demonstration of the presentation. The best are contrasting background and text colors (white background - black text; dark blue background - light yellow text, etc.). It's best not to mix different types of fonts in the same presentation. It is recommended not to abuse capital letters (they are read worse).
Low-contrast slides will look dull and featureless, especially in bright classrooms. For better orientation in the presentation during the presentation, it is better to number the slides. It is desirable that the slides have margins of at least 1 cm on each side. Auxiliary information (control buttons) should not prevail over the main information (text, illustrations). You can use built-in animation effects only when you cannot do without it (for example, the sequential appearance of chart elements). You can use a laser pointer to focus on specific information on a slide.
Charts are prepared using MS Excel spreadsheet chart wizard. To enter numeric data, a number format with a thousands separator is used. If the data (data labels) is a fractional number, then the number of decimal places displayed must be the same for the entire group of this data (the entire series of data labels). Data and labels should not overlap and merge with the graphic elements of the chart. Structural diagrams are prepared using standard drawing tools of the MS Office package. If, when formatting a slide, there is a need to proportionally reduce the size of the diagram, then the font size of the details should be increased so that the actual display of the objects of the diagram corresponds to the values indicated in the table. Tables should not have more than 4 rows and 4 columns - otherwise the data in the table will simply be impossible to see. Cells with row and column names and the most significant data are recommended to be highlighted in color.
Tabular information is inserted into materials as a table of MS Word word processor or MS Excel spreadsheet. When inserting a table as an object and resizing it proportionally, the actual displayed font size must be at least 18 pt . Tables and charts are placed on a light or white background.
If you prefer to use the help of an operator (which is also possible) rather than flip through the slides yourself, it is very useful to provide links to the slides in the text of the report ("Next slide, please ...").
The final slide of the presentation containing the text "Thank you for your attention" or "End" is hardly acceptable for a presentation accompanying a public speaking, since the end of the slide show does not yet end the speech. In addition, such slides, like the “Questions?” slide, duplicate the oral message. Repeating the first slide at the end of the presentation seems to be the best option, as this provides an opportunity to remind the audience once again of the topic of the speech and the name of the speaker and either move on to questions or end the presentation.
To show the presentation file, you must save it in the PowerPoint Demonstration format (File - Save As - File Type - PowerPoint Demonstration). In this case, the presentation automatically opens in full-screen display mode (slideshow) and listeners are spared both the view of the working window of the PowerPoint program and the loss of time at the beginning of the presentation.
After preparing the presentation, it is useful to check yourself with questions:
whether the ultimate goal of the presentation was achieved (what was it possible to define, explain, offer or demonstrate with the help of it?);
What features of the presentation object did you manage to attract the attention of the audience?
Does the created presentation distract from oral presentation?
After preparing the presentation, a rehearsal of the speech is necessary.
Presentation Evaluation Criteria
Criteria for evaluation
Assessment content
1. Content criterion
correct choice of topic, knowledge of the subject and fluency in the text, competent use of scientific terminology, improvisation, speech etiquette
2. Logical criterion
harmonious logical and compositional construction of speech, evidence, reasoning
3. Speech criterion
the use of linguistic (metaphors, phraseological units, proverbs, sayings, etc.) and non-linguistic (posture, manners, etc.) means of expression; phonetic organization of speech, correctness of stress, clear diction, logical stress, etc.
4. Psychological criterion
interaction with the audience (direct and feedback), knowledge and consideration of the laws of speech perception, the use of various methods of attracting and activating attention
5. Criteria for compliance with design-ergonomic requirements for computer presentation
the requirements for the first and last slides are met, a reasonable sequence of slides and information on the slides is traced, the necessary and sufficient number of photo and video materials, taking into account the peculiarities of perception of graphic (illustrative) information, the correct combination of background and graphics, the design of the presentation does not contradict its content, competent correlation oral presentation and computer support, the overall impression of the multimedia presentation
Guidelines for compiling crossword puzzles
A crossword puzzle is a task game in which a figure from rows of empty cells is filled with intersecting words with meanings given by the game conditions.
The crossword puzzle has the amazing property of challenging the reader to compete each time, assessing his abilities, and at the same time does not punish for mistakes.
Crossword classification
crossword - rectangle, square;
crossword rhombus;
crossword triangle;
round (cyclic) crossword;
cell crossword;
curly crossword;
diagonal crossword, etc.
symmetrical;
asymmetrical;
with a free arrangement of words, etc.
thematic;
humorous;
educational;
numeric.
Scandinavian;
Hungarian;
English;
German;
American;
Estonian;
Italian.
in the form:
by location:
by content:
by country name:
General requirements for compiling crossword puzzles
When compiling crossword puzzles, it is necessary to adhere to the principles of visibility and accessibility.
The presence of "dice" (blank cells) in the crossword grid is not allowed.
Random letter combinations and intersections are not allowed.
The hidden words must be nouns in the nominative case of the singular.
Two-letter words must have two intersections.
Three-letter words must have at least two intersections.
Abbreviations (ZiL, etc.), abbreviations (orphanage, etc.) are not allowed.
All texts must be written legibly, preferably typed.
Each sheet should have the name of the author, as well as the name of this crossword puzzle.
Design Requirements
The crossword puzzle must be clear.
The grids of all crossword puzzles must be made in two copies:
1st copy. - with completed words;
2nd copy. - only with position numbers.
Answers to the crossword are published separately. The answers are designed to check the correctness of the crossword puzzle solution and provide an opportunity to get acquainted with the correct answers to the unresolved positions of the conditions, which contributes to solving one of the main tasks of solving crossword puzzles - increasing erudition and increasing vocabulary.
Answering crossword puzzles:
For typical crosswords and chainwords: on a separate sheet;
For Scandinavian crosswords: only the completed grid;
For Hungarian crosswords: a grid with search words neatly crossed out.
Drawing up the conditions (interpretations) of the crossword puzzle:
They must be strictly concise. They should not be made lengthy, unnecessarily exhaustive, verbose, carrying redundant information.
Try to present the word from the least known side.
Look through the dictionaries: perhaps one of them will be the best definition. Definitions should not contain single-root words.
Guidelines for compiling a summary
Synopsis - this is a consistent, coherent presentation of the material of a book or article in accordance with its logical structure. There are two different ways of taking notes -direct and indirect.
Direct note-taking - This is a record in an abbreviated form of the essence of information as it is presented.
Indirect note taking they begin after reading (preferably re-reading) the entire text to the end, after the general meaning of the text and its internal content-logical relationships are understood.
The main part of the abstract is made up of abstracts, but evidence, facts and extracts, diagrams and tables, as well as the reader's own notes about what they have read are added to them.
If the abstract consists of only extracts, it is called textual abstract. This is the most “non-developing” type of abstract, since when compiling it, the student’s thought is practically turned off from the work, and the whole thing comes down to mechanical rewriting of the text.
If the content of the reading is presented mainly in the form of presentation, retelling is free abstract. If only one or a few problems related to the topic stand out as the main ones from what has been read, but not all of the content of the book - thematic abstract.
Memo-algorithm for the formation of the ability to take notes of a lecture
Write down the lecture plan, if it is not given, independently highlight the main questions during the lecture, fix them in the form of a plan in the margins on the left.
On the right side of the abstract, write the most important in short, precise phrases in your own words. Do not try to write down every word of the lecturer, because in this case you can miss the main thing, lose the thread of reasoning.
Pay special attention to the correct recording and highlighting the main conclusions for each item of the plan.
Do not write on drafts - a waste of time. Leave a free space or an unfinished phrase, which you will add later.
On the same day, while the content of the lecture is fresh in your memory, carefully read the summary, make the necessary corrections, restore the missed ones, and highlight the most important points.
Formulate the questions that arose when rereading the abstract and the literature recommended at the lecture.
Essay writing requirements
The purpose of the essay is to express one's point of view and form a consistent system of arguments justifying the preference for the position chosen by the author of this text.
The essay includes the following elements:
1. Introduction. It formulates the topic, substantiates its relevance, reveals the divergence of opinions, substantiates the structure of the consideration of the topic, and makes the transition to the main judgment.
2. The main part. Includes:
The formulation of judgments and arguments that the author puts forward, usually two or three arguments;
Evidence, facts and examples in support of the author's position;
Analysis of counter-arguments and opposing judgments, while it is necessary to show their weaknesses.
3. Conclusion. The main proposition is repeated, the arguments in defense of the main proposition are summarized, and a general conclusion is given about the usefulness of this statement.
Criteria for evaluating essay materials
When evaluating materials, the following elements should be considered:
1. Presentation of one's own point of view (position, attitude) when revealing the problem;
2. Disclosure of the problem at the theoretical level (in connection with justifications) or at the everyday level, with or without correct use scientific concepts in the context of answering an essay question;
3. Argumentation of one's position based on the facts of socio-economic reality or one's own experience.
All these elements must be studied and evaluated by the jury members.
Main criteria and levels of assessment
Points
2. The problem is disclosed at the theoretical level, in connections and justifications, with the correct use scientific terms and concepts in the context of the response.
1. Presented own point of view (position, attitude) in the disclosure of the problem.
2. The problem is disclosed with the correct use of scientific terms and concepts in the context of the answer, but theoretical connections and justifications are not present or are not clearly traced.
3. The argumentation of his opinion based on the facts of socio-economic reality or personal social experience is given.
1. Presented own point of view (position, attitude) in the disclosure of the problem.
2. The problem is disclosed with the formal use of scientific terms.
3. The argumentation of his opinion based on the facts of socio-economic reality or personal social experience is given.
1. Presented own position in the disclosure of the problem.
2. The problem is indicated at the household level.
3. Argumentation is unconvincing or absent.
1. Own position is not clearly expressed.
2. The problem is not disclosed, or an opinion is formulated without arguments.
3. The argumentation of one's opinion is given outside the context of the problem.
Maximum score
for essay materials
Requirements for the design and content of independent work of students
Abstracts, reports, messages made by students must meet certain requirements.
On the title page you must provide the following information:
STATE EDUCATIONAL INSTITUTION
SECONDARY VOCATIONAL EDUCATION
"Kiselev Polytechnical College"
=
Title of the abstract (report)
Completed:
Full name of the school, course, group
Supervisor:
Full name teacher
Kiselevsk, 20__
The list of used literature is drawn up in accordance with the requirements of GOST - in the library
When referring to a source in the text the serial number and page number of the used literature is given, enclosed in square brackets, it is also possible to place a link in the lower left part of the sheet.
Registration of work
Written work is done on A4 sheets, on one side of the sheet. Size - Times, font size - 14, line spacing - 1.5. Recommended volume :
Report- 3-5 sheets of A4 format;
abstract– 10-15 A4 sheets
When writing written work the following fields must be observed:
- top 1.5 cm
- bottom 2 cm
- left 2.5 cm
- right 1.5 cm
Paragraph should start at a distance of 3.5 cm.
All pages of the work are numbered with Arabic numerals in the center of the page. The numbering should be through, from the title page to the last page of the text. The title page is not numbered.
Illustrations(drawings, graphs, diagrams, diagrams, etc.) are located immediately after the text, where they are mentioned for the first time or on the next page. Each illustration should have a title that appears after the word Fig. and her numbers. The numbering of illustrations should be continuous throughout the text, for example:
Rice. 1. Experimental data on elastic scattering
protons and the results of calculations based on the optical model
digital material in the form of tables, which are located directly after the text. Tables are numbered in Arabic numerals by serial numbering within the entire work. The number of the table is placed in the upper right corner, above its heading after the word "Table". The table header is placed above the table in the middle. Column headings start with capital letters, and subheadings start with lowercase letters. The height of the letters in the table should not be less than 8 mm, for example:
Table 1
Process characteristic
Name
process
Activities
Quantity
unit of measurement
Note
Ministry of General and Vocational Education
Rostov region
state budgetary professional educational institution
Rostov region
"Karginsky Agrarian and Technological College"
TOOLKIT
ORGANIZATIONS OF EXTRACURRICULUM (for teachers)
Art. Karginskaya
Introduction 4
General information organization of extracurricular 4-5
independent work of students
Characteristics of tasks for extracurricular 5-17
independent work of students
HRMS assessment criteria 17-19
Appendix 1 Sample cover page 20
Appendix 2 Presentation template 21
Appendix 3 Sample Tests 22-23
Appendix 4 Sample problem solving 24
Appendix 5 Sample design of syncwine 25
Annex 6 Pivot table template 26
References 27
Introduction
The purpose of this manual is to assist teachers in organizing extracurricular independent work of students (VSWS). The manual provides brief descriptions of various types of tasks for HSCS, recommendations and requirements for their implementation, role-playing algorithms for the actions of a teacher and a student. Teachers can become familiar with both their role in this process and the role of students. This once again emphasizes the democratic nature of the educational process, devoid of constant direct supervision of all the actions of the student by the teacher, the absence of his direct instructions, recommendations in order to exclude the obedient and mechanical implementation of the actions prescribed by the teacher.
When organizing VSRS, teachers should strive to arouse in students the desire to become independent researchers in mastering knowledge for their future profession. Completing assignments for extracurricular independent work will allow students to develop and consolidate the qualities necessary for this.
General information on the organization of extracurricular independent work of students
The purpose of independent work is to promote the optimal assimilation of educational material by students, the development of their cognitive activity, readiness and need for self-education.
Tasks of independent work:
deepening and systematization of knowledge;
setting and solving cognitive problems;
development of analytical and synthetic abilities of mental activity, skills of working with information of various sizes and types, educational and scientific literature;
Practical application of knowledge and skills;
Development of skills for organizing independent educational work and monitoring its effectiveness.
In this regard, students need to be reminded of the rules for planning and implementing independent learning activities:
1. Before doing any business, clearly formulate the goal of the upcoming activity.
4. Choose the best option by weighing all the conditions.
5. Outline the intermediate stages of the forthcoming work, determine the time for each stage.
6. During the implementation of the plan, constantly monitor yourself and your activities. Adjust the work taking into account the results obtained, i.e. implement and use feedback.
Characteristics of tasks for extracurricular independent work of students
1. Preparing an information message- this is a type of extracurricular independent work on the preparation of a small oral message for scoring at a seminar, a practical lesson. The reported information is in the nature of clarification or generalization, carries novelty, reflects a modern view on certain problems.
The message differs from reports and abstracts not only in the amount of information, but also in its nature - messages supplement the issue under study with factual or statistical materials. The task is drawn up in writing, it may include visual elements (illustrations, demonstrations).
The time limit for voicing a message is up to 5 minutes.
The time spent on preparing a message depends on the difficulty of collecting information, the complexity of the material on the topic, the individual characteristics of the student and are determined by the teacher. Estimated time for preparing an information message is 1 hour, the maximum number of points is 2.
Additional tasks of this kind can be planned in advance and entered into the map of independent work at the beginning of the study of the discipline.
The role of the teacher:
determine the subject and purpose of the message;
determine the place and timing of the preparation of the message;
Provide advisory assistance in the formation
Assess the message in the context of the lesson
Student role:
collect and study literature on the topic;
draw up a plan or graphic structure of the message;
highlight the basic concepts;
to enter into the text additional data characterizing the object of study;
arrange the text in writing;
hand over to the teacher for control and voice in a timely manner.
Criteria for evaluation:
relevance of the topic;
relevance of the content to the topic;
depth of study of the material;
the presence of visual elements.
2. Essay writing- this is a more voluminous type of independent work of a student than a message, containing information that complements and develops the main topic studied in the classroom (Appendix 1). The leading place is occupied by topics of professional interest, bearing an element of novelty. Abstracts must represent a written model of the original document - scientific work, monographs, articles. The abstract may include a review of several sources and serve as the basis for a report on a specific topic at seminars, conferences. The schedule for voicing an abstract is 7-10 minutes.
The time spent on preparing the material depends on the difficulty of collecting information, the complexity of the material on the topic, the individual characteristics of the student and are determined by the teacher. Approximate preparation time is 4 hours, the maximum number of points is 5.
As an additional task, it is planned in advance and entered into the map of independent work at the beginning of the study of the discipline.
The role of the teacher: is identical to the role in the preparation of an information message by a student, but has features regarding:
The choice of sources (different degrees of complexity of assimilation
scientific works, articles);
drawing up an abstract plan (order of presentation of the material);
formulating the main conclusions (compliance with the goal);
registration of work (compliance with the requirements for registration).
Student role: is identical when preparing an informational message, but has features regarding:
selection of literature (basic and additional);
studying information (understanding the logic of the source material, choosing the main material, summarizing, formulating conclusions);
presentation of the abstract in the prescribed form.
Criteria for evaluation:
relevance of the topic;
relevance of the content to the topic;
depth of study of the material;
literacy and completeness of the use of sources;
compliance with the abstract formatting requirements.
3. Creation of materials - presentations- this is a type of independent work of students on the creation of visual information aids, made using the multimedia computer program MS PowerPoint (Appendix 10). This type of work requires coordination of the student's skills in collecting, systematizing, processing information, arranging it in the form of a collection of materials that briefly reflect the main issues of the topic being studied, in in electronic format. That is, the creation of presentation materials expands the methods and means of processing and presenting educational information, forms students' computer skills.
Presentation materials are prepared by the student in the form of slides using Microsoft PowerPoint. As presentation materials, the results of any type of extracurricular independent work can be presented, the format corresponding to the presentation mode.
The time spent on creating presentations depends on the degree of difficulty of the material on the topic, its volume, the level of complexity of creating a presentation, the individual characteristics of the student and are determined by the teacher.
Approximate preparation time is 1.5 hours, the maximum number of points is 2.
An additional task for creating presentation materials is entered into the map of independent work in the dynamics of the educational process as necessary and submitted for control during practical classes.
The role of the teacher:
Advise in case of difficulty.
Student role:
To study the materials of the topic, highlighting the main and secondary;
Establish a logical relationship between elements
select reference signals to emphasize the main
information and display in the work structure;
Criteria for evaluation:
relevance of the content to the topic;
Aesthetics of design, its compliance with the requirements;
The work was submitted on time.
4. Drawing up a basic outline- is a type of extracurricular independent work of the student to create a brief information structure that summarizes and reflects the essence of the lecture material, the topic of the textbook (Appendix 5). The reference abstract is designed to highlight the main objects of study, to give them a brief description, using symbols, to reflect the connection with other elements. The main purpose of the reference summary is to facilitate memorization. It uses various basic concepts, terms, signs (symbols) - reference signals. A reference note is the best form of preparation for and in the process of answering. Drawing up a reference summary for topics is especially effective for students who are faced with a large amount of information in preparation for classes and, not having the skills to highlight the main thing, have difficulty remembering it. The reference outline can be represented by a system of interrelated geometric shapes containing blocks of concentrated information in the form of steps of a logical ladder; drawing with additional elements, etc. The task to draw up a basic abstract on the topic can be both mandatory and optional.
Supporting notes can be checked during the survey on the quality of the student's answer, or the effectiveness of its use when answering by other students, or within the framework of seminars, a micro-competition of notes can be held according to the principle: which of them is more concise in form, capacious and universal in content.
The time spent in compiling the reference notes depends on the complexity of the material on the topic, the individual characteristics of the student and is determined by the teacher.
Approximate preparation time is 2 hours, the maximum number of points is 4.
An additional task for compiling a reference abstract is entered into the map of independent work in the dynamics of the educational process as necessary.
The role of the teacher:
Help in choosing the main and additional elements
advise in case of difficulties;
periodically provide an opportunity to test the effectiveness of the abstract within the framework of the lesson.
Student role:
present the characteristics of the elements in a short form
select reference signals for emphasis main information and display in the work structure
complete the work and submit it in a timely manner.
Criteria for evaluation:
relevance of the content to the topic;
correct structuring of information;
the presence of a logical connection of the information presented;
Accuracy and literacy of presentation and presentation
Work delivered on time
5. Compilation of tests and sample answers to them- this is a type of student's independent work to consolidate the studied information by means of its differentiation, concretization, comparison and clarification in the control form (question, answer) (Appendix 8). The student must make both the tests themselves and the standards of answers to them. Tests can be of various levels of complexity, it is advisable to provide the student with freedom of choice in this, the main thing is that they be within the scope of the topic. The number of tests (information units) can be determined or given arbitrarily. Quality control of tests can be brought up for discussion ("Who made them more?", "Whose tests are more accurate, more interesting?", etc.) directly at the practical lesson. It is also advisable to evaluate their quality as part of the lesson. The assignment is in writing.
The time spent on compiling tests depends on the amount of information, the complexity of its structuring and is determined by the teacher. Estimated time to prepare one test task - 1 hour, the maximum number of points - 0.5.
The role of the teacher:
introduce the test option;
check performance and evaluate at the end of the lesson.
Student role:
study information on the topic;
to carry out its system analysis;
create tests;
create templates for answers to them;
Criteria for evaluation:
compliance of the content of test tasks with the topic;
inclusion in test tasks the most important information;
Advantages and disadvantages.
Statement of own approach / idea.
Necessary resources to implement this approach. Action plan to implement the idea.
Prospects for using this approach / its development
Pros and cons of the proposed idea.
6 Compilation of crossword puzzles on the topic and answers to them- this is a kind of displaying information in a graphical form and a type of knowledge control on it. The work of compiling a crossword puzzle requires the student to master the material, the ability to concentrate his thoughts and the flexibility of the mind. Solving crossword puzzles is more often used in classroom independent work as a method of self-control and mutual control of knowledge.
Compilation of crossword puzzles is considered as a type of extracurricular independent work and requires from students not only the same qualities that are necessary when solving crossword puzzles, but also the ability to systematize information. Crosswords can be different in form and volume of words.
The time spent on compiling crossword puzzles depends on the amount of information, its complexity and is determined by the teacher. Estimated time for preparing one crossword puzzle with a volume of at least 10 words is 1 hour, the maximum number of points is 1.
The role of the teacher:
Specify the task, clarify the goal;
Student role:
study information on the topic;
create a graphic structure, questions and answers to
Submit for inspection within the stipulated time.
Criteria for evaluation:
relevance of the content to the topic;
correct wording of questions;
crossword completed without errors;
The work was submitted for review on time.
7. Problem solving - This is a type of independent work that allows
use various types of cognitive activity to solve problems, apply the basic methods of cognition (observation, description, measurement, experiment) to study various aspects of the surrounding reality. The ability to solve physical problems determines the degree and depth of understanding of physical phenomena. In this regard, practical exercises are an extremely important type of training. When solving problems in physics, one should remember that they reflect the physical reality of the world around us. The solution of any problem, even a very simple one, must begin with the recognition of a phenomenon and its mental representation. Only then can a decision be made.
The time spent on solving problems depends on its complexity and is determined by the teacher. Estimated time to solve the problem is from 0.5 to 1 hour, the maximum number of points is 5.
The role of the teacher:
specify the task
explain the "key situations" on which most of the tasks on this topic are based.
setting a task together with students.
check performance and evaluate.
Student role:
formulation of the problem;
the solution of the problem;
solution analysis.
answer wording
Criteria for evaluation:
a short statement of the condition.
recording units of measurement and converting them to SI.
writing formulas.
implementation of the decision
analysis of the results
8 Draftingcinquain requires the student to be able to find the most significant educational elements in the educational material, draw a conclusion and briefly express. The use of modern educational technologies is a necessary condition for achieving a new quality of education. State educational standards for disciplines require students to master a number of research, design, information and communication skills. Using in the practice of his work the elements of technology for the development of critical thinking, the teacher reveals the spiritual potential of the student, and also provides an opportunity to deal with their own shortcomings and overcome doubts about their own strengths and capabilities.
Sinkwain - concentration of knowledge, associations, feelings; narrowing the assessment of phenomena and events, expressing one's position, view of an event, an object.
Writing syncwine is a form of free creativity, which is carried out according to certain rules. The traditional cinquain consists of five lines and is based on the count of syllables in each verse, its syllabic structure is 2-4-6-8-2".
A correctly composed cinquain has a pronounced emotional coloring.
The role of the teacher:
Specify the task, clarify the goal;
Check performance and evaluate in the context of the session.
Student role:
study the materials of the topic, choose the main and secondary;
establish a logical relationship between theme elements
present the characteristics of the elements in a short form
complete the work and submit it by the deadline.
Criteria for evaluation:
Correspondence to the topic (the topic of the lesson and the syncwine are the same).
Literacy (there are no spelling and punctuation errors in the content).
The presence of an aphorism (a quote or a catchphrase is included in the cinquain).
Artistry of images (transfer of mood, state, character of a person, environment, Events).
Originality of performance (general impression of syncwine).
9. Drawing up a summary (summary) table on the topic- this is a type of student's independent work on the systematization of voluminous information, which is reduced (generalized) into the framework of the table (Appendix 6). The formation of the structure of the table reflects the student's tendency to systematize the material and develops his skills in structuring information. The brevity of the presentation of information characterizes the ability to collapse it. Within the framework of the table, both sections of one topic (single-plane material) and sections of different topics (multi-plane material) are visually displayed. Such tables are created as an aid in studying a large amount of information, wanting to give it the best form for memorization. The task is most often mandatory, and its quality is assessed by the quality of knowledge in the control process. Issued in writing. The time spent on compiling a pivot table depends on the amount of information, the complexity of its structuring and is determined by the teacher. Estimated preparation time - 1 hour, maximum points - 1. Tasks for compiling a summary table are planned more often in the context of a mandatory task for preparing for theoretical lesson.
The role of the teacher:
Determine the theme and purpose;
Monitor the correctness of execution, evaluate the work.
Student role:
Study information on the topic;
Choose the optimal form of the table;
Provide information in a compressed form and fill in the main columns of the table with it;
Using the ready-made table, effectively prepare for the control on a given topic.
Criteria for evaluation:
Relevance of the content to the topic;
Consistency of the table structure;
Correct selection of information;
The presence of a generalizing (systematizing, structuring, comparative) nature of the presentation of information;
Compliance with the design requirements;
The work was delivered on time.
Criteria for assessing extracurricular independent work of students
The quality of the performance of extracurricular independent work of students is assessed through the current control of students' independent work using point system. The current control of VSRS is a form of systematic control of the quality and volume of competencies acquired by the student in the process of studying the discipline, is carried out at practical and seminar classes and during teacher consultations.
Maximum Points independent work of the student for each type of task, the student receives if:
describes the relevant topic in detail with sufficient completeness;
gives correct formulations, precise definitions, concepts of terms;
correctly answers the additional questions of the teacher, aimed at finding out the degree of understanding of the student of this material.
70~89% student receives if:
incomplete (at least 70% of the complete), but the task is correctly stated;
when presenting, 1-2 minor errors were made, which he corrects after the teacher's remark;
gives correct formulations, exact definitions,
concepts of terms;
can substantiate his answer, give the necessary examples;
correctly answers the additional questions of the teacher, aimed at finding out the degree of understanding of the student of this material.
50~69% from the maximum points student receives if:
Incompletely (at least 50% of the complete), but the task is correctly stated;
1 significant error was made in the presentation;
knows and understands the main provisions of this topic, but allows inaccuracies in the formulation of concepts;
presents the task in a logical and consistent way;
finds it difficult to answer the teacher's questions.
49% or less of the maximum number of points a student receives if:
incomplete (less than 50% of the complete) task is stated;
significant errors were made in the presentation.
Approximate amount of time to complete tasks
Appendix 1
Essay title page sample
Ministry of General and Vocational Education
Rostov region
state budgetary professional educational institution
Rostov region
"Karginsky Agrarian and Technological College"
ESSAY
Subject: "___________________________"
by discipline "____________________________________________"
Checked by: teacher ___________________
Is done by a student___________________ course, group
F.I. student
Annex 2
Presentation template
The first slide shows The subject of the informational message (or other type of task):
Prepared by: Full name student, course, group, specialty teacher
.
On the second slide submit a presentation plan
On the third slide, etc. the content of information is concisely disclosed, you can include pictures, autoshapes, graphs, charts and other ways of visually displaying information
Annex 3
Test Writing Samples
Types of test items
According to the way of answering, test tasks can be the following main ones. types:
1. Closed tests with one correct answer,
in which you must choose from the proposed options
only one correct answer.
For example: Define the unit for speed in the International System of SI... A) km/s. B) m. C) m / s. D) m/.
2.
Closed tests with two or more correct
answers in which of the proposed options
There must be at least two correct answers.
For example: Choose the quantities on which the momentum of the body depends
a) mass b) weight c) speed
3. Closed match tests,
For example: Indicate what kind of deformation is experienced:
1. connecting rod a) stretching
2. rivet b) compression
3. power take-off c) shift
d) torsion
4. Closed tests for finding a sequence, where the proposed variants of events, phenomena, concepts must be placed in the sequence specified in the test condition.
For example: using the words and phrases below, formulate the definition of an oscillatory circuit:
A) consisting b) a system c) of a capacitor d) in which e) and coils e) can occur electrical vibrations
5. Open tests, in which there are no options for correct answers, The student must give the only correct answer on their own. As a rule, it is used when forming tests that assume an answer in the form of a result of calculations, according to the conditions given in the test.
For example: What is the current strength in the circuit if the voltage across a resistor with an electrical resistance of 2∙10 3 kΩ is 15V? At the same time, you need to carefully monitor the units used in the answer.
measurement sources and calculation error.
Appendix 4
Problem solution sample
Task: What is the current strength in the circuit if the voltage across a resistor with an electrical resistance of 2∙10 3 kΩ is 15V?
Given: SI Solution:
R \u003d 10 3 kOhm \u003d 10 6 Ohm J=
U=20 V J=6 = 2∙10 -6 A
J-? Answer: J= 2∙10 -6 A
Annex 5
Sample compilation of syncwine
Exercise: Compose a syncwine: the topic "Structure of matter"
Molecule. Small, mobile.
Moves, attracts, repels.
A molecule is what a substance is made of.
Appendix 6
Sample PivotTable
| Field type | electrostatic | Magnetic Vortex electric | Vortex electric |
| Field source | Electric charges | Moving charges, current | Changing magnetic field |
| Field indicator | Electric charges | Moving charges, current | Electric charges |
| Potential or vortex | Potential | Vortex | Vortex |
| Field work in a closed loop | Zero | Not equal to zero | Not equal to zero |
| Field lines (closed or open) | Not closed, start and end on charges | Closed | Closed |
List of used literature
1. Alkhanov, A. Independent work of students / A. Alkhanov // Higher education in Russia. - 2005. - No. 11. - P.86-89. 2. Izmailova M.A. Organization of extracurricular independent work of students: Toolkit. - M.: Publishing and Trade Corporation "Dashkov and Co", 2008. - 64 p. 3. Plotnikova, O. Independent work of students: activity approach / O. Plotnikova // Higher education in Russia. - 2005. - No. 1. 4. Tailors, V. On the upbringing of students' independence / V.Portnykh // Higher education in Russia. - 2006. -№7. - P.155-157. 5. Rosina, N. Organization of SIW in the context of innovative education / N.Rosina // Higher education in Russia. - 2006. - No. 7. - P.109-114. 6. Rubanik, A. Independent work of students /
Organization of extracurricular independent work of students
1. Regulatory requirements for the organization of independent work (SR) in the implementation of the Federal State Educational Standard for NGOs / SPO of a new generation
With the introduction of a new generation of the Federal State Educational Standard, the value of SR increases significantly. The need for its training is due to the fact that the development of the subject of professional activity is impossible outside the activity in which its goal is independently set, actions and operations are planned and implemented, the result obtained is correlated with the goal, the methods of activity are adjusted, etc. The subjective position of the student in learning becomes the main condition for the formation of experience practical activities and on its basis - mastery of competencies.
This, in turn, requires an appropriate reorganization of the educational process in terms of the educational component, improvement of educational and methodological documentation, the introduction of new information and educational technologies, updating the hardware and software of the SR, new technologies for self-control and current control of knowledge, skills and possessions. In this regard, part of the work of teachers is qualitatively changing, which is reflected in their individual plans in terms of educational and educational-methodical work.
In the context of the growing importance of extracurricular work of students, the activity of the teacher and the student is filled with new content.
The role of the teacher consists in the organization of SR with the aim of acquiring a student of OK and PC, allowing the student to form the ability for self-development, self-education and innovation;
The role of the student is to become a creative person in the process of SR under the guidance of a teacher, able to independently acquire knowledge, skills and possessions, formulate a problem and find the best way to solve it.
Independent work - this is the activity of students planned within the framework of the curriculum to master the content of the OBEP of the NPO / SPO, which is carried out on assignment, with the methodological guidance and control of the teacher, but without his direct participation.
Tasks of the SR organization are to:
motivate students to master the curriculum;
increase the responsibility of students for their learning;
promote the development of general and professional competencies of students;
create conditions for the formation of students' ability to self-education, self-government and self-development.
Analysis and generalization of modern practices of organizing SR testifies to the diversity of types and types of independent activity of students, various methods of pedagogical management of independent educational and cognitive activity by teachers.
AUDITORIAL INDEPENDENT WORK
Lecture work. Drawing up or monitoring the plan for reading a lecture, working out the lecture notes, supplementing the notes with recommended literature. In lectures - questions for independent work of students, indications of the source of the answer in the literature. During the lecture, the so-called "blotches"– speeches, student messages on individual issues of the plan. Leading tasks for independent study of fragments of future topics of classes, lectures (in articles, textbooks, etc.). The most important means of activating the desire for independent activity are active learning technologies. In this regard, an effective form of education is problematic lectures. The main task of the lecturer in this case is not so much to convey information as to familiarize listeners with objective contradictions in the development of scientific knowledge and ways to resolve them. The function of a student is not only to process information, but also to actively engage in the discovery of knowledge unknown to him.
Work in practical classes.Seminar-discussion is formed as a process of dialogical communication of participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems takes place. The student learns to express his thoughts in reports and speeches, actively defend his point of view, object with reason, refute the erroneous position of a fellow student. This form of work allows you to increase the level of intellectual and personal activity, involvement in the process of educational cognition.
"Brain attack". The group is divided into "generators" and "experts". Generators are offered a situation (of a creative nature). For a certain time, students offer various options for solving the proposed problem, fixed on the board. At the end of the allotted time, “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Giving students the opportunity to offer, discuss, exchange ideas in class not only develops their creative thinking and increases the degree of trust in the teacher, but also makes learning “comfortable”.
The game form of the lesson ("What? Where? When?").
The students were divided into three groups in advance, homework was distributed, team numbers were prepared, record sheets with the names of the players for the captains. The game consists of six stages.
Introductory speech of the teacher.
Warm-up - repetition of all the key questions of the topic.
Set the time to think about the question and the number of points for the answer.
Game "What? Where? When?".
Summarizing.
The final word of the teacher.
Business games. Such a lesson is more convenient to carry out when repeating and generalizing the topic. The group is divided into teams (2–3). Each team receives a task and then announces their decision. Tasks are exchanged.
Round table. A characteristic feature of the round table is the combination of a thematic discussion with a group consultation. A leader and 5-6 commentators on the problems of the topic are selected. The main directions of the topic are selected, and the teacher offers students questions on the solution of which the solution of the whole problem depends. The facilitator continues the lesson, he gives the floor to the commentators, attracts the whole group to the discussion.
Collective discussion accustoms to independence, activity, a sense of belonging to events. At the same time, the information obtained as a result of listening to lectures and independent work with additional material is consolidated, as well as the identification of problems and issues for discussion.
Case Study- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analysis of specific situations develops the ability to analyze life and professional tasks. Faced with a specific situation, the student must determine whether there is a problem in it, what it consists of, determine their attitude to the situation, and offer options for solving the problem.
project method. To implement this method, it is important to choose a topic taken from real life, significant for the student, for the solution of which it is necessary to apply his knowledge and new knowledge that has yet to be obtained. The choice of topic is carried out jointly by the teacher and the student, revealing the prospects for research, developing an action plan, determining sources of information, methods of collecting and analyzing information. In the process of research, the teacher indirectly observes, gives recommendations, consults. After completion and presentation of the project, the student participates in the evaluation of their performance.
The technology of creating a cheat sheet. This technology is non-traditional and causes an increased interest of the student audience in the opportunity to participate in the creation of such a "creative product". It allows the student to develop and form a number of important skills, such as:
think outside the box, original;
generalize information into microblocks;
study the material in depth, focusing on
basic, main, core information;
select and systematize key concepts, terms,
The implementation mechanism of this technology is as follows. At the first stage, students create their own “named” package of cheat sheets for all questions that are submitted for an exam or test (participation is voluntary). Before the exam, students hand over cheat sheets to the teacher (the teacher checks this product for compliance with technological requirements).
You can use the "cheat sheet" in the exam in the following cases:
personal request of the student in case of difficulties; only when answering at the teacher's table;
viewing time is not more than 2 minutes (if the student material
knows that this time is enough).
The use of a cheat sheet is the ability of a student to show how to really get a thoughtful and detailed answer to a question posed from a minimum of encrypted information.
EXTRA-CURRICULUM INDEPENDENT WORK
1. Note taking. There are two different ways of taking notes - direct and indirect.
Direct note-taking is a record in an abbreviated form of the essence of information as it is presented. When recording lectures or during a seminar, this method turns out to be the only possible one, since both of them unfold before your eyes and will not happen again; you do not have the opportunity to either run to the end of the lecture, or “relisten” to it several times.
Indirect note-taking begins only after reading (preferably re-reading) the entire text to the end, after the general meaning of the text and its internal content-logical relationships are understood. The abstract itself must be kept not in the order of its presentation, but in the sequence of these relationships: they often do not coincide, and it is possible to understand the essence of the matter only in its logical, and not rhetorical sequence. Naturally, the logical sequence of the content can be understood only after reading the text to the end and realizing its content as a whole.
With such work, it will become clear that in each place it is important for you, what will be obviously blocked by the content of another passage, and what can be omitted altogether. Naturally, with such notes, it will be necessary to compensate for the violation of the order of presentation of the text with all kinds of notes, cross-references and clarifications. But there is nothing wrong with this, because it is cross-references that most fully capture the internal relationships of a topic.
Indirect note-taking can also be used at a lecture if, before the start of the lecture, the teacher distributes the lecture scheme to students (tablet, short summary in the form of basic concepts, algorithms, etc.).
Abstracting Literature. Abstracting reflects, identifies not the content of the corresponding work (document, edition) in general, but only new, valuable and useful content(increment of science, knowledge).
Annotation of books, articles. This is an extremely concise presentation of the main content of the text. Suitable especially for superficial preparation for colloquia and seminars, for which it is assigned to work through certain literature. It is also suitable for preliminary bibliographic notes “to oneself”. It is built on the basis of a synopsis, only a very brief one. Unlike the abstract, it gives an idea not about the content of the work, but only about its subject matter. The annotation is built according to the standard scheme: subject heading (output; field of knowledge to which the work belongs; topic or topics of the work); chapter-by-chapter structure of the work (or, the same thing, "summary of the table of contents"); a detailed, head-by-head listing of the main and additional issues and problems raised in the work.
The annotation includes: a description of the type of work, the main theme (problem, object), the purpose of the work and its results; indicates what is new in this work in comparison with others related to it in subject matter and purpose (when reprinted, what distinguishes this edition from the previous one). Sometimes information about the author is given (nationality, country, period to which the author's work belongs, literary genre), the main problems and themes of the work, the place and time of the described events. The annotation indicates the reader's purpose of the printed work.
Report, abstract, test.
Report- a type of independent work, used in educational and extracurricular activities, contributes to the formation of skills research work, expands cognitive interests teaches practical thinking. When writing a report on a given topic, you should draw up a plan, select the main sources. Working with sources, one should systematize the information received, draw conclusions and generalizations. Several students are involved in the report on a major topic, among whom the questions of the speech are distributed. In educational institutions, reports are practically no different in content from abstracts and are a test work.
abstract– a summary in writing or in the form of a public report of the content scientific work or works, a review of the literature on the topic. This is an independent research work of a student, which reveals the essence of the problem under study. The presentation of the material is of a problem-thematic nature, shows different points of view, as well as their own views on the problem. The content of the abstract should be logical. The volume of the abstract, as a rule, is from 5 to 15 typewritten pages. The topics of the essay are developed by the teacher leading this discipline. Before starting work on the abstract, you should outline a plan and select literature. First of all, you should use the literature recommended curriculum, and then expand the list of sources, including the use of special journals, where the latest scientific information is available.
Abstract structure:
Title page.
Introduction (the statement of the question is given, the choice of the topic, its significance and relevance are explained, the purpose and objectives of the abstract are indicated, the characteristics of the literature used are given).
The main part (consists of chapters and subchapters that reveal a separate problem or one of its sides and are logically a continuation of each other).
Conclusion (the results are summed up and generalized main conclusions on the topic of the abstract are given, recommendations are made).
Bibliography.
The bibliography should include at least 8–10 different sources.
It is allowed to include tables, graphs, charts, both in the main text and as appendices.
Criteria for assessing the abstract: compliance with the topic; depth of study of the material; the correctness and completeness of the use of sources; possession of terminology and culture of speech; abstract formatting.
At the discretion of the teacher, abstracts can be presented at seminars in the form of speeches.
Test- one of the forms of testing and evaluating the acquired knowledge, obtaining information about the nature of cognitive activity, the level of independence and activity of students in the educational process, the effectiveness of methods, forms and methods of educational activity.
A distinctive feature of a written test is a greater degree of objectivity compared to an oral survey.
For written tests, it is important that the system of tasks provides for both the identification of knowledge on a particular topic (section), and an understanding of the essence of the objects and phenomena being studied, their patterns, the ability to independently draw conclusions and generalizations, and creatively use knowledge and skills.
When performing such tests, one should use the proposed basic literature and select additional sources.
The topics of examinations are developed by the teacher leading this discipline.
Answers to questions should be specific, logical, relevant to the topic, contain conclusions, generalizations and show their own attitude to the problem, where appropriate.
Independent work on the Internet New information technologies (NITs) can be used to:
searching for information on the web- the use of web browsers, databases, the use of information retrieval and information and reference systems, automated library systems, electronic journals;
organization of dialogue in the network– use of e-mail, synchronous and delayed teleconferencing;
creating thematic web pages and web quests– use of html editors, web browsers, graphic editors.
Possibilities of new information technologies.
Forms of organization of training sessions
1. Search and processing of information
writing a review essay
review of the site on the topic
analysis of existing abstracts in the network on this topic, their evaluation
writing your own version of the lecture plan or its fragment
bibliographic listing
preparation of a fragment of a practical lesson
preparation of a report on the topic
preparing a discussion on the topic
work with a web-quest prepared by a teacher or found on the net 2. Network dialogue
discussion of an ongoing or upcoming lecture on the group's mailing list
communication in a synchronous teleconference (chat) with specialists or students of other groups or universities studying this topic
discussion of emerging issues in a delayed teleconference
consultations with the teacher and other students through a delayed teleconference
3. Creation of web pages and web quests
posting completed abstracts and reviews on the course support site, creating a rating of student papers on this topic
publication of bibliographies on the topic
creation of thematic web-pages individually and in mini-groups
creating web-quests to work on the topic and posting them on the course website
A web-quest is a specially organized type of research activity, for which students search for information on the network at specified addresses. They are created in order to make better use of students' time, to use the information received for practical purposes and to develop the skills of critical thinking, analysis, synthesis and evaluation of information.
This activity was developed in 1995 in state university San Diego researchers Bernie Dodge and Tom March.
To this work was the most efficient web quest(specially organized web page) should contain the following parts:
Introduction, which describes the timing and sets the initial situation.
An interesting task that can actually be done.
A set of links to network resources required to complete the job. Some (but not all) resources may be copied to this webquest site to make it easier for students to download materials. These resources should contain links to web pages, e-mail addresses of experts or thematic chats, books or other materials available in the library or the teacher. By specifying the exact addresses when completing assignments, students will not waste time.
Description of the work process. It should be divided into stages with specific deadlines.
Some explanations for processing the received information: guiding questions, concept tree, cause-and-effect diagrams.
A conclusion that reminds students of what they have learned by doing the task; perhaps ways for further independent work on the topic or a description of how the experience gained can be transferred to another area. Web quests can be short term or long term. The goal of short-term projects is to acquire knowledge and integrate it into your knowledge system. Work on a short-term web-quest can take from one to three sessions. Long-term web-quests are aimed at expanding and clarifying concepts. Upon completion of work on a long-term web-quest, the student should be able to conduct a deep analysis of the acquired knowledge, be able to transform it, master the material enough to be able to create tasks for working on the topic. Work on a long-term web-quest can last from one week to a month (maximum two).
Web quests are best for work in mini-groups, however, there are also web-quests designed for the work of individual students. Additional motivation when completing a web quest can be created by offering students choose roles(for example, a scientist, journalist, detective, architect, etc.) and act in accordance with them: for example, if a teacher offered the role of the Secretary of the United Nations, then this character can send a letter to another participant (who plays the role of the President of Russia, for example ) on the need for a peaceful settlement of the conflict.
A web quest can be single subject or cross subject.
The researchers note that in the second case, this work is more effective.
Web Quest Forms may also be different. The most popular of them:
Creation of a database on the problem, all sections of which are prepared by students. Create a microworld where students can navigate using hyperlinks, simulating a physical space. Writing an interactive story (students can choose options for continuing work; for this, two or three possible directions are indicated each time; this technique resembles the famous choice of the road by the road stone by Russian heroes from epics).
Creation of a document giving an analysis of some complex problem and inviting students to agree or disagree with the opinion of the authors.
Interview on-line with a virtual character. Answers and questions are developed by students who have deeply studied this person. (It can be a politician, a literary character, a famous scientist, an alien, etc.) This work option is best offered not to individual students, but to a mini-group that receives an overall assessment (which is given by other students and a teacher) for their work.
With independent work as a form of organization of learning, it is possible and necessary to obtain any educational result. However, its types for obtaining different educational outcomes will be different:
to acquire knowledge: work with dictionaries and reference books; familiarization with regulatory documents; educational and research work; work with lecture notes; work on educational material (textbook, primary source, article, additional literature, including materials obtained via the Internet); note-taking of texts; answers to test questions; preparation of abstracts for presentation at a seminar, conference; preparation of abstracts, etc.;
for the formation of skills and possessions: solving typical problems and exercises; solution of variable tasks and exercises; execution of drawings, diagrams; performance of settlement and graphic works; solution of production situational (professional) tasks; design and modeling of different types and components of professional activity; performance of course and final qualifying works; experimental and design work; exercises on a PC and a simulator, etc.
In accordance with the levels of mastering the educational material, the following types of SR are distinguished:
- introductory - note-taking of literature;
- reproductive - writing a test
– productive - essay preparation
According to the coverage of students, the forms of independent activity can be divided into differentiated(individual or in small groups) and frontal forms. Independent work in an educational institution can be organized individually with each student, with several students (for example, project teams) and for the educational group (lecture flow), as a whole.
To a large extent, the choice of specific forms of organizing students' independent activities depends on the profile of education, the discipline being studied, and the level of professional education.
Among the methods of organizing SR in teaching a foreign language, for example, the most common are:
home reading, translation, essay writing;
dialogue on the Internet;
creation of web pages and web quests;
work with e-mail;
watching videos with subtitles and karaoke;
case study;
training in the language laboratory, media library;
reviewing and summarizing texts, etc.
In technical disciplines, the following forms of SR organization are often used: execution of drawings, diagrams;
performance of settlement and graphic works;
solution of situational production (professional) tasks;
preparation for business games;
design and modeling of different types and components of professional activity;
experimental design work;
experimental work.
Independent work, not provided for by the educational program, curriculum and teaching materials, revealing and concretizing their content, can be carried out by students on their own initiative, in order to realize their own educational and professional interests.
Distribution of the amount of time for extracurricular independent work in the daily routine of students, as a rule, is not regulated by the schedule.
2. Planning the SW of students within the framework of the PM and EA OBOR NGO/SVE
Independent work as a form of organization of training and a type of training session is planned and designed by the teachers of the PM and LD programs of each OBEP of an educational institution.
When forming the PM and UD program as part of the OBEP of the NGO / SPO, the selection of the content of education at the stage of its design occurs when working with sections “2.2. Thematic plan and content of the academic discipline” and “3.2. The content of training in the professional module” (Layouts of the Program of the academic discipline and the professional module). Further information about independent work is located in the calendar-thematic plan.
Often in these sections you can find wording such as
Systematic study of class notes, educational and special literature
Preparation for laboratory and practical work
Preparation of reports and preparation for their defense
Work on a course project
These types of SR are not formulated diagnostically, they are not associated with any educational outcome that can be assessed. These types of SR indicate processes, not results.
It is more expedient when planning the SW to indicate not the types, but the approximate topics of the SW in terms of PM and UD. At the same time, the topic should be presented in a “task” formulation.
Justify with examples the general and professional culture of the teacher, essence, meaning
Registration of a fragment of technological documentation technological process machining according to the sample
Implementation of a decorative solution for a human figure
Creating a composition using CorelDraw
Development of a set of measures to reduce injuries in
production site
Drafting and execution of contracts: lease and contract
Next, you need to calculate the complexity of the SR. As a rule, software developers are guided by their own professional experience and common sense. The time spent on the independent fulfillment of the specific content of the educational task is determined empirically, taking into account the observation of students performing classroom independent work, their questioning about the time spent on a particular task, timing their own costs for solving a particular task. Based on the set of tasks, the amount of time for extracurricular independent work on PM and UD is determined.
It is also advisable to assess the potential need of students for consultations, as well as take into account the amount of time for control activities to evaluate the results. During the implementation of extracurricular SR by students and, if necessary, the teacher can conduct consultations at the expense of the general budget of time allotted for consultations. All this should be reflected in the schedule or technological map of the SR for PM and UD.
Extracurricular activities of students make it possible to organize the individualization of students' educational activities, for which technological maps of the passage of IEM for each PM, UD are drawn up, individual schedules of SR are drawn up.
The process of organizing extracurricular independent work of students includes the following stages:
First stage- preparatory. Includes the preparation of a work program with the allocation of topics and tasks for the VSRS; preparation of teaching materials; diagnostics of the level of preparedness of students.
Second phase- organizational. At this stage, the goals of individual and group work of students are determined; individual-group installation consultations are held; terms and forms of presentation of intermediate results are established.
Third stage- motivational and active. The teacher at this stage should provide positive motivation for individual and group activities; verification of intermediate results; organization of self-control and self-correction; interchange and mutual verification in accordance with the chosen goal.
Fourth stage- control and evaluation. Includes individual and group reports and their evaluation. VSRS control can be carried out with the help of intermediate and final testing, writing written tests in the audience, colloquia, intermediate tests, etc.
3. Technology for the development of tasks for the organization of SW
One of the most time-consuming activities in the planning and design of SR is the design of educational, cognitive and practical tasks.
Within the framework of the competence-based model of education, tasks for independent work should be of an activity-based nature. Students should be offered not only to read and retell the educational material as homework. It is expedient, having offered new educational content as a source material, to give the task to process, transform it into a certain kind of product with the help of various means and operations, relying on some knowledge and cognitive skills.
Assimilation of knowledge in this case becomes a necessary condition (means) for solving a specific educational and professional task (problem).
When compiling a fund of tasks, you can use the "Constructor of educational tasks"
Cognitive task constructor for SW
Introductory
reproductive
Productive
Acquaintance
Understanding
Application
Analysis
Synthesis
Grade
List the main parts...
Explain the reasons why...
Picture information about
… graphically
Uncover features...
Suggest a new (different) option…
Rank those... and
justify
Group everything together...
Outline the steps
necessary in order to...
Suggest a way
allowing…
Analyze those structure... in terms of...
Develop a plan
allowing
(obstructing) ...
Determine
e, which of the solutions
optimal for.... From the point
vision…. Make a list Show connections Make a sketch Compose Find Evaluate the concepts that are on your drawing a list of unusual significance
concerning ... look, (diagrams), the main way, b for ....
exist which properties…, allowing between.. and… shows… characterizing…
them ... from the point
vision….
Arrange in Build Compare… and Build Think Determine a certain prediction ….. and then categorize the game, in order…. development….. justify…. ... to which .... possible grounds ... e
criteria for evaluation …
State in Comment Spend Find in Propose State the form of the text e position on that (plan) text (model, new (own) e
(abstract)… what…. experiment, scheme, etc.) then the classification is critical
confirming that ... u ... ie
oops, what… judgments
about …
Recall Restate Spend Compare points Describe Evaluate and write… (reframe presentation… vision… and… possible possible
those) the idea of being on …. (most sti for....what is likely)
development scenario...
Read Give an example Calculate on Reveal State in Carry out independently what (how, where) on the basis of principles, form ... your expertise
…. ... data about ... lying in the opinion of
basis of … (understanding) state
… …
how conclusively proven in psychological and pedagogical research, greatest educational and cognitive tasks:
with insufficient conditions, when part of the information must be found in reference books, the Internet, through questionnaires, interviews, etc.;
with redundant conditions, in which (as in real life) there is a lot of unnecessary information, and it is required to separate significant information from “noise” (select only what is needed to complete the task);
with several solutions (the best option is chosen according to a given or independently formulated basis / criterion by the student).
Such general competence as "To search for the information necessary for effective implementationprofessional tasks" and "Useinformation and communication technologies in professionalactivity" are formed in the conditions of work with tasks for information processing. These include:
assignments for the transfer of information (preparation of reports, messages on the topic, posters, MS Power Point presentations for educational material, teaching aids on the topic, etc.);
tasks for ordering information (building logical, causal relationships, chronological ordering, ranking, rating);
tasks for transcoding information (drawing up diagrams, diagrams, graphs, tables and other forms of visualization to the text and vice versa);
tasks related to the interpretation, analysis and generalization of information received from primary sources or from educational materials;
tasks for generalization and / or evaluation (review) of materials discussions, discussions held in the classroom.
In the modern practice of vocational education for the organization of SWs, telecommunication projects are widely used, involving work in thematic Internet forums and the exchange of information by e-mail. A common type of self-study is educational and research work, within the framework of which various research methods are worked out, including laboratory observation, experiment, surveys, the use of mathematical methods for processing the data obtained, as well as the competent presentation of the results in the form of a structured text, drawing conclusions, etc.
Such forms of organization of SRs as solution of situational problems and working with case studies.
Actually training case is a description of a specific situation from a certain area of professional activity, compiled in an entertaining (popular-journalistic) style. It contains a plot with a certain intrigue, containing a hidden or explicit conflict (of interests, positions, actions of various subjects of activity and / or their consequences). The description of cases often includes direct speech of the characters in the plot (to personify positions and meanings), a description of their actions and behavior, as well as, if necessary, small tables and diagrams illustrating the plot, etc. Sometimes the description of the situation of the training case is accompanied by multi-page applications, from which information is selected to solve the problem. Having become acquainted with the content of the training case, students formulate the problem, diagnose the causes of its occurrence and describe (justify) ways resolution of contradictions.
AT recent times the presentation of cases on electronic media (multimedia presentations) or in the form of a WEB publication on the Internet is becoming increasingly popular. It is obvious that in certain professional fields it is impossible to do without figuratively visual presentation of information.
The tasks for independent work discussed above are suitable for achieving such intermediate educational results as knowledge and skills. Most of all, they are used as part of educational and methodological complexes of interdisciplinary courses and academic disciplines.
Results over high order (practical experience, subcompetences, general and professional competencies) can also be formed in the process of SR of students. In this case, assignments for independent work should be formalized as practical (including project) assignments.
Practical task is a set of requirements (tasks) organized in a certain way for the performance of labor operations and actions that correspond to the content of labor functions and the professional and general competencies necessary for their performance. Practical tasks that are used in practical classes, educational practice, may be related to the manufacture of any product or other material product, which is especially valuable in the professions of NGOs, since in them most of the professional competencies are of an applied nature. However, for such competencies, as a rule, not only the parameters of the manufactured product are important, but also the characteristics of the process of practical activity (for example, compliance with safety regulations). Therefore, for SW, practical tasks of this kind are used only for certain professions and specialties.
Project task - this is a series of requirements (professional and labor tasks) related to the general professional and labor situation and the “storyline” that correspond to the content of labor functions and the professional and general competencies necessary for their implementation. The specificity of the development of project assignments as one of the types of practical assignments lies in the construction of an integrating "storyline" that unites various professional tasks. In this case, the formulation of tasks is preceded by a description of the professional and labor situation. Often the description does not provide all the necessary information, it must be found in reference books, use the Internet search, make information requests, etc.
One of the traditional types of project assignments are term papers works (projects) - independent educational work performed during the academic semester (course) under the guidance of a teacher and aimed at solving a particular problem or conducting research on one of the issues studied in the professional module (academic discipline). It is one of the forms of educational and research work, its implementation is mandatory for all students.
Approximate topic term papers for students to choose, it is formed based on the planned educational results of the professional module, and should also have a “task” formulation (unlike an abstract). The structure, design, training and defense regulations are determined by the Regulations on course work (course design) agreed with employers, which are included in training and metodology complex, which ensures the implementation of the relevant OBOR educational institution. To organize the defense of term papers, it is necessary to develop evaluation criteria that include indicators formed on the basis of the planned educational results (general and professional competencies).
The distribution of tasks for independent work should be accompanied by instructions from the teacher (master of industrial training). In some cases, it is advisable to attach instructions for the student on completing the assignment to the assignment materials in writing. As a rule, the briefing includes the designation of the purpose of the assignment, its content, deadlines, the approximate scope of work, the main requirements for the results of the work and the criteria by which the received products of the activity will be evaluated. The teacher can inform students about common mistakes encountered in the performance of such tasks. Instruction is carried out by the teacher at the expense of the amount of time allotted for the study of the discipline. For complex, complex practical tasks and projects, intermediate counseling is also provided (planned or at the request of students).
4. Monitoring and evaluation of the results of the SR
Modern assessment systems in vocational education require a change in the position of the teacher, who, before studying a professional module, an academic discipline, presents to students a system for assessing the results of its development, including within the framework of the SR. Changing positions student who becomes an active participant in the assessment process, which contributes to understanding gained experience of educational and professional activities and knowledge integration and skills in competence.
SR control includes an assessment of the progress and intermediate results obtained in order to establish their compliance with the planned ones. The results of the SR are evaluated during the current control and are taken into account in the process of intermediate certification of students in a professional module, academic discipline. Control of the results of extracurricular SR of students is carried out at seminars, practical, laboratory classes in a professional module, academic discipline or at a specially allotted time (test, exam).
One of the tools evaluation and accounting products self The activity of students is the formation of a "portfolio". In the practice of institutions vocational education There are three types of portfolio:
portfolio of achievements
portfolio report, portfolio self-assessment.
Achievement portfolio represents a personal choice of works by students, who selects and shapes your portfolio. Collecting educational products made in process SR, for a certain period of time, which the student considers as his own achievement.
portfolio report contains individual current works: tests, essays, project work, bibliography and etc. It's kind of diary independent activities.
Portfolio self-assessment contains both the student's work and the teacher's notes on the work, grades for completed tasks with descriptions and explanations, as well as the student's self-assessment.
In the regional center for the development of education in the Orenburg region, a form of a journal has been developed, which will take into account the extracurricular work of students. The data for registration of the journal are taken from the KTP.
FORM OF THE JOURNAL OF SR accounting
lessons
the date
holding
conceptions
Topics (tasks) for
independent
cheniya
Quantity
rma and methods
counter
for SR
Forms and Methods
SR control
are being developed
teacher
carefully and
are prescribed
theories
Innovative means of organizing students' independent work
Bibliographic description: Morozova N.V. Innovative means of organizing students' independent work [Text] / N.V. Morozova // Young scientist. - 2011. - No. 2. T.2. - S. 102-104.
Modern society sets before the higher professional school the task of preparing a thinking teacher, able to independently acquire knowledge and ready to apply them in practice. The solution of this problem is carried out through the search for content, forms, methods and means of training, providing more opportunities for development, self-development and self-realization of the individual. Competitiveness, competence and independence, as the most significant personality traits, are key to the creative individuality of the future teacher of vocational training, therefore, the organization of the learning process in a higher professional school should be associated with their development. In this regard, such an organization of the educational process is necessary, where the independent work of students acts as a means of organizing cognitive activity, as the leading form of educational activity, which ensures the assimilation of fundamental, methodological knowledge, the construction of a "thinking tool" of the student. Thus, the problem of organizing extracurricular independent work of students (hereinafter referred to as IWS) is of particular relevance.
Extracurricular SIW is a planned, organizational and methodologically directed by the teacher activity of students in mastering academic disciplines and acquiring professional skills, carried out outside the classroom educational work of students. The SIW is, along with classroom study work of students, an integral part of the process of training teachers of vocational training, where up to 55% of the total teaching load is allocated to it for full-time education. The development of the content of education and the formation of the independence of the personality of students occurs in the process of implementing various types, types and forms of organization of the SIW at a certain level of their independent activity.
The presented understanding of the SIW, as well as the new requirements of the Federal State Educational Standards of Higher Professional Education to the results of the development of basic educational programs and the introduction of innovative learning technologies, determine the improvement of the content, the development of new methods and technologies of educational activities.
In this regard, at the Department of Materials Science, Control Technologies in Mechanical Engineering and Methods of Vocational Training of the Russian State Vocational Pedagogical University, within the framework of the discipline "Pedagogical Technologies", innovative means of organizing extracurricular SIW using case technologies have been developed and put into practice.
The name of these technologies comes from English word"case" - folder, suitcase, briefcase, also "case" can be translated as "case, situation". The process of learning using case technologies is an imitation of a real event, which combines, on the whole, an adequate reflection of reality, small material and time costs, and learning variability. The essence of case technologies is that educational material is presented to students in the form of professional problems (cases), and knowledge is acquired as a result of active and creative work: self-implementation of goal setting, collection of the necessary information, its analysis from different points of view, hypotheses, conclusions , conclusions, self-control of the process of obtaining knowledge and its results. Case technologies help develop the ability to solve problems taking into account specific conditions and in the presence of factual information, develop competencies such as the ability to analyze and diagnose problems, the ability to clearly articulate and express one’s position, the ability to communicate, discuss, perceive and evaluate information that comes in verbal and non-verbal form.
The basis for the emergence of case-learning technology was the theoretical justification and practical implementation of the case-study method. The case-study method is not just a methodological innovation, the spread of the method is directly related to changes in the current situation in education. We can say that the method is aimed not so much at mastering specific knowledge or skills, but rather at developing the general intellectual and communicative potential of the student and teacher. The most common methods of case technologies are situational analysis and its varieties:
analysis of specific situations;
situational tasks and exercises;
case-study or the method of teaching specific situations.
The key concept of the method is the situation, i.e. a set of variables when the choice of any of them decisively affects the result. This denies the existence of a single correct solution. The method of case analysis is the most common method of situational analysis. This is a deep and detailed study of a real or simulated situation. The advantage of the method is not only the acquisition of knowledge and the formation of practical skills, but also the development of a system of students' values, attitudes, a kind of professional attitude and world transformation.
The case-study method or the analysis of specific educational situations is that the student, having read the description of the problem, independently analyzes the situation, diagnoses the problem and presents his ideas and solutions in a discussion with other students. This is a teaching method in which students and teachers participate in a direct discussion of business situations or tasks (cases). Case studies form the basis of a teacher-led audience conversation. Therefore, this method includes both a special type of educational material and special ways of using this material in the educational process.
The case-study method was chosen to organize an extracurricular SIW in the discipline
"Pedagogical technologies". The academic discipline "Pedagogical Technologies" is professionally significant in the preparation of a bachelor of vocational training, since it lays the foundations for students to design activities in the course of didactic design and methodical design. The requirements for the level of mastering the discipline are correlated with the competencies of a bachelor in accordance with the Federal State Educational Standard of Higher Professional Education.
The purpose of the discipline "Pedagogical Technologies" is to prepare future teachers of vocational training for the design of individualized, activity-oriented and personally oriented technologies for vocational training and the adaptation of existing pedagogical technologies to the specific conditions of training in working professions (specialties) of students of institutions of primary and secondary vocational education.
Discipline tasks:
to form students' understanding of the essence of pedagogical technologies, the features of technologies for vocational training of workers (specialists);
to acquaint students with the classification of didactic technologies, their characteristics in terms of the didactic process and didactic activity;
to form knowledge about the process of designing didactic technologies, about the features, essence and characteristics of the design stages;
prepare students to design vocational learning technologies and adapt existing learning technologies to specific pedagogical conditions training in working professions for students of institutions of the primary
vocational education, as well as mid-level specialists in institutions of secondary vocational education.
Thus, the substantive basis of the developed cases is connected with the structure of the design activity of a teacher of vocational training, in relation to pedagogical technologies.
The structural components of the developed cases are:
a situation simulating future professional activity;
a question that defines the subject area of resolving the situation;
a task that contributes to the formation of design skills of students;
For example. Case №7 .
Situation. You came to the pedagogical practice at the school of primary vocational education. You have been assigned a group of 2 courses. Since you have the first experience of teaching, the first lesson was not successful in organizational terms (there was no discipline, no interest in the lesson among students).
Question. What learning technologies would you use in the next lesson to interest students as much as possible?
Exercise. Choose an academic discipline. Present a fragment of the educational process and didactic tools for its implementation on the example of your discipline in accordance with the requirements, principles and features of the chosen learning technology that allows you to solve the situation.
Review the teacher's suggestion theoretical course in the discipline "Pedagogical technologies".
Study carefully the description of the situation, analyze it, present it in reality.
Read the question. Select scientific literature from the proposed list or your own to help.
Choose the pedagogical technology according to the proposed situation.
Briefly describe the chosen pedagogical technology and formulate the rationale for your choice.
Read the task. Select a fragment of the educational process (class stage or lesson, excursion, practical / laboratory work, game, seminar, conversation, independent work) on the example of which you will implement the selected pedagogical technology or elements of different technologies.
Develop a fragment of the educational process that implements a specific pedagogical technology or elements of different technologies.
Designate the didactic tools (posters, task cards, handouts, questions, reference notes, forms, workbook sheets, assignments, drawings, drawings, presentations, tests, layouts, slides, normative documents) necessary for the implementation of the developed fragment of the educational process.
Develop one didactic tool in accordance with the didactic requirements for it.
Prepare the work in accordance with the requirements of the teacher.
Since the main task of the discipline is the implementation of design activities, it is advisable to determine the stages of design. The design of pedagogical processes is a complex multi-stage activity that takes place as a series of successive stages, bringing the development of the upcoming activity closer from a general idea to accurately described specific actions. Let us single out the following content of the stages of pedagogical design in the process of working with cases:
stage. Modeling. In this case, students are offered a ready-made model
(simulated situation), which is formed mainly mentally and performs the function of setting for the design.
stage. Design. Creation of a project (prototype) - further refinement of the model and bringing it to the level of practical use. At this stage, work is carried out with the created model, it is brought to the level of use for further transformation of pedagogical reality. The project becomes a mechanism for transforming the educational process. This stage is implemented in the process of choosing learning technologies by students, substantiating their choice, describing the conditions for implementing the chosen learning technologies in a particular situation.
stage. Design. The creation of a construct is a further detailing of the created project, approximating it for use in specific conditions by real participants in educational relations. In this case, students develop a fragment of the educational process using the selected learning technologies and didactic tools necessary for its implementation in specific conditions.
The results of the extracurricular SIW with cases imply further work in teams, so students are invited to defend their cases in the classroom in the form of a business game on the topic: "Examination of cases and presentation of the project of professional training technologies."
The developed innovative means of organizing extracurricular SIW in the discipline "Pedagogical Technologies" are aimed at developing the following competencies in students:
the ability to justify professional and pedagogical actions;
readiness to search, create, distribute, apply innovations in the educational process to solve didactic problems;
the ability to design individualized, activity-oriented and personally oriented technologies for training workers (specialists);
readiness to design, use a set of didactic tools specific to a specific technology of vocational training for workers (specialists);
readiness to organize the educational process using effective technologies for training workers (specialists);
willingness to adapt, adjust and use existing pedagogical technologies in the preparation of workers (specialists).
Education Outcomes - these are the planned and measured individual achievements of students, expressed as knowledge, skills, practical experience, professional and general competencies, describing what the student or graduate will be able to do upon completion of all or part of the educational program.
Extracurricular work of students is a process in which the element of self-realization dominates. It allows students to harmonize the internal and external factors of formation professional culture, creates additional conditions for the realization of internal potential, meeting those needs that are not satisfied in the process of classroom work. Extracurricular work should be focused on the personality of the student.
The growing role of extracurricular and independent work is one of the leading links in the restructuring of education - the educational process in higher education.
Independent extracurricular work is not only a means of increasing intellectual potential, professional culture, but also a platform for the formation of responsibility, mastering the means of self-actualization, self-education, self-education.
The development of students' creativity is facilitated by various forms and types of extracurricular educational work (organization of discussion student clubs, interest clubs, individual consultations, etc.).
In modern pedagogical literature almost non-generalized new approaches to the organization of independent work of students, various forms and types of extracurricular work. Without independent work, a specialist cannot be formed.
It is very important that circles function in universities at each department, additional debates, seminars, and consultations are held. It is good when these processes have a well-established, organized character, and student self-government is largely trying to solve organizationally important issues.
In our opinion, the main forms of extracurricular work of students include doing homework, research work, direct participation in conferences, competitions, games, teaching practice, participation in the work of circles, work in a summer camp for children, leadership of a circle or section at school, creative houses, organization of competitions, disputes, round tables, assistance to social services, insurance in public institutions etc.
Do you need some additional means of control over independent extracurricular work of students? Only partially.
Control over independent and extracurricular work of students can be indirect or organically inscribed in educational process. The main forms and means of control include pre-seminar consultations, seminars, colloquia, individual theoretical interviews, written test papers, pre-examination survey of students using a computer, state examinations, the study of the main interests, shortcomings, moods of students. The effectiveness of the educational process at the university depends on the activities of curators of student groups.
The intensity and quality of extracurricular work depend on the curators and teachers, their interaction with the student asset. The curator can only be an experienced person who, with his authority and experience, can influence students. An important element of extracurricular work is the interaction of teachers and students to improve the educational process, organize leisure activities, and plan scientific work. The group curator is the main consultant and educator of students in the group. As a curator, you will work in a hostel. Informal conditions make it possible to better study the characteristics of the character of students, to individualize educational work.
Extracurricular work of undergraduate students has its own specifics. Most of the time in such students is occupied by the problem of adaptation to the conditions of study at the university. Over time, the organizational functions of the curator are reduced. Most of the organizational problems of student self-government solves independently.
The work of the curator with the student asset continues from the first to the fifth year inclusive, but this process acquires new qualities over time. Most of the events are initiated by students, their moral and intellectual responsibility is growing. The curator with senior students pays attention to issues professional self-determination, the formation of a social orientation, professional sustainability.
Extracurricular work is one of the main factors in the formation of students' independence. In the extracurricular work of students, their need for professional self-education, self-realization is fixed, and, most importantly, their activities are becoming more and more creative.
Questions and tasks for independent work
1. Determine the essence of the moral education of the individual,
2. Analyze the concept of "moral culture of the individual."
3. Determine the main approaches to the study of the moral development of the individual.
4. Expand the main conditions for effective moral education of students.
5. Analyze the means of regulating behavior.
6. Analyze the level of moral education of the individual. Compare the concepts of "moral education of the individual" and "moral culture of the individual."
7. Determine the self-assessment of the professional and humanistic qualities of the personality of the teacher-educator according to the proposed test card.
Carefully analyze the questionnaire, and then perform a self-assessment using the following scale:
· Score and + 2 * - the quality is pronounced, typical for the personality, it turns out to be intense!
· Ball "2" - the quality is characteristic of the individual, it turns out often.
· Score "0" - the quality is not pronounced enough, it turns out rare;
· Score "-1" - the opposite personality trait manifests itself more often and is more pronounced;
· Ball "2" - the opposite personality trait is pronounced, it turns out to be active, typical.
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