The answer is simple: those who know how to work often don't know how to write. Meanwhile, the experience of our experimental sites shows that any teacher can describe his developments if he is given a little help in this.

(Recommendations-template for teachers on the creation of methodological development)

annotation

This material will help the reader-educator write your own methodological development. Heads of methodological services of educational institutions can use this template to holding a training seminar on the creation of methodological materials.

1. Introduction

This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples given in it illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who wish to describe their methodological developments will also find useful tips here.

Recommendations are described in the form of a template. By replacing the text of the template with the author's text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach is borrowed from my supervisor, Professor V.V. Guzeev, whose dissertation research template was the basis for my own PhD thesis.

2. Composition and content of the methodological development

Topic

Usually the topic is built on the principle: the subject of research is the object of research. The order of the parts of the name may be different.

The object indicates the area to which your development belongs, and the subject indicates what aspects, features you are going to change, the distinctive features of your methodology. In other words, the object is the closest supersystem in which you work, and the subject is the subsystem or feature that your work changes, improves.

Sometimes the wording itself indicates the PURPOSE - why you need to improve this object.

Usage point of view models (SUBJECT) as a means

integration of courses in the development of speech and natural history (OBJECT)

for the formation of systemic perception and emotional attitude to the world (PURPOSE).

The integration of natural history and speech development courses was also dealt with before you, in this case, this is the area in which you want to say your new word (object). But using the point of view model as a means to integrate these courses is something new that you have developed (subject).

The subject may have a different degree of novelty, wordings such as “problems of applying the methodology ...”, “peculiarities of using the methodology ... in conditions ...” are possible. In this case, the methodology itself will be the object (if it already existed before you), and the problems of its application, the peculiarities of its use in some new conditions will be the subject of research.

You may not be able to accurately formulate the topic right away. This is normal: if you are solving a pedagogical problem, you do not have to know right away by what means it will be possible to solve it. Therefore, the goal and the object are important at the entrance, and the subject may become clear later. Guidelines for formulating goals are given below.

Author information

Example: Ivanova, Anna Petrovna, primary school teacher of school No. 1 in N, teacher of the 1st category, [email protected]

Application conditions

In this section, indicate

- The contingent of students, the characteristics of the contingent (if any).

- The program in which your methodology is applied.

Example:

– Primary grades (1-2).

– Speech development course as part of the Russian language course

- Methodology for compiling a descriptive story from a picture (Murashkovska I.N., Valyums N.P.).

Relevance, purpose and objectives

A well-formulated goal largely determines the success of the entire work. It is not necessary to formulate goals in “general terms”: to develop thinking and imagination - the fact of achieving such a goal cannot be verified. We indicate the requirements for the formulation of goals and objectives:

1. The goal should be formulated as specifically as possible, so that it can be broken down into understandable tasks, the result of which can be verified.
2. The goal should be considered in the general system of goals, i.e. it should be clear not only the goal, but the sub-goals (tasks) with which it will be achieved and the over-goals for which your goal is needed.
3. Tasks indicate the changes that should happen to the student and manifest themselves in his behavior or in the results of his work (for example, in the texts that he writes) as a result of applying your methodology. They are described by perfective verbs: to teach how to make riddles like ...; to teach to distinguish the name and value of a feature; teach how to use the system operator to compose questions about a historical event, etc. Teachers who are familiar with OTSM-TRIZ are advised to describe changes using the “element – ​​feature names – feature values” model.

Below are a few steps that are useful to take in order to qualitatively formulate goals and objectives. This piece of text (in italics) does not need to be included in the methodological development, it is needed in the process of working on the material.

To correctly formulate the goal and objectives, try to do the following:

1. Answer the question: “what are you going to change with your development?” Describe the expected result: IT WAS… – IT WAS… And then remove those changes that you did not achieve or achieved using a different methodology, leave only what directly relates to your work.

Example: IT WAS: children give an oral answer about a natural object, haphazardly, using clichés, tell without pleasure, speak with difficulty. – BECOMING: children compose a coherent emotional, figurative story, consider objects from different angles, use their own comparisons, tell with enthusiasm.

2. Make a chain "WHY?" This will help you see the supersystem of goals.

Example. Children can compose a coherent, coherent story - Why? – To perceive the world around us holistically, systematically. - Why? - To be aware of the environment. - Why? – To be able to change the world around.

Children compose a figurative story using their own comparisons - Why? – To build your own emotional attitude to the world around you. - Why? To better understand yourself and the world around you.

3. Make a chain "FOR THIS?", this will help you see the subsystems of goals.

Children compose a figurative story - for this, the most vivid fragments of the whole are singled out; building metaphors...

By completing this exercise, you will be able to provide material for the three methodological development points (see below).

1. We get the rationale for the relevance of your work from the chain “WHY?” see paragraph 2 ( example: “It is important to teach a child to navigate in the modern dynamic world, to form his own emotional attitude to what surrounds him. The development of figurative speech, associative thinking is one of the main tools for the formation of an emotional attitude to the world. Equally important is the formation of a holistic, systemic perception of the world around us, which is necessary for a person to detect and solve problems that arise before him. Together, systemic and figurative descriptions allow you to emotionally experience and appropriate ways of systemic perception of the world.
2. The purpose of the work is from a comparison of the initial situation (WAS) with expectations (BECOMING), see paragraph 1 ( example: “To teach how to build a figurative story about an object based on the use of the “Point of View” model”).
3. Tasks - from the chain "FOR WHAT?" see paragraph 3 ( example: “To teach to highlight the signs of objects on behalf of which the story is built; to teach to highlight the signs of surrounding objects that are important from the point of view of the narrator, to teach how to build figurative comparisons on behalf of the narrator; to teach how to build systemic comparisons on behalf of the narrator, combining images with a single system”).

Facilities

Models, tools, methods

Specify the models, tools, methods that are used in your development.

Example: Models are used: "Element - attribute name - attribute value", "Point of view", morphological analysis.

Visual aids

Describe the visual aids you use. If known manuals described earlier are used, list them and provide links to materials in which they are described.

Example: Lull's Circles is used (link).

Description of the technique

The description of the methodology can be performed in various forms - it depends on its content.

The main problem of the description is that most of the methods we use are not implemented within the framework of one or several lessons, but require a more flexible system of training. It often happens that the transition to a new stage provides a series of exercises of the previous stage, which can be carried out in any sequence. In this case, it is convenient to represent the stages in the form of a diagram ( rice. one). If your methodological development fits into a clear sequence of steps, there is no need for a scheme.

For example (Fig. 2) a fragment of the description of the methodology is shown, which shows how the individual exercises are interconnected. The exercise "compare an object on behalf of some wizard" may be offered in a different sequence, but they precede the systemic comparison. Empathy can be introduced in parallel with the “What does it look like?” exercise. "Systemic empathy" should be preceded by empathy and systemic comparison.

For readers who are not familiar with OTSM-TRIZ pedagogy, let us explain the content of Figure 2. Methods for the development of speech and imagination use the images of magicians who personify the methods of transforming objects (Murashkovska I.N., Sidorchuk T.A.). Delhi-Let's divide objects into parts and unite the parts into a whole; Giant-Baby reduces or increases the size of objects, Lag-Run moves objects along the timeline.

Table 1. Composition of the method

Task, exercise, procedure	What does a teacher do	What are the children doing	Time, order of work	Recommendations, settings	What is the result
Compare an object with any other objects	Proposes objects, asks questions	Answer questions	3-5 minutes at the beginning of the lesson. Training is carried out until the result is achieved	First, choose objects known to children that have an interesting shape. Set the children up for original answers: (“Vasya compared the boot with a pipe, Masha with a canal. And the magician D-D grouped the answers of Vasya and Masha (how?). Who will give an answer that D-D would be difficult to combine with the previous ones?” )	Children find many comparisons, strive to find an original, unconventional comparison.

Examples

Often in methodological developments, examples occupy the lion's share of the reader's space and attention. This sometimes does not lead to the results that the author expected. We had to deal with cases when the teacher, having read the methodological material, is sincerely sure that this material can be used only with those examples that are described in it. To use Picture Without Hesitation, he needs the same picture of ducks, and the exercise “what does it look like?” must be produced exclusively with the class key and glasses. Methodological development should be written in such a way that your colleagues do not copy it "one to one", but could adapt it to the conditions of their educational process without violating the technology you proposed.

Examples illustrate, make your proposals clearer and more concrete. But in no case do not replace them.

Example. We play the game "What does it look like?" At the initial stage, use objects familiar to children with an interesting shape (for example, a key, glasses, a tree branch, an umbrella, etc.). Then move on to objects with other bright features (faucet with dripping water - sound, burning light bulb - temperature, etc.).

Diagnostics

Diagnostics is a topic that requires a separate discussion. As a rule, in the methodological developments of teachers, diagnostics are not given - instead, examples of children's work or statements are given. This enlivens the description of the technique, makes it more readable, but does not make it possible to evaluate the result. So, in lessons on the development of speech, you can always expect 1-2 bright works, but this says absolutely nothing about the value of the methodology used in the lesson. Talented children write vividly and without special training, sometimes the intervention of the teacher only spoils the matter.

If the result of your methodological development can be represented by creative products of students, you must show the work of at least 2/3 of the students in the class. This does not mean that you should spend time reprinting children's essays or children's problems. It is enough to attach their photocopies to the description of the methodology. When you publish your creation, we will decide how to illustrate it with children's work.

Another option is to use the diagnostics developed earlier. In this case, it is necessary to refer to sources.

If you decide to offer your own diagnostics of the results of applying your technique (for which you immediately deserve special thanks), then you need to answer two questions:

1. On what objects did you evaluate the results of your work? It can be

- the observed behavior of children (children ask to conduct such lessons more often, bring additional material, play the games proposed by the teacher at recess - such observations indicate an increase in motivation);

- products of the creative activity of children (essays, rules derived by children, tasks invented by them, etc.);

— results of special assignments, etc.

2. Which features will you evaluate?

It can be

- the presence of certain statements of students in the process of work,

- certain types of student behavior (for example, if a child collects a piggy bank, practically without asking for help from a teacher and classmates and gets a result, one can judge independence in this type of activity); if the student in the text uses systemic comparisons, one can judge the formation of the ability to make such comparisons);

- the number of correct answers to the proposed tasks; the number of errors of a certain kind, etc.

If you evaluate work in points, in no case consider the arithmetic mean of the result for the class. Two students who caught the flu that day, did not complete the work and received A, will nullify the results of at least four excellent students. Just count the number of twos, threes, fours, fives, etc. and the percentage of the number of this mark to the number of students who completed the work. If the work is evaluated, for example, on a ten-point scale, you can count the number of students whose results fall within certain intervals (for example, 0-5; 6-10; 11-20, etc.). The results can be shown in a chart.

conclusions

Briefly review what your work was about. What problems have you not been able to solve yet? Set yourself goals for the future.

Please do not forget that many teachers in different parts of the country are waiting for your materials today.

Bibliographic list and links

This list should contain all the materials that you used during the creation of your own methodological development.

- Materials posted on Internet sites (in this case, the address of the material on the network is given, for example, Murashkovska I.N., Valyums N.P. Picture without hesitation. URL http://trizminsk.org/e/2312.htm)

— Materials placed on CDs (example of description: Nesterenko A.A., Belova G.V. Knowledge workshop: tools for problem-based learning based on OTSM-TRIZ // Effective educational technologies [Electronic resource]. – Electronic text , graphic, sound, video data (57.2 Mb) - M .: LLC "Distance technologies and education", 2008. - Issue 1. - 1 electronic optical disc (CD-ROM): sound ., color; 12 cm. - 9.72 Mb.)

In the text of the article, references can be made to the numbers of publications in the list, preferably with pages indicated, or you can use the European system (name of the author, year when the material was published), for example (Ivanov I.I., 2007, p. 34).

If you use the ideas of colleagues that were reported in a private conversation, instead of a link in brackets, you can write (Ivanov I.I., private communication)

3. References

1. Guzeev V.V. Apparatus for scientific research and the structure of a Ph.D. thesis // School technologies. - 2004. - No. 2. - P. 117-133; Pedagogical technologies. - 2004. - No. 2. - S. 88-108.
2. Guzeev V.V. Planning for educational outcomes and educational technology. - M .: National education, 2000, 240 p.

Often, researchers engaged in scientific work and teachers have a need to publish an educational publication. This type of publication has a number of features, compared with the preparation of scientific publications. These features and requirements for educational publications by the leading Educational and Methodological Associations will be discussed below.

Let's start with the definition of the concept of "educational publication". According to GOST 7.60-2003 educational edition- this is "A publication containing systematized information of a scientific or applied nature, presented in a form convenient for studying and teaching, and designed for students of different ages and levels of education."

The same GOST distinguishes the following types of educational publications:

Educational publications:

• textbook: An educational publication containing a systematic presentation of the academic discipline, its section, part, corresponding to the curriculum, and officially approved as this type of publication.
• tutorial: An educational publication that supplements or replaces partially or completely a textbook officially approved as this type of publication.
• teaching aid: An educational publication containing materials on the methodology of teaching, studying an academic discipline, its section, part or education.
• educational visual aid: An educational art publication containing materials to help study, teach or educate.
• workbook: A textbook that has a special didactic apparatus that promotes the student's independent work on mastering the subject.
• tutorial: Educational publication for self-study of something without the help of a supervisor.
• reader: An educational publication containing literary, artistic, historical and other works or excerpts from them that make up the object of study of the academic discipline.
• workshop: An educational publication containing practical tasks and exercises that contribute to the assimilation of what has been covered.
• problem book: Workshop containing learning tasks.
• training program: An educational publication that determines the content, volume, as well as the procedure for studying and teaching an academic discipline, its section, part.
• training kit: A set of educational publications designed for a certain level of education and including a textbook, study guide, workbook, reference book.

In the letter of the Ministry of Education of the Russian Federation dated September 23, 2002, we read “On the definition of the terms “textbook” and “textbook” it is noted that “A textbook is the main educational book in a particular discipline. It sets out a system of basic knowledge that is mandatory for learning by students. The content of the textbook must meet the requirements of the state educational standard and fully disclose the approximate program for a particular discipline. The title of the textbook must correspond to the name of the discipline of the federal component of the SES VPO.

The textbook is considered as an addition to the textbook. The textbook may not cover the entire discipline, but only a part (several sections) of an exemplary program. Unlike a textbook, a manual may include not only proven, generally recognized knowledge and provisions, but also different opinions on a particular problem.

In this way, first feature of educational edition- these are the requirements for the correspondence of the title and content of the textbook to the name of the discipline of the federal component of the Federal State Educational Standards of Higher Education (the portal of the Federal State Educational Standards for Higher Education - http://fgosvo.ru and the portal "Russian Education" - http://www.edu.ru/)

The second feature of the educational edition, in comparison with the monograph, is availability of methodological apparatus which may include:

• questions for each paragraph of the textbook, reflecting its structure and allowing you to consolidate the material read;
• assignments for the seminar;
• tasks for independent work at home;
• analysis of specific situations on examples from practice;
• various types of tests;
• the task of searching (selecting) and reviewing literature and electronic sources of information on an individually given course problem;
• a task for performing home tests, providing for solving problems, performing exercises and given out in practical classes;
• task for preparing for tests and certifications;
• topics of abstracts (essays, reports, scientific articles) on a given problem, etc.

The methodological apparatus can be designed both for students and for helping the teacher in conducting classes.

Also, the educational publication can be supplemented with various reference materials - a dictionary, glossary, regulations, samples and examples of documents, etc.

The next feature of the educational edition is the requirements for its content. If a monograph must necessarily contain a certain novelty and the results of author's research, then an educational publication can be a compilation of various sources. The textbook should contain basic information on the discipline. Also, the educational publication should have such a quality as visibility. The text should be accompanied by diagrams, drawings and photographs that facilitate the perception of the material, but do not repeat it.

The structure of the educational publication can be as follows:

Introduction or/and preface. An academic edition may include both an introduction and a preface, or just an introduction, as is most often the case. The introduction should include the goals of studying the discipline and educational information that is necessary and sufficient in terms of the content and volume of the discipline to implement the requirements of a specific state educational standard (hours and goals of studying the discipline are taken into account). It is also fashionable to indicate the competencies to be acquired, which the study of the discipline is aimed at, etc.

The preface (according to GOST 7.0.3-2006) is an accompanying article placed at the beginning of the publication, which explains the goals and features of the content and construction of the work. It may contain a summary of each chapter.

Introduction (again according to GOST 7.0.3-2006) is a structural part of the main text of the publication, which is its initial chapter and introduces the reader to the essence of the problematic of the work.

According to the same GOST, to which we have repeatedly referred, the largest part of the text is a section. It is divided into chapters, which in turn are subdivided into paragraphs (§).

A mandatory part of the educational publication is a list of references and other sources.

An author who has written a worthy textbook, as a rule, wants to receive a stamp from an educational and methodological association stating that this educational publication is approved (or Recommended) by the UMO as a textbook (electronic textbook) or teaching aid (electronic manual) for students of higher educational institutions, students in the direction (specialty) of HPE training. By following our recommended rules for the preparation of educational publications, you can easily cope with this task!

In conclusion, we will give some tips on what to pay attention to in order to minimize the corrections made to the text by editors and proofreaders.

2. It is necessary to check the numbering of all figures, tables and formulas according to the text. Compare whether there is a link to EVERY figure or table in the text, and whether there are figures and tables in the manuscript that are referenced in the text.

3. References - if the list is voluminous and includes sources of different types, it is better to divide it into sections.

4. Decipher all abbreviations on first use. Do not overload the text with abbreviations, especially those consisting of two letters. This makes it difficult for readers to understand the text. Do not use abbreviations in titles.

5. Avoid too many repetitions in links "Ibid. S. 220". Such references are inconvenient for the reader to use. Especially if the full link to the source was many pages before “Ibid. P.220".

6. The manuscript must be well SUBTRACTED. Experienced editors do not proofread manuscripts from a computer screen, they print out the text and read it intermittently, several pages at a time. The computer may not always detect an error in the test. We noticed that when typing Word did not underline the word “ dough", although we are, of course, not talking about a flour product, but about text. Such errors can be noticed only with careful proofreading. If the author does not want to do this, it is necessary to pay for the work on the proofreader's manuscript accordingly.

Successful publications!

Department of Education of the City of Moscow

State Autonomous Professional

Moscow educational institution

"Moscow Educational Complex named after Viktor Talalikhin"

Malkova L.A.

Moscow

2014

What is methodological development and the requirements for it

How to write a methodical development

Some types and types of lessons

What is methodological development and the requirements for it. How to write a methodical development. Some types and kinds of lessons. Methodological recommendations for conducting lessons using health-saving technologies./ L.A.Malkova - M.: GAPOU IOC im. V. Talalikhin. 2014. - 26 p.

Getting acquainted with the materials of the brochure, the teacher will learn what methodological development is, its types and learn how to correctly distribute the material, correctly and competently draw up materials from their experience. In addition, the brochure presents some materials on the types and types of lessons and some recommendations for them.

GAPOU IOC named after V. Talalikhin

2014-10-08

What is methodological development and the requirements for it.

Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole.

Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be:

 Development of a specific lesson.

 Development of a series of lessons.

 Development of the theme of the program.

 Development of a general methodology for teaching subjects.

 Development of new forms, methods or means of training and education.

 M methodological developments related to changes in the material and technical conditions of teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

Carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic.

Determine the purpose of methodological development.

Carefully study the literature, teaching aids, positive experience on the chosen topic.

Make a plan and determine the structure of methodological development.

Determine areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose. For example, the goal may be as follows: determining the forms and methods of studying the content of the topic; disclosure of the experience of conducting lessons on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

1. The content of the methodological development should clearly correspond to the topic and purpose.

2. The content of methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids.

3. Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues set forth in the general pedagogical literature.

4. The material should be systematized, presented as simply and clearly as possible.

5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus.

7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.

8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

9. Methodical development should reveal the question "How to teach".

10. Should contain specific materials that a teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).

The structure of methodological development

General structure:

1. Abstract.

2. Content.

3. Introduction.

4. The main part.

5. Conclusion.

6. List of used sources.

7. Applications.

The abstract (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

How to write a pedagogical development

Pedagogical development is a qualification work of a teacher, according to which, to a certain extent, one can judge his professional level.

Types of pedagogical developments

Teacher

Pedagogical developments

Private Methodical Methodical Training

Methodical Educational-methodical Textbooks

manual development

Fig.1.

Methodological developments : contain specific materials to help teachers, set out in detail the issues of studying individual, as a rule, the most difficult topics for studying curricula, scenarios for conducting various types of training sessions, abstracts of individual topics.

Guidelines : are developed on the composition and implementation of term papers (projects), specific works, preparation for exams, tests, for the final State Attestation, independent work of students, etc., as well as on laboratory and practical work and practices, where it is important to pay attention to the sequence actions and/or certain precautions are expected.

Guidelines : cover the general methodological issues of maintaining educational documentation, organizing course design, intermediate and final certification, planning educational and educational work, etc., offer technologies for the work of teachers in preparing for training sessions, highlight issues of a specific methodology for teaching academic disciplines.

Teaching aid:

1. A work containing materials on the methodology of teaching an academic discipline, its section, part.

2. A type of textbook designed for students to work independently.

Composition of pedagogical development

Title page

BUT notation

P foreword

P educationalParts

Content

R development Sections

Introduction

Chapters

ABOUT main

h ast

Paragraphs

W conclusion

paragraphs

Applications

Text

judgments

FROM squeak

literature

Fig 2.

Such a structure of pedagogical development is logically-linguistically oriented, which makes it as easy as possible for the reader to perceive the text.

The main part is necessary for a detailed and complete understanding of pedagogical development, and annotation, preface, content, introduction and conclusion are necessary and, in principle, sufficient for understanding the general meaning of pedagogical development, its main ideas.

Number of rubrics ( heading- section, subdivision in a printed work) can be reduced depending on the type of pedagogical development, its volume, goals, etc., but in any case, the correct composition of the material of pedagogical development, regardless of its content and the relevance of the topic, will be an indicator of the author's methodological culture .

Title page

The title page is the first page of pedagogical development, which provides output information, the list of which should be as follows:

Name of the educational institution;

The name of the pedagogical development (title).

This is the dominant lettering on the title page and is therefore in the largest font used on the title page. It should be short enough, clear, adequately express the content of the work, not have subordinate clauses, tautologies and semantic twists;

Under the title, subtitle data may be placed, which include information:

a) explaining the name (for example, the type of pedagogical

development);

b) about the literary genre;

c) about the reader's appointment (for example, a novice teacher, a graduate student, etc.).

Geographic location (city);

Year of completion.

If a pedagogical development requires official consideration, approval, approval, then the corresponding vultures are placed above the name of the development. The approval stamp must consist of the word I approve (without quotes), the name of the position of the person, his signature, initials, surname and date of approval, for example:

Considered I approve

cyclic methodological commission Deputy. director of

academic work

Disciplines _______ I.I. Ivanova

Minutes of the CMC meeting 03.02.200__

From 01/16/200 __, No. 6

Signatures and dates must be in black ink only.

annotation

Abstract - a brief description of the content of pedagogical development. It is located immediately after the title page (on the back of the title page if the print is double-sided). In it, in a concise, concise form, only the essential features of the content of the work are indicated that are not reflected in the imprint on the title page, novelty and difference from other works that are similar in subject matter and intended purpose, and the reader's address.

Annotation includes:

Job title;

The specific form of the annotated work (educational manual, guidelines, etc.);

The object of presentation and its main characteristics;

Distinctive features of the work in comparison with related ones in terms of subject matter and purpose: something new in content, what the work carries in itself, as well as a feature of the presentation of the material, for example, a systematic presentation of the question, a problem statement, a solution to a particular question, a new methodology, a generalization of new data on various sources, a new assessment of the facts, a new concept (hypothesis), specific practical recommendations, etc.;

A specific reader's address is the specialty or specialization of the reader to whom the work is addressed, an additional circle of readers, in addition to the main one.

Foreword

The purpose of the preface is to help the reader to better imagine the work, to choose it from a number of others. The preface may be combined with the introduction.

Content

In a pedagogical development of less than 10 pages of printed text, the heading "Content" is optional. The location of the “Contents” rubric at the beginning of the development (as compared to the location at the end of the development) is more convenient for the reader both to get acquainted with the work and to use it. According to the content, it is possible to make a preliminary assessment of the information offered, and therefore placing this heading at the beginning of the development is methodologically justified.

How to write: "Content" or "Table"?

If the text is divided into chapters, then the word "Table of Contents" is appropriate. If there is no division of the text into chapters, then the name of the heading "Contents" is more universal.

The content should contain the names of all parts, sections, paragraphs and paragraphs (if they have a title) indicating the page numbers on which the beginning of the material of the parts, sections, paragraphs, paragraphs is placed. The writing of heading names in the content should be an exact copy of the heading names in the text, both verbally and in graphic form, for example, if the text says “Part One”, then the content should also be written “Part One”, and not “Part I”.

Principles of text rubrication

Usually the introduction and conclusion are solid, and the main part is subjected to a more fractional heading into chapters and paragraphs. This is done by numbering the headings.

1.1

1.2

… no more than 7+2

1.7

2.1

2.2

2.3

2.3.1

2.3.2

2.3.2.1 ← such fractionality is undesirable

2.3.3

2.3.4

3.1

Fig 3.

Heading Requirements

Headings of headings must follow the rule of logical subordination: the heading of a heading of a larger level in semantic terms should be wider than the headings of structural units united by this level or simpler, the title of the chapter should be wider than the title of each of its paragraphs, and the title of the development should be wider than any from the titles of its chapters.

Each heading must strictly correspond to the content of the text following it. Headings should be neither too wordy nor too short. Long headlines that span multiple lines look cumbersome and hard to read. Too short names, especially those consisting of one word, are not good because they lose all specificity and are perceived as extremely general and therefore turn out to be wider in meaning than their corresponding content.

Headings should not include highly specialized terms, abbreviations, abbreviations, formulas.

Introduction

The introduction is the introductory, initial part of the pedagogical development. The introduction provides information that prepares the reader for the perception of the main part. It could be:

Justification of the need for the emergence of this pedagogical development, its relevance;

Description of the situation on the designated topic, the problem at the moment,

assessment of its condition, the degree of development in existing publications;

The goals and ways of solving the designated topic, problem are formed;

The place of the developed topic in the educational process, communication with others

disciplines, etc.;

Information about the order of placement of material in development with an explanation

reasons for such placement;

Main part

The main part reveals the idea. The disclosed topic should be commensurate with the role and place of the topic in the program, curriculum, educational standard and correspond to the time allotted for its study. In essence, all the pedagogical developments of the vocational education teachers' direction of study are devoted to the technology of transmitting information on any topic (section, discipline). Such pedagogical developments, on the one hand, are a compilation (a compilation is a work compiled by combining the best thoughts, studies and not containing its own generalizations or interpretations), and, on the other hand, the teacher’s creativity, as it is necessary:

Carefully select information, check its compliance with applicable norms, standards, laws, etc.;

Carry out the dosage of information in accordance with the educational standard, the discipline program and process it to the level of perception of the trainees;

It is methodically correct to present it or, to put it differently, to develop a technology for presenting educational information.

Some tips:

Initially, the pedagogical development should be written by yourself, trying not to look into any sources, and only then turn to various publications on this topic and compare your ideas, the course of reasoning, the text itself with them. In this case, the pedagogical development to the greatest extent will bear the features of the author's individuality, contain a "zest";

Strictly observe the principle of scientific character;

Where possible, use one of the didactic techniques of the Soviet physicist J. Frenkel: in a simplified way, to the point of a caricature, state the complex and thoroughly, state the simple.

From Murphy's laws:

Even if your explanation is so clear that it excludes any false interpretation, there will still be a person who will misunderstand you.

Conclusion

N.V. Gogol defined the role of the conclusion in the structure of a text work as follows: “The conclusion should repeat the work of the treatise and embrace it again in an abbreviation so that the reader can repeat to himself.”

In conclusion, one can state:

Brief summary of the above;

The final synthesis of everything significant and new that is contained in the development;

Generalization of the proposed pedagogical means;

Evaluation of results (obtained or expected);

Suggestions for a sequel;

The perspective of the topic being covered, etc.

The volume of the conclusion should take no more than 10% of the total volume of the text of pedagogical development.

From Murphy's laws:

The conclusion is the place in the text where you are tired of thinking. The first 90% of the work takes 10% of the time, and the last 10% takes the remaining 90%.

Appendix

An appendix is ​​a part of the text of an additional nature, but necessary for a more complete coverage of the topic or for the convenience of using pedagogical development.

Each application, as a rule, has an independent meaning and can be used by the reader regardless of the main text of pedagogical development. It is recommended to provide it with a thematic heading, brief, but accurately and in its entirety reflecting the content of the application.

Applications are arranged in the order in which they are referenced in the text of the pedagogical development. There may be applications that are not directly related to the link with the text. Such applications are called informational.

Appendices should have a common pagination with the rest of the pedagogical development and be listed under the heading "contents" with their numbers, headings and pages.

Bibliography

The title "List of sources used" is inherent in scientific reports, studies, abstracts, monographs.

The title "Bibliographic List" means a list (list) of printed works on any issue, topic.

The title "Literature" is by definition neutral and may include the meaning of the titles listed above.

Usually sources in the list of references are placed alphabetically, but the placement order may be chronological, thematic, and there may also be a division into official sources, educational, journal, etc. Each source must be described in accordance with GOST 7.1-84 (“Bibliographic description of the document ").

Bibliographic description - a set of information about a printed work or other document, given according to established rules and intended for its identification and general characteristics.

Consider examples of bibliographic descriptions.

Example 1. Description of a book written by one or two authors:

Sample: Novikova E.A., Egorov V.S. Information and researcher. - L.: Nauka, 1974 - 99 p.

Example 2 Description of the book written by several authors:

Title proper / Authors' initials and surnames; Initials and surname of the responsible editor. – Information about the repetition of the publication. – Place of publication: Publisher, year of publication. - Number of pages.

Sample: Introduction to scientific research in pedagogy. Textbook for students of pedagogical in-tov / Yu.K. Babansky, V.I. Zhuravlev and others; Ed. V.I. Zhuravleva, - M.: Enlightenment, 1988. - 239 p.

Example 3 Article description:

Sample: Migdal A.B. Physics and Philosophy // Questions of Philosophy. – 1990.

№ 1. - S. 5-33.

Example 4 Description of the multi-volume edition:

Title proper: Total number of volumes / Information about editors. – Information about the repetition of the publication. – Place of publication: Publisher, year of publication. - Volume. - Number of pages.

Sample: Dictionary of the modern Russian literary language: In 20 volumes / Ch. ed. K.S. Gorbachevich. - 2nd ed., revised. and additional - M.: Russian language, 1993. - T. 4. - 576 p.

K.A. Helvetius:

It takes much more intelligence to convey one's thoughts than to have them.

Methodical development of the theme of the program

The main part may consist of the following sections:

Theme characteristics.

Planning the study of the topic.

The description of the topic indicates:

 Educational goals and objectives of the topic;

 Planning the topic and the number of hours allotted for its study;

 Knowledge and skills that students need to acquire or improve;

 Place and role of the topic in the course;

 Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications;

 A didactic analysis of the content of the material is given;

 Levels of study and assimilation of educational material are distinguished;

 It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.

When planning a learning topic,:

1. Think over the methodology of teaching the topic.

2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.

3. Highlight the main questions that students should firmly master.

4. Analyze the educational possibilities of the educational material and the methodology used.

In conclusion (1-2 pages), the results are summarized on those problematic issues that were raised by the teacher, starting to draw up a methodological development.

The structure of the methodological development of a theoretical teaching lesson.

The main section contains the following sections:

Methodological substantiation of the topic.

Lesson plan (with technological map).

Didactic material for the lesson (you can not select as applications).

List of literature (sources) for students.

List of literature for teachers.

1. The theme of the program.

2. The topic of the lesson.

3. Type of lesson.

4. Type of lesson.

5. The goal is methodical.

6. The goals of education (training, education, development).

7. Logistics of the lesson.

8. Intersubject and intrasubject communications.

Didactic

Structure

lesson

Methodological substructure of the lesson

signs

solutions

didactic

tasks

Methods

learning

The form

activities

methodical

techniques and their

content

Facilities

learning

Ways

organizations

worker-

news

Lesson type determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Lesson learning new educational material.

A lesson in improving knowledge, skills and abilities.

Lesson of generalization and systematization of knowledge.

Lesson control of knowledge, skills and abilities.

Combined.

Lesson on the initial formation of skills and abilities.

A lesson in improving skills and abilities.

Lesson on the implementation of complex tasks (works) and others.

Type of lesson is determined by the form of joint activity of the teacher and students, which dominates the lesson:

Lecture.

Conversation.

Independent work.

Practical work.

Laboratory work.

Conference.

Seminar.

Test.

Offset.

Business game.

Excursion.

Mixed (several activities of approximately the same time).

The didactic structure of the lesson includes the following didactic tasks:

Motivation and stimulation of students' activities, target setting, activation of the necessary knowledge.

Formation of new concepts and methods of action.

Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson).

Didactic Methods(according to Lerner I.Ya.)

1. Information-receptive.

2. Reproductive.

3. Problematic: problematic presentation; heuristic; research.

Form of activity depends on the method and method used. For example: conversation, independent work, work with a book, watching a video, etc.

Ways to organize activities teacher and students:

1. Frontal.

2. Individual.

3. Paired.

4. Collective.

Educational goals are subdivided into the goals of education (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the goal of inviting colleagues to this lesson.

General requirements for the design of methodological development.

The total amount of methodological development should be at least 24 sheets of computer text (font 14). If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 titles. If the development is only practical in nature, not requiring theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

ANALYSIS OF METHODOLOGICAL DEVELOPMENTS

Methodological development is evaluated according to the following indicators:

Correspondence of the content of the development to the selected problem.

The literacy of the presentation and the quality of the design of the development.

Independence of performance of work, depth of study of a material.

Validity and evidence of conclusions.

The practical significance of the work.

Examples of lesson goal statements

Develop skills, skills on the topic (section, ...).

Reveal the level of knowledge, skills, abilities by topic (section, ...) .

To achieve automatic execution (operations), consolidation, mastery, improvement (quality of knowledge), expansion (area of ​​application of knowledge, skills, skills, professional skills), rational (logical) sequence of actions.

Achieve compliance with the standards (certain indicators).

Consolidate knowledge, skills, skills, new material.

Complete the formation, study, research ....

Explore the main stages of the creative path.

Explore dependency….

Motivate the development of skills, skills ... .

To teach to analyze, highlight (the main, essential, main episodes from the studied works), prepare (micropreparations, food), distinguish, use, apply, conduct, work independently.

Summarize knowledge, skills, training material.

To teach skills, operations, actions, use (reference books), design and technical skills.

Explain the principle of action, organization, device.

To acquire knowledge, skills, skills in ... .

Familiarize, familiarize yourself with the principles of organization, action, device (device, mechanism, production, content of the work, choosing the best solution from the given options).

Develop techniques, skills, actions.

Show the relationship, role, value, advantages, disadvantages, advantages.

Explain the properties, essence, principle of action.

Develop professional skills and knowledge.

Expand knowledge, scope, area (application of knowledge, skills, participation)

Explain the relationship, basic provisions, ideas, concepts.

Systematize knowledge, skills, skills (by topic, section, subject, in working with a book, devices).

Help shape...

To promote the study, development, development (design skills), development of skills.

To form, form knowledge, skills, research skills, skills in designing and manufacturing (details), skills in establishing (technical device).

Deepen knowledge (on a topic, section, subject, in working with a book, devices).

Establish the relationship, dependence, level of knowledge from ....

Experimentally confirm, verify (calculations, formulas).

To evoke a feeling of admiration, pride, interest, collectivism, responsibility, empathy, sympathy, joy, respect, indignation, disgust, contempt.

Develop, develop thinking skills, habits, character traits.

To educate, patriotism, love for the Motherland, ideology, humanity, diligence, honesty, fearlessness, disinterestedness, vigilance, activity, accuracy, politeness, generosity, fidelity, attentiveness, endurance, good nature, goodwill, discipline, diligence, culture of behavior, curiosity, observation , tolerance, resourcefulness, frankness, objectivity, courage, ingenuity, justice, ability, diligence, tact, aspiration.

Identify attitudes, inclinations, abilities.

Achieve awareness (goals of the lesson, the need for education).

Motivate the need (of knowledge).

Learn the rules and principles.

Learn to evaluate.

Explain the essence of the worldview, ideas, concepts, principles.

Describe the historical conditions, ideas, views.

Encourage activity.

for conducting lessons using health-saving technologies.

Nowadays, more and more attention is paid to health-saving technologies. Since the “cell” of the educational process is the lesson, thenassessing its impact on student health is the most important part of the overallassessment of teacher performance in this area. Most of the criteria by which classes are traditionally conducted using this technology relate to purely pedagogical aspects of the lesson. Suggested application methods lessons are a guide for teachers.When using health-saving technologies, it is advisable for the teacher to pay attention toattention to the following aspects of the lesson.

1. Hygienic conditions in classroom(cabinet): purity, temperature and the freshness of the air, the rationality of classroom lighting and blackboards. Availability(absence) monotonous, unpleasant sound stimuli, etc. Note that the fatigue of students and the risk of allergic disorders to a large extent depend on the observance of these simple conditions.

2. Number of types of learning activities used by the teacher. Recall that these include: questioning students, writing, reading, listening, telling, looking at visual aids, answering questions, solving examples, tasks, practical exercises, etc. The norm is 4-7 types per lesson.

The monotony of the lesson contributes to the fatigue of students, as it happens, for example, when performing tests. At the same time, the teacher must remember that frequent changes from one activity to another require additional adaptation efforts from students. It also contributes to increased fatigue.

Average duration and frequency alternation of various types of educational activities. The approximate norm is 7-10 minutes (if the lesson lasts 45 minutes).

Number of types of teaching used by the teacher : verbal, visual, audiovisual, independent work, etc. The norm is not less than three per lesson.

Alternation of types of teaching no later than 10-15 minutes later.

Using Methods contributing to the activation initiatives and creative self-expression of students, which allow them to really turn from “consumers of knowledge” into subjects of activity for their acquisition and creation. These methods include:

♦ free choice methods(free conversation, choice of action, its method, choice of methods of interaction, freedom of creativity, etc.);

♦ active methods(students as teachers, learning by doing, group discussion, role play, discussion, workshops, etc.);

♦ methods aimed at self-knowledge and development (intelligence, emotions, communication, imagination, self-esteem and mutual evaluation and etc.

There is an inversely proportional relationship between the creative activation of students in the lesson and the likelihood of them developing unproductive fatigue. And chronic fatigue is one of the main factors in the depletion of schoolchildren's health resources.

7. Duration of application of technical teaching aids in accordance with hygiene standards.

8. The teacher's ability to use the possibility of displaying video materials to initiate discussion, discussion, instilling interest in educational programs, i.e. for an interconnected solution like training as well as educational tasks.

9. Postures of students and their alternation depending on the nature of the work being done. The teacher needs to remember that posture disorders are formed just in an educational institution. Psychophysical comfort of students on the lesson is the most important condition for preventing their fatigue.

10, Physical education minutes and physical education breaks, which today are
an essential part of the lesson. It is necessary to pay attention to their content and duration (the norm is for 15-20 minutes of the lesson, 1 minute of 3 light exercises with 3-4 repetitions of each), as well as the emotional climate during the execution exercise and having at schoolchildren desire to fulfill them.

11. positive evaluation deserves inclusion in the content
part of the lesson on issues related to health and a healthy lifestyle: showing examples, tracing these connections; formation of attitude towards a person and his health as a value; developing an understanding of the essencehealthy lifestyle; formation of the need for a healthy lifestyle: developmentindividual way of safe behavior, discussion of different possibilities and consequences of choosing one or another command, etc. The ability of the teacher to highlight and emphasize in most those issuesassociated with health, is one of the criteria of his pedagogical professionalism

Students' motivation for learning activities in the classroom:
interest in classes, the desire to learn more, the joy of being active, interest in the material being studied, etc.For health questions motivation are most directly related: the constant coercion to study
destroys children's health and exhausts teachers. There is a direct relationship between interest in learning and its positive impact on health.



Favorable psychological climate in a lesson thatserves as one of the indicators of the success of its implementation: the charge of positiveemotions received by the students and the teacher himself - an additional weight on scales that determine the positive impact of education on health.

And vice versa: the presence of stress, chronic psychophysical stress, the production of negative emotions, etc. manifestations both on the part of the teacher and students indicate the predominance of health-destroying tendencies in the lesson.

The presence of micro-conflicts in such a lesson between teacher and
students : due to violations of discipline, disagreement with the mark, manifestations
uncomfortable conditions, etc. The teacher's ability to prevent such
emotionally-negative "flashes", to neutralize them competently without disturbing the work of the entire class - a reflection of his ability to manage the educational process, ensuring the prevention of "school neuroses".

The dominant expression on the teacher's face , for example, variousmanifestations of benevolence or malevolence, smiling -
sullenness, etc. Lessonincomplete if there were no emotional and semantic discharges on it: smiles,appropriate witty jokes, the use of humorous pictures, sayings, aphorisms with comments, short poems, musical minutes and etc.

At the end of the lesson, pay attention to the following four indicator.

one). The final density of the lesson, i.e. amount of time spent:
students directly to the educational work.

2). The moment of onset of fatigue of students and a decrease in their learning
activity is determined in the course of monitoring the increase in motor and
passive distractions of students in the process of educational work.

Norm - not earlier than 5-10 minutes before the end of the lesson.

TO undesirable indicators relate:

- unreasonably fast pace of the final part, its "crumpled";

Lack of time for student questions;

The need for hasty, almost no commentary, writing down homework.

All this is unnecessary stress for both students and teachers. In addition, it is unacceptable for students to be in the classroom after the bell for recess. It is desirable that the end of the lesson be calm: students have the opportunity to ask the teacher questions, the teacher can comment on the task above, say goodbye to the students.

16. An integral indicator of the effectiveness of the conducted classes can be considered the state and type of students leaving the lesson: on one pole calm businesslike, satisfied, moderately excited state of students; on the other - tired, confused, aggressive,"inflated".

Methodical development - a logically structured and detailed course of the training session, event. The description of the sequence of actions should also include the goals set by the teacher, the means to achieve them, the expected results, and be accompanied by appropriate methodological advice.

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Methodical development

Methodical development- a logically structured and detailed course of the training session, event. The description of the sequence of actions should also include the goals set by the teacher, the means to achieve them, the expected results, and be accompanied by appropriate methodological advice.

Methodical development- a publication containing specific materials to assist in holding an event, combining a description of the sequence of actions that reflect the course of its implementation, with methodological advice on its organization.

Methodical development- a complex form, which may also include scenarios, speech plans, descriptions of creative tasks, diagrams, drawings, etc.

Methodical development- this is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole. Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be:

• development of a specific lesson;
• development of a series of classes;
• development of the theme of the program;
• development of a private (author's) methodology for teaching the discipline;
• development of a common methodology for teaching disciplines;
• development of new forms, methods or means of training and education;
• methodological developments related to changing the material and technical conditions of teaching the discipline;
• methodological developments related to new educational specialties, integrated specialties;

The methodological development scheme may include:

• development name;
• About the author;
• goal;
• list of used equipment and materials;
• description of the course of the event;
• methodological advice on its organization and summing up;
• list of used literature;
• applications (diagrams, tables, drawings, tests, cards)

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

• carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic; determine the purpose of methodological development;
• carefully study the literature, teaching aids, positive pedagogical experience on the chosen topic; draw up a plan and determine the structure of methodological development; identify areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose.

For example, the target could be:definition of forms and methods of studying the content of the topic; disclosure of the experience of conducting classes on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

• The content of the methodological development should clearly correspond to the topic and purpose.
• The content of the methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids.
• Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or highlight issues set forth in general pedagogical literature.
• The material should be systematized, presented as simply and clearly as possible.
• The language of methodological development should be clear, concise, competent, and convincing.
• Recommended methods, teaching methods, forms and means of teaching should be substantiated by references to their pedagogical experience.
• Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.
• Orient the organization of the educational process in the direction of the widespread use of active forms and methods of teaching.
• Methodical development should reveal the question"How to teach?"
• It should contain specific materials that the teacher can use in their work (task cards, lesson plans, instructions for laboratory work, chart cards, tests, level-by-level tasks, etc.).

The structure of the methodological development:

General structure:

• Title page
• Content.
• Standard
• Graphological structures
• Main part

The annotation (review) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful (1 page).

In the introduction (explanatory note) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education (1-2 pages).

In custody (1-2 pages) summarizes the problematic issues that were raised by the teacher, starting to draw up methodological development.
General requirements for the design of methodological development

• The total amount of methodological development (excluding appendices) should be at least 24 sheets of computer text (14 Times New Roman font). If the methodological development is the development of one lesson, then at least 10 sheets.

Guidelines- a type of methodological product that reveals the order, logic and emphasis of studying a topic, conducting a lesson, or event. In methodological recommendations, the emphasis is not so much on the sequence of actions taken (as in methodological development), but on the disclosure of one or more particular methods developed on the basis of positive experience. The task of methodological recommendations is to promote the most effective, rational options, patterns of action in relation to a certain type of activity (including an event). The methodological recommendations necessarily contain an indication of the organization and conduct of one or more specific cases illustrating the described methodology in practice.

Guidelines- this is one of the types of methodological products (along with methodological development, methodological manual, didactic material). Methodological recommendations are specially structured information that determines the order, logic and emphasis of studying a topic, conducting a lesson, or an event.

Methodological recommendations contain the disclosure of one or more private methods developed on the basis of positive experience. Their task is to recommend the most effective, rational options, patterns of action in relation to a certain type of activity (including an event). The methodological recommendations necessarily contain an indication of the organization and conduct of one or more specific cases illustrating the methodology in practice. Methodological recommendations should have an exact address (an indication of who they are addressed to: teachers, parents, methodologists, organizing teachers, class teachers, etc.). Accordingly, the terminology, style, and volume of methodological recommendations are regulated.

General structure:

• Title page
• Review (external, internal)
• Content.
• Introduction (explanatory note)
• Standard
• Graphological structures
• Technological map (if the lesson manual for the teacher)
• Main part
• Conclusion (tests, benchmarks for tests)
• List of used literature.
• Applications (additional material).

Explanations to individual structural elements of the guidelines

The title page should include:

• name of the institution (in order of descending subordination);
• title;
• surname, name, patronymic of the author;
• city ​​name;
• year of development.

The second sheet at the top contains an annotation that includes concise information about:

• the essence of the issues under consideration;
• the purpose of these methodological recommendations (what kind of assistance and to whom this work is intended to provide);
• the source of practical experience on which the recommendations are based (indicate on the basis of what experience these methodological recommendations are developed);
• possible areas of application of the proposed type of methodological products (in what areas of humanitarian knowledge can these recommendations be used).

At the bottom of the second sheet, information about the author (authors) is placed: full name, position, place of work, qualification category or scientific degree, contact phone number.

The explanatory note should contain the following information:

• substantiation of the relevance of the development of these methodological recommendations (here it is advisable to give a brief analysis of the state of affairs on the issue under study: to clarify in which educational areas activities (actions, methods, etc.) similar to those proposed are currently used, what are their advantages and disadvantages; to characterize the significance of the proposed work in terms of the implementation of the relevant federal or regional program; explain what kind of assistance and to whom these guidelines can provide);
• determination of the purpose of the proposed methodological recommendations (for example: to provide methodological assistance to practicing teachers, organizers of educational work with children on issues ...; draw up an algorithm for preparing and holding ... events, etc.);
• a brief description of the expected result from the use of these methodological recommendations in the education system (for example: mastering the experience of organizing the proposed methodology can become the basis for holding similar events in various subjects; can help increase student motivation, etc.);
• substantiation of the features and novelty of the proposed work in comparison with other similar developments that exist in this educational field.

The content of methodological recommendations can be related to a wide variety of issues: solving a specific pedagogical problem, holding mass events, conducting educational and research work, studying certain topics of the educational program, etc. Therefore, the content of methodological recommendations does not have a particularly regulated structure and can be presented in a rather arbitrary form. For example, it can be structured in the following logic:

• describe (based on past experience) what exactly is recommended to be done on the issue under study (in stages) and how (using what forms and methods);
• give advice on how to:
• organizational issues (for example, develop a work plan for the organizing committee; determine the stages of the event and the timing of informing its potential participants, distribute instructions, provide an advertising campaign, etc.); logistics (Internet resources);
• financial support (sources and fixed amounts of financing for this event),
• staffing (requirements for experts);
• isolate the most difficult moments in the organization and conduct of the described type of activity (based on existing experience);

Applications include materials necessary for organizing the recommended type of activity using these guidelines, but not included in the "Contents" block. Applications may include:

• plans for specific cases, events;
• test tasks;
• methods of creating practical tasks addressed to students;
• sample questions for games, contests, quizzes;
• methods for determining results for specific activities;
• schemes, diagrams, photographs, maps, photocopies of archival materials;
• approximate topics for open events, excursions, etc.

General requirements for the design of methodological recommendations

• The total volume of guidelines (excluding appendices) should be at least 24 sheets of computer text (font 14 Times New Roman).
• The volume of the main content is at least half of the entire manuscript.
• The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).
• References to the used literature in the text should be given in square brackets.
• The list of sources used should contain 10-15 titles. If the development is only practical in nature, not requiring theoretical references, then the list of sources used can be omitted.
• The number and volume of sections is not limited.

Toolkit

Toolkit- a complex type of methodological products, including a specially systematized material that reveals the essence, distinctive features and methods of any educational course. As a rule, a methodological manual, in addition to the theoretical one, contains extensive didactic material in the form of illustrations, tables, diagrams, drawings, as well as sample documents developed in accordance with the stated topic.

Toolkit- a complex type of methodological products, summarizing the significant experience gained in the system of additional education for children and containing recommendations for its use and development.

The authors of methodological manuals are, as a rule, experienced teachers and methodologists who are able to systematize the practical material of their own work and the work of colleagues in the profession, take into account and use the theoretical developments of modern pedagogy of additional education for children in substantiating the proposed methods.

The task of the methodological manual is to provide practical assistance to teachers and methodologists in acquiring and mastering advanced knowledge, both theoretical and practical.

The typical structure of the methodological manual includes:

• introduction, where the purpose and objectives of this manual are formulated, it is indicated for which specific group of students, what specific results the use of this manual can give teachers and methodologists;
• the theoretical part, which presents, as a rule, in a brief form (if necessary with reference to relevant works) the scientific and pedagogical justification of the content of the manual, characterizes the author’s own methodological position in relation to the system of additional education for children as a field of education with its own specific features;
• the practical part, which systematizes and classifies the actual material, contains practical recommendations, provides typical examples of various forms and methods of work;
• didactic part, which contains didactic materials (diagrams, tables, figures, etc.) illustrating practical material.

In addition, the composition of the methodological manual may include various necessary regulatory documents, the use of which will allow the teacher or methodologist to organize their work in accordance with the existing requirements.

An obligatory part of the methodological manual is a list of literature, which is desirable to be divided into thematic headings (in accordance with the specific tasks solved in this manual) and, if possible, with brief annotations of the recommended works most useful to teachers and methodologists.

The structure of the manual:

General structure:

• Title page
• Review (external, internal)
• Content.
• Introduction (explanatory note)
• Standard
• Graphological structures
• Technological map (if the lesson manual for the teacher)
• Main part
• Conclusion (tests, benchmarks for tests)
• List of used literature.
• Applications (additional material).

The structure of the manual (development)

1. Title page
2. Review
3. Content
4. Explanatory note
5. Standard
6. Reminder for students

(if a methodological guide for students)

1. Routing

(if a teaching aid for teachers)

1. Graph-logical structures
2. Work
3. Test tasks
4. Sample answers
5. Glossary
6. Literature

Ekaterina Durnikova
Requirements for the design of methodological development

1. Structure methodological development

Methodical development must have a title page, annotation, content, introduction, main body, conclusion, list of references, if necessary, applications.

Title page

On the title page methodological development the name of the institution is given (according to licenses) (top of page); title of the work (in the center of the sheet; information about the author (full name, position, qualification category, teaching experience) (bottom right); year of writing development(centered down).

annotation

Specify:

The problem to which methodical development;

The questions she reveals;

Potential Users (who may benefit from development) .

Introduction

Revealed:

Novelty methodological development;

Target methodological development;

Application conditions (what is needed in order to methodical development was implemented in the practice of education);

Labor intensity, limitations, risks.

Main part

Conclusion

Are given:

Main conclusions on the topic development;

Information about where, when and in what form development was presented to the professional community;

Review Information methodological development by the professional community indicating the number of the minutes of the meeting, data on reviewers, etc. An extract from the minutes of the meeting, copies of reviews, reviews, etc. must be placed in the appendix.

Bibliography

Issued in a standard form in accordance with the bibliographic requirements. The list of sources used should contain 10-15 items (including Internet resources). If development is only practical, demanding theoretical references, the list of sources used can be omitted.

Applications

Applications to number;

Specify the name of each application;

Each application starts on a new page. On the right side of the page is the word "Appendix", which is denoted by the corresponding Arabic numeral, for example "Attachment 1"

The volume of applications is not limited, but they must correspond to the text (references to them in the text are optional)