The tasks put forward by modern production for engineering personnel are so complex that their solution requires creative search and research skills. In this regard, a modern specialist must possess not only the necessary amount of fundamental and specialized knowledge, but also certain skills for creatively solving practical problems, constantly improve their skills, and quickly adapt to changing conditions. All these qualities must be formed at the university. They are brought up through the active participation of students in research work.

In modern conditions, student research work (SRW) is turning from a means of developing the creative abilities of the most successful and gifted students into a system that improves the quality of training of all specialists with higher education.

The concept of "student research work" includes the following elements:

– teaching students the basics of research work, instilling certain skills in them;

– performance of scientific research under the guidance of teachers.

In this regard, the forms and methods of attracting students to scientific creativity can be divided into research work included in the educational process and, therefore, carried out during study time in accordance with curricula and work programs (special lecture courses on the basics of scientific research, various types studies with elements of scientific research, educational and research work of students), as well as for research work performed by students during extracurricular time.

Educational and research work of students (UIRS) is carried out in the study time allotted by the schedule of classes by each student on a special assignment under the guidance of a supervisor (teacher of the department). The main task of UIRS is to teach students the skills of independent scientific work, familiarization with real working conditions in laboratories, in research teams. In the process of performing educational research, future specialists learn to use instruments and equipment, independently conduct experiments, process their results, and apply their knowledge in solving specific problems.

For conducting educational and research work, students are given a workplace in the laboratory, the necessary materials and devices are issued. The topic and volume of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of special literature.

The composition of scientific supervisors includes teachers who are actively involved in scientific work, researchers, engineers and graduate students.

The final stage of the UIRS is the preparation of a report in which the student presents the results of his scientific work. The report is defended before a special commission with an offset.

A promising direction is the creation of student research laboratories (SNIL) in higher educational institutions, in which scientific research is carried out and at the same time educational and research work of students is organized.

In some universities, educational and research work is preceded by a special course on the basics of organization and methods of scientific research, on the organization of bibliographic and patent work (in the disciplines ²Introduction to the specialty², ²Fundamentals of scientific research², etc.).

An important form of research work of students, carried out during school hours, is the introduction of elements of scientific research into laboratory work. When performing such work, the student independently draws up a work plan, selects the necessary literature, conducts mathematical processing and analysis of the results, draws up a report.

Many university departments organize scientific seminars or student scientific and technical conferences (SNTK). Seminars are held regularly during the semester, so that each student can make a report or report on the results of the work done. The SNTK is held, as a rule, 1-2 times a year between semesters or at the end of each semester.

For junior students, the main forms of SNTK within the framework of the educational process are the preparation of essays, individual homework with elements of scientific research, and participation in subject circles.

Research work of students during the production practice is carried out by performing individual tasks on the subject of research work carried out by the department, as well as bottlenecks in production. Tasks are being carried out to improve technological processes, equipment, scientific organization of labor, factual material is collected and its primary processing is carried out for the purpose of further use in course and diploma design.

Scientific guidance of students during the period of practical training is carried out jointly by university teachers and specialists of the enterprise. The results of the work are presented in a report that students defend before the commission after the end of their work experience.

The research work of students in course and diploma design is associated with the development of special sections with elements of scientific research and research performed in the process of solving real problems of specific enterprises. Such diploma projects can end with implementation and in this sense are really real.

The implementation of complex graduation projects developed by a group of graduate students of various specialties is being developed. Each student is entrusted with the implementation of a separate independent section of a comprehensive graduation project. The general management of the development of such a project is carried out by one of the leading departments, for each of the sections a head is appointed from the department that ensures its development.

When defending a complex graduation project, a commission is created with the participation of representatives of the customer and the university. She evaluates each topic of the graduation project, completed by individual students, and also makes a decision on the project as a whole and on the possibility of using it at the customer's enterprise.

Many university departments, together with enterprises, compile a list of bottlenecks in production, from which they then form the subject of course and diploma projects. This approach makes it possible to effectively use the scientific and creative potential of students to solve specific problems of production, increases the responsibility of students for the quality of work.

The scientific work of students, performed outside of school hours, is realized through the participation of students in research on the topics of planned state budgetary and contractual research departments and scientific institutions of universities, the organization of student bureaus and associations such as student research laboratory (SNIL). SNIL can perform design, technological and economic assignments, patronage work at school, lecture work to disseminate knowledge in the field of science, technology, and culture.

The main form of SRW, performed outside of school hours, is to attract students to carry out scientific research conducted by the departments and scientific institutions of the university on state budget and economic contract topics. Usually, a group dealing with the solution of a certain scientific and technical problem includes several students, as a rule, of different courses. This makes it possible to ensure continuity, continuity and a clear organization of their work. Senior students are registered for the positions of technicians or laboratory assistants with payment and an entry in the work book. The work is carried out according to the schedule approved by the supervisor. The work of students is supervised by teachers, researchers, engineers and graduate students working in a group.

Students who successfully completed the task in their section are included in the number of report authors as co-executors. Based on the results of the work, an application for an invention can be filed or an article published.

Collective forms of creative work of students have proven themselves well - student research laboratories (SNIL), student design, technology, economic bureaus (SKB), scientific and computing centers, etc.

SNIL is organized at the university as its structural subdivision. The topics of work are formed either on the basis of business contracts with organizations or in the form of state budget topics of the university and intra-university orders.

The SNIL staff consists mainly of students who perform work under the guidance of the faculty, engineering and technical staff of the university. The head of the SNIL and several engineering and technical workers included in the SNIL provide organizational and methodological guidance for the work of students.

In parallel with the research work, students perform organizational and managerial functions at SNIL, acquiring relevant skills at the same time.

The scheme of the integrated program of research work of students for the entire period of study is shown in fig. one.

An important role in activating the scientific and technical creativity of students is played by organizational and mass events held in the republic: "Student and Scientific and Technical Progress", competitions for the best organization of scientific work of students, republican scientific conferences of students, exhibitions of scientific and technical creativity.

The current level of student participation in scientific work, the variety of its forms and methods require an integrated approach to its planning and organization. A comprehensive SRW program should provide a step-by-step sequence of activities and forms of students' scientific work in accordance with the logic of the educational process.

BASES OF RESEARCH WORK OF STUDENTS IN HIGHER EDUCATION INSTITUTION.

Research work of students is one of the most important forms of the educational process. It forms a creative approach to solving specific problems, teaches how to overcome difficulties on the way to achieving the goal, broadens the scientific horizons, and develops the ability to work independently with scientific literature. Scientific laboratories and circles, student scientific societies and conferences - all this allows the student to start full-fledged scientific work. One way or another, all university students are engaged in research work. Writing essays, term papers and theses is impossible without some, even the simplest, research. A student engaged in scientific work is responsible only for himself; the topic of research, the timing of the work, and, importantly, whether the work will be done at all depend on him alone. Spending his personal time, the student develops such important qualities for the future specialist as creative and logical thinking, responsibility and the ability to defend his point of view. On the part of the teacher, attention and support are needed, without which the student, especially in the junior years, will not want (and simply cannot) engage in “boring science”, which almost any discipline seems to be at the initial stages of its development.

Student scientific associations often become the forge of young researchers. Today, when Ukraine and its science are going through hard times, it is necessary to pay close attention to the scientific activities of students. Poor funding of educational institutions has given rise to a decline in student research work. But students engaged in scientific work are not the largest part of the cost of the university budget; they require mainly moral support, and it is simply pointless to deny them this.

Today, the problem is that many students, for a variety of reasons (from simple laziness to mental disorders), cannot approach the educational process creatively. And it may happen that a few students will study additional literature, work with documents and sources, and the bulk will continue to study in the old way. If you focus on the bulk, then the most active students can gradually stop their research to join the majority. This complex problem is easily solved by organizing scientific circles on the chosen subject or seminars. The head of the circle solves two problems: he gives gifted students the opportunity to prove themselves, since the circle does not limit its members in choosing a research topic, and on the other hand, he can highlight new talents in the team. Ideally, with great desire and experience on the part of the leader, almost the entire group can become members of the circle. As for the scientific seminar, its main goal is to attract students to an in-depth study of the disciplines of the curriculum, the theoretical foundations of major courses, to familiarize students with modern achievements in science and technology, to expand their scientific horizons.

So, starting with the particular problem of activating the research work of students at the university, we came to the conclusion that it is necessary to train a new generation of people who can think independently, make non-standard decisions in a non-standard situation, be responsible for their actions - all that is necessary in conditions democratic system, to the construction of which we are slowly, but approaching. And participation in R&D from the first year will help to educate truly intelligent and educated specialists.

There are three main types of student research work (SRWS) that are used.

Educational research work of students, provided for by the current curricula .

This type of research work includes term papers performed during the entire period of study at the university, as well as a thesis work performed in the fifth year.

During the course work, the student takes the first steps towards independent scientific creativity. He learns to work with scientific literature (if necessary, with foreign literature), acquires the skills of critical selection and analysis of the necessary information. If in the second year the requirements for a term paper are minimal, and writing it is not a big deal for a student, then the next year the requirements are noticeably increased, and writing a paper turns into a truly creative process. Thus, by increasing every year the requirements for term paper, the university contributes to the development of the student as a researcher, doing this almost imperceptibly and unobtrusively for him.

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

The SRWS, provided for by the current curriculum, can also include writing essays on the topics of practical classes. The main task of working on abstracts is to form students' skills of creative work with modern domestic and foreign scientific and scientific periodicals, including the use of information technology. The results of abstracting are heard at a scientific seminar, a circle, at student conferences. The work on summarizing may be preceded by a course of lectures on the basics of working with information, bibliography, etc., as well as practical exercises on the method of summarizing. At the same time, it should be said that most often the abstract is either a rewritten article, or, even worse, downloaded fromInternet. To call it a scientific work can be with great doubt. But some abstracts written on the basis of several dozen articles and literary sources can rightly be called scientific works and their inclusion in the list of types of research work is quite justified.

Research work beyond the requirements of the curricula.

As mentioned above, this form of SRW is the most effective for the development of research and scientific abilities in students. This is easy to explain: if a student is ready to deal with issues of any discipline at the expense of free time, then one of the main problems of the teacher is removed - the student's motivation for classes. The student is already so developed that you can work with him not as a student, but as a junior colleague who follows the latest in scientific literature, tries to keep abreast of the changes taking place in the science he has chosen, and most importantly, the process of understanding science does not stop outside University and preparation for practical classes and exams. Even during rest, in the depths of consciousness, the process of self-improvement continues.

Research work of students, parallel to the educational process .

We are talking about student scientific circles organized at general scientific and special departments, scientific divisions of the university. In them, students master the skills of conducting an experiment and processing the results, design and manufacture visual aids, laboratory installations and technical teaching aids, prepare reports that they speak at meetings of circles, scientific seminars of the department, etc.

Student scientific circles of individual departments (departments) assist students in choosing areas of scientific work. They discuss the most pressing and problematic issues of the studied disciplines, which makes it possible to consolidate and increase existing knowledge. Moreover, the form of work of circles allows organizing the learning process in such a way that it is not a burden for students: children in an absolutely relaxed and friendly atmosphere can talk on topics of interest to them, exchange views, communicate with more experienced and knowledgeable senior students, ask teachers for advice, learn how a particular theoretical proposition is implemented in practice. Participation in the work of scientific circles is a way to assert oneself, to replenish one's knowledge, to prove oneself from the best side in front of teachers.

Research, design and creative-executive work successfully completed by students both in academic and extracurricular time and meeting the requirements of the curriculum can be credited as relevant laboratory work, course and diploma projects (works) and other educational assignments.

Thus, the activities of the NIRS are aimed at fulfilling the following tasks:

Training of highly qualified specialists capable of independently solving practical problems;

The acquisition by students of the necessary knowledge beyond the curriculum through independent scientific research and analysis;

Teaching methods and means of independent solution of scientific and practical problems;

Education of students in the spirit of today's requirements: patriotism, creative enthusiasm, scientific integrity and business ethics;

The acquisition by students of organizational skills, communication skills and pedagogical skills;

Instilling skills for constant independent work;

Expansion and deepening of students' knowledge in the field of theoretical foundations of the studied disciplines;

Obtaining and developing certain practical skills of independent research activities;

Conducting scientific research to solve urgent problems put forward by science and practice;

Developing skills to correctly present the results of their own scientific research (reports, abstracts, reports, etc.) and the ability to reasonably defend and justify the results.

The research work of students is an important factor in the preparation of a young specialist and scientist. Everyone wins: the student himself acquires skills that will be useful to him throughout his life, in whatever sectors of the national economy he works: independence of judgment, the ability to concentrate, constantly enrich his own stock of knowledge, have a multilateral view of emerging problems, just be able to purposefully and thoughtfully work.

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

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

Literature

Independent work of students at the university / Team of authors / / Publishing house of Saratov University, 1999.2 . Birulya A.K. Methods of scientific work. - Kharkov: KhAI Publishing House, 1994. - 38s.

1

The article substantiates the importance of students' research activities in the process of their professional training in the system of higher education, which today is a multi-level process and provides for the formation of a multifaceted intellectual personality with a high social and professional culture. Mastering the methods of research activity is an obligatory structural part of the model of a higher education specialist. The authors present the results of a study conducted at the Magnitogorsk State Technical University. G.I. Nosov among students, undergraduates and teachers in order to identify the current state of students' research work (SRW), their involvement in such types of SRW as participation in conferences and writing articles (abstracts), work on a grant, obtaining a patent for an invention, registration of program products, etc. The sociological survey was conducted in December 2016. The method of collecting information is a questionnaire survey. The survey involved 400 students from the first to the sixth year of MSTU. The presented results of the study reflect the degree and nature of the participation of students and teachers in SRW; organizational problems and difficulties. The article also substantiates the impact on the activity of students and undergraduates in SRW that the participation of teachers themselves in this type of activity has.

research work of students (NIRS)

undergraduates

teachers

higher professional education

1. Suprun N.G. Research work of students as a factor in increasing their professional competence (on the example of the direction of training "social work") / N.G. Suprun, D.A. Khalikov. - Novosibirsk: Publishing House of the ANS "Sibak", 2016. - 82 p.

2. Burilkina S.A. Methodological approaches to the problem of value-semantic determination of scientific social knowledge / S.A. Burilkina, E.V. Oleinik, N.G. Suprun // Historical and socio-educational thought. - 2015. - T. 7. - No. 6-2. - S. 241-244.

3. Features of the organization of research work of students in the system of higher education / E.A. Batrachenko, O.Yu. Brazhnik, N.V. Dorokhin, L.E. Pavlov // Proceedings of the Samara Scientific Center of the Russian Academy of Sciences. - 2015. - V. 17, No. 5(2). - S. 443-446.

4. Slepukhina G.V. On the issue of building a system for assessing the competencies of university graduates / G.V. Slepukhina // "New information technologies in education" "NITO-2013": materials of the 6th Intern. scientific and practical. conf. - Ekaterinburg: RGPPU, 2013. - S. 380-383.

5. Suprunenko G.A. Magistracy as an element of the educational system of modern Russia / G.A. Suprunenko // Symbol of science. - 2015. - No. 9-2. – S. 194-196.

6. Petrova S.N. Research activities of students as a factor in improving the quality of training / S.N. Petrova // Young scientist. - 2011. - No. 10. - V.2. - S. 173-175.

The relevance of this study is determined by the transformations in the system of higher professional education. Today, the first place in the content of higher education is the question of the multifaceted development of the individual and the professional. The transition to a competency-based approach, the inclusion of multi-level higher education programs provide an opportunity to abandon the classical cognitive model of learning, when students form and develop mainly readiness for reproductive activity. The formation of the professional competence of future specialists is due to the acuteness of the social, cultural and economic problems that are emerging in the world. Modern higher education is aimed at finding acceptable ways to train professionally competent specialists with a new way of thinking, with comprehensive knowledge, ready to independently solve professional problems, professionally maneuverable. In the conditions of our country, the implementation of the competency-based approach becomes a factor in maintaining a single educational, professional, cultural and value space, a factor in merging with the global educational space.

At present, the training of qualified specialists capable of effectively solving the problems of developing not only professional activities, but also science is possible only with a close relationship between the educational process and research activities. The targeting of the process of personnel training in higher education at the formation of professional competence in the system of value orientations suggests decisively new approaches to the research activities of students at the university. Research activity becomes a tool of professional communication, motivation to study a future specialty increases.

Qualitative preparation of future specialists for research activities is reflected in the federal state educational standards and is an obligatory basic component of the model of a specialist in higher professional education. Research activity at the university is an important part of personnel training, which is a multi-level process in the system of continuous education, is formed on an interdisciplinary basis and provides for the formation of a multifaceted intellectual personality with a high social and professional culture.

An inseparable part of today's higher education is the participation of students in scientific work. S.I. Gessen stated: “Mastering the method of scientific research - this last goal of scientific education - can only be achieved by involving the student in independent research work. Therefore, a higher scientific school should be, first of all, a center of scientific research, a teacher - an active researcher, a student - a participant in scientific work, a place of study - an audience, a laboratory - a place where new scientific truths are discovered. The Higher Scientific School is a place where teaching and research come together. Thus, at the university, teaching and research should be inextricably linked with each other.

In the framework of our study, we are talking about research activities, understanding the scientific training of university students at the present stage, the development of the concept of teaching humanitarian and technical disciplines in the system of higher professional education, the hierarchy of competencies that make up professional competence.

We conducted a sociological study in order to identify the involvement of participants in the educational process in R&D in December 2016 - January 2017 on the basis of the Magnitogorsk State Technical University named after G.I. Nosov (hereinafter - MSTU). The method of collecting information was a questionnaire survey. The survey involved 400 students of 1-6 courses of the Moscow State Technical University named after G.I. Nosov, as well as 395 undergraduates of 1-2 courses of MSTU.

The formation of the sample population took place in several stages. The general population was divided into strata in accordance with disproportionate selection (based on the percentage of the number of strata in the general population). The strata were formed on the basis of the features "course" and "institute/faculty".

At the first stage of the selection, student groups were randomly selected in each stratum, in which a continuous survey of respondents took place. The sample structure is as follows: a) gender: male - 44.6%, female - 55.4%; b) institute/faculty: institute of mining and transport - 14.5%; Institute of Energy and Automated Systems - 18.0%; Institute of Construction, Architecture and Art - 11.8%; Institute of Metallurgy, Mechanical Engineering and Material Processing - 13.8%; Institute of Natural Science and Standardization - 12.0%; institute of liberal education - 20.3%; Institute of Economics and Management - 7.3%; Faculty of Physical Culture and Sportsmanship - 2.5%; c) course of study: first - 25.0%, second - 24.5%, third - 21.5%, fourth - 22.3%, fifth - 5.5%; sixth - 1.3%.

The subject of the study was the attitude of students towards SRW at MSTU. In general, the study showed a low degree of student activity in research activities, most of the respondents do not take part in it. However, it should be noted that students of the Institute of Humanities Education more often than in the whole array take part in intra-university, regional conferences, as well as in the publication of articles. More often, respondents give an average assessment of the activity of teachers of their department in attracting students to participate in scientific activities - 42.8%. Students of the Institute of Humanitarian Education more often than in the whole array highly appreciate the activity of teachers in this direction (13.2% more often). The main types of research activities in which teachers involve students, according to the data obtained, are writing and publishing articles, as well as conferences (figure). The number of students who indicated that they would like to engage in research activities at MSTU, according to the survey, is 39.5% of the respondents. At the same time, it should be noted that among the students who indicated their interest in scientific activity, 36.7% did not indicate which direction of scientific activity they would like to engage in. This figure is 14.5% of all respondents. Thus, the number of students who would like to be involved in SRW is 25.0% of the respondents.

Types of research activities in which teachers involve students, % of respondents

We will separately consider the attitude of undergraduates to research work. The main form of participation of undergraduates in research activities, as well as for students, is participation in intra-university conferences and publication of articles. Master students of the Institute of Energy and Automated Systems (direction "automated systems") more often than in the whole array, take part in the implementation of contractual and research work (23.7% more often: the share of those participating in contractual work, R&D among undergraduates of this institute is 46.5%. Master's students of the Institute of Metallurgy, Mechanical Engineering and Materials Processing (specialty "metallurgy") more often than in general at the university, take part in obtaining a patent for an invention, utility model (9.9% more often: the share of those participating in obtaining a patent among undergraduates of this institute is 15 .0 %).

More often, respondents give a high assessment of the activity of teachers of their department in attracting undergraduates to participate in scientific activities (for example, participation in intra-university conferences and writing articles) - 51.9%. The number of undergraduates who indicated that they would like to engage in research activities at MSTU, according to the survey, is 61.8% of the respondents. At the same time, it should be noted that among the undergraduates who indicated their interest in scientific activity, 25.8% did not indicate which direction of scientific activity they would like to engage in. This figure is 16.0% of all respondents. Thus, the number of undergraduates who would like to be involved in research work is 45.8% of the respondents.

University teachers are also participants in NIRS, and let us consider the attitude of MSTU teachers to NIRS. The study was conducted by the method of collecting information - a questionnaire survey. The questionnaire was posted on the corporate portal of the Moscow State Technical University named after G.I. Nosov. 135 teachers took part in the survey. Sample structure: gender: male - 31.9%, female - 68.1%; age: up to 30 years old - about 8%, 30 - 40 years old - 28.9%, so 40 - 50 years old - 42.2%, 50 - 60 years old - 18.0%, over 60 years old - 3.1%; academic degree: doctor of sciences - 11.1%, candidate of sciences - 75.6%, no scientific degree - 13.3%; position: assistant - 4.4%, senior lecturer - 10.4%, associate professor - 67.4%, professor - 7.4%, head of department - 4.4%, director of the institute, dean - 0.7%, other - 5.2%. The subject of the study was the attitude of teachers to research work at MSTU. The structure of teachers' answers to the question about the state of scientific activity at MSTU is dominated by negative answers - more than 45.0% of respondents noted that science at MSTU is in a state of stagnation, is in crisis or is in decline. About 37.0% of the respondents indicated that science at MSTU is developing well or is on the rise.

Most of the teachers, according to the survey, did not take part in such types of research work as contractual work, research work, work on a grant (state contract), obtaining a patent for an invention, registration of software products (Table 1). This, first of all, may explain the non-participation of teachers in attracting students to participate in these types of scientific activities. An analysis of the involvement of students in scientific activities depending on the fact of participation of teachers in it made it possible to identify a relationship according to which the fact of participation of teachers in research activities has a direct impact on the participation of teachers in attracting students to this activity.

Table 1

Participation of MSTU teachers in research activities, % of respondents

Types of research activities	Took part	Didn't take part
Contractual work, research (scientific guidance)
Contractual work, research (as a performer)
Work on a grant (government contract) (scientific guidance)
Work on a grant (government contract) (as a performer)
Applying for grants projects, competitions
Obtaining a patent for an invention, utility model
Registration of software products

Most of the teachers who took part in such types of research activities as applying for participation in grants, competitions, participation in contractual work, research as a leader, also tried to attract students to participate in these types of work.

At the same time, the analysis of the obtained data showed that the majority of teachers who themselves participated in such types of scientific activities as work on a grant as a supervisor, obtaining a patent for an invention, registering software products, did not involve students in these types of activities. This fact means that there are other reasons for the non-participation of students in these types of scientific activities, in addition to the fact that teachers themselves do not participate in them.

In general, MSTU teachers believe that it is necessary to involve students in research activities - this is the opinion of 83.0% of the respondents. At the same time, the majority of teachers believe that the main form of student participation in science should be participation in conferences and writing articles (63.0%). This may be the reason why teachers involved in many research projects do not involve students in them. The number of teachers who are convinced of the insufficiently high scientific potential of students is about 36.0%.

Of interest is the influence of other variables on the involvement of teachers in students to participate in such a form of scientific activity as work on a grant. Thus, the fact of the participation of the teachers themselves in this form of research activity has the strongest influence. Also influenced by such a factor as the conviction of teachers that the main form of student participation in science should be participation in conferences and writing articles.

Since the conviction of teachers that the main form of student participation in science should be writing articles and participating in conferences negatively affects their activity in the process of attracting students to participate in such a form of scientific activity as, for example, work on a grant, it was necessary to analyze what factors influence the prevailing opinion of teachers about the main form of the necessary work of students in science (Table 2).

table 2

The ratio of teachers to the participation of students in scientific activities, % of respondents

	I completely agree	agree	Difficult to answer	Rather not agree	Completly not agree
It is necessary to involve students in all research projects at MSTU.
The main form of student participation in science should be participation in conferences and (or) writing articles / theses.
The participation of students in serious research projects takes up additional time from researchers.
The participation of students in serious research projects does not make sense due to the lack of a serious scientific contribution on their part.
The researcher is not obliged to share his scientific developments with other persons, including students.
Most students are not capable of engaging in research activities.

According to the results of the analysis, the teachers' conviction that the main form of student participation in science should be participation in conferences and writing articles is influenced by the following teachers' positions: 1) students' participation in serious research projects takes up additional time from researchers; 2) the participation of students in serious research projects does not make sense due to the lack of a serious scientific contribution on their part. Moreover, both of these positions have a mutual influence on each other. Also, they are influenced by such factors as the belief of teachers in the low scientific potential of students and the conviction of teachers that the researcher should not share his scientific developments with others, including students.

We examined the reasons for the low activity of teachers in the field of scientific activity. Most of the respondents in the course of the survey indicated that they had an inner desire to engage in scientific activities, while working on a dissertation was not meant - 67.4%. In general, teachers highly appreciate the level of their abilities to engage in scientific activities - 72.6%. Among the factors that negatively affect the development of research activities of teachers themselves, it should be noted the volume of the classroom load (77.0%), salary (65.9%), lack of funding for work in the direction of interest to teachers (38.5% ), uncertainty in further work at MSTU (36.3%), technical support of the university for research activities (29.6%).

The technical support of the university is an obstacle to the development of research activities, according to about 1/3 of the teachers surveyed. It should be noted that teachers whose research interest is in the technical field more often indicate the technical support of the university as an obstacle to the development of science (among this category of teachers, this factor was chosen by half of the respondents).

Evaluating the answers of teachers in terms of various parameters of the technical support of the university, we can draw the following conclusions:

Teachers ambiguously assess the provision of the university with laboratories or testing grounds: average grades prevail in the structure of answers, the number of negative ratings is slightly less;

Such parameters as equipment with special instruments for experiments, tests, computer equipment, are often assessed negatively;

Information support of scientific works, as well as access to industry-specific, specialized databases, teachers often rate satisfactorily.

The analysis of the empirical data obtained as a result of the study made it possible to identify the socio-demographic characteristics of the respondents, the motivation for engaging in research activities, to obtain general knowledge about the forms and methods of participation of the students and teachers surveyed in the research work and their internal attitude to the problems of research work at the university.

The results of the study made it possible to reveal the main characteristics of the organization of research work of students, such as the specificity of the organization of research students; the degree and nature of the participation of students, teachers in the research work, common forms and nature of the scientific work of students at the university; organizational problems and difficulties. In the course of the study, we see that recently the state of research work in educational institutions of higher education is not organized in the best way. Most of the student body has moved away from active participation in research work - this is due to the low financial support of funds in universities, the lack of sources for the development of material and technical equipment and student stimulation. However, the key task of any university today is the effective involvement of students in science, the provision of financial assistance for fundamental and applied research with the participation of students, the performance of contractual work, as well as equipping laboratories with modern equipment - and our university is no exception.

Thus, the conducted research touched upon many aspects of the organization of scientific activity of students, which is due to the complexity and diversity of social factors of research activities of students at the university. It is worth paying attention to strengthening and conducting a holistic and unified research work with students both at the level of departments and at the level of the university as a whole.

Bibliographic link

Mametyeva O.S., Suprun N.G., Khalikova D.A. RESEARCH WORK OF UNIVERSITY STUDENTS: PERFORMANCE AND ORGANIZATION PROBLEMS // Modern problems of science and education. - 2018. - No. 1.;
URL: http://science-education.ru/ru/article/view?id=27362 (date of access: 10/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

The leading role in improving the quality of training of specialists in the direction of a decisive turn towards the development of the creative abilities of future specialists is called upon to play the research work of students, since the educational process, merging with the scientific work of students, is increasingly turning into real professional activity, which currently forms the basis the process of becoming a future specialist. Analysis of statistical data for 1999-2003 shows that with a general increase in the number of students of universities of the Ministry of Education of Russia, their participation in the implementation of research work is constantly declining. In 1999, the share of students participating in paid work reached 6.3%, and in 2003 - only 1.4% of the total number of students, i.e., decreased by more than 4.5 times.

The system of research work of students is a set of activities aimed at mastering by students in the process of learning according to the curricula and beyond them methods, techniques and skills for performing research work, developing abilities for scientific and technical creativity, independence and initiative. Student research work (SRW) is an effective way and means of forming and developing students' motivation for creativity, responsibility and independence, as well as a way to most fully implement an individual approach to teaching and educating students. The development and improvement of SRW, as an obligatory component of the system of training specialists, was one of the important problems of pedagogy and psychology of higher education. This form of organization of education at the university was inextricably linked with the problem of enhancing the cognitive activity of students, with the formation of their creative thinking, research skills, as well as with the use of problem-based learning as a means of developing students' cognitive activity and independence. Research work of students is one of the most important means of improving the quality of training of specialists with higher education, who are able to creatively apply the achievements of scientific and technological progress in practice, and, therefore, quickly adapt to modern conditions of economic development. The main goal of SRWS is the formation and strengthening of the creative abilities of students, the development and improvement of forms of attracting young people to scientific, design, technological, creative and implementation activities, ensuring the unity of educational, scientific, educational processes to improve the professional and technical level of training of specialists with higher education. Many universities have accumulated extensive experience in organizing research work with students. At the Stary Oskol Technological Institute, the number of study hours allotted for research and development work is not enough to effectively and seriously engage with the majority of students. Each head of NIRS is engaged in research with students, but without additional hours in terms of work. This, accordingly, leaves an imprint on the number of students seriously engaged in research and on the quality of their work.

A number of teachers are engaged in research work with students, starting from 1-2 courses. Students are included in this work subject to the successful completion of the curriculum. The work manager works closely in contact with production and knows the problems that need to be solved at a particular enterprise at the present time. Moreover, some serious issue or problem is solved not by one student, but by a whole group under the supervision of a leader. At the same time, students already have a different approach to the study of planned disciplines, and to the implementation of graduation projects or works. Very often, a graduation project or work is the final stage of practical, theoretical and, in general, research work of students. So, at the MTP department, the number of students who defended graduation projects and works (mainly works) in the direction of research research over the past 3 years amounted to more than 90% (head Timofeeva A.S.). The number of graduates who work after graduation from the institute enterprise associated with research work during the period of study at the institute is more than 80%. It should be noted that such students do not experience problems with employment.

Thus, the close cooperation of the MTP department, the E&M department and the production enterprise Lebedinsky GOK LLC made it possible to implement a number of tasks necessary for production. The implementation of theses and projects is quite often carried out by order of the enterprise, but for this the student has been engaged in research work directly related to this production for 4-5 years. Obtaining and calculating the economic effect when performing work is impossible without knowledge of economics. Therefore, a close relationship with the relevant department of our institute gives positive results. Students involved in SRRS are well versed in the scientific literature, find what is necessary for work without much difficulty, successfully analyze the results of research and come to serious decisions and conclusions.

BIBLIOGRAPHY:

1. Organizational and methodological foundations for enhancing the functioning of the NIRS system. Research activities in higher education: analytical reviews on the main directions of development of higher education / ed. A.I. Momot. NIIVO. Issue 5. M., 2003., p.3.

2. Timofeeva A.S., Fedina V.V., Buryakova A.V.//. The value of term papers in the training of qualified specialists. Collection of scientific papers. Direction 1. - Belgorod 2003. - part 1, pp. 172-173.

3. Timofeeva A.S., Fedina V.V., Petrova L.P.// Research work of students in technical universities. Collection of scientific papers. Direction 1. - Belgorod, 003. - part 1, pp. 174-175.

Bibliographic link

Timofeeva E.M., Belik N.P., Timofeeva A.S. RESEARCH WORK OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS // Fundamental research. - 2007. - No. 12-3. - P. 462-463;
URL: http://fundamental-research.ru/ru/article/view?id=4368 (date of access: 10/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Let us now consider the independent research work of students, the main purpose of which is to increase the professional and creative level of students, improve the forms of attracting students to fundamental research; using the creative potential of students to solve urgent problems of modern science and practice.

The main tasks of independent research work with students are:

1) integration of studies, practice and research work of students, based on the unity of teaching and preparing students for creative, scientific and pedagogical work;

2) the formation of students' interest in scientific creativity, teaching the methodology and ways of independently solving research problems and working skills in scientific and teaching teams, creating conditions for the disclosure and implementation of personal creative abilities of student youth; development of students' creative and professional thinking and independence, deepening and consolidating the theoretical and practical knowledge gained during training;

3) identifying the most gifted and talented students, using their creative and intellectual potential to solve urgent problems of the theory and practice of education and upbringing, the development of science and preparing the reserve of scientific, pedagogical and scientific personnel of the university from among the most capable and successful students;

4) development of scientific interuniversity relations both within the country and with countries of near and far abroad, etc.

Depending on the content and procedure for implementation, the whole variety of independent work and activities of SRW in their relation to the educational process can be classified into three main types (Figure 3).

Rice. 3 Types of research independent work of students

The main forms of research work of students are:

Participation in the implementation of planned research work of the university within the framework of laboratories, circles of scientific work;

Modeling of educational, social and cognitive processes, taking into account the changing conditions in educational and educational institutions;

Fulfillment of tasks of a research nature during the period of practice, in the preparation of the WRC;

Development of scientific reports, messages and abstracts on topical issues of pedagogical theory and practice, speaking with them at meetings of research circles, scientific seminars and conferences, internal and external;

Preparation of scientific articles on various aspects of professional activity in the student's specialty;

Participation in competitions for the best student scientific papers both within the framework of the university and at all-Russian and international competitions.

Independent research work of students is organized and carried out both in academic and extracurricular time. During study time, research work is carried out, as a rule, with students who are successfully studying according to curricula or individual plans. It may also provide for the implementation of research term papers or projects, final qualifying works, other types of studies of a research nature. During extracurricular time, research work is organized individually or through the participation of students in the work of scientific circles, seminars, various scientific conferences, the scientific work of students of the faculty, the participation of students' scientific works in various competitions and conferences held outside the university.

A feature of the organization of scientific independent work is its complex nature, i.e. the system of scientific and educational work should ensure the continuous participation of students in scientific work throughout the entire period of study. An important principle of the integrated system of scientific research is the continuity of its methods and forms from course to course, from department to department, from one academic discipline to another, from one type of training session and assignment to another. At the same time, it is necessary that the complexity and volume of knowledge, skills and abilities acquired by students in the process of their scientific work increase gradually. For example, in the 1st and 2nd years, the goal and main content of all work should be the formation of promising skills and abilities in students in the course of general scientific training and the acquisition of the simplest knowledge necessary for performing scientific work, teaching the basics of independent work, developing non-standard thinking, the ability to analyze the educational process in theory and practice, etc.

Abstract work and scientific research within the framework of laboratory work, educational pedagogical practice can be useful here. In the 3rd year, in the course of psychological, pedagogical and special training, performing small independent research and creative tasks, special research skills are formed, knowledge of methods, techniques, technical means of conducting research and processing results is deepened. At this stage, participation in intra-university conferences, competitions of scientific works should become mandatory. In the course of studying many disciplines, students complete term papers.

The tasks and forms of research work become more complicated, their volume increases. The work becomes more and more pronounced creative character. In the 4th and especially in the 5th year, further formation, consolidation and improvement of knowledge, skills and abilities, development of creative thinking and approach to solving specific problems, the ability to independently make and implement decisions, the use of acquired knowledge in pedagogical practice occurs mainly in the process of independent research work of students on an individual assignment. Therefore, it is necessary to have participation in conferences, competitions of all levels, conducting scientific research under the guidance of university staff, the All-Russian competition of scientific works of the Ministry of Education of the Russian Federation, and grant competitions.

In addition, one of the forms of scientific independent work at the university is the participation of students in work with schoolchildren of the city within, for example, a small mathematical faculty, a small physical academy, etc. Students who take part in the work of small faculties work, as a rule, with gifted children. Under the guidance of teachers, they develop tasks for children, develop their special abilities, and develop interest in cognitive activities.

The organization of the educational process is most effective if it takes into account modern achievements in science, the systematic renewal of all aspects of education, reflecting changes in the field of culture, economics, science, technology and technology. Particular attention should be paid to the synthesis of theoretical and practical training in this area with the receipt of specific results, embodied in independent scientific work, articles, proven technologies, made, of course, adjusted for the age of the authors.

The development of a plan for the specialty is carried out jointly by the departments of social sciences, general scientific, general technical, major disciplines and the graduating department. The work is coordinated by the graduating department, which previously forms specific requirements for knowledge, skills, abilities, and qualities of a specialist. Let us consider such a form of scientific research independent work of students as participation in the work subject circles. This form of NIRS is most often used when working with undergraduate students. The leaders are general scientific and general faculty and subject departments. A circle can unite members of a group, a course, a faculty, and sometimes the entire institute.

The work of circles, as a rule, looks like this.

At the organizational meeting, which takes place approximately at the beginning of the semester, the topics of reports and abstracts are distributed by choice, after which the teacher indicates the presence of basic and additional literature for each topic and recommends that a work plan be considered in the near future. The topics of the reports are determined by the leading subject orientation of the circle - humanitarian, natural science, social, etc. The teacher, together with the students, discuss an approximate list of topics, the work plan of the circle, the time of consultations and the work of the circle.

Then the main and main work of the circle begins. At first, the main role belongs to its leader. It is from his experience, talent and patience that it depends whether the initial curiosity, interest in the subject area will develop into a stable cognitive need, the desire for research activities. It is necessary to observe and work with each student, try to see the problems that he may have in the process of scientific work. It is necessary to form a student's critical understanding of the materials prepared by him, to involve him in a discussion, discussing not only him, but also the topics of other students, to teach him to assess the situation from different points of view.

At the first lessons of the circle, it is necessary to discuss with students what scientific independent work is, what are the achievements of the university in this matter, what are the goals, objectives, directions, prospects and opportunities for realizing the scientific potential of students. It is also necessary to conduct several lectures and practical classes on the methods and methods of scientific research, work with literature, and the use of the scientific apparatus.

The further work of the circle is connected with the readiness of the main part of the topics, i.e. a schedule of speeches is drawn up, and the hearing of finished reports begins. As a rule, no more than two speeches are heard at one meeting of the circle, since only in this case it is possible to discuss each report in detail, ask questions and get detailed answers to them. In addition, a large number of reports are difficult to understand, and the activity and interest of the members of the circle may decrease.

The forms of summarizing the work of the circle can be a competition of reports, participation in subject Olympiads and scientific conferences, participation in cathedral meetings during the Week of Science at the university, followed by the publication of abstracts of the best works in scientific collections of universities. For direct management of the work of scientific circles at the departments and faculties of the ASPU, scientific supervisors are appointed from among the teaching staff and scientific laboratories of the university. Scientific supervisors work with students taking into account their interests, individual abilities and inclinations.

At the university, such circles are traditionally organized at the departments of history, philosophy, the faculty of additional education, etc. The most common form of research work is the participation of students in departmental conferences, round tables, which are held during the University Science Week. Students not only make presentations on the work done jointly with the teacher, but also have the opportunity to publish abstracts of their speeches. Increasingly, students are encouraged to participate in internal and external conferences. In addition, students take part in student All-Russian and International conferences and forums.

At the conference, young researchers have the opportunity to present their work to a wide audience. This forces students to carefully prepare the speech, developing his oratory skills. In addition, everyone can compare how his work looks on a general level and draw the appropriate conclusions, because. listening to the reports of other students, everyone cannot help but notice the shortcomings of their work, if any, and also highlight their strengths for themselves.

In addition, if a creative discussion of the listened reports is held within the framework of the conference, then from the questions and speeches each speaker can draw original ideas, the development of which within the framework of the chosen topic he did not even think about. A peculiar mechanism is activated when one thought gives rise to several new ones. Scientific and practical conferences, already based on the name itself, include not only and not so much theoretical scientific reports, but a discussion of ways to solve practical problems.

Participation in subject Olympiads different levels make it possible to attract the most successful students to scientific and creative independent work, since participation in them requires, on the one hand, a fairly high theoretical background, and on the other hand, the ability to speak to different audiences, to show their creative, organizational skills and etc. Olympiads in psychology, mathematics, informatics, foreign language, etc. are held annually at the university. Moreover, not only students of our university, but also schoolchildren of our city and districts are invited to participate in them, providing a kind of continuity along the “school - university” line.

The research work of students ends with the obligatory presentation of a report, a report at a meeting of a circle, a conference, writing a term paper, etc. An important role is played by the system of rewards for students and teachers who are most actively involved in scientific work. Teachers who manage the circle, the scientific independent work of the student, can take into account the results of their work when assessing knowledge (exams, tests, etc.) at various stages of education.

Students who have achieved high results in research work and are actively involved in the creative activities of the faculty and the university are nominated on a competitive basis for nominal scholarships, scholarships established by various foundations and organizations and other forms of encouragement. The best student reports on the results of the work of circles, speeches at conferences are recommended for free publication in collections. In addition, the best student works are submitted to competitions, exhibitions with awarding the winners with certificates, medals, diplomas, awarding the title of laureate.

For high results based on the results of scientific research, the best students are encouraged morally and financially - by letters, diplomas, and prizes. Graduates of a higher educational institution who have completed a number of scientific papers during the period of study, included in reports on scientific papers, published in print or highly rated at competitions, primarily constitute the potential for admission to graduate school.