FEDERAL AGENCY OF MARINE AND RIVER TRANSPORT

AMUR BRANCH

FEDERAL BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"MARITIME STATE UNIVERSITY NAMED AFTER ADMIRAL G. I. NEVELSKY"

on the preparation of the educational and methodological complex of the discipline

Blagoveshchensk, 2013

The methodological recommendations are intended for teachers of the Amur Branch who develop methodological support for the implementation and implementation of the requirements of the Federal State Educational Standards (hereinafter referred to as the Federal State Educational Standards) of secondary vocational education (hereinafter referred to as SVE) and methodological support for the development of working curricula of disciplines and professional modules of the main professional educational program (hereinafter OBEP).

Methodological guidelines were developed in connection with the introduction of the Federal State Educational Standards for Secondary Vocational Education of a new generation.

Compiled by:

V., head of the educational and methodological department

Introduction

1. Structure, procedure for compiling, coordinating and approving the educational and methodological complex for the discipline.

2.1. General provisions

2.2. The procedure for compiling, agreeing and approving the work program

2.3. Structure and content of the work program

2.4. Additions and changes in the work program

Materials establishing the content and procedure for conducting intermediate and final attestations (in accordance with the requirements for the final attestation established by the Federal State Educational Standards).

Methodological materials and instructions should be formed taking into account the provision on the ongoing monitoring of progress and intermediate certification of students.

Responsibility for the content and presentation of the materials of the teaching materials of the discipline rests with the compiler (group of compilers) and the head of the department where this program is implemented.

The scientific and methodological council of the college monitors the compliance of the teaching materials of the discipline of the Federal State Educational Standard and the work plan of the direction or specialty.

The teaching materials of the discipline are intended to introduce uniform requirements for the educational and methodological support of all disciplines included in the curricula of specialties implemented in the college in all areas of training. The teaching materials are available to teachers and students in the form of text on the website, materials in the library and methodological office of the college.

1. Structure, procedure for compiling, agreeing and approving the educational and methodological complex of the discipline

Educational and methodological complex - a set of educational and methodological materials that contribute to the effective development by cadets (students) of educational material included in the work program of the discipline (block of disciplines), provided for by the training plan for cadets (students) in one of the specialties (training areas).

The structure of the TMC includes the following materials:

1. Title page of the teaching materials of the discipline.

2. Extraction from the Federal State Educational Standards of secondary vocational education in the specialty (field of study).

3. Work program for the discipline.

4. A map of the provision of the discipline with educational and methodological literature.

5. Bank of control tasks and questions (tests) for individual modules and for the discipline as a whole.

6. A set of exam tickets.

7. Guidelines for various forms of training sessions in the discipline.

8. Logistics support of discipline.

9. Guidelines for the implementation of educational and research (control, abstracts, term papers, diploma) works provided for by the curriculum.

10. Innovation in the teaching of the discipline.

11. Applied computer developments in the discipline (if provided for by the curriculum), including electronic textbooks, applied computer programs, business games, textbooks, etc.

12. Glossary.

13. Readers (texts for reading), which are an integral element of individual disciplines.

14. Visual teaching aids (list).

15. Samples of work performed in the study of the discipline (abstracts, control and creative work, projects, etc.).

The teaching materials of the discipline are compiled by a teacher (a group of teachers), guided by the documents indicated in the introduction. If the discipline is included in the plans of several basic educational programs at once with the same requirements of the Federal State Educational Standards of secondary vocational education and curricula, then one unified teaching materials for the discipline in these specialties (directions) are developed. For full-time, part-time forms of education, a single discipline teaching materials are compiled. For cadets (students) enrolled in an abbreviated training program, a separate TMC of the discipline is compiled.

The development of the materials of the teaching materials of the discipline is included in the individual plan of educational and methodological work of the teacher, the term for the development of the teaching materials is set at a meeting of the subject-cycle commission and recorded in its minutes.

The development of the teaching materials discipline includes the following steps:

Development of a curriculum for the discipline included in the curriculum for the training of cadets (students) in the relevant specialty (direction) of training;

Development of educational materials: lecture notes, technology for conducting practical classes, guidelines for coursework and final qualifying work;

Formation of teaching materials discipline;

Approbation of the materials of the teaching materials of the discipline in the educational process;

Correction of the materials of the teaching materials of the discipline.

The procedure for approval and approval of the teaching materials of the discipline:

Consideration at a meeting of the subject-cycle commission;

Coordination with the deputy director of the branch for educational work;

Approval of the teaching materials discipline by the deputy director of the branch for academic work.

All printed documents of the teaching materials should be stored in one or more archive-type folders, designed according to a single model. The electronic version of the teaching materials of the discipline is stored in the same folder.

The validity period of the discipline approved by the TMC is determined by the validity period of the Federal State Educational Standard of the secondary vocational education in the direction (specialty) and is updated as necessary. All changes and additions are agreed upon in the prescribed manner, as a rule, before the end of the academic year and come into effect from September of the new academic year.

1 TITLE SHEET UMKD

The title page must be drawn up in accordance with the requirements for paperwork and contain:

The name of the sectoral body in whose administration the educational institution is located;

Name of the educational institution;

Name of the academic discipline;

Code and name of the specialty / direction;

Date of consideration and approval of the EMCD at a meeting of the subject-cycle commission;

Coordination with the scientific and methodological council of the branch;

Year and place of development of UMCD.

The reverse side of the title page contains a list of documents included in the UMKD (Appendix 1).

2. WORKING PROGRAM OF THE DISCIPLINE

2.1. General provisions

The work program of the discipline is the basic methodological document that regulates the content and structure, its place and significance in the system of training a specialist in this profile, and forms the basis of the discipline's teaching materials. This is the main working document of the teacher, which determines the content, volume and procedure for studying the academic discipline, as well as the forms (types) of controlling the knowledge of cadets (students) in this discipline (intermediate, current, final: abstract, test, test, test, exam).

The work program is developed in accordance with the mandatory minimum content of the discipline, reflected in the Federal State Educational Standard, for each direction (specialty) with an indication of the level of training. For the disciplines of the humanities, natural sciences and general professional cycles, it is allowed to develop one curriculum for several areas and specialties. In this case, a corresponding entry is made on the title page of the program.

The presence of an approved work program of the academic discipline is a prerequisite for the organization and implementation of the educational process

in college.

The work program is drawn up in two copies and after approval is stored (as part of the teaching staff of the discipline) with the deputy director for academic work - one copy, the second - in the affairs of the department where the compiler works.

UMK: general provisions These recommendations are developed on the basis of the Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation", GOST Editions. Main types. Terms and definitions (hereinafter referred to as GOST), federal state requirements to a minimum content, structure, conditions for implementation, terms of study of additional pre-professional programs in the field of arts, “Recommendations on the organization of educational and methodological activities in the implementation of general developmental programs in the field of arts”, sent by letter of the Ministry of Culture of the Russian Federation dated / 06-GI.

TMC: General Provisions The recommendations were developed in order to create conditions for effective educational and methodological support for the implementation of additional pre-professional and general developmental programs in the field of arts. Objectives: to determine the place and role of the EMC in the effective implementation of additional general education programs in the field of arts; formation of a conceptual dictionary; systematization of the basic requirements for teaching materials, its structure and content; information and scientific and methodological support for the processes of preserving, generalizing and transferring the best pedagogical experience.

TMC: general provisions According to paragraph 3 of the Regulation on Licensing (approved by Decree of the Government of the Russian Federation of October 28, 2013 966): Clause 3 "Educational activity as a licensed type of activity includes the provision of educational services for the implementation of educational programs according to the list according to the appendix" .

TMC: General Provisions Licensing requirements, among other things, include: - availability of educational programs developed and approved by the organization carrying out educational activities in accordance with Article 12 of the Federal Law "On Education in the Russian Federation". - availability of printed and electronic educational and information resources on educational programs implemented in accordance with a license that meet federal state requirements and in accordance with Article 18 of the Federal Law "On Education in the Russian Federation"

Teaching and learning materials: general provisions The main characteristic of education in an educational organization is an educational program - a complex, which is represented, among other things, by a curriculum, subject programs, assessment and methodological materials. The content of the educational program is disclosed in the curriculum, which includes a set of academic subjects. The implementation of additional educational programs is impossible without educational and methodological support, namely: the availability of textbooks and teaching aids, handouts, didactic, informational and reference materials, thematic educational and methodological manuals, special and methodological literature, etc. Therefore, one of the important directions in the organization of educational activities in children's art schools (hereinafter referred to as DShI) is the creation of an educational and methodological complex for a subject.

Teaching and Methodological Complex (hereinafter - Teaching and Methodological Complex) is a system of normative and educational and methodological documentation, teaching and control tools necessary and sufficient for the high-quality implementation of additional educational programs, in accordance with the curriculum. The development of teaching materials for a subject is one of the elements of a teacher's professional activity. TMC is developed for all academic subjects, taking into account the need to improve the quality of assimilation of the content of educational material at the level of certain requirements.

TMC: general provisions The objectives of the development of TMC are: ensuring the completeness and quality of the implementation of the program of the subject, achieving the planned results of its development in accordance with federal state requirements, recommendations for the organization of methodological and educational activities in the implementation of general developmental programs in the field of arts, the creation of mechanisms, technologies, methods of equipping the pedagogical process in children's art schools.

TMC: general provisions The tasks of the TMC: organizational and methodological support of the educational process aimed at the effective development of knowledge, skills; creating conditions for identifying and developing the creative abilities of students, implementing an individual approach in the educational process; creation of a comfortable developing educational environment.

The educational program as a key document on the basis of which the teaching materials are developed. Clause 3 of the Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (hereinafter - Federal Law 273) Educational program - a set of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions and in the cases provided for by this Federal Law, certification forms, this complex is presented in the form of a curriculum, a calendar curriculum, work programs for subjects, courses, disciplines (modules), other components, as well as assessment and methodological materials

Exemplary subject programs The Ministry of Culture of the Russian Federation has developed exemplary subject programs on the basis of which children's art schools can develop their own programs, which are one of the main elements of additional pre-professional and general development programs in the field of arts.

Review Curricula must have peer review, which is carried out in the form of review by an expert - a specialist in the relevant field. At the same time, it is recommended: two reviews of the pre-professional program: an external one - from an expert from another educational organization, an internal review - from a leading teacher at the Children's Art School. For additional general developmental programs, an internal review is sufficient.

Adapted programs Children's art schools can also implement additional adapted (pre-professional and general developmental) educational programs. Federal Law 273 (clause 28, article 2): “an adapted educational program is an educational program adapted for teaching people with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.”

Development of programs in the framework of the implementation of experimental and innovative activities: Innovative activities are focused on improving the scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, logistics support of the education system and are carried out in the form of implementing innovative projects and programs. When implementing an innovative program, the rights and legitimate interests of participants in educational relations, the provision and receipt of education, the level and quality of which cannot be lower than the requirements established by federal state requirements, must be ensured.

General characteristics of the teaching materials and the principles of its formation Educational and methodological complex (TMC) and its components should: provide for a logically consistent presentation of educational material; assume the use of modern methods and technical means that allow students to deeply master the educational material and gain skills in its use in practice; correspond to modern scientific ideas in the subject area; provide interdisciplinary communications; provide ease of use for educators and students.

Textbooks, teaching aids, collections of exercises, repertory collections, collections of tests, anthologies, workbooks

Curriculum for the subject An exemplary curriculum for the subject of additional education for children in the field of art is developed in accordance with federal state requirements (pre-professional program) and recommendations for organizing educational and methodological activities in the implementation of general developmental programs in the field of art (general developmental programs). Exemplary programs have been developed and published on the website of the Ministry of Culture of the Russian Federation and are recommended as a basis for creating curriculums in subjects in children's art schools. The curriculum for a subject in a children's art school is developed by a teacher (or a group of developers) on the basis of relevant requirements and recommendations, taking into account the experience and specifics of this institution, within the framework of the resources and the development concept of the school.

Textbook and teaching aids A textbook is an educational publication containing a systematic presentation of an academic discipline (subject), its section, part, corresponding to the curriculum, and officially approved as this type of publication (GOST Editions. Main types. Terms and definitions).

Textbook and teaching aids A textbook is a textbook that supplements or replaces partially or completely a textbook officially approved as this type of publication (GOST R)

Educational visual aids A visual aid is an educational visual publication containing materials to help study, teach or educate (GOST). A visual aid is an educational, practical, reference aid in which the main means of conveying content are graphic, visual aids.

Educational and visual aids Educational and visual publication - an educational publication containing materials to help the study or teaching of a particular subject, the content of which is expressed by visual and graphic means with or without a brief explanatory text. The main types of educational and visual publications are albums and atlases. Album - an educational and visual publication, a book or complete sheet art publication, usually having an explanatory text that serves for educational purposes (GOST). Atlas - educational and practical publication, an album containing images of various objects (maps, drawings, drawings, etc.), serving for educational purposes (GOST).

Teaching aids Teaching aids include printed aids - tables, posters, pictures, photographs, as well as handouts - didactic cards, training models, videos, multimedia materials, computer software.

Educational-methodical manual Educational-methodical manual - an educational publication containing materials on the methodology of teaching, studying a subject, its section, part or methodology (GOST). The educational and methodological manual may contain systematized materials on the methodology of independent study of a subject, topics and methods of various practical forms of consolidating knowledge (control, final work), set out in a form convenient for study and assimilation.

Methodological recommendations Methodological recommendations (instructions) are one of the types of methodological products (along with methodological development, methodological manual, didactic material). Methodological recommendations may contain a statement of one or more methods, methodological principles, approaches, methods that have developed on the basis of positive pedagogical experience. Their task is to offer the pedagogical community the most effective, rational options, patterns of action, didactic techniques in relation to a certain type of educational, creative activity.

Guidelines Guidelines should include practical illustrations (examples) taken from concrete pedagogical experience. Methodological recommendations should have a certain focus and precise targeting (an indication of who they are addressed to: teachers, accompanists, methodologists, etc.), which regulates the terminology, style of presentation, and the volume of methodological recommendations.

Methodical development Methodological development is a publication containing specific materials to help with the conduct of any event (including a training session in the DSHI system), combining a description of the sequence of actions that reflect the course of its implementation, with methodological instructions for its organization. Methodological development is a complex form, which may also include scenarios, speech plans, descriptions of creative tasks, diagrams, drawings, etc.

Methodological manual Methodological manual is a complex type of methodological product, summarizing the significant experience accumulated in the DShI system and containing recommendations for its use and development. The authors of teaching aids are, as a rule, experienced teachers and methodologists.

Educational bibliographic publications Educational and auxiliary bibliographic manual - a recommendatory bibliographic manual designed to support educational activities - or persons, lists of their works and literature

Electronic learning aids Electronic learning aids are computer, pedagogical software designed to present new information that supplements printed publications, serving, including for individual learning, as well as allowing testing the acquired knowledge and skills of the student.

Electronic learning aids By the presence of a printed equivalent, two groups of electronic educational resources are distinguished: electronic analogue of a printed educational publication - an electronic educational tool that mainly reproduces the corresponding printed publication (text arrangement on pages, illustrations, links, notes, etc.); electronic supplement to a printed educational publication - an electronic tool that is an addition to a printed publication, containing interactive didactic materials, audiovisual video illustrations, an independent electronic educational tool - an electronic publication that has no printed analogues.

Electronic learning tools electronic edition containing predominantly textual information presented in a form that allows character-by-character processing text (character) electronic edition electronic edition containing predominantly electronic samples of objects considered as integral graphic entities, presented in a form that allows viewing and print reproduction, but visual electronic publication that does not allow character-by-character processing is an electronic publication that contains a digital representation of audio information in a form that allows listening to it, but is not intended for print reproduction; audio electronic edition

Electronic learning tools an independent, alienable work, which is a publication of the text of a program or programs in a programming language or in the form of an executable code software product an electronic publication in which information of various nature is present equally and interconnected to solve problems defined by the developer, and this interconnection is provided by appropriate software tools . multimedia electronic edition The system of means of scientific organization of work of a teacher and students Stage 1: the teacher analyzes specific tasks, the nature and amount of information to be learned, the initial level of training of students. Stage 2: the teacher proceeds to develop and create methodological recommendations, a selection of materials for individual support of the development of students, the development of questionnaires, memos for students and parents, the development of scenarios for mass events and affairs, game methods. Stage 3 of improvement and development of teaching materials: the teacher creates educational and methodological manuals, a package of materials that provide individual support to the student in mastering the educational program.

Conclusion Each teacher has the right to approach the compilation of teaching materials creatively, to develop its content at his own discretion, in accordance with the level of training of students and their educational needs. TMC can be developed by a teacher or a team of teachers, depending on the specifics of the structural unit and the type of additional educational program. EMC is designed to solve a full range of problems that arise in the educational process.

Sections: School administration

1. Educational and methodical complex of the topic

UMK - an educational and methodical complex is a system of didactic teaching aids on a topic created in order to most fully implement the educational and educational tasks formed by the program for this discipline.

The purpose of creating the teaching materials is to provide high-quality methodological equipment for the educational process.

The structure of the educational and methodical complex:

1. Title page (name of the educational institution, title: educational and methodological complex, topic, specialty, discipline, number of hours, full name of the teacher).

2.1. Technological map of the lesson

2.2. Requirements from the exemplary (working) program for ideas, knowledge, skills on the topic.

2.3. Abstracts of lectures (for a theoretical lesson) or methodological developments for a teacher.

2.4. Methodical development for the student.

2.5. Methodical manual for self-preparation of the student.

2.6. Didactic, illustrative and handout material on the topic.

2.7. Means of knowledge control (test tasks, blind graphs of the logical structure, situational tasks, etc.)

2.8. Glossary on the topic.

2.9. Literature for preparation (basic, additional).

2.10. Questions for self-preparation on the topic.

2. Technological map of the lesson.

Lesson plan (technological map of the lesson) - a document developed by the teacher for each lesson to ensure the effective implementation of the content of education, learning objectives, education and development of students, the formation of their strong knowledge, skills and abilities.

The lesson plan of the lesson is necessary for every teacher, regardless of his experience, erudition and level of pedagogical skill. It is compiled on the basis of the content of the work program of the academic discipline. The teacher, on the basis of a thought experiment, predicts the future lesson, mentally replays it, develops a kind of scenario of his actions and the actions of students in their unity.

The lesson plan (technological map) is the beginning of a creative search, a means of lesson effectiveness, the realization of the teacher's plan, the foundation of inspiration and talented improvisation. It reflects the theme and purpose of the lesson with the specification of its didactic tasks, a summary of the material studied in the lesson, determines the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks, during which the actualization will be successfully carried out earlier. acquired basic knowledge and methods of activity, the formation of new scientific concepts and their application in various learning situations, control and correction from ignorance to knowledge, from inability to ability to perform the necessary and sufficient cognitive and practical actions along this path when solving the educational and cognitive tasks planned for the lesson and practical tasks.

3. Setting the goal of the lesson.

The definition of a specific learning goal is a fundamental moment in the organization of the educational process. Knowledge and skills are one and the same activity, but existing in different forms. Therefore, one cannot "know", but not "be able", and vice versa. If you do not determine the purpose of the lesson, then it is impossible to accurately determine the amount of educational material, the form, the stages of its presentation to students.

The goal as a motive mobilizes the desire of the student to achieve results. In the absence of a goal, any activity becomes an empty pastime.

Learning goal - this is not the title of the topic of the lesson. This is a clear and concise description of the case for students.

State the specific purpose of the lesson.

• The goal of the lesson is not yet the goal for the student. He must not only understand the goal, but also accept it, make it the goal of his activity.
• The goal shows what the student needs to learn, to see where he can use this knowledge or skills.
• The goal explains to the student that he is studying, why he is working.
• The goal allows you to conduct a survey from the position of achieving the goals of the student.

The goal focuses the student's attention on the lesson.

At the beginning, the goal is formed in general terms, and then it is specified by a description of the necessary actions and patterns of behavior.

Understandable and accepted by the students patterns of behavior, educational activities will be actively carried out by them.

Lesson Objectives:

1. Options for constructing educational goals:

1.1. Contribute to the formation and development of skills and abilities (special and general educational).

• Explore;
• To uncover;
• Familiarize;
• Develop independent work skills;
• Learn to work with independent literature;
• Make diagrams.

1.2. Contribute to the memorization of the basic terminology of technological processes.

1.3. Contribute to the memorization of digital material as a guideline for understanding the quantitative characteristics of the studied objects and phenomena.

1.4. Contribute to the understanding of the basic technological material.

1.5. Contribute to the formation of ideas about ...

1.6. To promote awareness of the essential features of concepts, technological processes.

1.7. Create conditions for identifying cause-and-effect relationships:

• Reveal the reasons...
• Find out the implications...

1.8. Contribute to the understanding of the patterns ..,

• Create conditions to identify the relationship between ...
• Help to understand the relationship between...

2. Options for designing developmental goals:

2.1. Contribute to the development of students' speech (enrichment and complication of vocabulary, increased expressiveness and shades).

2.2. Contribute to the mastery of the main ways of mental activity of students (to teach to analyze, highlight the main thing, compare, build analogies, generalize and systematize, prove and refute, define and explain concepts, pose and solve problems).

2.3. Contribute to the development of the sensory sphere of students (development of the eye, orientation in space, accuracy and subtlety of distinguishing colors, shapes).

2.4. To promote the development of the motor sphere (mastering the motor skills of small muscles of the hands, developing motor skills, proportionality of movements).

2.5. Contribute to the formation and development of students' cognitive interest in the subject.

2.6. Encourage students to master all types of memory.

2.7. Contribute to the formation and development of student independence.

3. Options for constructing educational goals:

3.1. Contribute to the formation and development of moral, labor, aesthetic, patriotic, environmental, economic and other personality traits.

3.2. Contribute to the education of the right attitude to universal values.

3. Organizational moment.

• Greetings;
• Checking student attendance;
• Filling out the class journal by the teacher;
• Checking the readiness of students for the lesson;
• Setting up students for work;
• Communicating the lesson plan to students.

4. Motivation for learning activities.

Motivation is a process, as a result of which a certain activity acquires a certain personal meaning for the individual, creates the stability of his interest in it and turns the external set goals of the activity into the internal needs of the individual. Since motivation is, as it were, the internal driving force of the actions and deeds of the individual, teachers seek to manage it and take it into account in building the educational process. Showing students those real production conditions and tasks in which they will need to use knowledge on the topic being studied, showing a professional orientation in training, create increased attention to the subject among students. Motivation is one of the necessary conditions for the active involvement of a student in cognitive activity, therefore, close attention is paid to its creation by psychologists and teachers. One of the simplest methods of increasing motivation is to create learning needs through interest. In this regard, a motivational introduction should arouse students' cognitive and professional interest in work and be a stimulus for active, purposeful activity.

The teacher emphasizes the practical significance, relevance of the topic, reflects the regional component.

5. Independent work of students.

Independent work first of all completes the tasks of all other types of educational work. No knowledge that has not become the object of one's own activity can be considered the true property of a person. In addition to practical importance, independent work is of great educational importance: it forms independence not only as a set of certain skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern specialist.

Independent work can be included as the main element in the structure of a laboratory or practical lesson, or it can act as an organizational form of learning.

Independent work is the activity of students in the learning process and outside the classroom, carried out on the instructions of the teacher, under his guidance, but without his direct participation.

The basis for independent work is the whole complex of knowledge acquired by students. Independent work trains the will, brings up efficiency, attention, culture of educational work.

The main features of independent work of students are considered to be:

1. The presence of a cognitive or practical task, a problematic issue and special time for their implementation, solution.
2. Manifestation of mental stress of trainees.
3. The manifestation of consciousness, independence, activity of students in the process of solving the tasks.
4. Possession of independent work skills.
5. Implementation of management and self-government of independent cognitive and practical activities of the student.

In the independent work of students in solving cognitive problems, there are always elements of control and self-government of this activity.

The independence of trainees manifests itself in different ways: from simple reproduction, completing a task according to a strict algorithm, and up to creative activity.

Possession of the skills of independent work is by no means inherent in every student, at the same time, it is possible to teach a student to learn, to teach him to acquire knowledge himself, only by organizing his independent practical activity.

Mandatory independent work has a variety of forms, most often these are various homework assignments.

Homework can be designed to reproduce knowledge, consolidate it, deepen it, and develop skills.

Depending on the goal, the types of homework can be different: reading educational literature (basic, additional, reference), drawing up a text plan, taking notes, compiling comparative tables, graphological structures, solving problems, preparing an essay, report, preparing for a conference, olympiad, competition, business game, exam, test, test, etc.

Along with homework assignments that are common to all students, individual assignments can be used for students who show a special interest in a particular academic discipline.

Pedagogical guidance for extracurricular independent work is to correctly determine the volume and content of homework.

It is important for students to know how to perform these tasks, what techniques and methods to use, what is the methodology for independent work. Demonstration of samples of the completed task is appropriate.

The development of didactic materials by the teacher on the organization of independent work of students contributes to the true mastery of knowledge, skills and abilities. Didactic materials are an addition to the stable textbook. They contain: a system of tasks, specific instructions for performing mental or practical actions, observing phenomena and facts, reproducing already familiar phenomena, identifying essential features, formulating rules, compiling graphological structures of diagrams, pivot tables, etc.

The development of didactic material contributes to the intensification of the educational activities of all students at all stages of education.

Didactic materials can be designed according to topics, sections of the discipline and represent workbooks that are proposed to be used in addition to the teacher's explanation and students' work on the textbook.

A characteristic feature of workbooks is that the process of completing tasks, as well as the results, are recorded right there in the notebooks, which allows the teacher to control the student's train of thought. The fulfillment of tasks can be recorded both in lecture notebooks and in separate notebooks for students' self-study. Sample answers can be placed in the reference part of the notebook for self-checking assignments. You can print templates on separate sheets.

The use of didactic materials brings a useful variety to the work of students, helps to activate their attention, increase interest in the tasks performed.

6. Types of control.

In the pedagogical literature, the following types of control are distinguished: preliminary, current, boundary (periodic) and final.

Preliminary control is a necessary prerequisite for successful planning and management of the educational process. It allows you to determine the marching level of knowledge and skills of trainees. Based on these data, the teacher makes adjustments to the work programs of the disciplines.

Current control is carried out in all organizational forms of education and is a continuation of the teaching activity of the teacher. Current control allows you to receive continuous information about the progress and quality of assimilation of educational material. The tasks of current control are to stimulate the regular, hard work of students, to activate their

cognitive activity. It is impossible to allow large intervals in the control of each student, otherwise students cease to prepare regularly for classes.

The combination of various forms of current knowledge testing allows you to activate the reproducing, cognitive activity of students and eliminates the element of chance in the assessment of knowledge.

boundary control allows you to determine the quality of students' study of educational material in sections, topics of the subject. Such control is usually carried out several times a semester. An example of boundary control is control work, computer testing.

Pedagogical control allows you to check the strength of the assimilation of the acquired knowledge, as it is carried out after a long period of time.

The final control is aimed at checking the final results of training, identifying the degree of mastery of the system of knowledge, skills and abilities acquired by students in the process of studying a particular subject or a number of disciplines.

Final control is carried out at semester, transfer and state exams.

Based on the results of the control, marks are given on a five-point system.

The final semester grades for subjects that are not subject to examinations are set based on the results of current and periodic control, but are not the arithmetic average of all available grades for this period. Particular attention should be paid to the results of the control carried out on the main issues of the curriculum, on written and control issues.

Forms of knowledge testing.

In secondary specialized educational institutions, the main forms of control of knowledge, skills and abilities of students are: oral survey (individual and frontal), written and practical testing, standardized control, etc.

An individual survey is the most common method for monitoring students' knowledge. In oral questioning, the main attention is focused not only on the simple reproduction of facts, but also on their explanation and proof,

Oral questioning should be done regularly to be an important factor in education and upbringing. Questions for an oral survey should be pre-prepared, thoughtful, accurate, unambiguous. For such a survey, questions are selected that require a detailed presentation and explanation.

In addition to individual, there are frontal and combined surveys. Frontal survey is conducted in the form of a conversation between the teacher and the group. Its advantage is that all students of the group are involved in active mental work.

For a frontal survey, a system of questions is important. They should have a certain sequence that allows you to see the basic concepts, provisions,

dependencies in educational material. Questions should be short and answers short. Most often, such a test is used to control knowledge that is subject to mandatory memorization and assimilation of rules, dates, quantitative indicators, terms:

However, a frontal survey cannot be the main type of verification. In the course of it, the fact of completing the task is checked, but it is difficult to establish the completeness and depth of assimilation.

In order to evoke the cognitive activity of the students of the whole group, it is advisable to combine individual and frontal surveys, as well as to apply various methods of activating the cognitive activity of students (they invite the rest to analyze the friend’s answer, supplement it, ask questions to the answerer) .

oral questioning requires a lot of time, in addition, it is impossible to check all students on one question. In order to rationalize the use of study time, a combined, compacted survey is carried out, combining an oral survey with other forms (a written survey on cards, completing assignments at the blackboard, and others).

Written verification is the most important form of control of knowledge, skills and abilities of the student. Its application makes it possible to check the assimilation of educational material by all students of the group.

Written works in content and form, depending on the subject, can be very diverse; dictations, essays, problem solving, doing exercises, calculations, writing prescriptions, answering questions:

The duration of written examinations may vary.

After checking and evaluating the control written work, the analysis of the results of their implementation is carried out, typical errors and the reasons that caused unsatisfactory marks are identified.

Practical verification occupies a special place in the control system. A practical test allows you to identify how students are able to apply the acquired knowledge in practice, to what extent they have mastered the necessary skills. In the process of identifying professional knowledge, the student substantiates the decisions made, which makes it possible to establish the level of assimilation of theoretical provisions.

This form is most widely used in the study of special disciplines, in laboratory and practical classes, in the course of industrial practice.

Professional tasks, business games, selected in accordance with the requirements of the qualification characteristics of a specialist, are widely used for control.

Practical verification is the leading form of control during the period of production practice. The control of ZUN is carried out both in the course of the implementation by students of a specific production activity, and according to its results.

7. Homework.

Homework can be designed to reproduce knowledge, consolidate it, deepen it, and form skills. Homework assignments of a leading, prospective nature can be used. The use of advanced tasks allows the teacher to awaken and develop cognitive interests, to conduct conversations and discussions with greater efficiency in the classroom.

In secondary specialized educational institutions, the following main types of homework are used, depending on the goal:

Target	Types of homework
Primary mastery of knowledge (learning new material)	Reading a textbook, primary source, additional literature; drawing up a plan of the text, taking notes of what has been read, a graphic representation of the structure of the text; extracts from the text; work with dictionaries and reference books; familiarization with regulatory documents; observations.
Consolidation and systematization of knowledge	Working with the lecture notes, re-working on the material of the textbook, primary source, additional literature; drawing up a plan for answering specially prepared questions; drawing up tables, graphs, diagrams; study of regulatory documents; answers to control questions; preparation for a presentation at a seminar, as well as abstracts and reports, compilation of a bibliography.
Application of knowledge, formation of skills	Solving problems and exercises according to the model, variable tasks and exercises; performance of settlement and graphic, design works, situational production tasks, preparation for business games, preparation of term papers, graduation projects; experimental design, experimental work on the simulator.