ON COMPILATION AND DESIGN

EDUCATIONAL AND METHODOLOGICAL PUBLICATIONS

Kineshma 2015

Ogoreltseva M.G.Guidelines for the compilation and design of educational and methodical publications. Methodical manual for teachers of FKPOU "KTTI" of the Ministry of Labor of Russia.

These guidelines have been compiled to help college teachers develop teaching and methodological materials for the disciplines they teach. The recommendations include uniform requirements for the structure, content and design of educational publications. - Kineshma, FKPOU "KTTI" of the Ministry of Labor of Russia, 2015. - 46 p.

CONTENT

Explanatory note ................................................................ ...........................................four

Types and types of educational publications .............................................. .................................5

Requirements for educational and methodical publications .............................. 15

General requirements ......................................................................................15

Content Requirements ..........................................................................15

Structure Requirements .............................................................................16

Requirements for the text part ..................................................................20

Presentation of certain types of text material ......................22

Bibliographic list .................................................................. .................................35

Applications ................................................. ................................................. ........36

Explanatory note

The need to ensure the high-quality implementation of the state educational standard of secondary vocational education has intensified the search by pedagogical science and practice for ways to improve the efficiency of the educational process and the quality of training. The content of secondary vocational education, teaching technologies, forms of organization of the educational process are being intensively updated. The problem of educational and methodological support of the educational process has become important for the teachers of the technological boarding school. Pedagogical practice convincingly proves that the quality and effectiveness of the educational process is significantly increased if this process is provided in a comprehensive manner.

In the light of the requirements of the educational standard, teachers of a technical school should know the methodological foundations for designing complexes of didactic teaching aids, be able to develop these complexes and adapt them to the real conditions of the educational process.

The purpose of these guidelines is to assist teachers in the development of educational and methodological materials, which are a necessary condition for ensuring the educational process in a technical school. Give teachers some specific recommendations, advice that will be useful and to some extent facilitate his difficult searches, warn against many typical mistakes. Along with this, it is necessary to acquaint teachers with educational and methodological support as such: its composition (structural structure), content (documents, technical objects), requirements for their development.

Any work done by a teacher acquires real value only when other people (teachers, students) have the opportunity to get acquainted with its results. Therefore, an important stage of activity is its design.

If a teacher wants colleagues to learn about his experience, he must keep in mind that in this case he acts in a new capacity - as an author. The author's development is a purely individual thing, a product of the teacher's creative activity, therefore his activity is subject to somewhat different patterns and requirements. It is necessary to clearly explain to colleagues what changes his experience in traditional practice, what is the effectiveness of his pedagogical activity. What are his ideas and approaches.

Requirements for the design of methodological materials increase if the teacher intends to submit them for examination. This is due to the fact that experts evaluate the work in absentia and, not being able to ask questions of personal interest to them, look for answers in the text itself. Therefore, it should be extremely clear and contain answers to all possible questions of experts. One of the tasks set in these methodological recommendations is to give teachers generalized and systematized ideas about the organization of the activity of creating methodological materials.

The condition for the successful use of the proposed recommendations is the desire of the individual for self-improvement: it is necessary to constantly report to yourself in order to determine your future prospects.

Types and types of educational publications determined by the Ministry of Education and Science of the Russian Federation

System of educational publications

Educational publications

Textbook - this is an educational publication containing a systematic presentation of an academic discipline or its section, part, corresponding to the state educational standard and standard curriculum and officially approved as this type of publication.

The only opportunity to become the author of a textbook is to receive the stamp of the Ministry of Education and Science of the Russian Federation, and for this the textbook must be created at a high scientific and methodological level, fully comply with the federal component of the discipline of the state educational standard of the specialty, determined by the didactic units of the standard.

Tutorial - this is an educational publication that partially or completely replaces or supplements a textbook and is officially approved by a higher authority as this type of publication for a certain category of educational institutions.

To obtain the status of a teaching aid, the work must pass the appropriate examination and receive the stamp "Admitted" or "Recommended" for use in the GOU SPO.

The textbook should correspond to the course program (section), contain new material that expands the content of the main textbook, reflect new current problems and trends, and be designed to expand, deepen and improve the assimilation of knowledge.

Single lecture - educational publication containing the text of one lecture. It reflects the content, volume and form of presentation of a lecture given by a certain teacher.

Lecture texts - an educational and theoretical publication that fully or partially covers the content of the academic discipline or goes beyond the scope of the curriculum. Reflects material read by a particular teacher.

Lecture course - educational publication (a set of individual lectures), fully covering the content of the academic discipline. Reflects material read by a particular teacher.

Lecture notes - educational publication, in a compact form reflecting the material of the entire course, read by a particular teacher.

Educational and methodical publications

Teaching aid is an educational and methodical publication containing systematized information of a scientific, practical and applied nature, presented in a form that is accessible and convenient from a methodological point of view for independent study and assimilation of an academic discipline.

A distinctive feature of the teaching aid is the comprehensive nature of the presentation of the material, i.e. theory in logical combination with practice.

Teaching aidmay contain, in addition to theoretical material, guidelines, recommendations, tasks, tasks for self-examination and self-analysis of the student's work or samples of their solution, etc.

Thus, ifthe course of lectures has methodological support , i.e. answers the question:“How to use lectures in the educational process?” , then it can be attributed toteaching aids.

The same applies toworkshop . If in itincluded standards and algorithms for solving practical problems, exercises that contribute to the assimilation, consolidation, verification of knowledge, then the work isteaching aid .

Guidelines - an educational and methodical publication containing materials on the methodology of independent study or practical development by students of an academic discipline and preparation for testing knowledge. Guidelines may include requirements for the content, design and defense of term papers and theses.

Guidelines - an educational and methodical publication containing a general description of the discipline (goals, objectives of its study, a set of subjects on which it relies), as well as forms and methods and types of independent work of students (study of literary sources, lecture notes, preparation for practical exercises, compilation reports, etc.).

What is the difference between guidelines and guidelines?

The term "instructions" is used in cases where the content suggests a certain algorithm of actions, which must be strictly followed in order to obtain a result, i.e. this is an instruction explaining the nature and sequence of actions when students perform a specific educational task.

In the recommendations, they often suggest possible stages of completing the task, describe the features of carrying out individual parts of the work. In this case, the student has the right to independently determine the algorithm for completing the task.

Types of guidelines

methodical instructions for seminars;

methodical instructions for practical exercises;

guidelines for laboratory work;

guidelines for the study of individual sections (topics) of the course, etc.

Methodical development - this is a set of educational and methodological materials that determine the content, order, methods and means of conducting classes on a topic or individual educational issues.

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

Methodological development can be

development of a specific lesson;

development of a series of lessons;

development of the topic of the academic discipline;

development of extracurricular activities;

development of a common methodology for teaching subjects;

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

Methodological developments of training sessions or course topics are clearly structured and reflect all components of the educational process.

Methodological development of lessons (classes) - a kind of educational and methodical publication to help the teacher, the master of p / o, in a systematic way reflecting the content and course of the lesson, class. Among the methodological developments of lessons (classes), there are lesson plans (classes) and abstracts of lessons (classes).

Lesson plan (classes) - a logically ordered list of questions to be studied in the lesson, concisely reflecting the sequence of presentation of the material and the course of the lesson.The most important requirement for a lesson plan - accuracy, meaningful conciseness, i.e. the ability to reflect the content and course of the lesson as fully and accurately as possible in the minimum amount of text.

Lesson summary (classes) - a set of a plan and a brief written record of the content and sequence of the stages of the lesson, which has an author's, individualized character. Designed for the subsequent restoration of educational information with varying degrees of completeness during the lesson. It is characterized by multi-targeting: teachers, masters of p / o, administration and / or representatives of educational authorities. Unlike the lesson planthe plan-outline or summary of the lesson contains not only a list of issues and stages of the lesson considered in the lesson, but also fragments of the teacher's speech or the full text of the new material.

Methodological developments summarizing pedagogical experience.

This is the most complex type of methodological development, requiring experience in research activities, a creative approach to creation and design.

The main features of advanced pedagogical experience are:

high quantitative and qualitative indicators of the results of the educational process according to the main criteria of secondary vocational education;

teacher's professional and labor experience, i.e. the desire and availability of the necessary skills in various types of their professional activities;

the ability to analyze the process and result of professional and pedagogical work;

self-control, self-analysis of the work done, the connection between theory and practice;

rationalization approach to business;

correction in the organization of work of the teacher;

the optimality of pedagogical experience (achieving the best results in teaching and educational work with the least, economical expenditure of effort and time of teachers and students);

sustainability, stability of experience, its long-term functioning;

the possibility of repetition and creative use by other teachers;

perspective experience;

scientific validity of experience (scientific interpretation of pedagogical phenomena).

To design a methodological development on the generalization of pedagogical experience, it is necessary to study this experience.

There are several stages in the study and generalization of advanced pedagogical experience.

First stage - detection of a contradiction between the established forms and methods of work of a teacher or teaching staff, on the one hand, and the need to increase its effectiveness, on the other. This contradiction is realized, comprehended, the problem is formulated in terms, concepts and categories of pedagogical science.

Second phase - identification of findings, novelties in the work of individual teachers or entire teams that have certain achievements in educational work. The object of research, study and generalization of experience is determined.

Third stage - drawing up a detailed program for the study and generalization of experience. To do this, the theme and goal are formulated, the object, the subject of study and generalization is specified. Research methods are outlined and concretized, i.e. determines what questions will be studied and by what methods. Stages of work and calendar terms for the study of specific objects are established. Diagnostic methods are being developed that allow the collection and analysis of information about pedagogical experience.

On thefourth stage work is underway to collect pedagogical facts and other empirical and informational material (based on the program). The received material is specified, its reliability is checked. For further study and generalization of pedagogical experience, it is necessary to describe (name the authors, define the problem, consistently retell the content of the experience, describe the specific conditions and time in which it is implemented, show the success of educational work related to the described experience.

On thefifth stage the described experience is comprehended: facts are compared, compared, analyzed, relationships are revealed, the nature of the dependence between them, the nature of the dependence of the pedagogical process on specific conditions is determined. From this follow concrete conclusions.

Sixth stage - design of methodological development. The structure of such a development cannot be strictly regulated. However, it is advisable to reflect the following components:

1. Explanatory note (substantiates the reasons why the author proposes to organize the learning process in one way or another, characterizes the conditions for creating the development, determines the scope of its application).

   The main part (the content may include several sections and should answer the questions: What does the author suggest? Why does he suggest doing it this way? How to do it in order to get a guaranteed result? What are the conditions for applying the development?).

   Literature.

   Applications.

Ancillary publications

Workshops - publications designed to consolidate the material covered and test knowledge by various methods. They contain practical tasks and exercises that contribute to the assimilation of the material covered and the formation of the necessary competencies.

The workshops are aimed at:

To consolidate knowledge and skills

On the formation of skills of practical work

To master the forms and methods of cognition

Reflect the main aspects of the training course with a more detailed consideration and consolidation

May consist of:

Questions and tasks

Additional guidelines for their implementation

Clarification of the most difficult questions

The practicums include:

collection of tasks (exercises);

laboratory workshop;

collection of plans for seminars;

collection of control tasks (tests), etc.

Workbook - this is a methodological development for independent (classroom or extracurricular) work of students, which allows to generalize, consolidate and systematize knowledge in the discipline, develop the skills to apply the acquired knowledge, check the results of their work with the installation of a mandatory report.

The structure of the workbook may be different, which, in turn, is due to:

the content of the studied discipline, the degree of its complexity;

the nature (style) of managing the cognitive activity of students;

the initial level of preparedness of the audience;

age characteristics of listeners;

learning conditions;

creativity of the teacher.

Consider a workbook model, which includes 4 blocks: three main (mandatory) and one optional.

The first block ("Actualization of support activities") represents the so-called mobilizing principle. It contains questions and tasks that allow you to restore previously acquired knowledge in memory, which is required for understanding, understanding and better memorization of new material. This block of tasks allows you to focus the student's attention on the issue under study and increase interest in the topic under study. Reproduction of basic knowledge is proposed to be expressed in a verbal way.

Second block is a structured abstract reflecting the content of the studied material.

A structured abstract is a kind of lecture stencil containing silent drawings, diagrams, tables, empty frames, which are filled in during the lecture. All drawn objects either specify or supplement the text part, that is, they help to reveal the meaning of what is written. The use of such a model (structured abstract) not only saves study time, but also instills note-taking skills, allows you to focus attention on the main issues of the topic, cultivates accuracy and aesthetic qualities.

The third block ("Self-control") provides for a system of didactic tasks that activate and organize students' self-training. Performing training exercises contributes to:

improving the skills of students to independently work on the content of the topic under study;

development of mental activity and analytical abilities of students;

fostering interest and responsibility in doing homework.

When selecting questions and tasks, a differentiated approach is implemented: the degree of complexity of tasks increases from control questions that require simple reproduction of a certain portion of known information to tasks that establish interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations. All tasks begin with motivating words:

sketch...

make appropriate labels...

reproduce the diagrams...

identify the main elements...

Highlight the salient features...

Fourth block (optional) includes a list of abstract messages on the studied section of the discipline and recommended literature. This block is associated with the independent work of students, a specific work program of the discipline.

The information offered in this part of the workbook may interest students and serve as an incentive for the further development of cognitive activity and creative activity.

The distribution of tasks in a notebook according to the principle “from simple to complex” allows the student to determine his level of mastering knowledge and skills.

If, after the first stage of independent work with a notebook, a student finds out that he belongs to the weak, medium or strong in this discipline, then after systematic, systematic work he will find with satisfaction that now he is definitely among the strong.

The workbook is the assistant that gives the student guidelines to move forward. The workbook disciplines the process of learning, thinking, helps to consistently assimilate the system of knowledge outlined by the curriculum.

Handout didactic material has methodological value if the teacher approaches its creation systematically, drawing up methodological recommendations for its use in the educational process.

Requirements for educational and methodical publications

General requirements

1. Educational and methodical publications should have an up-to-date focus:

contain elements of analysis and comparison, generalization of pedagogical experience, taking into account the achievements of modern pedagogical science;

ensure the connection of the studied material with modern pedagogical science;

meet the requirements of educational standards.

2. The material must be systematized, presented as simply and clearly as possible.

3. The language of methodological development should be concise, competent, and convincing. The terminology used must comply with the pedagogical (industrial) thesaurus

4. Educational and methodological publications must be reviewed by the cyclic methodological commission and approved by the deputy director for educational work and recommended to teachers for use.

Content Requirements

Contenteducational and methodical editionshould be clearly related to the theme and purpose.

Contenteducational and methodical editionshould be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids.

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

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

Educational and methodical publicationshould take into account the specific material and technical conditions for the implementation of the educational process, orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

Educational and methodical publicationshould reveal the question "How to teach".

Educational and methodical publicationshould contain specific materials that a teacher can use in their work (task cards, lesson plans, instructions for laboratory work, chart cards, tests, multi-level tasks, etc.).

Toeducational publicationa multimedia presentation may be attached.

The presentation should reflect:

relevance of the chosen topic;

compliance of the content of the presentation with the topic of the educational and methodical publication;

compliance of the material with the modern level of development of science and technology;

correct use of scientific, technical, methodological and other terminology;

illustrative presentation material;

readability and text design;

color scheme of the presentation;

optimal number of slides;

effectiveness of animation.

The presentation is attached to the educational and methodical publication in electronic form or on paper. The presentation is printed in the form of handouts, 2 slides per A4 sheet. It should be borne in mind that a color image enhances the efficiency of perception. The presentation is carried out in the programs installed on the computers of the technical school.

Structure Requirements

General structure:

1. Cover

2. Title page

3. Reverse side of the title page

4. Content

5. List of symbols (if necessary);

6. Introduction

7. The main part, divided into chapters (if necessary - into paragraphs and

subparagraphs)

8. Conclusion

9. Dictionary /if required/

10. Bibliographic list

11. List of electronic resources

12. Application

The cover is optional.

Title page is the first page of the publication, is filled out according to strictly defined rules and includes:

the full name of the educational institution - in the upper part;

the title of the topic, the type of material (methodical development, description of experience, program, etc.) - in the middle part;

place and year of job description - at the bottom

Title reflects the object of the educational and methodical publication (name). The name is printed in capital letters.

Subtitle is the type of document or type of publication. It is printed in lowercase letters, except for the first capital. It is allowed to first indicate the type of document (guidelines, teaching aids, methodological development or others), and then the academic discipline or course to which it belongs. Other necessary, in the opinion of the author, data can also be given.

Reverse side of title page contains in order: surname and initials of the author(s), title of the work, place of publication, year of publication, number of pages.

Below is a summary of the work (abstract), consisting of three to five sentences, which indicates what problem the educational and methodical publication is devoted to, what questions it reveals, and to whom it may be useful. Further, the cyclic commission is indicated, at the meeting of which the work was considered, a recommendation is given for its application, the date of the commission meeting, the protocol number, and the signature of the chairman of the commission. Also below is the surname and initials of the reviewer(s) (if there is a review).

An example of the design of the title page and the reverse side of the title page are given inAppendix 1 .

The content is placed after the title page.

Content

The concept of "CONTENT" is written as a heading symmetrically to the text in capital letters. Content headings should exactly match the headings in the text. It is impossible to reduce or give them in a different wording, sequence and subordination compared to the headings in the text. Headings of the same rubrication levels should be placed under each other. All headings start with a capital letter without a dot at the end. The last word of each heading is connected by a dot to the corresponding page number in the right column of the table of contents. The content also includes a list of applications.

The table of contents can be placed at the beginning of the educational and methodical publication - after the title page, or at the end of the educational and methodical publication - after the list of references.( Annex 2 ).

Introduction (foreword, explanatory note - no more than 0.1% of the volume of development).

The function of this section is to substantiate the reasons why the author proposes to act in one way or another, to reveal the logic of presentation, to argue the approach to getting out of a problem situation in the pedagogical process, etc. In fact, this is an introduction to the main part, so here it is necessary to clearly state its key points, to state in more detail the argumentation of the main positions of the author. So, the task of the introduction is to explain and justify.

The introduction should show:

1) the relevance and significance of this educational and methodological publication;

2) the degree of development of this problem in the scientific, pedagogical and methodological literature;

3) educational and practical or scientific value;

4) an explanation of what place this publication occupies (proposed goal and objectives) in this course of study and system of professional training;

5) special attention in the introduction is paid to the educational purpose of the work, that is, an explanation of what knowledge, skills, abilities should be acquired by the user as a result of working with the proposed educational and methodological publication.

The introduction can also briefly present the logical structure of the educational publication or the general principle of working with it.

Main part.

The main part should be devoted to solving the tasks set in the introduction and fully reveal the essence of the educational and methodological publication.

Conclusion (1-2 pages) of the educational and methodical publication is not just a list of the results obtained, but their final synthesis, i.e. the formulation of the new that the author has introduced in solving the problem. The conclusion should not be replaced by a mechanical summation of conclusions.

Dictionary (if required) - special words (characteristic of any type of activity) and their meaning are indicated, which the author uses when writing an educational and methodical publication, in order to explain their meaning to readers.

Bibliographic list is one of the essential parts and reflects the independent creative work of the author. It indicates the entire list of literature (printed, periodicals) used by the author to write an educational and methodical publication.Citations and data should have links to sources.

The content of information about sources should correspond to the examples according toAnnex 3.

List of electronic resources - a list of electronic sources is indicated (Internet addresses, video, audio disks, electronic encyclopedias, etc.).

Application (technological documents, drawings, tables, etc.) - this is a part of the main text, which has an additional (usually reference) value, but is necessary for a more complete coverage of the material.Applicationsare drawn up on separate sheets.

Review

Availability of an external review necessary for working curricula, which are approved by the deputy director for educational work of the technical school. External reviews are carried out by leading teachers of technical schools, colleges, specialists from universities, enterprises of the corresponding profile. The presence of internal reviews is necessary for all other types of educational and methodical publications in case of their submission to competitions, for publication in periodicals, i.e. for further widespread use. This type of review can be performed by experienced technical school teachers.

The review should contain: the name of the topic and the author of the educational and methodical publication; mention of the quantitative volume of the text part and the number of applications; a short list of the main issues outlined in the peer-reviewed work; obligatory characterization of the content in terms of its relevance; a list of positive aspects and main shortcomings, an assessment of the real significance of the educational and methodical publication; a conclusion about the innovation of the work performed and the possibility of using it in the educational process for teachers or students; position and place of work of the reviewer, his signature.

The review is attached to the educational and methodical edition.

Requirements for the text part

The text of the work is carried out on a PC.

All pages of the text must correspond to a single A4 or A5 format. The volume of the educational and methodical edition should exceed 15 sheets.

The text should be placed on one side of a sheet of paper with the following margins: A4 format - left - 3.0 cm, right - 1.5 cm, top - 2.0 cm, bottom - 2.0 cm in a text editorWordfont number 12TimesNewRoman, line spacing 1.15 or 1.5, alignment to the page width.

Page numbering: the pages of the text are numbered with Arabic numerals, following the continuous numbering throughout the text; the title page, as well as the table of contents, are included in the overall numbering of the pages of the text. However, the page number does not appear on either the title page or the table of contents; page numbering is put down, starting with the "Introduction", which is located on the third (fourth) page.

Chapters, paragraphs, paragraphs, subparagraphs of the text are numbered with Arabic numerals with a dot, for example: 1., 1.1., 1.1.1. etc.

Introduction, main chapters, conclusion, bibliography, supporting indexes and appendices should start on a new page and have a heading printed in capital letters. Paragraphs, paragraphs and subparagraphs are arranged in order one after another.

Headings of structural elements of the text should be placed in the middle of the line without a dot at the end, without underlining.Word wrapping is not allowed. The distance between headings and text should be at least 2-3 intervals. Heading fonts of structural elements of different levels (chapters, paragraphs, paragraphs, subparagraphs) must be of the same type.

The most common errors:

dots are put after headings, names of tables and appendices;

A3 format can only be used when designing applications.

Application design

In cases where graphs, tables and other material are too voluminous, also inappropriate in the text, but carry additional semantic information, they must be placed in applications.

Applications are intended to facilitate the perception of the content of the work and may include:

materials that supplement the text; auxiliary illustrations;

characteristics of materials and tools used in the performance of work;

questionnaires and methods (including instructions; stimulus material, answer forms, keys and interpretive materials);

test reports, response sheets and forms filled in by the test subjects, etc.;

auxiliary data tables; intermediate formulas and calculations.

Application submission rules

Applications are placed at the end of the methodological development.

Each application should start on a new page and have a meaningful title.

Applications are numbered in Arabic numerals by serial numbering.

The application number is placed in the upper right corner above the heading after the word "Application" after this inscription, a dot is not put.

Applications should have a common with the rest of the educational and methodical edition of continuous pagination.

All applications in the main part of the methodological development should have the same type of references.

Applications that are stimulus material allow the use of color printing and the use of various fonts.

Federal State Professional Educational Institution

"Kineshma technological boarding school"

Ministry of Labor and Social Protection of the Russian Federation

JOB TITLE

Methodical development of an open lesson by discipline: ______________________________________________________

code and name of discipline

Considered at the CMC meeting

___________________________

commission name

CMC Chairman:

_______ / __________________ /

signature Full name

Developed by teacher:

__________________________

Full name

Kineshma 20__ .

REVERSE SIDE

CONSIDERED

At the meeting of the CMC ___________________________

Protocol No. _____ dated "___" _______________ 20__

Chairman of the CMC ________ / full name /

Name of the author."Job title". Methodical development of an open lesson in the discipline ""

annotation (3-4 sentences)

Federal State Professional Educational Institution

"Kineshma technological boarding school"

Ministry of Labor and Social Protection of the Russian Federation

JOB TITLE

Methodical development of a class hour

Designed cool

team leader ____

__________________________

Full name

Kineshma 20__ .

REVERSE SIDE

CONSIDERED

Deputy Director for BP

_______ / ________________ /

"____" _______________ 20__

annotation (3-4 sentences)

.......................................................................................................................................................................................................................................................................................................................................................................................................................... - Kineshma, FKPOU "KTTI" of the Ministry of Labor of Russia, 20__.

Annex 2

CONTENT

Application................................................. ................................................. .............

Appendix 3

Source Design Examples

Ioffe, I.L. Design of processes and apparatuses of chemical technology: a textbook for secondary vocational schools / I.L. Ioffe. - L.: Chemistry, 1991. - 352 p.

Baranov, D.A. Processes and devices: a textbook for secondary schools / D.A. Baranov, A.M. Kutepov. - 2nd ed., stereotype. – M.ACADEMIA, 2005. - 304 p.

Scobli, A.I. Processes and devices of the oil refining and petrochemical industry: a textbook for universities / A.I. Skoblo, I.A. Tregubova, Yu.K. Molokanov. - 2nd ed., revised. and additional – M.: Chemistry, 1982. – 584 p.

Installation of technological equipment for oil refineries and petrochemical plants: account. manual for technical schools / I.S. Goldenberg, L.Ya. Byzer, V.M. Ashmyan and others - M .: Chemistry, 1967. - 380 p.

Edited by

Calculation and design of machines and apparatus for chemical production. Examples and tasks: account. allowance for higher educational institutions / Under the general. ed. M.F. Mikhalev. - L .: Mechanical engineering; Leningrad branch, 1984. -

302 p.

Multi-volume edition

Anuryev, V.I. Handbook of the designer-machine builder. In 3 volumes / V.I. Anuryev; ed. I.N. Rigid. - 8th ed., revised. and additional - M .: Mashinostroenie, 2001.

Single volume in a multi-volume edition

Oil equipment. In 6 volumes. V.4. Equipment and apparatus for oil refining: catalogue-reference book / Ed. by D.D. Abakumovsky, F.P. Smurov. - M .: State. scientific and technical publishing house of oil and mining literature, 1959. - 294 p.

Digest of articles

Improving the methods of hydraulic calculations of culverts and treatment facilities: interuniversity scientific collection / Ed. ed L.I. Vysotsky. - Saratov: SGTU, 2002. - 98 p.

Standard. under the heading

STB 5.3.-2003. National certification system of the Republic of Belarus. The procedure for certification of dry cleaning and dyeing services. - Input. 01.11.03. – Minsk: BelGISS; Gosstandart of Belarus, 2003 - 20 p.

Collection of standards

System of labor safety standards. - M.: Publishing house of standards, 2002. - 102 p. – (Interstate standards). – Contents: 16 docs.

Rules

Rules for the design and safe operation of pressure vessels: approved. Gosgortekhnadzor of the USSR 11/27/87: obligatory. for all mass-in, departments, enterprises and org. - M.: Metallurgy, 1989. - 154 p. - In the overhead: Mrs. USSR committee for supervision of safe work in the pr-ty and mining supervision (Gosgortekhnadzor of the USSR).

Magazine article

Makarov, V.M. New machines and devices. Research. Calculations [Text] / V.M. Makarov // Chemical and oil engineering. - 1992. - No. 12. - S. 2 - 5.

Newspaper article

Belyi, S. Electric power industry of Belarus: present and future / S. Bely // Republicanlika. - 2005. - No. 126. - p.6.

Abstracts of reports and materials of conferences

Modern methods of machine design. Calculation, design and manufacturing technology: Proceedings of the First International Conference, Minsk, December 11-13, 2002 / Ed. ed. P.A. Vityaz. - Minsk: Technoprint, 2002. - 123 p.

The study guide is a tool you can use to eliminate the element of stress from your learning process. When you have a textbook, a folder full of lecture notes, a mountain of homework and workbooks, it can be hard to decide where to start. But if you learn a few formatting tricks, look for information in the right place, and use the tutorial to the best of your ability, you can make learning much more effective. Interesting? Start with Step 1 to learn more about it.

Steps

Part 1

Structuring Your Study Guide

Let the form match the content. There are many different types of study guides, and each has a format to suit a specific purpose and learning style. Whatever you use it for, there are tutorials that are suitable not only for a given academic subject, but also for a specific learning goal in studying this subject. Structure the information into the most convenient study guide for you to use.

• If you find it easier to learn visually, consider using color-coded blocks in a study guide, or use an idea mapping technique to highlight information and make it easily accessible.
• If you have a linear mind, organize information chronologically or alphabetically so you can learn one in a row and then move on to the next.
• If you need an emotional connection to the material to understand it, give your notes a narrative form; this will make them easier to learn. Translate the concepts from math language into storytelling, a story that you feel like you belong to, then organize your study guide as a short story that you can retell in detail to remember the application of the formulas.
• If you can remember information quickly, use a format that helps you memorize effectively, such as writing down vocabulary words and definitions in your voice, then listen back on your player all day or create animated flashcards and check yourself regularly.

1. Draw cognitive maps to connect key ideas and prioritize information. When creating cognitive maps, write each important idea in a separate rectangle, which are then connected according to their chronology and importance. Then link branches of related information that are derived from the main ideas. This method of creating a study guide provides a good visual representation of how the material being studied fits together into an overall concept.

   Use comparison schemes to highlight differences in key concepts. Create tutorials using comparison charts or tables when you need to compare and show differences in a related group of ideas. You can use tables to create clear parallels in history or biology, or to compare different writers in literature.

   • For example, in the column headings of a scheme for comparing the features of different plant species, most likely there will be a kingdom, a family, and a genus. This will help organize information for quick comparison and review.
   • You can also benefit from a simile chart when studying literature by writing the names of the characters in the story in the headings of the various columns, under which write out their distinguishing features or other information. Similarly, information from two different novels can be conveniently structured into a similar table.

2. Use flashcards or concept cards to remember the terminology. Flash cards are usually made from blank 13 x 18 cm index cards, and they can contain as much or as little information as you want, because this is one of the most effective techniques for remembering individual words, or definitions of individual concepts. Because of this, they are most effective in learning foreign languages ​​and history.

   • Write 1 key concept on the front of each card, and on the back write the facts and key concepts associated with that fact. Go through the cards yourself or have someone randomly ask you questions using these cards. To make sure that you really remember what you need, go back and forth, starting from the front of the card, and then from the back. This works especially well when memorizing new foreign words.

3. Write your own sample test for educational purposes. Writing a sample test can be an exceptional way to analyze the information you will be asked about from two perspectives: if you think what to include in the test, you will think like a teacher, and if you can anticipate these questions, you will be one step ahead. ahead.

   • Try to find out if you will be given a test with a set of answers, text in which you need to fill in the gaps, or you will need to answer questions in writing. Prepare accordingly by writing questions of the type you will be tested with.
   • Many teachers will want to supply you with older versions of the test, if available, so that you can use them as a teaching aid. Textbooks often include sample tests, which are an excellent way to learn. While taking the test more than once can be stressful, it can be a great way to learn, and can even lead you to the types of questions that will be on the test.

4. Learn using many tutorials at once. Create a hybrid study guide using the basic concepts and background information that you selected from the study materials. You can draft the manual on paper, by hand, or on a computer, using a word processor, spreadsheet, or specialized workbook software to structure your information.

5. Stick to a schedule. Make study guides as early as possible, and set aside enough time to study from them before the test falls on you. In the weeks leading up to the test, split your time to study all the different subjects and allocate your space to each subject you study to make sure you have enough time for each individual piece of information. Don't leave everything to the last minute.

   • If you suffer from stress, anxiety, and a tendency to panic before testing, it may be a particularly good idea to set timely deadlines for individual chapters or topics. If you know that you need to go through the first two paragraphs this week before moving on to the third and fourth next week, then you can devote the whole week to this, and during this time you will not be able to worry about 3 and 4 chapters.
   • Give your study different time slots, and focus on one subject at a time. No need to switch back and forth between five different subjects until you've learned everything from the first one.

• Highlighted textbook words and definitions are often key points and good indicators of textbook material.
• Remember that each type of manual has its own strengths and weaknesses and there are many different learning styles. Therefore, choose the right type of teaching aid for the desired subject or for different learning styles, for which it may be necessary to use more than one type of aid. For example, visuals may be best suited for maps and diagrams, while listeners may be more suited for cards that they can read aloud from.
• Try to be as concise as possible. Avoid unnecessary information.

Toolkit

Toolkit- a kind of educational and methodical publication, which includes an extensive systematized material that reveals the content, distinctive features of the teaching methodology for any training course as a whole, or a significant section (s) of the course, or in the direction of educational work. In addition to theoretical material, it may contain lesson plans and notes, as well as didactic material in the form of illustrations, tables, diagrams, drawings, etc. It is characterized by a pronounced practical orientation, accessibility, and is intended to help the teacher in his daily work.

Toolkit is a publication designed to help educators for practical application in practice, in which the main emphasis is on teaching methods. Each manual is based on concrete examples and recommendations.

The methodological manual differs from the methodological recommendations in that it contains, along with practical recommendations, also theoretical provisions that reveal the existing points of view on the issue in pedagogical science. In methodological recommendations, the theory of the issue is given minimally.

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

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

Requirements for teaching aids

Informativeness, maximum saturation (there should be no common phrases).

Clarity and clarity of presentation (popularity).

Structure clarity.

The presence of original ways of organizing relevant activities.

The presence of either new methodological methods of forms of activity, or a new combination of them.

The presence of confirmation of the effectiveness of the proposed approaches by examples, illustrations, or materials of experimental testing.

The structure of the manual includes:

Introduction or explanatory note- up to 15% of the text, which reveals the history of the issue, analyzes the state of science on this issue, the presence or absence of similar methods, technologies that justify the need for this manual. The features of the construction of the manual, the purpose, to whom it is addressed are described.

Main part- up to 75% of the text, in the main part of the manual, depending on the purpose and goals, there may be various sections (chapters). Their name, number, sequence is determined and logically built depending on the author's intention.

For example:

Chapter 1 - the studied theoretical material is presented;

Chapter 2 - describes the main techniques, technologies used or recommended for a successful solution of the issue;

Chapter 3 - a list and description of practical work with a recommendation for their implementation;

Chapter 4 - control tasks to test the assimilation of the material.

In the theoretical part, the scientific and pedagogical substantiation of the content of the manual is presented in a brief form (if necessary, with reference to relevant works), the author's own methodological position is characterized in relation to the system of education of children, which has its own specific features.

In the practical part, the factual material is systematized and classified, practical recommendations are provided, and typical examples of various forms and methods of work in an educational institution are given.

The didactic part contains didactic materials (diagrams, tables, figures, etc.) illustrating practical material.

Conclusion- up to 10% of the text, brief, clear conclusions and results are presented that logically follow from the content of the methodological manual, in which direction it is supposed to work further.

Literature- the list of references is given in alphabetical order indicating the author, full title, place of publication, publisher, year of publication.

Applications include materials necessary for the organization of the recommended type of activity using this methodological manual, but not included in the main text. Among the applications there may be various necessary regulatory documents, including those of an educational institution, the use of which will allow the teacher or methodologist to organize their work in accordance with the existing requirements.

Applications are located at the very end of the work in the order they are mentioned in the text. Each application starts on a new page and has its own name. In the upper right corner of the page they write the word "Appendix" and put its number (for example, "Appendix 1"). The appendices have continuous pagination (guidelines end with page 16, the appendix starts at page 17).

Toolkit must contain all the constituent parts that are included in the publication, while in addition to the main text, the manuscript must include a cover, title page and back of the title page.

On the cover in the center is the title of the work, I.O.F. the author is placed above the title. You should remember that the initials are written first, and then the surname. At the bottom, in the center of the sheet, the name of the city or district and the year are indicated. There are no punctuation marks.

Figures and photographs on the cover should correspond to the content of the manuscript.

On the title page the title is written, above the title I.O.F. author. At the top in the center is written the name of the organization on behalf of which the publication is issued, with the name of the parent organization. At the bottom, in the center of the sheet, the name of the city or district and the year are indicated. There are no punctuation marks.

Back of title page contains the surname, name, patronymic of the author, position, place of work, qualification category or academic degree, as well as an annotation to the work. The abstract contains the following concise information:

Indicates what this manual is about;

The purpose of this methodological manual, i.e. what kind of help and to whom the present work is intended to provide;

possible areas of application of the proposed type of methodological products (where this manual can be used).

Technical requirements for the design of the methodological manual

The text part of the manuscript must be typed on a computer (A4: 210X297), format A 4. Line spacing - 1 or 1.5. To type text, formulas and tables, you must use Microsoft Word for Windows. Font - Times New Roman, size 14. If it is necessary to highlight a word or sentence in the text, highlight it in bold or italics, but always in font 14. Underscores are not allowed. Paragraphs start with a red line. Red line - 1.27. The text does not allow hyphenation, alignment in width. Word hyphenation in headings and subheadings is not done. Underlining them is not allowed, a period at the end of the title is not put. The texts of structural elements - sections - should begin with a new paragraph. It is necessary to remember the importance of dividing (categorizing) the text with the help of paragraphs - indents in a line at the beginning of a new semantic part. Page numbers - in Arabic numerals, at the bottom of the page, center alignment, the title page is included in the overall numbering. The numbering is put down from the main text.

Fields are permanent:

Top margin - 2 cm. Bottom margin - 2.5 cm.

Left margin - 3 cm. Right margin - 1 cm.

First you need to figure out what exactly you want to write. I mean whether it will be a methodological guide on the subject or a study guide, or maybe it will be educational and methodological. It seems that the words are almost the same, but behind them are different concepts. It's not hard to figure it out. Today we will give you a simple guide: how to write a manual. And first, let's learn more about its types.

A methodological guide is a document detailing the optimal sequence in the study of a particular educational or scientific material. The methodological manual is based on reliable scientific works on the subject, as well as on practice and experience gained. The methodological manual can be called a statement of the author's opinion on effective ways to implement the tasks.

Teaching aids contain material in their structure that differs from traditional textbooks and works of scientists. The main objective of such a manual is to provide information about the algorithm for completing tasks in a given discipline, an idea of ​​the tasks that this discipline is studying.

The textbook is a partial and complete supplement to the textbook. It may not be devoted to the entire discipline, but only to some topics. The difference from the textbook is the presence of not only officially approved approved knowledge and provisions, but also various controversial opinions. This edition is usually recommended to help students to better master the topic.

How to write a teaching aid?

How to write a study guide?

1. Study the materials on the topic of the manual.
2. Choose high quality reputable sources.
3. Link your theory to your own practice.
4. Make a plan, think over abstracts and short remarks.
5. Think of control questions on the topic you raised.
6. The text should be supplemented with illustrations, diagrams and photos.
7. Give examples of how to correctly use the stated technique.
8. Present the material in simple and understandable language.
9. The list of used literature is indicated at the end. Recommend other literature for additional reading.

1. Carefully study the working curriculum that is being taught.
2. Make sure that the structure of your future manual is consistent with the program and covers the topics contained in it.
3. The collected theoretical material should be well structured, logical and understandable for students.
4. Since the manual will not be read by professors, but by students, try not to write in complex, long phrases and large paragraphs. If you use terms, be sure to make footnotes, or decoding.
5. Include in the manual various diagrams, graphs, drawings, tables.
6. For each topic, think over practical tasks, questions for self-control, topics for essays.
7. Make a complete list of references, supplement it with textbooks and original works of scientists.

1. Explore the program and topics. Your allowance must strictly correspond to them.
2. After choosing a topic, see what the goals of the training course for a particular specialist are.
3. Clearly structure your study guide.
4. Write for ordinary people to help, not to confuse.
5. Explain all foreign concepts and terms.
6. In addition to questions for self-examination, topics for essays, end each chapter with conclusions.
7. Prepare each study guide in accordance with the requirements, pay attention to footnotes, diagrams, etc.
8. Carefully compose a list of references, in which indicate the full data about the authors, title, release date and publisher.