Most students prefer various forms of independent work and practical exercises, since the strength and value of knowledge gained independently is invaluable. Independent work is the activity of the students themselves, which has a goal, task, form of expression and verification of the result. Students are willing and able to work independently. To help them organize and stimulate this type of activity is the task and duty of the teacher. Only a teacher can take into account the age of the student, his personal qualities, evenly distribute the load on the memory and attention of students, help form their intellect, abilities in postgraduate self-study.

The concept of "independent work" is multifaceted, and, despite a significant amount of pedagogical research on the problems of independent work of students, there is still no single approach to the essence and content of this didactic process. Different interpretations depend, first of all, on what content is embedded in the word “independent”. Basically, there are three meanings of this concept: - the student must do the work himself, without the direct participation of the teacher; - the student is required to have independent mental operations, independent orientation in the educational material; - the performance of the work is not strictly regulated, the student is given the freedom to choose the content and methods of completing the task. Professor Pidkasisty P.I. believes that “independent work in higher education is a specific pedagogical tool”.

The study of theoretical sources on the definition of various types and types of independent work leads to the conclusion about their wide variety. The diversity and frequent interpenetration of types and types of independent work give rise to ambiguity in the choice of the basis for their classification. Methods, techniques, ways and means of independent work are not always permanent. They can change and become more complex in accordance with the successive complication of organizational forms and methods, which in turn depends on the individual characteristics and level of preparedness of the trainees. Independent tasks should, first of all, create the necessary conditions for the formation of the student's need for knowledge, accelerate the process of their assimilation, encourage him to realize the path of his own movement from ignorance to knowledge.

The initial task of independent work should carry a particle of the ultimate goal of learning. The presence of this element in all types of independent tasks creates the necessary conditions for an organic combination of reproducible and creative cognitive actions of the student in the process of independent activity, and, consequently, the conditions for a gradual change in the motivational sphere of learning - from external stimulation to deep internal motivation, expressed in student satisfaction. the process of knowing itself. As a result, the knowledge, abilities, skills acquired in the course of independent work, cognitive experience acquire an effective, flexible character, which in practical terms leads to the optimization of the mental activity of students.

Independent work is a means of forming such an important personality trait as independence, a form of organization of students' cognitive activity, requiring activity, independent thinking, creativity, perseverance and initiative in completing the task.

At different stages of students' independent work, their independence manifests itself in different ways, going from simple reproduction, imitation, to creativity. It arises, develops and becomes more complex as the complexity of the tasks performed increases. External signs of the manifestation of independence of students are their planning of their educational work; selection of educational literature, teaching aids for self-study; performance of training tasks and work on samples of weapons and equipment without direct assistance and detailed instructions from the teacher; independent performance of professional duties during trainings, games, physical training.

The effectiveness of a student's independent work in various disciplines depends primarily on his personal qualities, discipline, motivational attitudes, mental qualities, such as memory, attention, volitional qualities, and others, but one of the main conditions for productive independent work is the formation and development of skills and abilities. independent study work.

The essence of independent work of students and the role of the teacher in its organizational and managerial is also interpreted by various authors in different ways. Researchers consider the various structural links of students' independent work to be the main ones, therefore, they formulate its features in different ways, considering one of them to be the most important and omitting the other. Summarizing the different points of view, we can indicate the main essential features of the independent work of students of educational institutions:

• * External. They include the presence of an educational-cognitive or practical task, acting in the form of an educational or other complex problem, the solution of which contributes to the development of the student as a person. This task should encourage him to independent mental and practical work, require the exertion of spiritual and physical strength, as well as students planning their work, preparing the workplace, completing assignments without detailed introductory instruction and direct assistance from the teacher. At the same time, the role of the latter is seen only through the prism of organizational and functionally related control actions.
• * Internal. They are expressed in the manifestation of independence and creative activity by students in solving the educational, cognitive and practical tasks assigned to them, while going through all levels of independence from reproducing a task according to a model to partially search and even creative research work. Moreover, the independent work of students is undergoing qualitative changes and is progressively developing. It includes self-control, self-analysis, self-correction and improvement of the results of their independent work by students.

Independent work, as part of a holistic pedagogical process, acts in its dual capacity, the external form of which is an educational task, and the internal (content) is a cognitive or other educational task and students' independent activity in solving it. Here one can see a dialectical unity, similar to that which exists for the philosophical categories of content and form, reflecting the features of the interconnected activities of teachers and students. In relation to the teacher, independent work is both a method of teaching, and a means of teaching, and a form of interrelated activity. In relation to students, independent work is both a method of teaching, that is, a way of cognitive activity of students, and a form of educational and cognitive activity, and educational and cognitive activity itself. Independent work of students of educational institutions is all their mental and practical activity in solving cognitive and practical problems. The aim is to prepare for the independent fulfillment of future professional tasks that arise before modern specialists, carried out in all forms of the educational process, in the course of which students show consciousness, independence and activity.

The content of independent work of students includes a set of reasonable goals and tasks solved by students in the process of independent educational work in various academic disciplines, planned positions of the sequence of their meaningful individual implementation, a scientifically based choice of personality-oriented methods and means of independent activity. The main stages of the implementation of students' program guidelines for independent work with direct, specially organized purposeful coordinated joint participation of heads of departments, dean's offices, employees of educational and scientific departments, teaching staff. Employees of educational departments, other subjects of the educational process for the pedagogical guidance of independent work at all stages, ensuring the creation of prerequisites for the development and self-development of the student's personality.

Independent work of students performs a number of functions, which include:

• · Developing - improving the culture of mental work, familiarizing with creative activities, enriching the intellectual abilities of students;
• · Information-training - the educational activity of students in the classroom, unsupported by independent work, becomes ineffective;
• Orienting and stimulating - the learning process is given professional acceleration
• Educational - the professional qualities of a specialist are formed and developed;
• · Research - students reach a new level of professional and creative thinking.

The independent work of students is based on the following principles: independence, target planning, personal-activity approach.

Independent work of students is carried out with the aim of:

• ? systematization and consolidation of the received theoretical knowledge and practical skills of students;
• ? deepening and expanding theoretical knowledge;
• ? formation of skills to use normative, legal, reference documentation and special literature;
• ? development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;
• ? formation of independent thinking, abilities for self-development, self-improvement and self-realization;
• ? development of research skills.

Students practice two types of independent work:

• - auditorium;
• - extracurricular.

Classroom independent work on the discipline is carried out in the classroom under the direct supervision of the teacher and on his instructions. In this case, students are provided by the teacher with the necessary educational literature, didactic material, including teaching aids and methodological developments.

Extracurricular independent work is carried out by the student on the instructions of the teacher, but without his direct participation.

Types of tasks for extracurricular independent work can be:

• - for mastering knowledge: reading the text (textbook, methodical literature); drafting a text plan; graphic representation of the text structure, graphic representation of the sequence of graphic work, graphic work; note-taking of the text; extracts from the text; work with dictionaries and reference books; familiarization with regulatory documents; educational and research work; use of computers, the Internet, etc.
• - to consolidate the systematization of knowledge: work with lecture notes (text processing); repeated work on educational material (textbook, primary source, additional literature); drawing up a work plan in accordance with the plan proposed by the teacher; study of GOSTs; answers to control questions; testing, performing exercises and graphic works.
• - for the formation of skills: solving problems and exercises according to the model; solution of variable tasks and exercises; execution of drawings, diagrams; performance of settlement and graphic works; solution of situational production (professional) tasks; preparation for business games.

When presenting types of assignments for extracurricular independent work, a differentiated approach to students is used. Before students perform extracurricular independent work, the teacher conducts a briefing on the assignment, which includes the purpose of the assignment, its content, deadlines, approximate amount of work, basic requirements for the results of the work, evaluation criteria. During the briefing process, the teacher warns students about possible typical mistakes that may occur during the assignment. Instruction is carried out by the teacher at the expense of the amount of time allotted for the study of the discipline.

The development of a complex of methodological support for the educational process is the most important condition for the effectiveness of students' independent work. Such a complex should include lecture texts, educational and methodological manuals, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, a bank of calculation, modeling, training programs and programs for self-control, automated training and control systems, information bases of a discipline or group related disciplines and more. This will allow organizing problem-based learning, in which the student is an equal participant in the educational process.

The effectiveness of independent work of students is largely determined by the presence of active methods of its control.

There are the following types of control:

• - input control of knowledge and skills of students at the beginning of the study of the next discipline;
• - current control, that is, regular monitoring of the level of assimilation of the material in lectures, practical and laboratory classes;
• - intermediate control at the end of the study of a section or module of the course;
• - self-control carried out by the student in the process of studying the discipline in preparation for control measures;
• - final control in the discipline in the form of a test or exam;
• - control of residual knowledge and skills after a certain time after the completion of the study of the discipline.

In recent years, along with the traditional forms of control - colloquia, tests, examinations, new methods have been widely introduced. The use of the rating system makes it possible to achieve more rhythmic work of the student during the semester, and also activates the cognitive activity of students by stimulating their creative activity. The introduction of the rating can cause an increase in the workload of teachers due to additional work on structuring the content of disciplines, developing tasks of different levels of complexity, etc. But such work allows the teacher to reveal his pedagogical capabilities and implement his ideas for improving the educational process.

It should also be noted that automated teaching and learning-controlling systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of assimilation of the material.

In conclusion, it can be noted that the specific ways and forms of organizing students' independent work, taking into account the course of study, the level of training of students and other factors, are determined in the process of the teacher's creative activity, so these recommendations do not claim to be universal. Their goal is to help the teacher form his own creative system for organizing students' independent work.

"Independent work of students in the structure of the third generation of the Federal State Educational Standard CONTENTS Introduction General Provisions Planning for independent work Organization of independent work 4.1 ..."

Independent work of students

in the structure of the third generation GEF

Introduction

General provisions

Planning for independent work

Organization of independent work

Working with the book……………………………………………………….. 12

Rules for independent work with literature

Four basic attitudes in reading a scientific text……………..14

The main types of systematic recording of what has been read………15

Preparation for the exam as an element of independent work……...17

Research work of students………………………………...18

Work on the abstract………………………………………………………………………………………………………………. ………………………………..27 References used…………………………………………………...30

INTRODUCTION

Changes in the social and educational situation in our country have necessitated the search for reliable and effective ways of teaching and educational activities. Modern society makes special demands on the preparation of a competitive specialist:

professionalism, competence, high intellectual level, ensuring the possibility of changing labor functions in the process of activity. The task of education is to teach him to learn successfully throughout his life.

Independence, as a characteristic of a student's activity in a specific educational situation, is the ability shown by him to achieve the goal of the activity (to solve this educational and cognitive task) without outside help.

In teaching, the independence of students is realized in independent work. This work is connected with the independent acquisition of knowledge and the independent acquisition of the product of educational and cognitive activity at the reproductive or creative level. Independent work is also carried out outside the framework of lesson classes - when doing homework, in subject and research circles, in technical creativity. In accordance with the curricula, students realize their independence also in the process of practical training at enterprises, organizations, firms, etc.

In the modern educational process, there is no problem more important and at the same time more complex than the organization of independent work of students. The importance of this problem is associated with the new role of independent work, which it acquires in connection with the transition to new educational standards. As a result of this transition, independent work becomes the leading form of organization of the educational process, and along with this, the problem of its activation arises.

Reality shows that students' study time, which is spent today on independent work, does not give the expected results for the following reasons:

- at present, independent work, due to its insufficient focus, weak control, insufficient differentiation and variability, in which the individual capabilities, needs and interests of subjects are minimally taken into account, cannot ensure the qualitative implementation of the tasks assigned to it.

In the curricula drawn up on the basis of the new Federal State Educational Standards for Secondary Vocational Education, 50% of the time is allocated for independent work of students.

Thus, the educational process is radically changing: the position "teacher ahead of the student" should change to the position "student ahead".

Work practice shows that, unfortunately, the majority of graduates do not yet possess the skills of purposeful organization of mental work and independent work. It is well known that knowledge, which is included in the independent activity of students, is assimilated much better in comparison with that which is reported by the teacher as ready-made. In this regard, the question arises of creating favorable conditions during the educational process for the formation of students' skills in the scientific organization of labor, increasing the volume of independent mental and practical actions, and self-control skills.

The difficulty in the activities of teachers in organizing independent work in the educational process lies in the fact that many teaching aids do not yet fully contribute to the successful solution of the problem of increasing the cognitive activity of students, their independence. They mainly give the content of the educational material, but there are few tasks that would introduce students to the methods of cognitive activity, would instill in them the skills of independent study. The textbooks contain an insufficient number of tasks that require each student to independently observe, find similarities and differences between the compared phenomena;

disclosure of essential features that characterize the essence of concepts, rules, laws; formulating new conclusions. Rules, laws, conclusions are often given ready-made and require only memorization. In addition, various tasks available in textbooks and manuals do not indicate how to apply the rules, do not give samples, algorithms for substantiating upcoming practical actions, do not indicate methods for checking the results of each student's work.

Hence, teachers face questions about how to rationally organize the independent work of students, increase the volume of independent learning activities of each at all the main stages of the learning process.

GENERAL PROVISIONS

According to paragraph 24 of the Model Regulation on an educational institution of secondary vocational education (secondary specialized educational institution), approved by the Decree of the Government of the Russian Federation of July 18, 2008 No. 543 (hereinafter referred to as the Model Regulation), independent work of students is one of the main types of training sessions.

An educational institution, when forming the main professional educational program, is obliged to ensure effective independent work of students in combination with the improvement of its management by teachers and masters of industrial training (clause 7.1. Federal State Educational Standard of Secondary Vocational Education (hereinafter

- GEF SPO)).

Independent work of students is carried out with the aim of:

- generalization, systematization, consolidation, deepening and expansion of the acquired knowledge and skills of students;

– formation of skills for searching and using information necessary for the effective fulfillment of professional tasks of professional and personal growth;

– development of cognitive abilities and activity of students:

creative initiative, independence, responsibility and organization;

– formation of independence of professional thinking:

abilities for professional and personal development, self-education and self-realization;

– formation of skills in the use of information and communication technologies in professional activities;

- development of a culture of interpersonal communication, interaction between people, the formation of teamwork skills.

An educational institution independently develops a regulation on the planning and organization of independent work of students.

TYPES AND FORMS OF INDEPENDENT WORK

There are two types of independent work in the educational process:

- auditorium;

- extracurricular.

Classroom independent work on the academic discipline and interdisciplinary course is carried out in the classroom on assignment and under the guidance of a teacher.

Extracurricular independent work is carried out by the student on the instructions of the teacher and with the methodological guidance of the teacher, but without his direct participation.

Forms of classroom independent work in the context of the implementation of the competency-based approach are active and interactive forms of conducting classes, namely: computer simulations, business and role-playing games, analysis of specific situations, including deepening theoretical knowledge, case stages, psychological and other trainings and other forms .

Forms of extracurricular independent work, which are determined by the content of the academic discipline, interdisciplinary course, the degree of preparedness of the student, depending on the course of study, are:

– work with basic and additional literature, Internet resources;

- self-acquaintance with the lecture material presented on CD-carriers in the media library of the educational institution;

- preparation of abstract reviews of sources of periodicals, supporting abstracts, predetermined by the teacher;

- search for information on the topic with its subsequent presentation to the audience in the form of a report, presentations;

- compiling mini-readers on individual topics of the course;

- preparation for the implementation of classroom control work;

- performing home tests;

– performance of test tasks, problem solving;

- compiling crossword puzzles, diagrams;

- preparation of reports for presentation at a seminar, conference;

– compilation of sample models (templates) of documents;

– preparation of calculated laboratory works;

- preparation of reports;

- execution of contracts;

- filling out a workbook;

– writing an essay, term paper;

– preparation for business and role-playing games;

- compiling a resume;

- preparation for tests and exams;

– preparation of the final qualifying work;

- research work;

- other types of activities organized and carried out by the educational institution and student self-government bodies.

PLANNING FOR INDEPENDENT WORK

The Federal State Educational Standard of SVE regulates the maximum volume of the student's study load and the volume of the mandatory study load in general for theoretical training, for study cycles and within the professional cycle for general professional disciplines and professional modules.

An educational institution must independently plan the volume of extracurricular independent work in general for theoretical training, for each academic cycle and for each academic discipline, professional module, interdisciplinary course, based on the established volumes of the maximum and mandatory academic load.

The amount of time allotted for classroom independent work is recommended to plan at least 10% of the amount of time allocated for the mandatory teaching load, including: for practical, laboratory classes (at least 30%), for lectures and other types of lessons (at least ten%).

The amount of time allotted for classroom independent work is reflected in the work programs of academic disciplines, work programs of professional modules with distribution by sections and topics.

When developing a work program for an academic discipline, a professional module, teachers establish the topics and specific forms of classroom independent work on a section, topic of an academic discipline, an interdisciplinary course.

The amount of time allotted for extracurricular independent work is reflected in:

- in the curriculum of an educational institution - in general for theoretical training, for each of the training cycles, for each academic discipline, professional module, interdisciplinary course;

- in the work programs of academic disciplines, work programs of professional modules with distribution by sections and topics, taking into account exemplary programs of academic disciplines, exemplary programs of professional modules.

The subject of extracurricular independent work is established in the work programs of academic disciplines, work programs of professional modules with distribution by sections and topics, taking into account exemplary programs of academic disciplines, exemplary programs of professional modules.

Students should be provided with educational and methodological materials for each form of classroom independent work.

Extracurricular work should also be accompanied by methodological support and justification of the time spent on its implementation (p.

7.16 GEF SPO).

To this end, the educational institution develops guidelines for the formation of educational and methodological materials for each form of classroom and extracurricular independent work.

ORGANIZATION OF INDEPENDENT WORK

Independent work of students should have an important impact on the formation of the personality of a future specialist; it is planned by the student independently. Each student determines the mode of his work and the measure of labor spent on mastering the educational content in each discipline. He performs extracurricular work according to a personal individual plan, depending on his preparation, time and other conditions.

The main form of student's independent work is work with lecture notes, with recommended literature, active participation in seminars, practical and laboratory work. For successful educational activity, its intensification, the student must take into account that there are such subjective factors as: knowledge of the program material, the presence of a solid system of knowledge necessary for mastering the main courses. It is necessary to distinguish gaps in knowledge that make it difficult to assimilate new material from small abilities. Having spent energy on overcoming these gaps, the student will ensure normal academic performance and believe in his abilities.

The presence of skills, skills of mental work:

- the ability to take notes during the lecture and when working with a book;

- possession of logical operations: comparison, analysis, synthesis, generalization, definition of concepts, rules of systematization and classification.

The specificity of cognitive mental processes: attention, memory, speech, observation, intelligence and thinking. The weak development of each of them becomes a serious obstacle to learning.

Good performance, which is ensured by a normal physical condition. After all, serious teaching is a great many-sided and varied work. The result of training is evaluated not by the amount of information provided, but by the quality of its assimilation, the ability to use it and the development of one's ability for further independent education.

Compliance of the chosen activity, profession with individual abilities. It is necessary to develop the ability to self-regulate your emotional state and eliminate circumstances that disrupt the business mood and interfere with the planned work.

Mastering the optimal work style that ensures success in the activity. The alternation of work and pauses in work, periods of rest, an individually justified norm of sleep duration, stress resistance in exams and features of preparing for them.

The level of requirements for oneself, determined by the prevailing self-esteem.

An adequate assessment of knowledge, merits, and demerits is an important component of a person's self-organization; without it, successful work on managing one's behavior and activities is impossible.

Knowing the basic methods of scientific organization of mental work, it is possible to achieve the best results with the least amount of time, money and labor effort.

The effectiveness of the assimilation of incoming information depends on the performance of a person at one time or another of his activity.

Efficiency - the ability of a person to work with a high degree of tension for a certain time. Distinguish between internal and external performance factors.

The internal factors of working capacity include intellectual characteristics, will, state of health.

To external:

- organization of the workplace, the mode of work and rest;

- the level of work organization - the ability to get help and use information;

- the amount of mental load.

The outstanding Russian physiologist N.E.

Vvedensky singled out the following conditions for the productivity of mental activity:

– in any work you need to enter gradually;

- the rhythm and rhythm of work. Different people have more or less different pace of work;

- the usual sequence and systematic activity;

- proper alternation of work and rest.

Rhythm at work is daily self-study with the expedient alternation of classes with breaks.

You should make it a rule: study every day, starting from the first day of the semester.

Independent work can be carried out individually or by groups of students, depending on the purpose, subject, level of complexity of a particular independent work of students, the level of knowledge and skills of the student.

Teachers inform students about the goals, means, labor intensity, deadlines, basic requirements for the results of work, forms of control of independent work.

For students to perform extracurricular independent work, an educational institution can plan consultations of teachers at the expense of the general budget of time (100 hours per year) allotted for consultations (clause 7.12 of the Federal State Educational Standard of SVE).

When presenting types of assignments for extracurricular independent work, it is recommended to use a differentiated approach to students. Before students perform extracurricular independent work, the teacher conducts a briefing on the assignment, which includes the purpose of the assignment, its content, deadlines, approximate amount of work, basic requirements for the results of the work, evaluation criteria. During the briefing process, the teacher warns students about possible typical mistakes that may occur during the assignment. Instruction is carried out by the teacher at the expense of the amount of time allotted for the study of the academic discipline, interdisciplinary course.

Organization of independent work of students includes:

- providing students with the necessary educational and methodological materials;

- providing students with access to information resources of the Internet (clause 7.16 of the Federal State Educational Standard of the secondary vocational education);

- providing students with control materials (tests, assignments, etc.);

- providing students with a list of necessary basic and additional literature.

In modern conditions, the importance of using information technology in the organization of independent work is increasing.

The use of such technologies should contribute to the maximum activation and individualization of the work of students, on the one hand, directing it, and on the other hand, giving them the opportunity to manage their own cognitive activity. As practice shows, the use of information technology in the learning process contributes to the formation of creativity in the future specialist, namely, the lesson can be a model for conducting similar situations in the process of future work.

Thus, upon detailed consideration, independent work not only contributes to the formation of professional competence, but also ensures the process of developing the methodological maturity of students, contributes to the development of skills of self-organization and self-control of one's own activity, which meets the requirements of the third generation of the Federal State Educational Standards.

This aspect is especially important, since it involves the formation of a future specialist as a subject of professional activity, capable of self-development, correction and transformation of their actions.

From the first days of being in an educational institution, a student is bombarded with a huge amount of information that needs to be learned.

The necessary material is contained not only in lectures (memorizing it is only a small part of the task), but also in textbooks, books, and articles. Sometimes there is a need to involve information resources on the Internet.

Book work.

When working with a book, it is necessary to select literature, learn how to read it correctly, and keep notes. The library uses alphabetical and systematic catalogs to select literature. It is important to remember that rational book handling skills are always a great time and effort saver.

The correct selection of textbooks is recommended by the teacher giving the lecture course. Required literature can also be indicated in the methodological developments for this course. When studying the material from the textbook, one should proceed to the next question only after correctly understanding the previous one, describing on paper all the calculations and calculations (including those that are omitted in the textbook or given in the lecture for independent conclusion).

In the study of any discipline, independent individual work plays a large and important role.

Particular attention should be paid to the definition of the main concepts of the course. The student should analyze in detail the examples that explain such definitions, and be able to build similar examples on their own. You need to get an accurate idea of ​​what you are studying. It is useful to make base notes. When studying material from a textbook, it is useful to supplement the lecture notes in a notebook (in specially designated fields). It should also note the questions highlighted by the student for consultation with the teacher.

The conclusions obtained as a result of the study are recommended to be highlighted in the abstract so that they are better remembered when rereading the records.

Experience shows that many students benefit from compiling a reference signal sheet containing important and most commonly used formulas and concepts. Such a sheet helps to remember the formulas, the main points of the lecture, and can also serve as a permanent reference for the student.

There are two types of reading: primary and secondary. Primary is attentive, unhurried reading, in which you can stop at difficult places. After it, not a single incomprehensible word should remain.

The task of secondary reading is the complete assimilation of the meaning of the whole (according to the account, this reading may not be the second, but the third or fourth).

Rules for independent work with literature. As already noted, independent work with textbooks and books (as well as independent theoretical study of the problems identified by the teacher in lectures) is the most important condition for the formation of a scientific method of cognition.

The main tips here can be summarized as follows:

- Make a list of books that you should get acquainted with;

“Do not try to remember everything that you will not need in the near future,” G. Selye advises the student and young scientist, “only remember where you can find it.”

– The list of literature should be systematized (what is necessary for seminars, what is for exams, and what interests you outside of the official educational activities, that is, what can expand your general culture ...).

– Be sure to write out all the output data for each book (when writing abstracts, this will save time).

- Figure out for yourself which books (or which chapters of books) should be read more carefully, and which ones should just be skimmed over.

- When compiling lists of literature, you should consult with teachers (or even with more prepared and erudite fellow students), who will help you better navigate what you should pay more attention to and what you should not spend time on at all ...

- All read books, textbooks and articles should be outlined, but this does not mean that you need to outline "everything in a row":

- If the book is your own, then it is allowed to make brief notes on the margins of the book or at the end of the book, on empty pages, simply make your own "subject index", where the most interesting thoughts for you are noted and the pages in the author's text are necessarily indicated (this is a very good a tip that allows you to save time and quickly find "favorite" places in a variety of books).

– If you have worked little with scientific literature before, then you should develop the ability to “perceive” complex texts; for this, the best technique is to learn to “read slowly”, when you understand every word you read (and if the word is unfamiliar, then either with the help of a dictionary or with the help of a teacher, be sure to learn it), and this can take a lot of time (for someone - up to several weeks); experience shows that after that the student by some "miracle" begins to literally swallow the books and almost see "through the cover" whether the work is worth it or not...

“Either read or leaf through the material, but do not try to read quickly... If the text interests me, then reading, thinking and even fantasizing about it merge into a single process, while forced speed reading not only does not contribute to the quality of reading, but it does not bring the feeling of satisfaction that we get when thinking about what we have read,” G. Selye advises.

- There is another effective way to optimize acquaintance with scientific literature - you should get carried away with some idea and look at all books from the point of view of this idea. In this case, the student (or young scientist) will, as it were, look for arguments “for” or “against”

ideas that interest him, and at the same time he will, as it were, communicate with the authors of these books about his ideas and thoughts ... The only problem is how to find “his” idea ...

Reading a scientific text is part of cognitive activity.

Its purpose is to extract the necessary information from the text. The degree to which the reader is aware of their own internal attitude when referring to the printed word (find the necessary information, assimilate the information in full or in part, critically analyze the material, etc.) largely depends on the effectiveness of the action being taken.

Four basic attitudes in reading a scientific text:

- information retrieval (the task is to find, highlight the required information);

- assimilating (the reader's efforts are aimed at understanding and remembering both the information presented by the author and the entire logic of his reasoning as fully as possible);

- analytical-critical (the reader seeks to critically comprehend the material by analyzing it, determining his attitude to it);

- creative (creates the reader's readiness in one form or another - to use the author's judgments, the course of his thoughts, the result of observation;

supplement them, subject them to a new check).

The existence of several types of reading is associated with the presence of various attitudes towards a scientific text:

- bibliographic - viewing catalog cards, recommendation lists, summary lists of journals and articles for the year, etc.;

- viewing - is used to search for materials containing the necessary information, usually they resort to it immediately after working with lists of references and catalogs, as a result of such viewing, the reader determines which of the sources will be used in further work;

- introductory - implies a continuous, fairly detailed reading of selected articles, chapters, individual pages, the goal is to get acquainted with the nature of the information, find out what questions the author has submitted for consideration, and sort the material;

- studying - involves a thorough mastering of the material; in the course of such reading, the reader's trust in the author is manifested, the readiness to accept the information presented, the orientation towards the most complete understanding of the material is realized;

- analytical-critical and creative reading - two types of reading are close to each other in that they are involved in solving research problems.

Of all the considered types of reading, the main one for students is studying - it is it that allows them to accumulate knowledge in various fields while working with educational literature. That is why it is this type of reading that must be mastered in the first place within the framework of educational activities.

The main types of systematic recording of what has been read:

- Annotation - an extremely brief coherent description of the book (article) viewed or read, its content, sources, nature and purpose.

- Planning - a brief logical organization of the text, revealing the content and structure of the material being studied.

– Thesis is a concise reproduction of the main statements of the author without involving factual material.

- Quoting - verbatim writing out excerpts, extracts from the text that most significantly reflect one or another thought of the author.

- Note-taking - a brief and consistent presentation of the content of the read.

An abstract is a complex way of presenting the contents of a book or article in a logical sequence. The abstract accumulates the previous types of recording, allows you to comprehensively cover the content of the book, article.

Therefore, the ability to draw up a plan, theses, make extracts and other notes determines the technology for compiling an outline.

Read the text carefully. Check with help desk 1.

incomprehensible words in literature. When recording, do not forget to put reference data in the abstract margins.

Highlight the main thing, make a plan.

Briefly formulate the main provisions of the text, mark 3.

Outline the material, clearly following the points of the plan. At 4.

When taking notes, try to express your thoughts in your own words. Records should be kept clear and concise.

Write quotations well. When quoting, consider 5.

conciseness, the importance of thought.

In the text of the abstract, it is desirable to provide not only thesis provisions, but also their evidence. When compiling a summary, it is necessary to strive for the capacity of each sentence. The thoughts of the author of the book should be stated briefly, taking care of the style and expressiveness of what is written. The number of additional elements of the abstract should be logically justified, the entries should be distributed in a certain sequence that corresponds to the logical structure of the work. For clarification and addition, it is necessary to leave the fields.

Self-examination After studying a certain topic from the notes in the abstract and from the textbook, as well as after solving a sufficient number of relevant tasks in practical classes, the student is recommended to independently, using a sheet of reference signals, reproduce definitions, derivations of formulas, formulations of the main provisions and proofs from memory.

If necessary, you need to carefully review the material again.

Sometimes the lack of assimilation of a particular issue becomes clear only when studying further material. In this case, you need to go back and repeat the poorly learned material. An important criterion for the assimilation of theoretical material is the ability to solve problems or pass tests on the material covered. However, it should be remembered that the correct solution of the problem can also be obtained as a result of the application of mechanically memorized formulas without understanding the essence of theoretical provisions.

Consultations If, in the process of independent work on the study of theoretical material or in solving problems, the student has questions that cannot be resolved independently, it is necessary to contact the teacher for clarification or instructions. In his questions, the student must clearly express what he is experiencing difficulties, the nature of these difficulties. You should also seek advice if you have any doubts about the correctness of the answers to the self-examination questions.

Preparation for the exam as an element of independent work Preparation for the exam helps to consolidate, deepen and generalize the knowledge gained in the learning process, as well as their application to solving practical problems. Preparing for the exam, the student eliminates the existing gaps in knowledge, deepens, systematizes and streamlines his knowledge. At the exam, the student demonstrates what he has acquired in the process of learning in the academic discipline.

An examination session is a series of examinations set by the curriculum. Between exams, the interval is usually 2 days. You should not think that 2 days is enough to successfully prepare for exams.

In these 2 days, you need to systematize the knowledge you already have. At the consultation before the exam, students will be introduced to the basic requirements, and their questions will be answered. Therefore, it is considered that attending consultations is mandatory.

The requirements for the organization of preparation for the exam are the same as for classes during the semester, but they must be observed more strictly.

Firstly, it is very important to observe the daily routine; sleep at least 8 hours a day; Classes end no later than 2-3 hours before bedtime. The optimal time for classes is the morning and afternoon hours. In between classes, walks in the fresh air, tireless sports are recommended. Secondly, the presence of good own lecture notes. Even in the event that a lecture was missed, it is necessary to restore, think over, and remove the questions that have arisen during it so that the memorization of the material is conscious. Thirdly, when preparing for exams, the student should have a good textbook or abstract of literature read at the direction of the teacher during the semester. Reference sheets can be used effectively here.

First, you should look at all the material on the discipline being passed, mark difficult questions for yourself. Be sure to understand them. In conclusion, it is advisable to repeat the main provisions once again, using sheets of reference signals.

Systematic preparation for classes during the semester will allow you to use the time of the examination session to systematize knowledge.

Exam preparation rules:

- It is better to immediately orient yourself in all the material and be sure to arrange all the material according to the exam questions (or questions discussed at the seminars). This work can take a lot of time, but everything else is already technical details.

– The preparation itself is connected not only with “memorization”. Preparation also involves rethinking the material, and even considering alternative ideas.

- Many teachers believe that it is useful to prepare cheat sheets, but it is risky to use them. The main point of preparing "cheat sheets" is the systematization and optimization of knowledge on a given subject, which in itself is wonderful - this is a very difficult and important work for a student, more complex and important than simply absorbing a mass of educational information. If a student has prepared such “cheat sheets” on his own, then, most likely, he will take exams more confidently, since he has already formed a general orientation in complex material.

– When answering a ticket, the student must first demonstrate that he “learned” everything that is required for the training program (or for the program of this teacher), and only after that he has the right to express other, preferably reasoned, points of view.

Research work of students

One of the effective ways to improve the quality of training of young specialists is the research work of students. It contributes to the deep consolidation of theoretical knowledge obtained by students in the study of the discipline, develops scientific activity, forms research skills. This is one of the forms of independent work of students.

The main objectives of the research work are:

- activation of cognitive activity of students;

– raising the intellectual level and satisfying professional interests;

- development of creative abilities, cognitive interests, broadening of horizons in the fields of science, technology, culture;

- development of independent work skills, involving students in solving problems of practical importance.

Any research is carefully methodically planned.

The research procedure can basically be divided into three main steps:

– preliminary study;

– planning and conducting research;

- presentation of results.

Research work helps students to link theory with practice, to feel like a professional researcher for some period of time, to test their abilities, raising self-confidence, in their knowledge, makes them work on themselves to deepen their knowledge and skills.

In many educational institutions of secondary vocational education, the research work of students in the planning of methodological work is noted among the leading tasks. This is the formation of the skills of independent work of students; development of their creativity, search activity and professionalism; holding theoretical conferences on the forms and methods of independent work of students, which develop common approaches to solving the problem; creation and work of creative research groups.

Work on an abstract Abstracts in an educational institution are one of the types of research work and a method of educating creative perception. This is the most common form of independent work of students. The development of abstracts is aimed at deepening, systematizing and consolidating the theoretical knowledge of students, as well as instilling the skills of independent processing, generalization and systematized presentation of the material.

Abstract - a summary in writing or in the form of a report of the content of scientific work, literature on the topic.

The presentation of the material takes place mainly in your own words (i.e.

the main thoughts of the author of the text are retold by the author of the abstract, and some provisions can be given in the form of quotes, certain digital data, diagrams, tables, etc.) Types of abstracts Abstracts can be general, specialized and summary.

In general, the abstract presents the content of the work under review more or less comprehensively.

The specialized abstract reflects only those issues that are of interest to a certain category of specialists.

The summary abstract combines abstracts based on the study of several primary sources, brochures and journal articles or other sources of scientific and technical information. A summary abstract is often referred to as an abstract review.

The topics of the abstracts are determined by the teacher, considered and approved by the CCC, sometimes the topic can be proposed by the student, but it must also be approved.

Abstract Requirements

The abstract must meet the following requirements:

- correctly reflect the main content of the reviewed work or scientific topic;

- the presentation of the main issues should be concise (in the form of a brief retelling);

- the presentation should be conducted in the order of deployment of the main actions, questions, facts;

- all sentences in the text should be carefully considered;

- design - according to the requirements.

Stages of work on the abstract The first stage is the understanding of the content of the topic and the goals. Based on this, it is necessary to outline the main issues to be considered, and their summary.

The second stage is the preparation of a calendar plan for the work on the abstract.

The plan is necessary in order to properly organize the work and give it a more purposeful character. In addition, the calendar plan forces you to work in a certain rhythm.

The calendar plan of work on the abstract provides for: the timing of the selection and study of literature, drawing up an abstract plan, writing each section of the topic, editing, independent design, drawing up diagrams, presenting the work to the supervisor, finalizing the abstract in order to eliminate the noted shortcomings and finalization.

The third stage is literature review. It is necessary for the accumulation of knowledge, comprehension of the topic in the interests of the correct preparation of the abstract plan.

The fourth stage includes the selection of relevant literature. In this case, it is advisable to use the catalogs of the library.

The fifth stage is the preparation of the abstract plan. The plan is needed so that the work goes purposefully, and not by touch, so that it is known in advance what exactly and in what order to write. In addition to the title of the topic, it usually includes a list and sequence of the main issues (sections, their summary).

The sixth stage is the study of literature and work with it. It is recommended to start the study with the sources of recent years, especially those that most illuminate the issues of the abstract. This order will allow the student to quickly assimilate the topic, evaluate the value of other sources and take the necessary material from them.

It is useful to mentally divide the read into parts, noting the main, important points. At the same time, it is necessary to connect the read chapter with the previous one, and combine the chapters into sections, i.e. move from parts to the whole. Having thus analyzed and synthesized what has been read, the student will be able to deeply understand the content of the book.

To facilitate further work with the book during the initial reading, it is useful to make pencil marks in the margins and underline comments. Each student can use their own symbols.

For example, highlight the main idea with one line, facts with a wavy line, etc.

Of course, such marks are possible only on your own book. When working with sources from the library fund, it is necessary to use bookmarks on which to indicate in which paragraphs the main idea is expressed from above.

The seventh stage is a record of what has been read.

There are several ways to write: annotation, plan, quotation, abstract, synopsis. The synopsis reflects the most fully studied literature.

There are three types of abstracts: systematic, free and thematic or summary abstract.

A systematic summary is such a summary in which the factual material is presented in the sequence of the book.

In a free abstract, the entry is made in the most convenient order for the student.

A thematic summary is one that summarizes the content of several sources on the same topic.

Approximate structure of the abstract Title page.

Introduction - the essence of the problem under study, its relevance is formulated, the choice of topic is justified. The goal and objectives are indicated.

Scientific interest and practical significance are shown. The volume of the introduction is 2-3 pages.

The main part - the problem or one of its sides is evidently revealed; tables, graphs, diagrams can be presented. The main part should also include the student's own opinion.

Conclusion - the results are summed up or a generalized conclusion is given on the topic of the abstract, it is indicated what is interesting, what is debatable, recommendations are offered.

The volume of the conclusion is 2-3 pages.

References - sources should be listed in alphabetical order (by the author's last name or by the name of collections), you must specify the place of publication, the name of the publisher, the year.

Abstract presentation.

Based on the written abstract, the student can make an oral presentation in front of a group or other audience. Abstracts can be presented at seminars, scientific and practical conferences, and also used as test papers (in some cases).

Independent activity of students is a task that a team of teachers solves. The task is complex, interesting, not new, but with new problems set by the Federal State Educational Standards for educational institutions.

- fostering a culture of independent activity of students;

– development of a culture of professional activity of a teacher.

The main goal of independent extracurricular work is reduced to an in-depth mastering of the program material through independent study of the literature, the preparation of abstracts, annotations, note-taking, summarizing, preparation of term papers and final papers.

Independent work of students in the conditions of the rating system of education The rating system of education involves a multi-point assessment of students, but this is not a simple transition from a five-point scale, but an opportunity to objectively reflect in points the expansion of the range of assessment of students' individual abilities, their efforts spent on performing one or another type of independent work .

There is a lot of scope for creating a block of differentiated individual tasks, each of which has its own “price”. A properly organized technology of rating education allows you to get away from the five-point grading system from the very beginning and come to it only when summing up, when the points earned by students are converted into the usual grades (excellent, good, satisfactory, unsatisfactory). In addition, the rating system includes additional incentive points for originality, novelty of approaches to completing assignments for independent work or solving scientific problems. The student has the opportunity to increase the educational rating by participating in extracurricular activities (participation in olympiads, conferences; performing individual creative tasks, essays;

participation in the work of a scientific circle, etc.). At the same time, students who are not in a hurry to turn in their work on time can also receive negative scores. At the same time, faster passage of the program by individual students is encouraged. For example, if a student is ready to take a test or hand in an independent work before the group, you can add additional points to him.

The rating system is a regular monitoring of the quality of assimilation of knowledge and skills in the educational process, the fulfillment of the planned volume of independent work. Maintaining a multi-point evaluation system allows, on the one hand, to reflect the individual characteristics of students in the scoring range, and on the other hand, to objectively evaluate in points the efforts of students expended on the performance of certain types of work. So each type of educational activity acquires its own “price”. It turns out that the "cost" of the work performed by the student flawlessly is a quantitative measure of the quality of his training in the totality of the educational material studied by him, which was necessary for the successful completion of the task. The developed scale for converting a rating by discipline into a final five-point grade is available, easily calculated by both the teacher and the student.

The assessment of individual educational achievements of students based on the results of rating control is carried out in accordance with the universal scale (table).

- the main emphasis is on the organization of active types of educational activities; the activity of students goes to the creative understanding of the proposed tasks;

- in the relationship between the teacher and students there is cooperation and co-creation;

- a variety of stimulating, emotionally regulating, guiding and organizing methods of intervention (if necessary) of the teacher in the independent work of students is assumed;

- the teacher acts as a teacher-manager and director of training, ready to offer students the minimum necessary set of teaching aids; and the student acts as a subject of activity; the development of his (student's) personality is one of the main educational goals;

- educational information is used as a means of organizing educational activities, and not as a goal of learning.

The rating system of education provides the greatest information, procedural and creative productivity of independent cognitive activity of students, provided that it is implemented through student-centered learning technologies (problem, dialogue, discussion, heuristic, gaming and other educational technologies).

Most students have a positive attitude towards such a system for tracking the results of their preparation, noting that the rating system of education contributes to the even distribution of their forces during the semester, improves the assimilation of educational information, and ensures systematic work without “hands-on work” during the session. A large number of various tasks offered for self-study, and different scales for their assessment allow the student to monitor their progress, and if they wish, they always have the opportunity to improve their rating (by performing additional types of independent work) without waiting for the exam. The organization of the learning process within the framework of the rating system of learning using various types of independent work allows you to get better results in teaching students compared to the traditional learning system.

The use of the rating system makes it possible to achieve more rhythmic work of the student during the semester, and also activates the cognitive activity of students by stimulating their creative activity. It is very effective to use tests directly both in the learning process and in the independent work of students. In this case, the student himself checks his knowledge. Without immediately answering the test task, the student receives a hint explaining the logic of the task and performs it a second time.

It should also be noted that automated teaching and learning-controlling systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of assimilation of the material.

–  –  –

WORKBOOK AS A MEANS OF ORGANIZATION

STUDENTS' INDEPENDENT WORK

Improving the teaching methods involves the introduction of the so-called "workbooks" into the educational process, which increase the productivity of training and contribute to the solution of tasks that develop the educational process.

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

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

- the initial level of preparedness of the audience;

– age characteristics of the listeners;

– learning conditions;

- creative abilities of the teacher.

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

The first block ("Actualization of support activities") is the so-called mobilizing beginning. It contains questions and tasks that allow you to restore in memory the previously acquired knowledge 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.

The 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 (still lacking in most students), allows you to focus attention on the main issues of the topic, cultivates accuracy and aesthetic qualities (drawings in notebooks have the same size; topography and the structural features of the organs will be depicted clearly and correctly).

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 being studied;

– development of mental activity and analytical abilities of students;

– raising interest and responsible attitude to doing homework.

The thoughtful and expedient use of the task system for organizing students' independent work does not create overload, but, on the contrary, arouses students' increased interest in the discipline being studied, helps to assimilate and consolidate it.

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 require the establishment of interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations.

All tasks begin with motivating words: (in the same notebook):

- sketch...

- make appropriate labels...

- reproduce the diagrams ...

- Outline the main...

- Highlight the salient features...

The fourth block (optional) includes a list of abstract reports on the studied section of the discipline and recommended literature.

This block is connected with the independent work of students, a certain work program of the discipline.

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

It is possible that after the first stage of independent work with a notebook, the student will find 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.

In general, an increase in the effectiveness of training through the use of workbooks in the educational process is achieved in the conditions of active involvement of students in independent work, inclusion in the process of analyzing the application of acquired knowledge, formulating conclusions, checking the results of their work with a mandatory report.

CONTROL AND EVALUATION

STUDENTS' INDEPENDENT WORK

Monitoring the results of extracurricular independent work can be carried out within the time allotted for compulsory training sessions in an academic discipline, an interdisciplinary course, and extracurricular independent work in written, oral or mixed form, using the capabilities of computer technology and the Internet.

The effectiveness of independent work of students is assessed through the following forms of control of knowledge and skills of students:

- current monitoring of progress, that is, regular monitoring of the level of assimilation of the material at lectures, lessons, practical exercises;

- by checking abstracts, essays, control (laboratory) work, homework and other types of work with summing up in the middle of the academic semester;

– intermediate certification (exams, tests) at the end of the semester;

– state (final) certification.

The criteria for evaluating the results of a student's independent work are:

- the level of mastering the educational material by the student;

- the level of formation of the student's skills to use theoretical knowledge in the performance of practical tasks;

- the level of formation of the student's skills to actively use electronic educational resources, find the required information, study it and put it into practice;

- the level of formation of general and professional competencies.

CONCLUSION

Independent activity of students is a task that the teaching staff solves.

Here it is important to understand that the independent activity of students is mediated by the professionalism of teachers.

Therefore, speaking about the high professionalism of graduates, it is necessary to simultaneously solve the problems of scientific and professional self-improvement of teachers:

- constantly update the terminological dictionary of the studied disciplines, comprehend and master the terminological apparatus and the professional language of communication with students;

- to accumulate and generalize individual experience in managing students' independent activities;

– conduct methodical work and methodological exchange with colleagues;

– engage in scientific and pedagogical self-education (read scientific literature, monographs, dissertations);

- use the pedagogy of cooperation with students, considerately and carefully treat their needs and create conditions for their independent activities.

The program of actions of the teacher on the organization of independent work of students

The program of actions of the teacher to create the necessary and sufficient conditions for the independent activity of students:

- study of the qualification characteristics of a specialist;

- analysis of the curriculum, the Federal State Educational Standard;

- preparation of a list of skills, competencies that should be formed in students after studying the discipline;

- preparation of written control tasks for "input" control;

- development of a form of professionally oriented tasks for independent activity;

– grouping tasks in the task block for the semester;

- determination of qualitative and quantitative criteria for completing the task;

- determination of the frequency of control;

– development of options for control work;

– development of a system for informing students about their achievements;

– creation of the necessary information and methodological support;

– definition of a system of individual work;

- introduction of a modular training system with a rating assessment of students' educational activities, etc.

Involving students in independent activities, it is necessary to take into account the psychological characteristics of each student and create educational and methodological complexes containing:

- educational and methodical literature;

- teaching aids and programs of disciplines;

- thematic dictionaries;

– lectures, consultations (text, sound recording, video recording);

– development of laboratory and practical tasks (works), plans for seminars;

– creative work of students;

– videos and TCO;

- test tasks, control questions to test students' knowledge, etc.

Practical advice for students on developing independent work skills

Learn to listen and record the lecture:

1. Take a comfortable position.

2. Focus, listen carefully.

3. Get acquainted with the plan of the lecture, highlight the main issues of the topic.

4. Pay attention! The main thoughts are highlighted by voice, difficult questions are repeated several times.

5. Try to imagine what you heard.

6. Learn to concisely express your thoughts.

7. Write quickly using abbreviations.

8. Use the general rules for writing an abstract.

Learn to ask questions:

1. Read the paragraph and try to ask a question to the student, teacher.

2. From the list of questions, select those that are necessary in this situation.

3. Evaluate how well the content of the material is understood, for this, think up a question aimed at understanding the material.

4. Ask a question to eliminate logical, factual and other errors.

5. Ask a question to develop the content of the material.

Independent activity for the implementation of the main professional educational program of the Federal State Educational Standard, systematically planned and carried out by teachers and students, contributes to the development of interest in the chosen profession, the expansion and deepening of students' horizons, the identification of their organizational skills, the formation of a culture and organization of work, and, consequently, the formation competitive professional.

USED ​​BOOKS

1. Alekseeva, L.P. Ensuring independent work of students / Alekseeva L.P., Norenkova N.A. // Specialist. - 2010 - No. 6.

2. Argunova T.G. Organization of independent work of students of secondary specialized educational institutions / Argunova T.G. - M.: SPC "Professional-F", 2009.

3. Argunova, T.G. The use of the case method in a secondary special educational institution / T.G. Argunova, I.P. Pastukhov, V.A.

Podvoisky. - M.: Library of the journal "SPO", 2009.

4. Zharova, L.V. Learn independence. - M.: Education, 2009.

5. Research work: the practice of organizing and conducting / otv.

rec. V.F. Krivosheev, comp. N.B. Orlov. - M.: UMC PO DOM, 2009.

6. Kondaurov M.T. Independent work of students / M.T. Kandaurov // Vocational education. - 2011 - No. 9.

7. Muslimova A.F. Development of aspirations for self-improvement and creative self-realization / A.F. Muslimova // Secondary vocational education. - 2010 - No. 4.

9. Skobeleva T.M. Modern technologies of teaching in educational institutions of secondary vocational education / T.M. Skobelev. - M .: Publishing house "New textbook", 2010 (Series "Library of the Federal Program for the Development of Education").

10. Management of students' independent work: method. allowance / under total. ed. I.P. Pastukhova, T.G. Argunova. - M.: Library of the journal "SPO", 2010.

11. Materials of the Center for ensuring the activities of the UMO of the Financial University under the Government of the Russian Federation (2011 - 2012).

Similar works:

2016 | www.n-teatral.ru Contents 3 "Nevsky Theater" | No. 9 (31) ... "The program) was developed in accordance with paragraph 2 of the Decree of the Government of the Russian Federation ... "esoteric knowledge Lesson 2. The most important secret for practicing spiritual practices..." lack of time, Socrates. Whenever Elida 1 needs to negotiate with some state, she turns to me before to anyone ... "

“Educational field "Cognitive development" Relevance Cognition is the reproduction in consciousness (individual and collective) of the characteristics of objective reality. Cognitive development is one of the important areas in working with preschool children. Law "On Education in the Russian Federation" dated December 27, 2012 No. 273 you ... "

« SURVIVAL CURVE OF ESCHERICHIA COL BACTERIA! UNDER THE ACTION OF RADIATIONS WITH R...»1 Carol Rushman The Art of Predictive ASTROLOGY HOW TO PREDICT YOUR FUTURE Moscow - St. Petersburg "DILYa Publishing House" 2004 Methods frozen with open wings in the yellow and blue sky. The curtains are full of holes, letting in the sun's rays, fading into the faded patterns of the oriental woven carpet. In the back of the room, another one is visible ... "

« CONCRETE AND INSTITUTE OF INDUSTRIAL REINFORCED CONCRETE BUILDINGS AND STRUCTURES GOSS...»

"I. Annotation 1. The name of the discipline (or module) in accordance with the curriculum Market research 2. The purpose and objectives of the discipline (or module)

In modern conditions, the changes taking place in the process of education and training of specialists require the development of the concept of self-education.

The new educational system considers the interests of the individual as a priority, adequate to modern trends in social development. If the former concepts were designed for such symbols of learning as knowledge, skills, social education, then the symbols of the new view of education are competence, individual creativity, independent search for knowledge and the need to improve it.

Among the established forms and methods of teaching, independent work is becoming increasingly important. The practice of teaching confirms that only knowledge gained by independent work makes a graduate a productively thinking specialist, able to creatively solve professional problems, confidently defend his position.

The formation of an internal need for self-learning becomes both a requirement of the time and a condition for the realization of personal potential. A person's ability to take place at a level adequate to his claims to a high position in society depends entirely on his individual involvement in the independent process of mastering new knowledge.
Therefore, one of the goals of professional training of a specialist is the need to give students fundamental knowledge, on the basis of which they could learn independently in the direction they need.

Independent work of students is one of the effective means of development and activation of students' creative activity. It can be considered as the main reserve for improving the quality of specialist training.

The methodological basis for independent work of students is the activity approach, which consists in the fact that the learning objectives are focused on the formation of skills to solve typical and non-standard tasks, i.e., on real situations where students need to show knowledge of a particular discipline.

The essence of independent learning is defined in didactics as the ability of a person to acquire information from various sources without outside help. Not a single image is formed in a person without independent cognitive actions. The greatest success in learning is achieved when the student focuses on the independent performance of pre-selected intellectual operations.

The main goal of students' independent work is to improve the professional training of specialists, aimed at forming a system of fundamental and professional knowledge, skills and abilities that they could freely and independently apply in practice.

In the course of organizing independent work of students, the teacher solves the following tasks:

1. deepen, expand the professional knowledge of students and form their interest in educational and cognitive activities;
2. to teach students to master the techniques of the process of cognition;
3. develop their independence, activity, responsibility;
4. develop the cognitive abilities of future specialists.

In modern literature, two levels of independent work are distinguished - independent work of students controlled by a teacher and independent work proper.
It is the first level that is the most significant, because it assumes the presence of special methodological instructions of the teacher, following which the student acquires and improves knowledge, skills, and accumulates experience in practical activities.

Depending on this, there are three levels of independent work:

1. reproductive (training);
2. reconstructive;
3. creative.

Independent training work is carried out according to the model: solving problems, filling in tables, diagrams, etc. The student's cognitive activity is manifested in recognition, comprehension, and memorization. The purpose of this kind of work is the consolidation of knowledge, the formation of skills and abilities.

In the course of independent reconstruction work, decisions are restructured, a plan is drawn up, abstracts are drawn up, at this level primary sources can be studied, abstracts can be made. The purpose of this type of work is to teach students the basics of independent planning.

Independent creative work requires an analysis of the problem situation, obtaining new information. The student must independently make a choice of means and methods of solution (training and research assignments, term papers and theses). The purpose of this type of work is to teach the basics of creativity, long-term planning, in accordance with the logic of organizing scientific research.

For the organization and successful functioning of independent work of students, it is necessary:

1. An integrated approach to the organization of independent work of students (including all forms of classroom and extracurricular work).
2. Ensuring control over the quality of independent work (requirements, consultations).
3. Use of various forms of control.

A prerequisite for ensuring the effectiveness of independent work is the observance of the stages in its organization and conduct.

The following stages of controlled independent work of students can be distinguished.
The first stage is preparatory, it should include the preparation of a work program with the allocation of topics and tasks for independent work; end-to-end planning for the semester; preparation of teaching materials; diagnostics of the level of preparedness of students.

The second stage is organizational, at this stage the goals of individual and group work of students are determined; an introductory lecture is given, individual-group installation consultations are held, during which the forms of independent work and its control are explained; terms and forms of presentation of intermediate results are established.

The third stage is motivational-activity. The teacher at this stage should provide positive motivation for individual and group activities; verification of intermediate results; organization of self-control; exchange and verification.

The fourth stage is control and evaluation. It includes individual and group reports and their evaluation. The results can be presented in the form of graduation projects, term papers, abstracts, reports, diagrams, tables, oral communications, reports, etc. (depending on discipline and specialty). Control of independent work can be carried out with the help of intermediate and final testing, writing written tests in the audience, submitting reports, tests.

When studying each discipline, the organization of independent work should represent the unity of three interrelated forms:

1. Extracurricular independent work

Specific forms of extracurricular IWS can be very different, depending on the purpose, nature, discipline, amount of hours defined by the curriculum:

1. preparation for lectures, seminars, practical and laboratory classes;
2. abstracting of articles, separate sections of monographs;
3. study of textbooks;
4. performance of control works;
5. writing thematic reports, abstracts and essays on problematic topics;
6. participation of students in the preparation of tests;
7. performance of research and creative tasks;
8. writing term papers and theses;
9. creation of visual aids on the topics studied.

2. Classroom independent work which is carried out under the direct supervision of the teacher.

Classroom independent work can be implemented during practical classes, seminars, laboratory workshops and during lectures.
When reading a lecture course directly in the classroom, it is advisable to control the assimilation of the material by the bulk of students by conducting a test control of knowledge, questioning students.

In practical and seminar classes, the use of various forms of independent work allows you to make the learning process more interesting and increase the activity of a significant part of the students in the group.

3. Creative, including research work.

Independent work of students within the framework of the current curricula involves independent work in each academic discipline included in the curriculum. The amount of independent work (in hours) is determined by the curriculum.

In the course of independent work, the student can use various forms of studying the material:

1. Master the theoretical material in the discipline under study;
2. Consolidate knowledge of theoretical material, using the necessary tools, in a practical way (solving problems, performing tests, tests for self-examination);
3. Apply the acquired knowledge and practical skills to analyze the situation and develop the right solution (preparation for a group discussion, prepared work in the framework of a business game, written analysis of a specific situation, development of projects, etc.);
4. use the acquired knowledge and skills to form their own position, (writing a final qualifying work, performing research work).

The listed opportunities for independent work should correspond to the four types of learning available:

1. Learning is like gaining knowledge.
2. Formation in the process of learning the student's understanding of the subject of study. He can compare various ideas, form an idea of ​​the development trend, the relationship of ideas, correlate these ideas with his own ideas.
3. The ability to apply the ideas learned, the ability to model them, if necessary, in accordance with one's own context and find the most appropriate solutions.
4. Learning as personal development is a way of learning in which the learner is aware of himself as part of the world he is studying, in which he is going to act. In this case, it is assumed that the student will change his context, develop his own theories and models.

For the effectiveness of independent work of students, it is necessary to fulfill a number of conditions:

1. The right combination of volumes of classroom and independent work;
2. Methodically correct organization of the student's work in the classroom and outside it;
3. Providing the student with the necessary methodological materials in order to turn independent work into a creative process;
4. The organization of control of independent work requires the teacher to fulfill a number of methodological recommendations.

Determining the scope and content of homework , It should be taken into account that the success and quality of homework done by students are directly dependent on the quality of the lesson, on the level of material learned. The teacher must carefully prepare homework assignments, be sure to diversify them by type of activity, didactic goals, the nature of the performance and the level of manifestation of cognitive activity of students. They can be a logical continuation of the work done in the lesson. A positive result is given by non-standard forms of organizing homework (extracurricular activities of students: conducting thematic excursions, conferences, olympiads, competitions, making teaching aids, circle work)

It is necessary to change the types of students' activities during the lesson after 15 - 20 minutes, this is a guarantee of maintaining the attention and working capacity of students (auditory to visual perception, practical actions, notes, notes, conducting experiments. During the preparation of the lesson, the options for the sequence of elements of the structure and their set can be Individual elements of the lesson plan can be multivariate, because in different groups the plan is implemented differently and provides an individual approach to students.

Independent work completes the tasks of all types of educational work. No knowledge that is not backed up by independent activity can become the true property of a person. In addition, independent work has an educational value: it forms independence not only as a set of skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern highly qualified specialist.

After analyzing all of the above, we can conclude that the volume and organizational forms of independent work of students are increasing. In reality, it is the increase in the proportion of independent work of students that leads to a decrease in the teacher's workload.

Mastering the technology of pedagogical design is the most important condition for the effective organization of the process of forming academic competencies. At the same time, it is important to take into account that not only the process itself is designed, but also the environment in which it is carried out.

Designing a process means, first of all, designing ways, means of implementing a given approach, since only solving problems of different levels of complexity contributes to the formation of competencies, i.e. willingness to apply knowledge in practice.

Content plays a system-forming role in the process of competence formation.

An important condition for the transformation of content into a system-forming factor is the focus of attention of teachers and students on the development of reflexive competencies. It is on this basis that the success of the formation of educational and cognitive competencies, readiness for the scientific organization of intellectual activity is ensured.

The most important means of ensuring the practical orientation of education is the independent work of students. The essence of independent work is not that the student performs tasks without the help of a teacher, but that he independently manages his own academic activities.

Bibliography

1. Buryak VK Independent work of students. - M .: Education, 2004.
2. Pidkasty P.I. Independent cognitive activity of schoolchildren in teaching: Theoretical and experimental research. - M .: Pedagogy, 1980, 240 s
3. Serikov G.N. Self-education: Improving the preparation of students / GN Serikov. - Irkutsk, 1992. - 227 p.
4. Smirnova N.M. Development of skills of independent activity of students. – M.: Enlightenment, 2008.

INDEPENDENT TRAINING OF STUDENTS

TO AUDITIONAL LESSONS AS A COMPONENT

OF PEDAGOGICAL INNOVATION

In the context of the formation of a new paradigm in the education industry, there are certain opportunities for the implementation of the activity of the teacher and his innovative activities. Innovations are inherent in any professional human activity and therefore, naturally, become the subject of study, analysis and implementation. They are the result of scientific research, advanced pedagogical experience of individual teachers and teams. Innovative activity in the field of education is studied by a separate branch of pedagogy. The main subject of such activity is the teacher. He, as a professional, not only orients himself in educational innovations and applies them in his work, owns various technologies for teaching his discipline, but is also capable, as a creative person, of self-realization in activities and independent innovative search. At the same time, according to theoretical and experimental studies, most teachers find it difficult to introduce pedagogical innovations. Perfect pedagogical practice is the prevalence of traditional forms of education, underestimation of business communication between students and teachers, insufficient use of personality-oriented technologies in the educational process. As a result, there is a gap between the theoretical knowledge of students and their readiness for use in practice. A modern educational organization uses a variety of methods, technologies, forms of organization of educational activities, in particular, traditional (passive, active) and innovative (interactive) methods.

In passive methods, the student acts as an object of learning, he must master and reproduce the material offered to him by the teacher, which is the main source of knowledge (sometimes these methods are called reproductive). The priority is the activity of the teacher, i.e. teaching. The dominant information types of educational activities associated with the mechanical transfer and assimilation of knowledge should be subordinated and included in productive creative activities.

During the use of active methods, the student becomes the subject of learning to a greater extent, enters into a dialogue with the teacher, performs creative, problematic tasks. Such techniques now occupy a significant place in practical and laboratory classes, in the independent work of students.

Innovative learning technologies can put a student in the position of a director, or a teacher, or a consultant, an organizer of activities. The more diverse the position, the more fully the student's personality develops. His mental activity acquires a systemic character, the flexibility of thinking and action is formed, due to the content of interactive teaching methods. The word "Interactive" comes from the English "inter -act", "inter" - mutual, "act" - activity.

Interactive - means the property of interaction or restructuring in the mode of conversation, dialogue (for example, with a computer or a person). That is, interactive learning- this is, first of all, interactive learning, during which the interaction between the teacher and the student is carried out, a special form of organizing cognitive activity, in the process of which certain specific and predictable results are achieved.

One of the goals of "Interactive" is to create such comfortable learning conditions under which the student learns successfully. It is through interactive learning that the modern trend in education is realized to reduce the mandatory classroom load and increase the amount of independent work of students under the guidance of a teacher.

This approach provides for the regulation of independent activities of students on each topic, individualization of the educational process, training in the skills and abilities of independent work.

Ways of effective organization of independent work of students:

1. Formation of stable positive motivation for self-education and

self-improvement.

2. Accurate planning, taking into account the norms of time, content, volume and types

independent work.

academic disciplines.

4. Teaching students the skills of independent work.

The most common in the study of academic disciplines are such extracurricular types of independent work, which are determined by the ultimate goal of training: consolidating and deepening the material that was studied in the classroom; independent study of individual topics and sections of disciplines; preparation for the next class. Certain types of independent work on educational material, acting as a process of mastering knowledge, skills and abilities, are carried out through a system of stages: perception, understanding, comprehension, consolidation, application. The dominant stage or process directly affects the choice of content, methods and forms of organization of education, determining the nature of the didactic interaction between the teacher and the student in the learning process. Carrying out in the course of this interaction the orientation of students to independent activity, the teacher gradually reduces his assistance in the performance of educational tasks. It is necessary to gradually lead students to independent work as a special educational activity.

The level of independent work is determined by a pedagogically justified connection between the management of educational activities by the teacher and the independent activities of students.

The planning of independent work of students is carried out through the definition of the number and forms of organization of classes according to the curriculum. Then, according to the curriculum, its content is determined; deadlines are drawn up. The content and types of independent work are established by identifying the relationship of concepts, knowledge, skills and abilities within the discipline, as well as the main topics, the study of which determines the knowledge of the discipline as a whole. The choice of the content of a part of the program material that is submitted for independent study is carried out taking into account the complexity of the topic, the degree of coverage of the material in the textbook, the impossibility of studying it during classroom lessons, as well as the level of cognitive independence at which this material should be mastered.

Independent work in special disciplines is impossible without appropriate visibility and providing students with methodological recommendations that are necessary during preparation for various types of classroom activities. The student should receive methodological recommendations and oral explanations of the specifics of work on self-preparation for the next classroom lessons.

In the methodological developments, the name of the topic of the next lesson is specifically determined, the purpose of preparing for it is defined in detail, a list of basic and additional literature is given, the methodology for independent work in preparing for the next classroom lesson is considered, questions for self-control of students are proposed, individual long-term and short-term homework assignments are given, and the method of their implementation. In addition, the methodological development may include tasks for repeating educational material, computational-graphical and analytical tasks. Such methodological support contributes to the development of students' independence.

Features of the didactic interaction between the teacher and students are revealed in the process of organizing independent preparation for classroom classes: lectures, laboratory and practical. The main task of the teacher is to master innovative pedagogical technologies that provide for the change in the reproductive activity of students to active and interactive.

The purpose of preparing students for a lecture is to form an interest in the discipline through the interaction of new material with the existing stock of knowledge.

It is important to teach students to refer to the revision of previous material before a new lecture. At the end of the lesson, the teacher names the topic, plan and recommended literature for the next lecture to the students.

In preparation for active listening to a lecture, students can make the following types of plan for reading:

1. A substantive or logical plan in the form of a list of key questions on

textbook text.

2. Thematic (summary) plan based on the studied

several literary sources on the topic during preparation for

lectures.

3. The outline plan consists of a topic plan and a written presentation with

evidence, notes based on the definition of the relationship between

the main parts of the reading.

Such advanced self-training of students makes it possible to conduct lectures at the level of problematic generalization, to pay more attention to complex issues, to discuss them, to make greater use of visual aids, to intensify students' learning activities, to include them not only in perception, but also in understanding new material. In addition, there are ample opportunities for providing feedback at the lecture, which would be impossible without prior independent work.

A modern lecture cannot serve only as a form of transferring scientific and theoretical information to students through the prism of the teacher's subjective experience.

In order to form an interest in the discipline, teachers should use the following methodological techniques for the formation of independent creative thinking:

1. Lectures with elements of conversation, during which one of the questions instead of

the teacher is illuminated by the student, who in advance

prepared individually under the guidance of a teacher.

2. Problematic, and in some cases conceptual and analytical

presentation of the lecture with the involvement of students in its preparation (according to

problematic and multivariate issues).

However, such a method of lectures becomes possible only after responsible proactive self-preparation of students with a close linkage of theory with specific life situations.

The deepening of the study of scientific and theoretical academic disciplines and the mastery of modern methods of experimentation with the use of technical means are facilitated by such classroom forms of work as laboratory and practical classes. The following shortcomings have been identified that some students have: insufficiently developed oral speech, inability to analyze, systematize and generalize theoretical material, use primary sources, distribute their time and energy.

In order to prevent these shortcomings, it is necessary to help students during the preparation for laboratory work - to teach them to rationally organize and carry out educational activities. The basis for preparing for laboratory classes are plans and methodological development of classes. Their content determines the range of questions for the study of basic and additional literature, as well as methodological aids designed to help students before organizing individual work during self-training.

Self-preparation for laboratory classes includes the following tasks:

1. Professionalization of educational material, which provides

preparation of students for each lesson, taking into account future

professional interests.

2. Independent and conscious planning: defining the theme

next lesson, studying the content of the plan, estimating the volume

work.

3. Repetition of acquired knowledge on the topic: first remember the content

notes in the lecture notes, and then according to the textbook (manual) to clarify

4. Mastering the methodology for conducting experiments and experiments that

are included in the content of the laboratory work, by a summary in

workbook of the task assigned to the students.

5. Deepening knowledge on the topic through familiarization with the recommended

literature indicated in the plan: first the main one, then the additional

with the implementation of work records for each item of the plan, incomprehensible

questions, terms and concepts.

6. Drawing up a detailed plan of the report in accordance with the features

each type of lab.

Depending on the place of the topic in the educational process, the preparation of students for laboratory work can perform the function of deepening and concretizing the knowledge gained in the lecture, or advancing the assimilation of information, which provides the possibility of revealing the topic of the next lecture at the level of a problematic, conceptual and analytical generalization with feedback during the lecture. Here it is important that students work through the literature, answer control questions. For each control work, it is necessary to have methodological recommendations, in which, in addition to the topic, goal, work assignment, work progress plan, it is also necessary to indicate specific theoretical issues that need to be worked out during self-study. In some cases, methodological recommendations are supplemented with brief theoretical consultations during classroom sessions. They should not replace manuals, but supplement them, help prepare students to work on solving the practical tasks planned in the content of the laboratory work. Of particular importance is the systematic control of independent theoretical training of students. Only after successfully mastering the theoretical material, the student receives admission to perform laboratory tasks.

Evaluation of the preparatory work is carried out according to the accepted system for assessing knowledge and skills. This stage is carried out by methods: conversation, oral survey, simple or program testing.

This form of preparation for laboratory classes not only increases the effectiveness of independent work, but also encourages students to systematically prepare for classes in the study of disciplines and work on themselves.

The purpose of the classroom form of organizing training - practical classes - is the formation of cognitive activity, independence of students, the ability to listen to others, express and argue their thoughts, develop thinking, language, and promote the formation of special practical skills. The success of practical exercises depends on their preparation.

The main tasks of self-preparation of students for practical classes:

1. Familiarization with the lesson plan - the distribution of tasks and questions for

self-study with a list of basic and additional

literature.

2. Determination of the algorithm for constructing a conversation, report, message,

performing practical work.

3. Consolidation, deepening and expansion of knowledge gained at the lecture.

4. Communication of theoretical questions for self-study from

specific situations and examples from life, practice

professional activity.

5. Implementation of individual consultations during preparation for

practical lesson on the formation of skills independently

work with basic and additional literature (extracts from books,

drawing up plans, simple and complex theses, abstracts, annotations,

reviews, abstracts).

6. Arming with knowledge about how to perform special labor

processes and actions.

A modern specialist should be able to work independently and organize others for such work. Therefore, a specialist who does not engage in self-education and stops there will not ensure the quality and productivity of labor that meets modern requirements. Based on this, the independent work of the student during the preparation for the classroom should be aimed at the formation of a future specialist. In this regard, practical exercises are effective.

If students in a practical lesson master the material, the basis of which is studied at school, then part of the educational material of the topic is offered for independent study during preparation for classes. The next step could be the task of mastering the next topic on your own. And at the next practical lesson, practical exercises will be performed that will consolidate the material worked out by the students. Preparatory independent work brings students as close as possible to their future profession. Knowing the topic of the next practical lesson, individual students receive individual tasks to select meaningful exercises that are necessary for future professional activities.

As a rule, students are aware to what extent tasks of an individual nature are necessary for future professional activities. Considering this motivational moment, the teacher should organize the independent preparation of students for practical classes in such a way that all of them, taking into account their individual capabilities, are busy with creative work, searching for correct and accurate solutions.

Performing two tasks during preparation for a practical lesson (general, which is the same for all students, and individual), the student, on the one hand, has the opportunity for educational interaction with other students, and on the other hand, to prepare for the next lesson completely independently.

For the teacher, such individual tasks serve as a means of differentiating the learning activities of students with different levels of learning opportunities.

Traditionally, preparing for practical classes, the student repeats the lecture material and outlines the main literature. The introduction of problematic assignments on the topic of this lesson makes him work out the material more deeply, systematized and in full.

A clear understanding by the student of the main issues of the topic of the future practical lesson creates the conditions for fixing attention on them in the process of reading the literature recommended by the teacher.

When planning practical classes on generalizing topics, it is effective to choose non-traditional forms of their conduct. These include practical exercises in the form of intellectual games such as press conferences, KVN, Round Tables, What? Where? When?". Planning classes in such forms requires a special organization of independent preparation of students for their conduct. In addition to special clarity, it is advisable to use crosswords, chainwords, charades, riddles, compiled by the students themselves during self-preparation for classes.

Such a form of control over the self-training of students as consultations is widely practiced. During their implementation, students have the opportunity to test their knowledge in direct dialogue with the teacher, report on the progress of completing assignments in preparation for practical classes. The interview makes it possible, during the didactic interaction between the teacher and the student, to identify not only strengths, but also weaknesses in the independent preparation of the latter.

In addition to the control carried out by the teacher during a consultation or a practical lesson, it is advisable to use mutual cross-control of the student's preparedness. This pedagogical technique stimulates the psychological activity of students during the study of the discipline.

If the conduct of practical classes is practiced with the help of computer technology, in which practical programs are laid down on the topics of academic disciplines, then in order to control the quality of preparation for classes, students work with control programs.

Supervisory programs can be used during consultations, during self-study classes, or at the beginning of a class.

Experience shows that the proposed organization and methodology of independent work of students contribute to the intensification of the educational process, in-depth study and systematization of work on educational material, the development of creative activity and the preparation of a future specialist for practical work in the direction of qualification.

Grebennikova L.V.

senior methodologist of Bakhchisarai

college of construction, architecture

and design of the Crimean Federal

University named after V.I. Vernadsky"

MINISTRY OF INTERNAL AFFAIRS OF THE RUSSIAN FEDERATION

KRASNODAR UNIVERSITY

DEPARTMENT OF PHYSICAL TRAINING AND SPORTS

Vityutnev E.E.

Dudko A.S.

for self-training of cadets and listeners

in the discipline "Physical training"

Krasnodar

1. General provisions of self-training.

Self-training of cadets is an important specific link in the system of training specialists for internal affairs bodies. This type of training has no analogues in the system of training civil educational institutions. When organizing this type of activity, it should be borne in mind that in civilian universities the acquisition of knowledge, in all its forms, is the right of the student. The specificity of institutions of higher education institutions of the Ministry of Internal Affairs lies in the fact that the internal regulations are regulated by special regulations, namely charters. In addition, while studying at the universities of the Ministry of Internal Affairs, each cadet receives a monetary allowance. In this regard, obtaining a quality education is not only a right, but also a duty of every cadet.

Self-training of cadets is an important part of the educational process, one of the main forms of training and types of classes organized by the department and aims to:

Consolidation and deepening of knowledge and skills gained in practical and optional classes;

Preparation for upcoming classes, tests, exams;

Formation of cadets' skills in organizing intellectual activity, independence and initiative in acquiring knowledge.

Self-training of cadets:

Assumes a systematic and continuous nature of the entire period of study;

It is planned by the course management, the faculty of the department and is controlled by the heads of courses and the department;

Organization and conduct is carried out by the management of the courses and the teaching staff of the department;

In the process of conducting classes for self-training, it is necessary to select and train the most capable cadets for classes in the scientific circle of the department and groups of sports improvement;

Absences from classes or evasion from classes for self-training of cadets without a good reason are considered as a gross violation of service discipline and entail disciplinary measures or public influence. Each such violation is considered at the meetings of the department or at its subject-methodical commissions.

Cadets with an average score of 4.8 as a result of passing the session are attracted by the teaching staff to assist in conducting independent training in the groups in which they study.

Organization and methodological support of self-training.

Before starting self-training, the teacher gives the task to the group commander to obtain the necessary literature for self-training.

The teacher, who conducts consultations at the department according to the schedule, organizes, through the group commanders, the reception of cadets for conducting individual interviews with them on the most difficult topics for them.

The commanders of the training groups in the drill notes, which are presented daily first to the teacher, and then to the training department, keep records of the attendance of self-training.

Methodical management of self-training of cadets is carried out by the department. It includes:

Definition of the task in accordance with the time budget provided for the study of this topic by the curriculum and taking into account its features;

Development of educational and methodical literature and provision of it to cadets;

Providing group and individual advisory assistance to cadets;

Control over self-training of cadets;

Analysis of the effectiveness and development of measures to improve its organization.

During the hours of self-training, methodological assistance to cadets is provided by teachers, whose consultations are provided for by the schedule. They conduct group or individual consultations on the most important issues of the studied material, work with lagging behind in their studies and underachieving cadets.

Control over the organization of self-training.

Responsibility for conducting independent training rests with the deputy heads of courses, and in their absence, by decision of the heads of courses, with platoon commanders, as well as with the teaching staff of the department.

Ensuring control over the conduct of self-training is assigned to the heads of courses, the head of the department.

Teachers responsible for organizing self-study, upon completion, submit to the training department information on the number of cadets who applied for advice, completed tasks within the framework of the missed educational material, and corrected unsatisfactory grades.

2. Fundamentals of the methodology of independent physical exercises

Physical education is an integral part of human life. It occupies a rather important place in the study and work of people. Physical exercise plays a significant role in the working capacity of members of society, which is why knowledge and skills in physical education should be laid down in educational institutions at various levels in stages. Higher educational institutions also play a significant role in the upbringing and teaching of physical culture, where teaching should be based on clear methods, methods that together line up in a well-organized and well-established methodology for teaching and educating students.

An integral part of the methodology of teaching physical culture is a system of knowledge on conducting physical exercises. Without knowledge of the methods of doing physical exercises, it is impossible to clearly and correctly perform them, and therefore the effect of performing these exercises will decrease, if not completely disappear. Improper performance of physical education only leads to the loss of excess energy, and therefore vital activity, which could be directed to more useful activities, even the same physical exercises, but in the correct performance, or other useful things.

The development of a technique for doing physical exercises should be carried out by highly professional specialists in the field of physical culture, since an incorrect technique can lead to more serious consequences, even injuries. Especially in higher educational institutions, where the load should be more complicated - the methodology of physical education exercises should be more clearly, correctly developed and detailed.

Goals and objectives of self-study.

Introducing student youth to physical culture is an important component in the formation of a healthy lifestyle. Along with the wide development and further improvement of organized forms of physical culture, independent physical exercises are of decisive importance. Modern complex living conditions dictate higher requirements for the biological and social capabilities of a person. The comprehensive development of people's physical abilities with the help of organized physical activity (physical training) helps to focus all the internal resources of the body on achieving the goal, increases efficiency, and improves health.

Muscles make up 40-45% of a person's body weight. During the evolutionary development, the function of muscle movement has subjugated the structure, functions and all the vital activity of other organs, body systems, so it reacts very sensitively both to a decrease in motor activity and to heavy, unbearable physical exertion.

The systematic use of physical activity, corresponding to sex, age and state of health, is one of the essential factors in a healthy lifestyle. Physical activity is a combination of a variety of motor activities performed in everyday life, as well as organized or independent physical education and sports, united by the term "motor activity". A large number of people involved in mental activity, there is a limitation of motor activity.

Numerous data of science and practice indicate that the real introduction of independent physical exercises among students is not enough. There are objective and subjective factors that determine the needs, interests and motives of students' involvement in active physical culture and sports activities. Objective factors include: the state of the material sports base, the focus of the educational process in physical culture and the content of classes, the level of requirements of the curriculum, the personality of the teacher, the state of health of those involved, the frequency of classes, their duration and emotional coloring.

According to a survey of students of different years of study (M.Ya. Vilensky, 1994), on the influence of subjective factors on the formation of motives that encourage them to self-study and to active physical culture and sports activities, motivational sphere of students from junior to senior courses. A significant reason for the psychological reorientation of students is the increased demands for physical culture and sports activities. Senior students more critically assess the content and functional aspects of classes, their connection with professional training.

If the motives that encourage self-study have been formed, then the purpose of the classes is determined, it can be: active recreation, health promotion, increasing the level of physical development and physical fitness, performing various tests, achieving sports results.

Forms and content of self-study.

After determining the goal, the direction of using the means of physical culture, as well as the forms of independent physical exercises are selected.

Specific directions and organizational forms of the use of self-study depend on gender, age, health status, level of physical and sports fitness of those involved. It is possible to single out hygienic, health-improving and recreational (recreation - restoration), general preparatory, sports, professional and applied and medical directions. Forms of independent physical exercises and sports are determined by their goals and objectives. There are three forms of self-study: morning hygienic gymnastics, exercises during the day, independent training sessions.

Morning hygienic gymnastics is included in the daily routine in the morning after waking up from sleep.

The complexes of morning hygienic gymnastics should include exercises for all muscle groups, flexibility exercises and breathing exercises. It is not recommended to perform exercises of a static nature, with significant weights, for endurance (for example, a long run to fatigue). You can include exercises with a rope, an expander and a rubber band, with a ball (elements of playing volleyball, basketball, football with a small load).

When compiling complexes and their implementation, it is recommended to increase physical activity on the body gradually, with a maximum in the middle and in the second half of the complex. By the end of the complex of exercises, the load decreases and the body is brought to a relatively calm state.

The increase and decrease in load should be undulating. Each exercise should be started at a slow pace and with a small range of motion and gradually increase it to medium values. Between series of 2 - 3 exercises (and with strength exercises after each), an exercise is performed for relaxation or slow running (20-30 s).

Dosage of exercise, ie. an increase or decrease in their intensity and volume is provided by: a change in the starting positions; change in the amplitude of movements; speed up or slow down; increasing or decreasing the number of repetitions of exercises; inclusion in the work of a greater or lesser number of muscle groups; increase or decrease of pauses for rest.

Morning hygienic gymnastics should be combined with self-massage and hardening of the body. Immediately after performing a complex of morning exercises, it is recommended to do a self-massage of the main muscle groups of the legs, trunk and arms (5-7 minutes) and perform water procedures, taking into account the rules and principles of hardening.

Exercises during the day are performed in between study or self-study. Such exercises prevent the onset of fatigue, help maintain high performance for a long time without overstrain. Performing physical exercises for 10 - 15 minutes every 1 - 1.5 hours of work has twice the stimulating effect on improving performance than passive rest twice as long.

Physical exercises should be carried out in well-ventilated areas. It is very useful to exercise outdoors.

Independent training sessions can be carried out individually or in a group of 3-5 people or more. Group training is more effective than individual training. It is recommended to exercise 2 - 7 times a week for 1 - 1.5 hours. It is not advisable to exercise less than 2 times a week, as this does not contribute to an increase in the level of fitness of the body. The best time for training is the second half of the day, 2-3 hours after lunch. You can train at other times, but not earlier than 2 hours after a meal and no later than an hour before a meal or before going to bed. It is not recommended to train in the morning immediately after sleeping on an empty stomach (at this time it is necessary to perform hygienic gymnastics). Training sessions should be comprehensive, i.e. contribute to the development of a whole variety of physical qualities, as well as to strengthen health and increase the overall performance of the body. The specialized nature of the classes, i.e. participation in a chosen sport is only allowed for qualified athletes.

Walking and running.

The most accessible and useful means of physical training are walking and running outdoors in a forest park.

Walking is a natural type of movement in which most of the muscles, ligaments, and joints are involved. Walking improves metabolism in the body and activates the activity of the cardiovascular, respiratory and other body systems. The intensity of physical activity when walking is easily regulated in accordance with the state of health, physical fitness and fitness of the body. The effectiveness of the impact of walking on the human body depends on the length of the step, the speed of walking and its duration. Before training, you need to do a short warm-up. When determining physical activity, heart rate (pulse) should be taken into account. The pulse is counted during short stops while walking and immediately after the end of the workout.

Finishing training walking, it is necessary to gradually reduce the speed so that in the last 5-10 minutes of walking, the heart rate is 10-15 beats / min less than indicated in the table. 8 - 10 minutes after the end of the workout (after rest), the heart rate should return to its original level, which was before the workout. Increasing the distance and speed of walking should increase gradually. With good health and free performance of training loads on walking, you can switch to alternating running with walking, which ensures a gradual increase in the load and makes it possible to control it in strict accordance with your individual capabilities.

Running is the most effective means of promoting health and increasing the level of physical fitness, as well as strengthening the cardiovascular system.

We can recommend the following intensity modes when running according to well-being and heart rate. The choice of the duration of the run depends on the preparedness of those involved.

Mode I. Comfort zone. It is used as the main mode for novice runners with experience up to one year. The runner is accompanied by a feeling of pleasant warmth, the legs work easily and freely, breathing is carried out through the nose, the runner easily maintains the chosen speed, nothing interferes with him, there is a desire to run faster. Athletes use this mode to recover from strenuous workouts. Heart rate immediately after running 20 - 22, after 1 min 13 - 15 beats in 10 seconds.

Mode II. The zone of comfort and low effort. For runners with 2 years experience. The runner feels a pleasant warmth, the legs continue to work easily and freely, breathing is deep mixed through the nose and mouth, slight fatigue interferes, the running speed is maintained with little effort. Heart rate immediately after running 24 - 26, after 1 min 18 - 20 beats in 10 seconds.

Mode III. Intense training area. For runners with 3 years of experience, for athletes as a training regimen. It is hot for the runner, legs become a little heavier, especially the hips, when breathing there is not enough air on inspiration, lightness has disappeared, it is difficult to maintain pace, speed is maintained by willpower. Heart rate immediately after running 27 - 29, after 1 min 23 - 26 beats in 10 seconds.

Mode IV. Competitive zone. For runners participating in running competitions. The runner is very hot, his legs become heavy and his breathing is tense with a high frequency, excessive tension of the muscles of the neck, arms, legs interferes, running is difficult, despite efforts, the speed of running at the finish line drops. Heart rate immediately after running 30 - 35, after 1 min 27 - 29 beats in 10 seconds.

Of the entire rich arsenal of training aids for medium and long distance runners, only three are suitable for recreational joggers.

1. Easy uniform running from 20 to 30 minutes with a pulse of 120 - 130 beats per minute. For beginner runners, this is the main and only means of training. Trained runners use it on fast days as a lightweight workout to promote recovery.

2. Long-term uniform running on a relatively flat track from 60 to 120 minutes with a pulse of 132 - 144 beats / min once a week. It is used to develop and maintain general endurance.

3. Cross running from 30 to 90 minutes with a pulse of 144 - 156 beats / min 1 - 2 times a week. It is used to develop endurance only by well-trained runners.

The session begins with a 10-15 minute warm-up. It is necessary in order to “warm up” the muscles, prepare the body for the upcoming load, and prevent injuries.

When starting a run, it is important to observe the most important condition - the pace of running should be low and uniform. Running should be easy, free, rhythmic, natural, not strenuous. This automatically limits the running speed and makes it safe. You need to choose for yourself the optimal speed, your pace. This is a purely individual concept - a speed that suits only you and no one else. Your pace is usually developed within two to three months of classes and then maintained for a long time.

"Run - alone!" - the most important principle of training, especially at first. Otherwise, it is impossible to determine the optimal running speed. "Only cheerfulness!" - this principle means that the load, especially at the beginning of classes, should not cause pronounced fatigue and a decrease in performance. Feeling lethargic, sleepy during the day is a sure sign that the load needs to be reduced.

The intensity of physical activity can be regulated by heart rate. An important indicator of the body's adaptability to running loads is the rate of heart rate recovery immediately after the end of the run. For this, the pulse rate is determined in the first 10 seconds. after the end of the run, it is recalculated for 1 min. and is taken as 100%. A good recovery response is considered to be a decrease in heart rate after 1 minute by 20%, after 3 minutes - by 30%, after 5 minutes - by 50%, after 10 minutes - by 70 - 75%.

Cross-country is running in natural conditions over rough terrain with overcoming climbs, descents, ditches, bushes and other obstacles. It instills the ability to navigate and quickly move long distances over unfamiliar terrain, overcome natural obstacles, the ability to correctly assess and distribute one's forces.

Swimming

Swimming is practiced during the summer periods in open water, and the rest of the time - in indoor or outdoor pools with heated water.

In the initial period of training, it is necessary to gradually increase the time spent in the water from 10 - 15 to 30 - 45 minutes and ensure that during this time without stopping in the first five days 600 - 700 m, in the second - 700 - 800, and then 1000 - 1200 m. For those who swim poorly, you should first swim a distance of 25, 50 or 100 m, but repeat it 8 - 10 times. As you master the technique of swimming and develop endurance, move on to overcoming the indicated distances. Recreational swimming is carried out evenly with moderate intensity. The heart rate immediately after swimming the distance for the age of 17 - 30 years should be in the range of 120 - 150 beats / min.

Bike

Cycling, due to constantly changing external conditions, is an emotional type of physical exercise that has a beneficial effect on the nervous system. Rhythmic pedaling increases and simultaneously facilitates blood flow to the heart, which strengthens the heart muscle and develops the lungs.

Cycling is well dosed in terms of pace and length of distance. It is good to have a bicycle speedometer with which you can determine the speed of movement and distance.

Rhythmic gymnastics.

Rhythmic gymnastics is a complex of simple general developmental exercises that are performed, as a rule, without pauses for rest, at a fast pace determined by modern music. The complexes include exercises for all major muscle groups and for all parts of the body: swing and circular movements with arms and legs; tilts and turns of the torso and head; squats and lunges; simple combinations of these movements, as well as exercises in emphasis, squats, in the prone position. All these exercises are combined with jumps on two and on one leg, with running in place and a slight advance in all directions, dance elements.

Due to the fast pace and duration of classes from 10-15 to 45-60 minutes, rhythmic gymnastics, in addition to affecting the musculoskeletal system, has a great impact on the cardiovascular and respiratory systems. Depending on the tasks to be solved, complexes of rhythmic gymnastics of various directions are compiled, which can be carried out in the form of morning exercises, physical culture breaks at work, sports warm-ups or special classes. Having a set of ordinary gymnastic exercises, everyone can independently create such a complex for themselves.

for ...

By 1927, the positions of Amtorg (that is, in fact, the USSR) in the American market looked twofold. Soviet exports to the United States accounted for only 0.3% of United States imports.

Document

... disciplines ... listeners German... for independent work in the field of aviation structures. Technical preparation its sufficient for ... By recommendations ... Krasnodar. ... cadets ... for VNIYAGG, in 1978 - for Yerevan physical institute. In 1986 on ...

Forum "Fourth Reich" /forum/

Document

... on physical... years in Krasnodar formation began... Cadets lectures were given on... Germany. Listeners introduced... disciplines, about settings methodical ... preparation and recommendation topics for ... on this side of the front and is therefore controlled on one's own ...

Editor-in-Chief Head of Psychological Editorial Deputy Head of Psychological Editorial Leading Editor Editor Cover artist Proofreader Layout bbk 88. 35y7

Document

... for independent ... on intonation patterns of speech. It turned out that for listeners ... disciplines ... cadets-pilots and the possibility of its improvement using means physical training ... . methodical recommendations. ... communication. - Krasnodar, 1983. ...