Schools and universities actively use textbooks and teaching aids. What are these and other sources of knowledge?

What is the nature of textbooks?

Under textbook It is customary to understand the main source of knowledge within the framework of a particular academic discipline or subject - at school, secondary specialized institution, university. In its structure, it complies with the rules and norms enshrined in industry and other regulatory sources.

The tutorial is intended for:

• involving the student in the process of mastering knowledge through an interesting, systematized and comprehensive presentation of the material by the author;
• providing the student with specific information necessary for better mastering the materials in the lesson;
• formation of the student's ability to analyze facts, skills of memorization and systematization of the text.

Textbooks are classified into several main varieties:

• workshops (publications that allow students to consolidate knowledge in one way or another in a practical way);
• anthologies (publications in which information on the topic is presented very concisely, supplemented with various comments, illustrations);
• dictionaries, reference books and encyclopedias (publications that allow the student to get acquainted with various facts on the topic under study, presented in a wide variety).

Textbooks, as a rule, contain a large number of pages - several hundred, sometimes published in series. Mastering the materials with the help of textbooks requires a very long time from students, in many cases - also explanations from the teacher on one or another wording given in the source.

Information in textbooks is mostly theoretical. The applied aspect of the topic is already considered in the classroom at the educational institution.

What is the nature of the tutorials?

Under study guide It is customary to understand a source of knowledge supplementing textbooks or lectures in any discipline or subject. It is structured in such a way that the student has the opportunity to get acquainted with the key facts on the topic in a short time.

That is, the tutorial is the source:

• in which the information is presented sufficiently briefly and succinctly, often in abstracts;
• which has a small size, for example - a few dozen pages;
• which can be used for self-study of one or another part of the curriculum, since the wording given in the manual usually does not require additional explanations from the teacher.

Thus, the textbook is a source adapted for self-study of the topic by the student. But, as a rule, small and being only part of a larger program.

Teaching aids are classified:

• on methodical;
• for visual;
• for abstracts;
• to directories;
• on illustrated sources (atlases, diagrams).

Each of these types of study guides allows the student to master the topic in a specific way. The methodological manual is most similar to a textbook in terms of the structure and method of presenting information. Visual and illustrated sources provide a useful visualization of various facts on the topic. Abstracts allow the student to master the maximum amount of basic facts on the topic under study, catalogs - to find new sources of knowledge in the area under study.

Comparison

The main difference between a textbook and a textbook is its purpose. The first source in most cases is an integral element of the educational process in the classroom or classroom. The second is intended mainly for self-learning of knowledge by students. Hence - the difference in the structure, the way of presenting information in textbooks and teaching aids, in the scale of the relevant sources, in the principles of their classification.

It turns out that textbooks and teaching aids cannot be considered as completely interchangeable sources. The first, of course, can be supplemented by the second, but it is extremely difficult to present the entire volume of facts reflected in the textbook and necessary for the student to master the topic. Moreover, the information obtained from the textbook, as we noted above, in most cases requires clarification by a qualified teacher. It is also problematic to present it in a relatively small manual.

From the point of view of preparing for an exam, a study guide is an excellent resource for systematizing knowledge, while using a textbook for the same purposes can take much more time and effort from a student. However, from the point of view of the amount of knowledge that can be obtained from the manual, it is extremely unlikely that it will replace the facts necessary for mastering the textbook, as well as lecture materials. Therefore, preparing for exams only on the basis of study guides is unproductive.

In turn, using only a textbook for similar purposes is also, as a rule, not enough. The fact is that it sets out, firstly, general knowledge, and secondly, facts that require additional explanation by the teacher.

Due to the impressive volume, the textbook can contain a large number of illustrations and other visualization elements of the material. While in the textbook, information is presented mainly in text only, sometimes in small tables, diagrams.

A textbook is often a much more fundamental work, requiring the author to have a large amount of knowledge and competencies. Often, publishing houses consider as potential authors of textbooks - in order to conclude contracts with them - only specialists with a scientific degree, professors. A textbook can be published, in principle, by any person who has the necessary knowledge - it is desirable, of course, that they be obtained at a university. In addition, the author must be ready to present them in a form that is convenient for students to master.

Having determined what is the difference between a textbook and a study guide, we will reflect the conclusions in a small table.

Table

Textbook	Tutorial
It is a source of general knowledge, which, as a rule, requires explanation by the teacher at a lecture or in a lesson	It is a source of knowledge more highly specialized, but presented in a smaller volume than in a textbook
As a rule, it is directly related to the educational process in an educational institution.	Can be used for self-study of the topic by the student
Has a large volume - several hundred pages	Has a smaller volume - often several dozen pages
Can be supplemented with more illustrations	Usually supplemented with small tables, diagrams
Textbooks are written by candidates and doctors of sciences, professors	Can be written by a person who, in principle, understands the topic, but preferably also has a higher education

Toolkit

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

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

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

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

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

Requirements for teaching aids

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

Clarity and clarity of presentation (popularity).

Structure clarity.

The presence of original ways of organizing relevant activities.

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

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

The structure of the manual includes:

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

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

For example:

Chapter 1 - the studied theoretical material is presented;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Indicates what this manual is about;

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

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

Technical requirements for the design of the methodological manual

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

Fields are permanent:

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

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

Any of us studies or studied at the university, and has a colossal store of knowledge, but on the question of what a teaching aid is, every second one is “blown away”. No, of course, we all understand that we are talking about a textbook, reference book, literature that helps to learn; but what exactly it is, only a few know. Well, let's try to figure it out together.

What is a teaching aid and its features

So, teaching aid is an official printed publication, the content of which is fully consistent with the curriculum for a particular specialty at the university.

Speaking in simple and accessible language, then this is the most common manual, which from course to course is transferred to students for temporary use.

This is a small reference book, a hint or even a synopsis, which most often touches on only one topic, but in detail.

According to the manuals, they not only perform practical and laboratory work in the classroom, but also correctly draw up reports, in accordance with all the requirements of the Ministry of Education.

So we can safely say that the teaching aid is an indispensable assistant in lectures and practical classes at the university.

Since I'm so enthusiastic about this printed edition, it's time to talk about its significant advantages, against the background of the rest of the literature that is available in the public domain in every student library or reading room.

Advantages of the teaching aid

1. This edition offers a brief thesis information on a given topic, which is much easier to digest and remember.

2. A manual is a kind of instruction or a cheat sheet on how to complete tasks in practice, and what aspects of your work you must pay attention to.

3. The manual helps with the design and presentation of the work, and, as you know, an additional point is also added to the final grade for this.

4. The number of pages of the manual does not exceed 30 - 50, which means that carrying such a book in a backpack or bag is not at all difficult.

5. If you wish and have the skills, you can use the manual on the exam as a real hint on the topic. When you don’t have your own cheat sheets, and there is a draft in your head, this is an ideal solution, so it’s better not to forget the training manual for a responsible exam.

However, this teaching aid has its own significant shortcomings, which you also need to know about in advance so as not to be left with a nose:

1. Manuals are in high demand among students, therefore, sometimes it is simply not possible to knock out an extra copy in the library for a subscription. You have to ask your neighbor on the desk, or copy on a copier at your own expense, of course.

2. Manuals have invisible "legs". Yes, yes, this is the printed edition that can disappear in the middle of a couple in an unknown direction and never return.

Again, increased demand affects, so it's best to keep your eyes open, and your own training manual in sight, otherwise problems with a strict librarian in the future simply cannot be avoided.

3.Manuals have a subjective opinion on a particular topic, and this is explained simply - they are created under the editorship of one of the teachers of the department.

Personal hostility and eternal competition of teachers, and your answer according to the training manual is not just erroneous, but “a real mockery” of science (I remember it myself).

But in general, you should not pay attention to such trifles, because the educational and methodological manual, whatever one may say, brings enlightenment to the masses, and this is a tremendous advantage for narrow-minded students.

So stock up on manuals and fight for new knowledge. The main thing is that from your absent-mindedness, the guard does not run away.

Loss of manual

I don’t want to scare anyone, but I simply must warn that the loss of a training manual is not just a nuisance, it is a tragedy of a universal scale for librarians.

First, they begin to sigh and groan from the confession they heard, then they pass this information on from shift to shift, then they come up with a punishment for the absent-minded student, and finally, they remember his last name and put it on a pencil.

Believe me, at the moment when you lost the teaching aid, you made enemies in the face of the entire library staff, including the cleaner. There are two ways out of the situation:

1. Photocopy the same manual and provide it to the library;

2. Buy a new book to the library according to your forced desire.

After that, the conflict is settled, but the librarian will tease you for a long time every time you visit the library and, moreover, pick up a book.

Where do the manuals come from?

The question, of course, is stupid, but in this topic it is very relevant. So who issues these instructions?

The answer is obvious: open the first page and read the name of the author. As a rule, the authors are teachers of their own department, who recommend the purchase of a specific manual. Well, our teachers will never die of modesty, but they scribbled the manuals in order.

The funny thing is that each author praises only his own creation, and does not advise paying attention to the training manuals of his conditional competitors. But, like it or not, but we all studied according to manuals and continue to do this in today's students.

Here we have come to the second main issue, which is on the agenda and is of particular concern to many graduate students and teachers who have not yet dealt with writing such printed publications.

How to write and compose a manual?

In order not to write anything superfluous, let's go straight to the topic, and we will also write out the process of writing the training manual according to the plan, for greater convenience, so to speak.

1. It is necessary to decide on the topic that the planned print edition will be devoted to. You can start with easy information, but in subsequent manuals, touch on more global scientific issues.

2. It is advisable not to study information on the topic from the Internet, which many consider to be a “garbage pit”. It’s not worth the risk, because on the network you can take an unreliable source as a basis, and by great chance. It is better to pay attention to trusted authors, real books and actually primary sources, which abound in the library.

3. So that the learned theory does not seem meaningless, you need to mentally translate it into your practical knowledge in order to eventually have a clear idea of ​​​​what you will write a teaching aid about in the future.

4. It is advisable to start your work with a preliminary plan, which may consist of short sentences or capacious abstracts. This is very important, otherwise you may miss some important information about the topic being studied.

5. The manual is a cheat sheet, so it must answer in detail the list of main questions. That is why it is advisable to think over their content in advance, and not lose sight of any of them.

6. The content of the manual should not be complicated, and all the material presented should be described in a concise, but simple and easy to read language so that the student does not lose interest and does not abandon it after a boring reading of the first paragraph.

7. All literature used must be certified after the content, and its design also complies with certain rules and regulations that are important to follow.

8. Study all the rules for the design of work and proceed to the further writing of your first teaching aid.

9. Check the finished work using the services of a proofreader (unless, of course, you are a philologist).

10. Submit for verification, and then for publication.

If you decide to write your own teaching aid, then you must definitely remember the elementary rules that will raise the rating of your work, and will not leave it for many years to gather dust on a shelf in the library unnecessarily.

Rule One. It is very important to study the curriculum so that the manual is relevant to the topic, and does not turn out to be useless or irrelevant.

Rule Two. The structure should not only correspond to one topic and not wag, but also contain up-to-date information, the latest information and new discoveries, knowledge. In general, a teaching aid should not fall into the category of "obsolete literature".

Rule Three. The material selected for writing must be structured, accessible, logical, regular and understandable for students. It is advisable to use short phrases and small paragraphs, numbered and bulleted lists, abstracts, various graphic highlights, and, if necessary, tables and graphs.

Rule Four. The list of references should be concise and detailed, and compiled in accordance with the requirements.

Rule Five. Complicated terminology is not welcome, and if its participation is indispensable, then it is desirable to explain in detail the meaning of a particular word, phrase, expression.

Otherwise, your study guide is unlikely to assist a good half of the students in their studies.

Conclusion: Do you need a manual? Choose the most shabby - it is clearly popular and in demand among the masses! You have decided to write your own teaching aid, then express your thoughts simply, clearly, concisely.

Only then will students definitely take note of such a fascinating publication.

Now you know about what is a teaching aid.

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

Steps

Part 1

Structuring Your Study Guide

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

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

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

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

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

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

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

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

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

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

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

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

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

What are study guides for?

The textbook differs from the textbook in that it makes it possible to study not only the theoretical basis of the course, certain rules and norms of the subject, but also shows how to apply them in practice, being a kind of self-instruction manual for the discipline.

Most often, textbooks do not consider the whole subject, but some part of it. An in-depth analysis of the issue at the same time makes it possible to thoroughly study the material. Textbooks carry information that provides not only knowledge about the subject, but helps to apply this knowledge in a practical environment, clearly, structured and clearly explaining the essence.

For students, textbooks play a very important role not only in learning, they are indispensable assistants in the preparation and writing of scientific papers that need to be filled with high-quality textual material.

How to use tutorials

On our website, we offer you the section "Tutorials" to help you, which consists of a whole storehouse of useful information. These aids will come in handy:

• For writing term papers and other student papers;
• To study the subject on your own;
• To successfully prepare for the exam;
• As an additional material during the course of discipline.
• To compile a report on industrial and undergraduate practice.

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