Most students prefer different forms 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 independently 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 high school 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 complicated 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 to form the student's need for knowledge, to accelerate the process of their assimilation, to 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 planning their own academic 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. Summing up various points of view, it is possible to indicate the main essential features of 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 and cognitive tasks assigned to them. practical tasks, while passing through all levels of independence from the reproduction of the task according to the model to the partial 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. With the aim of preparing 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, and teaching staff. Employees of educational departments, other subjects of the educational process for 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 go to new level 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 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 normative 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 common mistakes encountered during the execution of the task. 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 the texts of lectures, educational and teaching aids, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, a bank of calculation, modeling, simulator programs and programs for self-control, automated training and control systems, information bases of a discipline or a group of 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. Usage rating system allows 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 may 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 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. creative activity teacher, 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.

"KRASNODAR COLLEGE OF MANAGEMENT, INFORMATIZATION AND SERVICE"

APPROVE

Principal of the technical school

"____" ____________ 200_

on planning and organizing independent work of students

CONSIDERED

at a meeting of the scientific and methodological council

Protocol No. ___

From "___" __________ 200_

Chairman_________

1. General provisions

1.2. Independent work 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, responsibility and organization;

Formation of independence of thinking, abilities for self-development, self-improvement of self-realization;

Development of research skills.

There are two types of independent work in the academic discipline:

classroom;

Extracurricular.

1.3. Independent classroom work is carried out in the classroom under the direct supervision of the teacher on his instructions.

1.4. Independent extracurricular work is carried out by the student on the instructions of the teacher, but without his direct participation.

1.5. State educational standard of secondary vocational education in terms of state requirements for a minimum content and level of training of graduates in the specialty, it regulates the maximum volume of the student's workload and the volume of the mandatory teaching load both in general for theoretical training and for cycles of academic disciplines.

1.6. An educational institution independently plans the amount of independent extracurricular work as a whole, both for theoretical training and for each cycle of disciplines and for each discipline, based on the volume of the maximum and mandatory teaching load.

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

In the working curriculum - in general for theoretical training, for each of the cycles of disciplines, for each discipline;

In the work programs of academic disciplines with its distribution by sections and topics.

2. Planning independent extracurricular work

2.1. When developing working curricula, an educational institution (hereinafter - EI) determines:

The total amount of time allotted for independent extracurricular work in general for theoretical training (as the difference between the maximum amount of time allotted for theoretical training in general and the amount of time allotted for compulsory teaching load, optional disciplines, consultations on theoretical training);

The amount of time allotted for independent extracurricular work in the cycles of disciplines, taking into account the requirements for the level of preparation of students, the complexity and volume of the studied material in the disciplines included in the cycle;

The amount of time allotted for independent extracurricular work in the academic discipline, depending on the level of mastery of students educational material, taking into account the requirements for the level of preparation of students (to have an idea, to know, to possess skills).

2.2. When developing a work program for an academic discipline, when planning the content of independent extracurricular work, the teacher establishes the content, volume of theoretical educational information and practical tasks for each topic where independent extracurricular work is provided, the forms and methods of monitoring the results are determined.

2.4. The distribution of the amount of time for independent extracurricular work in the mode for the student is not regulated by the schedule.

2.5. Types of tasks for independent extracurricular work can be:

2.5.1. to acquire knowledge:

Reading the text (textbook, primary source, additional literature),

Drafting a text plan

Graphic representation of the test structure,

text outline,

Work with dictionaries and reference books,

Working with regulatory documents

Educational research work,

Answers to control questions;

Analytical text processing (annotation, reviewing, summarizing, content analysis, etc.),

Preparing messages for presentations at seminars, conferences,

Preparation of abstracts, reports; compiling a bibliography; testing, etc.;

2.5.3.for the formation of skills:

Solving problems and exercises according to the model,

Solution of variant problems and exercises,

Execution of drawings, diagrams,

Performance of settlement and graphic works,

Solution of situational production (professional) tasks,

Design and modeling of various types and components of professional activity,

4. Organization and management of independent extracurricular work of students

4.1. When issuing assignments for independent extracurricular work, it is recommended to use a differentiated approach to students.

Before students perform independent extracurricular 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.

4.2. Instruction is carried out by the teacher at the expense of the amount of time allotted for the study of the discipline.

4.3. Independent work can be carried out individually or by groups of students, depending on the purpose, volume, specific topic of independent work, the level of complexity, the level of students' skills.

4.4. Monitoring the results of independent extracurricular work of students

Can be carried out within the allotted time for mandatory training sessions discipline and independent extracurricular work of students in the discipline,

It can take place in written, oral or mixed form, with the presentation of a product or product of the student's creative activity.

4.5. Seminars, colloquia, tests, testing, self-reports, tests, defense of creative works, etc. can be used as forms and methods for monitoring students' independent extracurricular work.

4.6. The criteria for evaluating the results of independent extracurricular work by students are:

The level of mastering the educational material by the student;

The student's ability to use theoretical knowledge in the performance of practical tasks;

Formation of general educational skills;

Validity and clarity of presentation of the answer;

Formulation of material in accordance with the requirements.

During the performance of independent extracurricular work by students, the teacher can conduct consultations at the expense of the general time budget.

4. Levels of independent work of students

4.1. Five levels of students' independent work should be singled out. The ratio of reproducing and creative processes in the activities of students is taken as the basis for each level.

The student is allowed to work at the level that is acceptable for him at the present time.

In other words, conditions are created for positive motivation of the process of learning and development of abilities.

4.2. Each of the levels should be provided with the largest possible set of independent tasks of various forms. This avoids monotony in work, makes student work original.

4.2.1. The first level of independent work is the verbatim and transformative reproduction of information.

4.2.2. The second level is independent work on the model. This is the compilation of questions to the texts of lectures according to the proposed samples. Different in complexity, diverse in nature and form, sample questions direct the thinking of students to search for answers, and then to the independent formulation of questions, which is an introduction to mental work.

Another form of independent tasks of this level is the preparation of test tasks according to the proposed rules.

4.2.3. The third level is reconstructive independent work: converting test information into structural-logical graphs, compiling crossword puzzles, interviews, questionnaires, stories, converting typical tasks.

Works of this type teach to generalize phenomena.

4.2.4. The fourth level is heuristic independent work. Such tasks are aimed at resolving the problem situation created by the teacher.

4.2.5. The fifth level is creative (research) independent work: writing a work with the inclusion of forms of tasks of the second, third and fourth levels.

5. Types of independent work

5.1. In accordance with the level of independent productive activity of students, we can distinguish four types of independent work.

5.1.1. Reproducing independent work according to the model forms the foundation of a student's truly independent activity. The role of the teacher is to determine the optimal amount of work for each student.

5.2. Reconstructive-variant independent works teach to analyze events, phenomena, facts, contribute to the development of internal motives for cognition.

5.3. Heuristic - form the skills and abilities of finding an answer outside of a known sample. The student himself determines the ways of solving the problem and finds them.

5.4. Creative - which are the crown of the system of independent activity of students.

Learn to listen and record the lecture:

1. Take a comfortable position.

2. Focus, listen carefully.

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

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

5. Try to imagine what you heard.

6. Learn to summarize your thoughts.

7. Record quickly using abbreviations.

8.Using general rules 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. Assess how correctly the content of the material is understood, for this, come up with a question aimed at understanding the material.

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

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

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

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

Studying the qualification characteristics of a specialist;

Curriculum Analysis, State educational standard;

Preparation of a list of skills (competencies) that should be formulated by students after studying the discipline;

Preparation of written control tasks for "input" control;

Development of a form of professionally oriented tasks for independent activities;

Grouping tasks in the block of tasks for the semester;

Determination of qualitative and quantitative criteria for completing the task;

Determining the frequency of control;

Development of variants control works;

Development of a system for informing students about their achievements;

System Definition individual work;

Implementation of a modular training system with a rating assessment learning activities students.

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

The task is complex, intensive, not new, but with new problems:

Education of culture of independent activity of students;

Development of the teacher 's professional activity .

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 methodological self-improvement of teachers:

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

Accumulate and generalize individual experience in managing students' independent activities;

News 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 independent activity.

WORKBOOK AS A MEANS OF DEVELOPING COGNITIVE ACTIVITY AND ORGANIZING 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 listeners;

conditions of study;

Creative abilities of the teacher.

Consider a workbook model that includes 4 blocks: three main (mandatory) blocks into one optional one.

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 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 involves verbal presentation.

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

A structured abstract is a kind of lecture stencil containing new drawings, diagrams, tables, empty frames, which are filled in during lectures. 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 school time, but also instills note-taking skills (still lacking in most students), allows you to focus attention on the main issues of the topic, brings up the relevance and aesthetic quality (drawings in notebooks are the same size; typography and structural features of 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. Performance training exercises promotes:

Improving the skills of students to independently work on the content of the topic being studied;

The development of mental activity and analytical skills 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, he implements a differentiated approach: 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 it out....

Make appropriate labels...

Play the diagrams...

Identify key elements...

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 associated with the independent work of students, a certain work program disciplines.

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

It is possible that after the first stage of independent work with a notebook, the student finds out that he belongs to the weak, medium or strong in this discipline, then after systematic, systematic work he will find with satisfaction that now he is definitely 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, increasing the effectiveness of training through the use of educational process workbooks is achieved in 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.

1. Independent work of students in the system of their professional

training 7

2. Formation of students' skills of independent work

over lecture 14

3. Reading as the primary means of learning 19

4. Methodology and technique of keeping records of what has been read 21

5. The role of seminars and practical classes in the formation of students

skills CP 24

6. How to develop your memory 29

Independent work of university students in the system

Their training

The concept of independent work of the student.

Patterns and principles of the SRS

Independent work, its organization play a big role in teaching, as well as in the scientific and creative work of a university student. The extent to which a student is prepared and involved in independent activities depends on his success in studies, scientific and professional work. A person masters the first skills of independent work at school, and the result of learning, of course, depends on the level of mastery of these skills. Independent work is not limited to homework alone, we also include such types of classes that are held in the classroom in the presence of a teacher and under his guidance. The school uses various forms of independent work: work with textbooks and primary sources; solution and implementation of exercises, tasks; graphic tasks; essays; laboratory, practical and other types of work.

The schoolchild (and his educational activity), due to his age, developmental characteristics, is under the control of teachers, teachers, and parents. The wider his cognitive interests, the more stable the skills and abilities of independent work, the higher his readiness to study at a university.

The organization of independent work of students is more difficult than that of schoolchildren.

In pedagogical science, there are various approaches to the definition of independent work.

I.L. Naumchenko considers independent work "as a controlled process that serves mainly the purposes of learning (mastering, consolidating, improving knowledge in the scope of university programs) and acquiring the relevant skills that make up the content of specialist training" 1 .

The opinions of scientists also differed regarding the didactic function of independent work of students. Some consider the SIW as a teaching method, others as a method of teaching, and others as a form of organization of students' creative activity. P.I. Pidkasty defines independent work as "a means of organizing and performing certain activities by students in accordance with the goal" 2 . He believes that "independent work is not a form of organizing training sessions and not a teaching method."

We tend to share the opinion of those scientists (S.A. Zinoviev, A.V. Ososkov and others) who consider independent work as a component of students' creative cognitive practical activity.

G.E. Ermilov stipulates that the work can be considered independent if it includes elements of reflection and comprehension by the student of his activity, its results and conclusions from it 3 .

L.E. Kertman and N.N. Pavlov considers the "unity of knowledge and creativity" 4 to be the main criteria for any independent work. On this basis, in their opinion, note-taking of books, reduced to an abbreviated presentation of the author's thoughts, cannot be considered an independent work. Now, if a student, having heard a fresh thought at a lecture, shows interest in it, writes it down in a summary, then at these moments he acts independently. Undoubtedly, the comprehension of knowledge is the basis of a student's independent work. However, one should not underestimate everything that contributes to this process, including listening, taking notes of lectures, primary sources, reading books, etc. Listening, reading, writing down, the student brings the received information into the system: he selects the main thing, analyzes, synthesizes, assimilates.

The results of educational activities depend on the level of the student's independent work, which is determined by personal readiness for this work, the desire to engage in independent work and the possibilities for realizing this desire.

The dialectic of independent work is based on the relationship between the content of university specialist training programs and the gradual complication of the techniques and methods of independent work used by the student, which objectively puts the future specialist in front of the need to resolve the contradictions that he encounters in the process of cognitive and practical activities.

In the system of university training, the organization of independent educational work is subject to certain patterns, the main of which are:

The psychological and pedagogical validity of this work, which implies an internal desire, moral and volitional readiness and the desire of the student to perform it independently, without external motives;

The educational nature of this work, which consists in the formation of a student's scientific worldview, the qualities of a socially active, active, modern personality;

The relationship of independent educational work with the educational process, the unity of knowledge and activity as the main means of cognition.

The patterns of independent educational work are realized in specific principles this activity. Under principles the initial provisions are understood that determine the content and nature of independent educational work of students, the ultimate goals of which, as is known, are to obtain a system of knowledge in the volume of the university training program for a specialist, to form a scientific worldview, to acquire the qualities of a socially active and creative person.

The principles of independent learning activities include:

The principle of science;		The principle of visibility;
The principle of systematicity, consistency, continuity in independent work;		The principle of connection between theory and practice;
The principle of consciousness and activity;		The principle of individualization of the style of independent educational work;
The principle of accessibility and feasibility of independent work;		The principle of taking into account the complexity of academic disciplines and optimal planning of independent work.
The principle of the strength of the assimilation of knowledge;

I would especially like to dwell on the principles of consciousness and activity, individualization of the style of work, taking into account the labor intensity of academic disciplines and optimal planning. These principles are now becoming the leading ones and come to the fore.

The principle of consciousness and activity independent educational work excludes the mechanical memorization of the material, orients students to a deep understanding and comprehension of its content, to free possession of the acquired knowledge. Activity is, first of all, a manifestation of a keen interest in what the student is studying, his creative participation in the work of comprehending the acquired knowledge. The activity and consciousness of assimilation cannot be conceived without a high level of creative thinking, a problem-based research approach to acquired knowledge.

The principle of individualization of style independent educational work of a student involves reliance on their own personality traits (features of perception, memory, thinking, imagination, etc.), as well as on their individual typological characteristics (temperament, character, abilities). The implementation of this principle allows the future specialist to measure the planned independent educational work with the possibilities of its implementation, more rationally and fully use the budget of personal time. This principle is closely related to another one - taking into account the objective complexity of academic disciplines and the student's optimal planning of cognitive and practical activities. Optimal planning of independent work is an important and necessary task, the solution of which will improve the culture of the student's educational work.

These principles may change and vary depending on common tasks training of a specialist, the specifics of the academic discipline, the content of independent work, and other indicators. Knowledge of these principles, their skillful use by students in educational and cognitive activities contribute to the mastery of the knowledge system and the formation of the qualities of a modern specialist.

2

1 State educational institution higher education Moscow Region "Moscow State Regional Humanitarian Institute"

2 FSBEI HPE "National Research Tomsk Polytechnic University"

The article reveals the concept of independent work of students. The didactic goal of organizing students' independent work is formulated. The main characteristics of independent work of students are considered. The typical difficulties in organizing and conducting independent work of students, which both students and teachers have to face, are indicated. The criteria for the effectiveness of the organization of independent work of students are determined. The main conditions conducive to increasing the efficiency of the organization of independent work of students are named. Attention is drawn to the fact that active independent work of students is possible, first of all, if there is a stable motivation. Attention is drawn to the need to take into account in the organization of independent work the level of preparedness of students to perform independent work, their personal characteristics, such as responsibility, curiosity, desire to achieve career development in the future professional activity.

organization of student work

independent work of students

students

1. Berestneva O.G. Modeling the development of students' intellectual competence // Bulletin of the Tomsk Polytechnic University. - 2005. - T. 308. - No. 2. - S. 152–156.

2. Berestneva O.G., Marukhina O.V. Criteria for the quality of education in higher education // Standards and quality. - 2004. - No. 8. - S. 84–86.

3. Berestneva O.G., Ivankina L.I., Marukhina O.V. Competence-oriented education: from learning technology to human development technology // Bulletin of the Tomsk Polytechnic University. - 2011. - T. 319. - No. 6. - S. 172–176.

4. Vadutova F.A., Shevelev G.E., Berestneva O.G. Perfection master's degree at the National Research Tomsk Polytechnic University // Modern problems of science and education. - 2014. - No. 2.

5. Gerasimenko K.M. Organization of independent work of part-time students of pedagogical specialties. - URL: http://vestnik.yspu.org/releases/2010_pp4/34.pdf

6. Winter I. A. Pedagogical psychology - M.: Logos, 2003.

7. Kozlova N.V., Berestneva O.G. Higher technical school and engineering education in modern conditions. Psychological-acmeological approach // Proceedings of the Tomsk Polytechnic University. - 2006. - T. 309. - No. 2. - S. 229–233.

8. Mitin I.V. Credit system for assessing the content and quality of the development of educational programs. - URL: www.edit.muh.ru/content/mag/trudy/07_2010/07.

9. Petrova L.A., Noskova N.V. Pedagogy: Guidelines for the organization of extracurricular independent work of bachelor students in the direction of preparation " Teacher Education”, “Psychological and pedagogical education”. - Orekhovo-Zuevo: MGOGI, 2013. - 28 p.

10. Sillaste G.G., Pismennaya E.E., Belgarokova N.M. Independent work of students. - URL: http://www.fa.ru/chair/socio/pps/Documents/method_self_work.pdf

11. Teltevskaya N.V. Optimization of students' independent work from the standpoint of a competency-based approach. URL: http://www.sgu.ru/sites/default/files/journals/izvestiya/pdf/2013/12/13/3-013_filosofiya_118.pdf (accessed 21.03.2015)

12. Management of independent work of students. URL:http://charko.narod.ru/tekst/an4/3.html

Modern realities, changes taking place in society dictate a change in the model of a specialist of any profile. Socio-economic prospects for the development of vocational education impose new increased requirements for the training of modern competitive specialists. The strategy of socio-economic development of Russia until 2020, which determines the need for the country's transition to an innovative development model, indicates the need for changes in the system of vocational education. One of the most important tasks in the context of the transition to the Federal State Educational Standard in the system of higher education and secondary vocational education is the organization of independent work of students. Independent work as a form of educational activity in accordance with the requirements of the Federal State Educational Standard of Higher Education is the most important element of the educational process. Subject and content independent work of students (SIW) is determined by the state educational standard, current curricula for educational programs of various forms of education, work programs of academic disciplines, means of providing independent work of students: textbooks, teaching aids and methodological guides, educational software complexes, etc.

The transition to new curricula and programs with a simultaneous reduction in the hours allotted for classroom studies predetermined an increase in the proportion of students' independent work in studying many sections and topics of academic disciplines and necessitated the search for new approaches to organizing their educational activities, monitoring not only their knowledge, but and self-employment process.

Despite the difference in approaches to understanding the essence and significance of independent work, almost all researchers consider it as a multilateral and multifunctional phenomenon that has not only educational, but also personal and social significance. Increasingly, in the publications of questions about vocational education, the concepts of “independence”, “cognitive independence”, “professional independence”, “independent work” appear and attention is drawn to the fact that independence is becoming one of those personality traits that ensures success throughout life. way.

In the context of the growing importance of independent work of students, the activities of the teacher and the student are filled with new content. The role of the teacher is to organize independent work in order to acquire by the student general cultural and professional competencies that allow the student to develop the ability for self-development, self-education and innovation. The role of the student is to become a creative person in the process of independent work under the guidance of a teacher, able to independently acquire knowledge, skills and abilities, formulate a problem and find the best way to solve it.

Analysis of scientific and methodological literature and own teaching practice allows you to highlight the typical difficulties in organizing and conducting independent work of students. Difficulties faced by teachers:

1) search for ways to eliminate the shortage of the classroom fund, computer equipment;

2) the implementation of an incredibly large amount of work to create suitable forms and methods for organizing the individual work of students for the successful solution of didactic problems;

3) the need to obtain information about the real time spent by students on homework in various academic disciplines;

4) development of tasks that would be interesting in content and at the same time would allow students to work independently.

In turn, students also have some difficulties in doing independent work due to:

1) lack of skills for independent study work (inability to rationally work with a book, take lecture notes, analyze and summarize what has been read, make brief notes and reasonable conclusions);

2) underestimation of the role of independent work in the educational process, its perception as an auxiliary element, in contrast to lectures, practical and other classes. The main reasons for this phenomenon include the lack of appropriate motives, attitudes towards serious independent work;

3) inability to plan and organize their independent work (“forget” to plan all the time allotted to them for self-training, or treat it formally, which leads to “storming”). Ultimately, inaccuracy and disorganization in work are formed;

4) insufficient manifestation of mental stress for the correct and best performance of a particular action;

5) lack of cognitive interest and psychological readiness to perform independent work;

6) insufficient manifestation of consciousness, independence and activity in the process of solving the tasks set, giving them a personal meaning.

Practice shows that there is also a series common problems for teachers and students: the need to optimize the combination of time for classroom lessons and for independent work in various disciplines; a significant amount of tasks intended for self-study are not performed at all, are performed formally, or are simply written off.

To solve the problems that have arisen, criteria for the effectiveness of organizing students' independent work should be determined. They can serve as the following:

2) independent work is purposeful, controlled by both students and teachers;

3) tasks are differentiated and variable, i.e. they take into account the individual capabilities, needs and interests of students;

4) a credit-testing system was used, including a cumulative system for evaluating students' independent work;

5) independent work of students is provided with information and methodological tools and materials.

Thus, effectively organized independent work not only contributes to the formation of professional competence, but also ensures the development of methodological maturity, skills of self-organization and self-control of educational activities. This is especially important, since it involves the formation of a future specialist as a subject of professional activity, capable of self-development, design and transformation of their actions.

In pedagogical science, there are various approaches to understanding the independent work of students. And, despite the difference in approaches to understanding the essence and significance of independent work, almost all researchers consider it as a multilateral and multifunctional phenomenon that has not only educational, but also personal and social significance. Independent work is usually divided into educational, scientific and social. All these types are interconnected and interdependent.

In the aspect of our study, independent work is considered as “organized by the person himself due to his internal cognitive motives and carried out by him at the most convenient time, controlled by him in the process and by the result, the activity carried out on the basis of external mediated system management by the teacher or the training program. , computer".

The organization of independent work of students (SIW) is aimed at the conscious inclusion of students in independent work as in the process of their vocational training. It should contribute to the transfer of a student from a passive consumer of knowledge to an active creator of them, able to formulate a problem, analyze ways to solve it, find the optimal result and prove its correctness; to teach the student to work meaningfully and independently first with educational material, then with scientific information, to lay the foundations for self-organization and self-education in order to instill the ability to continuously improve their skills in the future.

Depending on the place and time of the SIW, the nature of its management by the teacher and the method of monitoring its results, this work is divided into:

• independent work during the main classroom activities (lectures, seminars, laboratory work);
• independent work under the supervision of a teacher in the form of scheduled consultations, creative contacts, tests and exams;
• extracurricular independent work when a student does homework of an educational and creative nature.

Independent work can be carried out individually or by groups of students, depending on the purpose, volume, specific topic of independent work, the level of complexity and skill level of students.

Control of the results of independent work of students should be carried out within the time allotted for compulsory training sessions and extracurricular independent work of students in the discipline, it can take place in written, oral or mixed form.

Forms of independent work of a student may vary depending on the purpose, nature, discipline, amount of hours determined by the curriculum: preparation for lectures, seminars, practical and laboratory classes; study of textbooks; study and note-taking of anthologies and collections of documents; study within the framework of the course program of topics and problems that are not submitted to lectures and seminars; writing thematic reports, abstracts and essays on problematic topics; annotation of monographs or their individual chapters, articles; research and creative tasks; writing control and laboratory works; compiling a bibliography and abstracting on a given topic.

Analysts of the Russian Research Institute of Higher Education (NIIVO) identify the following main characteristics of the SIW.

1. Psychological conditions for the success of SRS. First of all, this is the formation of a sustainable interest in the chosen profession and methods of mastering its features, which depend on such parameters as: the relationship between teachers and students in the educational process; the level of complexity of tasks for independent work; involvement of students in the formed activity of the future profession.

2. Professional orientation of disciplines. The depth of profiling of certain disciplines should take into account the psychological patterns of the multi-level division of future professionals: bachelors, specialists, masters.

3. Limited student time budget. The teacher must take into account the total total workload of students. The intensification of the educational process implies the rhythm of the SIW by reducing the student's routine work in semesters.

4. Individualization of the IWS, which includes: increasing the proportion of intensive work with more prepared students; division of the lesson into compulsory and creative parts; regular consultations with trainees; comprehensive and timely information about the thematic content of independent work, deadlines, the need for auxiliary tools, forms, methods of monitoring and evaluating the final results.

The main thing in the strategic line of organizing students' independent work at the university is not to optimize its individual types, but to create conditions for high activity, independence and responsibility of students in the course of all types of educational activities. K.M. Gerasimenko identifies a number of conditions that contribute to increasing the efficiency of organizing independent work: ensuring a reasonable combination of types of independent work: providing the student with the necessary teaching materials on the implementation of independent work, the development of clear guidelines; conducting individual consultations; knowledge of the algorithm, methods of performing independent work, methods of its implementation; stable motivation of activity (presence of interest); the use of situations of success in the classroom, contributing to the development of students' self-confidence, the formation of adequate self-esteem, the disclosure of the individual abilities of students; development of a system of tasks for independent work, based on the development of the student's professional competencies; the inclusion in the tasks of a mandatory basic part for all and a variable part for more prepared ones; monitoring the progress of independent work, determining the amount of work and the timing of its submission by the teacher. Thus, we can say that the reasonable guidance of students' independent work, subject to these conditions, allows achieving the required level of professional training of the graduate. At the same time, the student himself learns to operate with educational content, and only in this case is it acquired consciously and firmly, competencies develop, the ability to self-learning, self-education, self-organization is formed, high level search activity.

Active independent work of students is possible only if there is a stable motivation. The strongest motivating factor is preparation for further effective professional activity. Analysis of the results of research in this area showed that the factors contributing to the activation of independent work of students are: the usefulness of the work performed (the participation of students in creative, scientific and methodological activities under the guidance of a teacher); participation in olympiads in academic disciplines; the use of motivating factors for knowledge control (these are cumulative grades, ratings, tests, non-standard examination procedures); encouragement of students for success in studies and creative activity (scholarships, bonuses, incentive points); individualization of all types of training tasks, their constant updating.

The motivational factor in educational work, including independent work, is the personality of the teacher. A teacher can be an example for a student as a professional, as a creative person. It can and should help the student to reveal his creative potential, to determine the prospects for his inner growth.

The formation of cognitive independence of students will be effective if a number of requirements are met, such as:

1. diagnostics of the level of independent activity of the student and forecasting of its development, taking into account the psychological, pedagogical and age characteristics of each group, the educational qualification of each individual included in it and other indicators;
2. training in self-organization of the student's activity, which provides for arming with the skills to independently formulate goals and choose its indicative basis, plan work and find ways to implement their plan, analyze their own activities and make adjustments to it.

Taking into account the factor that students have different levels of preparedness, it involves presenting them with tasks that are different in nature of activity, which can be: reproducing (work on a model); reconstructive; heuristic (works in which non-standard situations or non-standard tasks are set), qualification, creative tasks within the course of choice, etc.

Thus, the pedagogical aspects of ensuring the independent work of university students include not only didactic, but also pedagogical tasks proper, such as the development of students' personal qualities. Strengthening the role of independent work of students means a fundamental revision of the organization of the educational process at the university, which should be built in such a way as to develop motivation for cognitive work, the ability to learn, to form the student's ability for self-development, creative application of the acquired knowledge, ways of adapting to professional activities in modern the world.

Reviewers:

Ivankina L. I. , Doctor of Philological Sciences, Professor of the Department of Management, Institute of Social and Humanitarian Technologies, National Research Tomsk Polytechnic University, Tomsk;

Romanenko SV, Doctor of Chemistry, Professor, Head of the Department of Ecology and Life Safety. Institute natural resources National Research Tomsk Polytechnic University, Tomsk.

Bibliographic link

Petrova L.A., Berestneva E.V., Brigadin A.A. ORGANIZATION OF INDEPENDENT WORK OF STUDENTS IN THE CONTEXT OF IMPLEMENTATION OF GEF HE // Modern problems of science and education. - 2015. - No. 2-1 .;
URL: http://science-education.ru/ru/article/view?id=19211 (date of access: 06/22/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

"Independent work of students in the structure of the FSES of the third generation 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 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 performing homework, in subject and research circles, in technical creativity. In accordance with the curricula, students realize their independence also in the process practical training in 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 scientific organization labor, increasing the volume of independent mental and practical actions, self-control skills.

The difficulty in the activities of teachers in organizing independent work in the educational process lies in the fact that many study guides still do not 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. Besides, in various tasks available in textbooks and teaching aids, the ways of applying the rules are not indicated, samples are not given, algorithms for substantiating the upcoming practical actions, methods for checking the results of their activities by each student are not indicated.

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 Regulations on an educational institution of secondary vocational education (secondary specialized educational institution), approved by the Government Decree Russian Federation dated 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;

- the formation of skills to search for and use information necessary for the effective implementation 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;

- essay writing term paper;

- preparation for business and role playing;

- compiling a resume;

- preparation for tests and exams;

– preparation of the final qualifying work;

- research;

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

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 be planned for 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 10%).

The amount of time allotted for classroom independent work is reflected in the work programs of academic disciplines, work programs 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 is developing guidelines on 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. You need to develop the ability to self-regulate your emotional condition and eliminate the circumstances that violate the business spirit, interfering 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, advantages, and disadvantages 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 tension over a period of 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 total 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 technologies in the organization of independent work.

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 it becomes necessary to involve informational resources 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. Relevant literature can also be found in methodological developments on 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 lectures 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 understand 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 on practical exercises 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 has “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;

– increase intellectual level and satisfaction professional interests;

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

– development of independent work skills, involvement of students in solving problems that have practical value.

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, feel like a professional researcher for a certain period of time, test their abilities, raising self-confidence, in their knowledge, makes them work on themselves to deepen their knowledge and skills.

In many educational institutions SPO 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 quotations, 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 satisfy 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 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. Moreover, calendar plan forces you to work at a certain pace.

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 head, finalizing the abstract in order to eliminate the noted shortcomings and final design.

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 studying from sources 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 instance, main idea highlight with one line, facts - wavy, 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 problems 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 master the intended curriculum knowledge system.

In general, increasing 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 main secret for 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 one of the most important areas of work with children preschool age. 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)