The topics of the WRC are developed by teachers of the graduating department of Pedagogy and Teaching Methods. The content of the studied pedagogical disciplines, students' own research interests are necessarily taken into account, provided that they can justify the expediency of the topic proposed by them, the possibility of continuity of the final qualification work.

Topics of bachelor's work should be relevant, correspond to the current state of domestic and foreign pedagogical science, as well as the social order of the regional education system. They are formulated and approved at a meeting of the department and brought to the attention of students. The specific subject of the WRC meets the following requirements:

Compliance with the tasks of training specialists;

Accounting for the direction and problems of modern scientific and pedagogical research;

Introducing students to work on problems that are being investigated by individual teachers and the staff of the department as a whole;

Taking into account the interests of students in the field of pedagogical theory and practice, as well as the results of their work in the scientific student society;

Development of topical problems of upbringing and education of children.

The independent choice of a topic by a student is the result of his own reflections and ideas that have arisen on the basis of personal observations of experience, the study of theory and reading periodicals. At the same time, the choice of the topic of the WRC is based on the scientific interests of teachers, the main directions of the scientific work of the department.

Research by teachers of the Department of Pedagogy and Teaching Methods is carried out in five main scientific areas:

Problems of formation of musical and aesthetic culture of schoolchildren;

Development of theoretical and practical foundations of art and aesthetic education;

Research of the spiritual foundations of the pedagogical tradition of national education;

Educational activities of a teacher in the field of general, additional and professional education;

Continuous training of a professional teacher.

When substantiating the relevance of the WRC topic, one can follow the scheme proposed by V.V. Kraevsky:

1. Justification of the relevance of the direction: show the significance of the identified problem and the need to resolve it.

2. Justification of the practical relevance of the topic: show the shortcomings in the education and upbringing of younger students, which should be eliminated.

3. Substantiation of the scientific relevance of the topic: show the degree of development of the selected problem in theory, point out insufficiently studied aspects.

To strengthen the rationale for the relevance of the study helps highlight the contradictions encountered in the area under study.

After the choice of topic is justified, the research problem and its main idea are formulated.

Already in the introduction, the student must clearly formulate the object and subject of his research.

The object of research determines the area, the direction in which the research is carried out.

The subject of the study specifies the place in the designated area that the researcher occupies.

If possible, having accurately defined the subject of research, it is necessary to formulate its purpose and objectives.

Tasks specify the goal and are actually a work plan. The more informally, more detailed and clearly they are defined, and the more strictly they are carried out, the faster and more reliably the goal will be achieved, the more logical the study will be.

The research hypothesis is also formulated in the introduction, representing the researcher's vision of the final product of the pedagogical process being studied. When formulating a hypothesis (scientific proposal), it is possible to use the turnover: “If ..., then we should expect that ...”. A hypothesis is somewhat like a formula of invention. Formulate the research hypothesis briefly and concisely in one sentence.

Examples of phrases used in the formulation of hypotheses:

● The above idea was concretized by us with the help of provisions formulated as a research hypothesis.

● The effectiveness of learning … in high school, their role in reinforcing …, in developing … and … can be enhanced if:

- ... be treated as;

Clearly highlight ...;

Use ….

● The indicated objective contradiction, the stated problem, the purpose and objectives of the study determine the formulation of the hypothesis: effective preparation of high school students for implementation .... Possible if:

A program for such training has been developed with ...;

Formed ....;

Provided…;

Organized relationship and coordinated;

Used….

● The study is based on the following hypothesis: it is possible to improve the quality of … through the use of … in the course. Such an organization of the educational process will make it possible to activate ..., more effectively than with traditional training, to form ..., develop ..., in the field of ....

Theoretical foundations that serve as the basis for explaining scientific and pedagogical facts, the methods of explanation used form the theoretical basis of the study , which must be declared in the work.

At the same time, of course, one must understand the essence of the stated positions, strictly adhere to these positions, be able to explain and illustrate how and where the specifically stated theoretical basis is used in the study. It is important when determining the theoretical basis of the study to avoid clichés and treat this item formally. Usually, the paper also indicates the research methods used in its implementation. It is necessary to bypass the use of templates, not just list the methods, many of which are used by almost all researchers, but explain why this or that method was used in this work.

The following are examples of formulations of research methods.

Option 1. Research methods: study of scientific and methodological literature on the problems of the content and technologies of primary education, pedagogical experiment, questioning, observation, conversations, modeling, testing, statistical processing of the obtained data.

Option 2. To solve the tasks set, a set of research methods was used:

At the stage of studying the problem of research - a theoretical analysis of philosophical and pedagogical literature on the problem of research; analysis and generalization of pedagogical experience; survey methods: questioning, conversation; observation; pedagogical experiment; methods of self-assessment and peer review; method of studying the products of students' activities;

When summarizing research data - analysis and systematization of data; statistical methods for processing the results of the experiment.

Option 3. To solve the tasks, the following research methods were used:

Analysis of philosophical, psychological, pedagogical and methodological literature related to the object of study in order to develop methodological tasks and build their system.

Observation and study of the practical activities of elementary school teachers, analysis of their own experience at school, the Institute for the Improvement of Teachers, the university in the aspect of the process under study.

Modeling a system of methodological tasks and methods of their use in the educational process in order to identify the functions of the developed tasks and establish links between the elements of the system.

Questioning of schoolchildren, teachers, teachers of pedagogical institutes in order to find out the degree of interest, significance, difficulty of methodological tasks used in the classroom in elementary school.

A pedagogical experiment in its various varieties (stating, forming, control) in order to test the effectiveness of using the developed system of methodological work.

Since a research work of any level cannot be purely abstract in nature, it must contain at least an element of novelty, be useful at least in some way and to someone, and it is necessary to explicitly formulate the practical significance of the research performed.

In the introduction, the researcher reveals the content of the paragraph: the reliability and validity of the research results.

Before presenting the completed work for defense, the researcher must test it and tell about where and how it took place.

(The term "approbation" is often misunderstood. According to the explanatory dictionary - approbation - approval, approval based on verification, testing).

· The relevance of research.

· Contradictions.

· Problem.

· An object.

· Thing.

· Hypothesis.

· Tasks.

· Theoretical basis.

· Research methods.

· Practical significance.

Validity and credibility.

· Approbation.

If possible, in the work it is necessary to present all the named positions. However, sometimes theoretical significance can be identified and noted in student work.

It should be added that in the introduction it is necessary not to answer the questions posed in the form of chopped phrases, but to build a logically and linguistically coherent text that reveals the content of the named points.

Introduction examples

Example 1

"Formation of legal ideas in children of primary school age by means of the game"

Introduction

The most important achievement of the Russian education system over the past decade is its reorientation to the principles of humanization, the upbringing of the younger generation in the spirit of universal values ​​and ideals of the world.

The changes taking place in society and in domestic education pose fundamentally new tasks for school education. Students should actively master the phenomena of social life, be able to successfully interact in the system of normative relations, and be able to take responsibility in legal behavior.

Analyzing the current state of the problem of legal education, it should be noted that in the conditions of humanization and democratization of our society, the main reason for the relevance of legal education is the increased interest in individuality, personality. Today it has become obvious that society needs a socially mature, free person with legal knowledge.

The deterioration of the situation of children, the decline in health and well-being, the growth of social maladjustment of children, manifested in violations of moral standards and illegal actions of early alcoholism and drug addiction, criminalized consciousness and behavior of a significant part of the growing generation, require the activity of state policy in the interests of children. The new ethics is to recognize childhood as a full-fledged stage, a natural period in the life of every child.

The studies of scientists (N.A. Alekseeva, V.A. Karakovsky, I.S. Yakimanskaya and others) confirm that the elementary school forms in the child not only primary functional literacy, but also lays the foundations for his personal self-development, including its legal culture (I.S. Maryenko, E.I. Monoszon, A.F. Nikitin, Z.K. Schneckendorf, etc.).

The task can be solved by changing approaches to educational activities, rejecting authoritarianism in education, which in turn involves building the whole process through multilateral activities based on interaction, cooperation, respect, trust in the child through creating conditions for his self-realization, as social subject. Such changes are directly related to increased attention to the realization of the rights of the child (V.I. Slobodchikov, V.A. Petrovsky, G.I. Vergeles, N.F. Golovanova, A.I. Raev, etc.).

A significant contribution to the development of the theory, methodology and practice of legal education, the formation of the legal culture of various social groups of society was made by philosophers, lawyers, teachers-practitioners, teachers-practitioners.

In different periods of the development of Russian education, the problems of legal education were considered in the works of N.P. Verbitsky, I.F. Ryabko, E.V. Tatarintseva, V.V. Tishenko.

Social and pedagogical foundations of legal education, range of legal knowledge, forms of out-of-class and out-of-school work, conditions for the effective functioning of the system of legal education (G.P. Davydov, A.F. Nikitin, Z.K. Schneckendorf, etc.);

Characteristics of the stages of legal education at school (N.I. Eliasberg);

Methodology for measuring the effectiveness of the legal education of schoolchildren (VV Golovchenko).

At the same time, the analysis of scientific and pedagogical literature and practice shows that, despite the existence of a fairly extensive literature on the problems of legal education, not all of its theoretical aspects have been developed to the same extent.

The need from an early age to form in a child a sense of faith in himself, in his rights and obligations, is associated with the positive influence of these personality traits on his self-attitude, self-acceptance, self-awareness. Attention to oneself, a gradual awareness of one's rights contributes to the fact that the child learns to be more free, learns to respect himself and other people, understand their feelings, experiences, actions, thoughts (S.A. Kozlova).

E.K. Suslova believes that the legal education of children involves familiarizing them with the content of some of the adapted articles of the Universal Declaration of Human Rights. In order for the knowledge of articles “simplified” in relation to children to be better understood by them, colored with feelings, experiences, and contributes to the formation of attitudes towards human rights, the child, they must be passed through different types of children's activities.

The leading type of children's activity is the game. Many researchers (L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, K.D. Ushinsky, E.I. Tikheeva and others) considered the game as a valuable means of comprehensive development.

V.G. Podzolkov, N.F. Golovanova, Z.K. Schneckendorf recommend using a game, a fairy tale, fiction as a means of legal education of school-age children. The game situation creates emotional experiences in primary school age, anticipating the comprehension of this or that fact, the phenomenon of reality. The gradual accumulation of experience in the subjective attitude to the norms of law, the emergence of reflection, the awareness of one’s “I” in the social and legal space occurs in younger schoolchildren, as V.V. Zenkovsky, on the basis of "repetition of other people's movements and getting used to the game role through fantasy" . The feeling that arises in the game is the motive and driving force that encourages the child to look for ways to clarify and formalize legal ideas.

In recent years, the issue of teaching legal knowledge to younger students has been the subject of scientific discussions and experimental work of scientists, teachers, and educators. Researchers see a solution to this problem, most often, in expanding the main content of courses in the field of science and science, creating new programs, introducing additional subject disciplines into the educational process (N.I. Vorozheykina, K.S. Gadzhiev, E.G. Kashirtseva, N. P. Lukina, V. O. Mushinsky, M. Yu. Novitskaya, G. V. Tereshonok, N. Ya. Chutko, E. S. Shabelnik, N. I. Eliasberg, etc.). However, finding ways to build legal education in elementary school has not yet taken shape in a generally accepted research concept.

Authors such as N.P. Lukin, A.F. Nikitin, N.I. Eliasberg, refer in their works to pedagogical analysis and substantiation of the goals, objectives and content of teaching legal knowledge to primary school students. But most of the publications are debatable, posing problems rather than offering ways to solve them, and the legal material included in the content of primary education is implemented at the didactic level, through a system of separate lessons, and is assessed by teachers in the same way as knowledge of the native language, mathematics, natural history, etc. d.

Target of our research: to theoretically substantiate and experimentally test the conditions for the formation of legal ideas in children of primary school age by means of play.

object research is the legal education of younger students.

Subject research is the process of formation of legal ideas in younger students by means of gaming activities.

In accordance with the problem, subject, object and purpose of the study, the following tasks:

Based on the analysis of psychological and pedagogical literature, reveal the mechanisms for the formation of legal ideas of younger students;

To study the level of formation of the foundations of legal ideas in children of primary school age;

To develop the content of a methodology that effectively influences the formation of ideas about the rights of the child among first-graders;

Select games and game situations aimed at forming the foundations of legal ideas among younger students.

The study was based on the following hypothesis: the formation of legal ideas in children of primary school age will be effective if:

To deepen knowledge about the rights of children and their responsibilities, to achieve understanding and acceptance of the rights of the child as a necessary form of his life;

Provide the educational process with games and game situations of social and legal interaction;

In the process of educational work in extracurricular activities, accumulate experience in legal behavior based on the expansion of knowledge of universal values.

Methods research:

Theoretical analysis of pedagogical and psychological literature on the research problem;

Experimental work (stating, forming, control experiments);

Conversation, problem situations, testing, observation;

Methods of mathematical processing of research data.

Research Base: Kindergarten №______.

Work structure.

Example 2

Final qualifying work on the topic: "The development of imagination in younger students in working with natural material in the classroom

Mug "Nature and fantasy"

Introduction

The current stage of development of psychological and pedagogical theory and practice is determined by the search for ways to move from the traditional, information and technical understanding of childhood problems to a humanistic one, characterized by an orientation towards the values ​​of self-development, self-determination of the individual. One of the fundamental conditions for the comprehensive development of the child is the orientation of educational technologies to the formation of the child's creative abilities, the basis of which is a high level of development of the imagination. However, the ways to achieve this goal are not limited to narrowly pedagogical or narrowly psychological means. We are talking about the design and implementation of the foundations of the child's life, the organization of the subject and social environment, the regime, various types of activities, including educational, adequate to his psychological and physiological needs and age-related developmental characteristics. In the light of this provision, a special place is occupied by the problem of the formation of the child's reflective abilities, on which the strategy of figurative thinking and imagination is based.

The figurative sphere of personality, largely supplanted in science in the 1950s-1970s. to the background, for a long time it was treated as a "second-rate", low form of generalization in comparison with the verbal-logical one. However, in recent years, a significant number of works have been published confirming that the figurative forms of reflection of the world are not a simplified "directly sensual picture" (AN Leontiev). Based on the unity of perceptual images with mental ones, the figurative reflection of the world is not only not "more primitive" than the conceptual one, but is also primary, fundamental in relation to it.

Despite the active discussion of this problem in the psychological and pedagogical literature, most researchers point to the lack of a holistic concept for the development of figurative thinking and imagination of preschoolers and schoolchildren, as well as scientifically based technologies aimed at its formation, which significantly impoverishes the development of the spiritual and mental sphere of the child's personality. (I.S. Yakimanskaya, V.S. Stoletov, M.K. Kabardov).

Practice and scientific research in the field of pedagogy and psychology indicate that insufficient use of the figurative sphere prevents the disclosure of the creative powers of the individual, his spiritual and psychophysiological potential, which ultimately negatively affects the mental and physical well-being of the child (V.S. Rotenberg, M. K. Kabardov, M. A. Matova, V. I. Garbuzov).

Many authors rightly point to imagination as the basis of human creativity, link the development of imagination with the overall mental development of the child, and believe that imagination is an indispensable condition for the psychological preparation of children for school (L.S. Vygotsky, V.V. Kirillova, E.E. Sapogova, Yu.A. Poluyanov and others). The researchers obtained convincing data, according to which the level of development of the symbolic function and imagination determines the degree of internal readiness for school. If the level of development of this neoplasm has not reached that which is sufficient for the transition of the child to schooling, then placing the child in the conditions of educational activity is premature.

L.S. Vygotsky noted that a developed imagination sets a social situation of development for the child, which “determines wholly and completely the forms for you and the path, following which the child acquires new and new personality traits, drawing them from social reality as the main source of development, that path according to which the social becomes the individual.

V.V. Davydov emphasized that it is in the child's intention that one of the important features of the imagination is found - the ability to "see" the whole before the parts. “The idea is some general integrity that needs to be revealed through many parts. Such disclosure is carried out in the process of implementation and implementation of the plan.

Psychologists and educators recognize that it is imagination that is the basis of creative activity, and creativity is one of the indicators of personality development, one of its essential characteristics. In artistic activity and in the game, first of all, the development of children's creativity and imagination takes place. It manifests itself in inventing, and then in the implementation of the plan.

The fundamental functions of the imagination are described by various authors: gnostic-heuristic (L.S. Vygotsky, S.L. Rubinstein), contributing to the solution of the problem by transforming its visual content; prognostic (A.V. Petrovsky, A.V. Zaporozhets). Within the framework of this function, according to R.G. Natadze, imagination determines human activity through a setting action; communicative (V.S. Mukhina, N.P. Sakulina, V.A. Levin); protective (Z. Freud, K. Horney, R. Griffiths).

In developmental and educational psychology, the main psychological neoplasms of primary school age are considered to be arbitrariness, an internal plan of action, and reflection. Based on this provision, O.V. Fadeeva believes that the main line of development of the imagination lies in its gradual subordination to conscious intentions, the implementation of certain plans, which becomes possible at primary school age due to the formation of these psychological neoplasms. The arbitrariness of the imagination is manifested in the ability of a younger student to consciously set goals for action, to deliberately seek and find effective means and methods for achieving them.

The following circumstance is significant: in primary school age, along with learning and play, artistic activity, design, elements of labor, which are realized by means of artistic, mental and moral education of children, play an important role in the development of the imagination. They are interconnected and aimed at the performance of various actions by children, which are commonly called creative (for example, designing, working with natural material, modeling, dancing, etc.).

One of the conditions for the development of the imagination is learning as a process organized by an adult for the transfer and active appropriation by a child of artistic and creative activity as a whole (motives, methods of action of the entire complex system of relations that characterize it).

Despite the rich experience in the field of methodology and technology of teaching natural science in elementary school (A.A. Vakhrusheva, N.F. Vinogradova, N.Ya. Dmitrieva, G.G. Ivchenkova, A.N. Kazakova, Z.A. Klepinina , A. A. Pleshakova, I. V. Potapova, I. P. Tovpinets, E. V. Chudinova, etc.), the method of working with natural material, is the least developed area of ​​science and practice, while the research of scientists is sometimes local character. There is no comprehensive system of lessons that take into account the relationship and features of different materials. Researchers often do not use the interaction of materials and techniques to create expressive composition and develop the imagination of children.

This leads to widespread mistakes in working with children. In the practice of elementary school education, work with natural material is sometimes uninteresting, teachers experience difficulties in organizing them. Often crafts made by the hands of schoolchildren look unaesthetic, the quality of work is very low. The possibilities of younger schoolchildren are underestimated or overestimated, which negatively affects the development of children's imagination. Children are focused on creating object plane images from natural material according to the model. They do not develop creative skills, imagination. Such a restriction leads to repetitions and a decrease in children's interest in this type of productive activity. The methods of teaching and developing imagination and creativity used by teachers are monotonous; the creation of a game situation in the classroom is rarely used. In organizing work with natural materials, teachers rarely use a collective form of creative activity. This leads to an impoverishment of the content and a decrease in the artistic value of children's works. The possibilities of integrated classes for the formation of children's creative abilities and imagination are poorly used, which negatively affects the formation of personally significant motives for activity and reduces interest in it. Compositions and crafts created by children are rarely used to decorate a classroom, school, children's parties and leisure activities.

Based on the foregoing, in this study, we were given the following purpose: to identify and experimentally test the effectiveness of pedagogical conditions for the development of imagination in younger students when working with natural material in the classes of the "Nature and Fantasy" circle.

An object: extracurricular activities focused on the creative development of children of primary school age.

Thing: pedagogical conditions for the development of imagination in younger students through work with natural material in the classroom "Nature and Fantasy".

Hypothesis: the imagination of younger students when working with natural material will develop successfully if:

Develop an integrated program of classes within the circle "Nature and Fantasy", involving the organization of the creative activity of children;

To form in first graders ideas about the expressive possibilities of natural material and ways to transform it;

To develop the subjective position of the child in the search for an artistic concept and the phased implementation of the artistic image in the creative activity of creating crafts.

To solve the presented purpose of the study and the hypothesis put forward, the following were formulated. tasks:

1) to characterize the main positions of the development of imagination in children of primary school age in artistic and creative activity based on the analysis of psychological and pedagogical literature;

2) identify pedagogical conditions and develop a program of classes that effectively influence the development of the imagination of younger students when working with natural material;

3) to determine the evaluation criteria and levels of development of imagination in children of 7 years old;

4) experimentally - experimentally to prove the effectiveness of the pedagogical conditions for the development of imagination that we have identified in working with natural material in the classes of the "Nature and Fantasy" circle.

To prove the hypothesis and solve the research problems, we used research methods:

Analysis of psychological and pedagogical literature on the research problem;

Observation and analysis of the creative activity of younger students;

Pedagogical experiment (stating, forming and control stages);

Methods for generalizing experimental data.

Research Base: Kindergarten №______

Work structure. The work consists of introduction, two chapters, conclusion, bibliography, 14 appendices.

Example 3

Final qualifying work on the topic: " Formation of color perception in children of primary school age through the application "

Introduction

In a modern general education school, much attention is paid to the issues of social adaptation of children in the process of their education. In this regard, the problem of the formation of color perception in younger students becomes relevant, since children who are a heterogeneous group study in elementary school. Among them there are schoolchildren with a lack of development of color perception abilities, as well as with psychophysiological features of vision and color reproduction. The priority of the interests of the individual for this contingent of students involves the formation, formation, development of color perception as one of the important conditions for their social adaptation, which can be fully carried out by means of artistic and aesthetic activities, including appliqué classes.

Visual practice, everyday experience constantly enrich our perception of color, turning it into a powerful artistic means of understanding life. The child does not yet have a versatile experience of color perception, color impressions, which he receives later in his life practice. However, by the age of 6-8, children already have the necessary prerequisites for the development of an aesthetic sense of color. The child perceives color directly, sincerely, enthusiastically. This is a very valuable quality that must not only be preserved, but also supported and developed in the learning process, since it is a condition for the formation of color perception.

Color is one of the objective properties of the surrounding reality. Color exists independently of our consciousness and is reflected in it through visual sensations.

The variety of color harmonies observed in nature always implies not one color, but a complex of color combinations. This also applies to the field of art. The color scheme of a work of art (for example, fine art) enhances the emotional perception of its content, participates in the disclosure of its images.

The problem of the formation of color perception is an important issue in the theory and practice of artistic pedagogy. In this regard, the issues of pedagogical management of the processes of visual activity of younger schoolchildren and, above all, the problem of the formation of color perception abilities become relevant. The relevance of the issue, its pedagogical significance is confirmed by the fact that in some foreign countries (in Poland, Bulgaria, France, Japan, etc.) a program to familiarize children with color and its aesthetics is included in the system of teaching children of preschool and school age.

This problem is of particular relevance due to the insufficient development of issues aimed at determining the pedagogical conditions, methods, methods for the effective formation of color perception in children studying in elementary school.

Primary school age is a crucial period in the development of children. This is the time of active formation of ideas about the surrounding world, in which color is given great importance as an important feature of objects and phenomena.

Teachers working with younger students often find it difficult to organize the process of teaching fine arts to children with individual psychological characteristics of color perception. These difficulties are associated with the low representation of practical methods for the formation of color perception in younger students, the lack of a pedagogically correct assessment of children's work performed by students with color perception disorders. These and related issues have not yet received adequate coverage.

The solution of this problem is of particular importance in the context of the development of the child's personality by means of artistic and aesthetic activity, which performs social-adaptive and communicative, artistic-figurative, emotional and other functions.

Most teachers believe that the use of applications in order to form color perception in children is necessary. Teachers express a desire to work in this direction, but experience difficulties, i.e. do not have guidelines for this issue.

Color as an object of study has always attracted the attention of scientists, psychologists, art historians, teachers, naturalists.

Of undoubted value for our study are the works of scientists physiologists S.S. Alekseeva, S.V. Kravkov, who studied the process of color perception by the human eye and revealed the individual characteristics of human color perception.

Works of scientists L.A. Wenger, L.S. Vygotsky, A.V. Zaporozhets, B.C. Kuzina, M. Luscher, S.L. Rubinshtein are devoted to research in the field of psychology of color perception.

In domestic and foreign psychology and pedagogy, the work of E. Meimak, N.I. Krasnogorsky, G. Valentine, I.M. Shinn, A.S. Sulina. Scientists solved the problem of the emergence of color vision and determined the periods when for the first time a child begins to distinguish colors. Z.I. Istomin, Zh.I. Shif studied the features of color perception and naming by children of preschool and primary school age. The authors note that color differentiation in children aged 6-9 develops first in relation to the color tones themselves, and then in relation to lightness.

Ya.A. Kamensky, F. Frebel, M. Montessori paid great attention to the formation of color perception in children and believed that the ability to distinguish, name and use different colors and their combinations is of great importance for the development of an artistically gifted and developed personality. Developed color perception implies a well-formed ability to differentiate and group colors based on their similarity, contrast and beauty of combinations. This skill undoubtedly plays a significant role in children's fine arts.

As a result of research on sensory education and decorative creativity (B.V. Maksimov, N.P. Sakulina, I. Sheitakova), the content and methods for the development of color perception of children, the features of their assimilation of color standards - the spectrum, the assimilation of knowledge about colors and shades and ways to obtain them, training in the transfer of

Justification of the topic of scientific research, whether it is a master's, candidate, or doctoral dissertation, includes the following sections:

1. Relevance of the topic– in this section, you must justify why the topic you have chosen is relevant and worthy of consideration. First of all, the chosen topic should solve some important scientific or national economic problem that is relevant today.

2. The degree of scientific development- in this section, you need to group, analyze and critically comprehend the works of other scientists whose scientific research, one way or another, intersects with the topic of your research.

3. Object and subject of research- in this section, it is necessary to consecrate how the chosen object and the subject of scientific research correlate. If you want to know what is the object and subject of scientific research, you can find such a section on our website.

4. Goals and objectives of the study– the research should clearly define the goal to which you will strive in the process of performing the dissertation research. The tasks set should reveal the goal. Tasks are a kind of movement plan towards the disclosure of the general goal of the dissertation research.

5. Research methods– when writing a dissertation, as well as substantiating its topic, it is very important that you choose the right methods of scientific research. Since there are general scientific methods that can be used in any science. And private methods that correspond to a highly specialized scientific direction, for example: economics, pedagogy or psychology.

6. Research hypothesis Quite often, scientific supervisors, when preparing the rationale for a dissertation topic, require that a hypothesis be included in the justification. This is a general idea of ​​the work. The hypothesis states that if we do some action in scientific work, it will lead to such and such results. In the course of work, the hypothesis put forward must be confirmed or refuted.

If you do not have enough time to write a dissertation, or you simply do not want to deal with this issue, we advise you to entrust this work to professional authors!

INTRODUCTION

Topic of work and justification for choosing a topic

The research paper presented to the attention of the reader is devoted to ...
Have you ever wondered why...? I noticed ... / thought about this question when ...
I've always wondered why...
The desire to find out ... appeared in my childhood. I was interested in …
The theme of our work: "...". I chose this topic for research because…
In the future, I would like to connect my life with ... therefore, I am already interested in ... and have chosen ... as the topic of my research.
I became interested ... after one day ...
When I ... I was struck / I became interested ...

Relevance

… has become an integral part of our lives today. We use...without thinking...
The relevance of the topic of our work is determined by the fact that at present ...
In today's world ... is of great importance, because ...
In recent years, we often hear and use the word ...
Many are interested / addicted / think ...
Today the problem ... is one of the most urgent, because ...
The question ... in recent years has been in the focus of research attention ...
The topic is the subject of lively debate...
This is explained by the fact that ... affects our health / mood / success
The problem ... attracts close attention of scientists and the public due to the fact that ...
Recently, it has appeared ... and people have begun to think more and more about ...
Probably every person at least once in his life thought about...
… has always raised a lot of questions in people …
To date, there are two opposing views on this problem ...
Today there are disputes / there is no consensus on this issue ...

Novelty

To date, there are works devoted to ... in general. However, we decided to study this topic using the example of our class / school, and this is the novelty of our study.

Objective

The purpose of this work is to find out why...
The main goal of the work is to answer the question ... / prove that ...

Tasks

To achieve this goal, we need to solve the following tasks:
To achieve this goal, we set ourselves the following tasks:
Work tasks:
The work tasks include:
Study the literature on the topic
Find out the meaning of terms...
Find examples ... in ... / collect material ... / study the composition ... / measure the level ...
Conduct a survey / experiment / observation
Compare/contrast/analyze the results
Draw conclusions about...

CHAPTERS

First chapter (theoretical)
Basic terms and concepts, background

The key concepts for our study are….
... is called ...
On the official website of ... we found the following definition of the term ... "..."
Ivanov V.V. in the book ... defines the concept of ... as ...
Petrov V.V. understands the term...
Sidorov S.S. considers ... as ...
Andreev A.A. in the book "..." gives the following definition...
… - it …
The site ... offers the following definition of the concept ...
Ivanov’s article “…” in the journal “…” states that…
It is generally accepted that…
It is commonly known…
Let's look at the history first...
The history of the issue is covered in detail on the pages of modern encyclopedias, for example ..., as well as on the website ... For the first time ....
From the book ... we learned that ...
As Ivanov I.I. ... in the article ... "...", ...
According to Ivanov V.V. …
Perhaps this is related…
Moreover, …
It is interesting that…
It is widely believed that…
At the same time, it must be emphasized that…

The second chapter is a description of the study

In order to find out ... we decided to conduct a survey ... among the students / parents of our class. The survey was conducted through a questionnaire / survey in social networks. The survey involved … students and … parents.
Respondents were asked the following questions: ...
The research was carried out on the material…
As a material for the study, we took ....
The examples come from...
The results of the survey are presented in table 1.
In Figure 2 you can see...
Figure 3 shows…
In this case, we see ... / we are dealing with ...
At the same time, it should be noted…
Noteworthy is the fact that…
The diagram shows...

CONCLUSIONS, CONCLUSION

Conclusions by chapter

Based on the foregoing, we can state...
All of the above allows us to draw the following conclusions: ...
Thus, we see...
Hence …
It's obvious that …
As you can see from the above...
It follows from the above that...
Summing up the above, the following should be noted ...
In summarizing chapter 2, it is necessary to emphasize ...
Summing up the interim results, we can say that ...
As a result of our research, we found that…
In conclusion, it should be noted…
The study allowed us to draw the following conclusions...
The main conclusion that I made: ...
In the course of the study, it was revealed / established that ...
So we made sure...
All of the above proves that...
Based on the foregoing, it is logical to assume that ...
All of the above convinces us that ...
The version of ... seems to us the most plausible, because ...
The examples found and analyzed by us allow us to identify the following pattern: ...

Conclusion
Prospects for further research

We see the prospects for further study of the problem in a more detailed / detailed study ...
In the future it would be interesting...
In our opinion, it would be interesting to study / explore / consider ...
In addition to … discussed in this paper, in our opinion, it would be interesting to study …
The work considers only one of the aspects of the problem. Research in this direction can be continued. It could be a study not only ... but also ...

Job assignment

The study can be useful and interesting for school students who are fond of ..., as well as for everyone who is interested in ...
The results of our study could help the guys in ...
The work may be of interest to…
The results of the study can be used by teachers in preparing lessons / competitions / quizzes on the topic ....
The work can be used for further research...
With my work, I wanted to draw the attention of classmates to the problem ...
The practical significance of the study lies in the fact that its results formed the basis of the rules I developed ... / memo on ... for ...

What did the work give the researcher himself

In the process of writing the work, I learned / learned / discovered / found out ...
The work helped me understand / realize / solve the problem / take a fresh look ...
In the process of working on the study, I gained experience ... I think that the knowledge I have gained will allow me to avoid mistakes / help me correctly ...
The results of the study made me think...
The biggest problem for me was...
The study has fundamentally changed my opinion / idea about ...

How to substantiate a topic

It is an obligatory stage of work on the dissertation. It will allow you to understand the depth of the topic, realize its importance and develop directions for writing a master's thesis.

Master's is a special type of final qualifying work and is carried out under the supervision of a supervisor with subsequent defense before the examination committee.

A master's thesis differs from a bachelor's final qualification work by a thorough theoretical study of the problem, from a specialist's thesis by a scientific focus of the research.

V substantiation of the topic of master's work the following should be displayed:

1. Relevance of the research topic,
2. object and subject of research,
3. purpose,
4. tasks,
5. supposed scientific novelty,
6. theoretical and practical significance,
7. base for approbation and implementation of research results,
8. the structure of the master's
9. master's theses.

Before proceeding to substantiate the topic of the master's thesis, it is necessary to choose and correctly formulate the topic of research. When choosing a master's topic, it is necessary to think in advance about the relevance and usefulness of the results of the upcoming research.

Then you should turn to the scientific literature related to your chosen master's topic. It is necessary to thoroughly study all available literature on the subject of your research. Separately, the importance of information retrieval on the topic should be highlighted. It will allow you to more accurately determine the degree of connection of the research topic with previous scientific research and previously defended works.

After formulating the topic and studying the literature, you need to clearly formulate relevance.

An important stage is the reflection in the substantiation of the theme of master's work the degree of knowledge of the research topic.

After that, it is formed the purpose of the master's study. From the formulated goal, tasks should be formulated that will reflect the essence of the work and its structure.

An important step in substantiating the theme of master's work is the reflection of research methods. Methodological basis of the study is based on a system of general scientific and particular scientific methods.

Then, the empirical basis of the master's thesis, the information base of the study and the theoretical base are reflected in the substantiation of the master's topic.

After that, in the substantiation of the topic of the master's thesis, they reflect which the results are expected to be based on the results of a practical study. This description should reflect novelty or elements of scientific novelty.

Then, in the substantiation of the master's topic, the structure of the study is fixed. It is important to remember that the structure of the study is determined by its goals and objectives. The dissertation work consists of an introduction, a number of chapters and paragraphs determined by the work plan, a conclusion and a list of sources and applications used.

The structure of the substantiation of the topic of the master's thesis

The structure of the substantiation of the master's topic based on the key stages of its creation. Let's look at each section in detail below.

The text of substantiation of the master's topic begins with wording of the relevance of the work. In this section, it is necessary to show the relevance of the scientific problem being solved, not only in practical terms, but, most importantly, the need for scientific study of the formulated research topic. To do this, research works for the last 3-5 years on related topics are indicated in relevance, the issues resolved in these works are briefly characterized, and based on their critical analysis, issues that need to be resolved are identified. The rationale for relevance should relate only to the research topic under consideration, and not describe all the problems in this scientific direction.

The next step is to consider the degree of knowledge of the topic. In this section, it is necessary to clearly and clearly characterize the state of the problem: in the form of an unresolved issue or situation, clarification of a theoretical or practical goal, etc. At the same time, it is necessary to list the key specialists who addressed a particular problem related to the topic of the master's thesis.

After, we formulate goals and objectives of master's work. The achievement of the goal of the study is facilitated by clearly formulated research objectives, which, in essence, are the decomposition of the goal into a number of particular subgoals. If the goal determines the research strategy, then the tasks define the research tactics. There are usually three to four tasks that need to be solved to achieve the goal of the study.

Then we turn to the formulation of the subject and object of research. The object and subject of research as categories of the scientific process are related to each other as general and particular.

An object research is always broader than its subject. An object is the area of ​​activity thing is the process under study within the framework of the object of study.

In the object, that part of it is singled out, which serves as the subject of research. The mastery of determining the subject of research depends on how close the undergraduate is to the sphere of the most relevant states of the object and the area of ​​significant links and elements, the change of which affects the entire system of the organization of the object.

An important section of the substantiation of the theme of master's work is list of research methods. The characteristic of the methodological part in substantiating the topic of the master's work involves a description of the methods for collecting scientific and practical information and its processing.

Methodology - a sequence of solving particular problems based on the chosen research method, a system of conditions, requirements and limitations of the study.

Research methods and techniques serve as tools in solving the research goal.

An equally important section of the substantiation of the topic of the master's thesis is the description of the empirical basis, the information base of the study and the theoretical base. The theoretical basis of the dissertation research make up the works of domestic and foreign experts on the topic of master's. Information base of the master's compile statistical data of the Federal State Statistics Service, the Central Bank of the Russian Federation, regulatory legal acts, etc. etc.

Section reflective theoretical and practical significance and novelty of the master's is based on a detailed analysis of existing problems and trends within the research topic.

The structure of the study is determined by its goals and objectives. In the final part of the substantiation of the master's theme, it is necessary to briefly provide information about the structure of the work.

Work on any dissertation begins with the definition of topics. The task is not difficult.

It is necessary to determine the scope of one's own scientific interests, compare it with the already available abstracts of scientists and find some unique subject of research, or give a new sound to the problems already disclosed by other authors.

The chosen topic should be discussed with the supervisor, as well as justify the importance and necessity of the issue under study at a meeting of the leading department.

What is the substantiation of the dissertation topic

Substantiation of the subject of the candidate's thesis is a document that is the basic basis for the entire qualifying work. It is from this moment that work on the study begins. A formal approach to justification will not lead to the desired result.

But careful preparation of the substantiation of the topic will allow the researcher to better understand the issue under study, as well as predict the results of his work.

This document is mandatory for admission to graduate school. The topic of the scientific work of an already enrolled graduate student must be approved by the leading department, and then by the Academic Council of the university. The corresponding mark of the Academic Council will appear in the individual curriculum of the postgraduate student.

How to substantiate the topic of the dissertation

It is worth working on the main issue of the candidate only together with the head. It is he who will tell you which issues will sound more advantageous in defense, from what angle it is worth considering this or that scientific issue.

Before meeting with the curator, try to study existing scientific research.

Pay attention not only to Russian sources, but also foreign ones. Find weaknesses in the study of the selected issue, think of something new you can say on this topic. All these points should be reflected in the substantiation of the dissertation work.

Stages of substantiation of the dissertation topic

The subject of scientific work should be substantiated according to a certain template. This document should contain the following parameters: wording of the topic,

• its relevance,
• goals and objectives of the study,
• alleged novelty
• and practical significance.

Theme wording

The success of future qualifying work depends on a competent formulation. It cannot be expressed in a free form, it must meet the requirements of the Passport of specialties of the Higher Attestation Commission and clearly display the perspective content of the candidate's thesis. The initial wording of the topic may be changed during the research process.

Relevance of the topic

The topic should be not only clearly formulated, but also relevant, meeting the needs of the time. In other words, the applicant must clearly understand whether the scientific study of the problems proposed by him is in demand. Thus, it is imperative to emphasize the relevance of the issue under study.

An example of topic relevance

Definition of the purpose and objectives of the study

The document should also reflect the purpose and objectives of the study. There can be only one goal, and it must follow from the subject and relevance. The definition of the goal contains an answer to the question: how exactly will the problem of qualifying research be solved? Objectives are specific steps that will help you achieve a specified goal.

An example of goals and objectives in a PhD thesis

Suggested novelty of the study

Another important parameter is scientific novelty. At this stage, you need to state what unique results the author plans to achieve and with the help of what non-standard methods.

An example of novelty in the Ph.D.

Assumed practical significance

In practical terms, it is necessary to justify what applied tasks this research can solve, how it can be useful in the real activities of enterprises and institutions. This block in the document should show that the Ph.D. is not exclusively theorized.

An example of practical significance in a dissertation

Sample substantiation of the topic of a Ph.D. thesis

There are several examples of substantiation of qualifying works. Most of them will be built according to the standard template.
The sample is filled in by the applicant, signed by him and the curator. Then the main question of the research is submitted to the meeting of the department, to which the future candidate of science is attached.

After discussion in the teaching staff, the topic may be subject to adjustment and changes are made to the rationale.

The finished document is submitted for approval to the rector of the educational institution. The given example is not universal, it is best to prepare a document according to the template that exists at the applicant's department.

Sample “Substantiation of the topic of a Ph.D. thesis” SibGUFK

Substantiation of the topic of the Ph.D. thesis "_____________________________________"

topic title

Speciality: __.__.__ - ___________________________________________. (example: 13.00.

08 "Theory and Methods of Vocational Education") Performed by: postgraduate student/applicant __ year of full-time/correspondence education __________________________________________________________________. (FULL NAME.

(in full) Supervisor: _____________________________________________.

(academic degree, title, full name)

The relevance of research:

Research problem:

Object of study:

Subject of study:

Research hypothesis:

Purpose of the study:

Research objectives:

Methodological basis of the study:

Research methods:

Organization of the study:

Scientific novelty of the research:

Theoretical significance of the study:

Practical significance of the study:

Artist's signature:

Supervisor's signature:

An example of substantiating the topic of a doctoral dissertation

For a doctoral thesis, the subject is substantiated according to a similar example, as for a candidate's thesis. The template can also include such parameters as the object and subject of research, methods and stages of work, as well as planned publications.

Doctoral Dissertation Topic Justification Template

Source: http://disszakaz.ru/services/kandidatskaya-dissertatsiya/obosnovanie-temy-dissertatsii/

Rationale for the choice of the topic of the dissertation

Lecture Search

_

General Postgraduate Curriculum

___________

Scientific adviser ___________________________

Head of Department ____________________________________

Date of completion of the plan ______________________ 20___

Work plan for the 1st year of preparation

Training period from ______ to _________

PhD student: ___________________________

Scientific adviser ___________________________

Date of completion of the plan ______________________ 20

Head department _______________“ ___ ” ____________ 20 ___

Work plan for the 2nd year of preparation

(to be filled in and agreed with the supervisor after positive attestation for the first academic year)

Preparation period from ________ to ___________

PhD student: ___________________________

Scientific adviser ___________________________

Feedback from the supervisor on the work of a graduate student

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supervisor: _______________“ ___ ” ____________ 20 ___

The attestation was approved by the Academic Council of the faculty ________________ Protocol No. _______________

From “___” ________________ 20 ___

APPROVED: Dean of the Faculty ____________________________________

Work plan for the 3rd year of preparation

(to be completed at the end of the second year of training)

Preparation period from ________ to ________

PhD student: ___________________________

Scientific adviser ___________________________

Date of completion of the plan ______________________ 20___

Feedback from the supervisor on the work of a graduate student

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supervisor: _______________“ ___ ” ____________ 20 ___

Head of Department _______________“ ___ ” ____________ 20 ___

The attestation was approved by the Academic Council of the faculty ________________ Protocol No. _______________

From “___” ________________ 20 ___

APPROVED: Dean of the Faculty ____________________________________

Work plan of the 4th year of preparation (for part-time students)

(to be completed at the end of the third year of training)

Preparation period from __________ to ______________20____year

PhD student: ___________________________

Scientific adviser ___________________________

Date of completion of the plan ______________________ 20___

Feedback from the supervisor on the work of a graduate student

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supervisor: _______________“ ___ ” ____________ 20 ___

Head of Department _______________“ ___ ” ____________ 20 ___

The attestation was approved by the Academic Council of the faculty ________________ Protocol No. _______________

From “___” ________________ 20 ___

APPROVED: Dean of the Faculty ____________________________________