Report on educational practice of the teacher. Report on the passage of pedagogical practice. Description of the methodology for laboratory work

REPORT

according to pedagogical practice

female student philological faculty

specialist. "Russian language and literature"

MGPI them. M. E. Eusevieva

I, .., In the period from October 18 to December 25, 2010, was on pedagogical practice in MOU No. 26 in 10 "a" class. This is a school with a humanitarian bias, so the teaching of philological disciplines is given here the most close attention.

Meeting with the school administration and the pedagogical team brought me only positive impressions. A foster teacher and the class teacher tried to provide me with a help in conducting Russian lessons and literature, as well as two extracurricular activities, to implement a psychological study of the group of students.

The conversation with the subject teacher was particularly important for me, during which she told about the peculiarities of training the lessons of the Russian language and literature: so, in the lessons of the Russian language theoretical material it distributes on blocks, "diluting" practical tasks; Literature lessons are abounding with clarity and are built on a problematic basis. Productive was and visiting teacher's lessons. It was noticeable that students were already accustomed to such building classes, and it was easier for me to prepare such lessons on which they would be comfortable to work.

I was fulfilled in pedagogical practice: I spent a total of 20 training classes (6 Russian lessons and 14 literature lessons), extracurricular activities, and also replaced the class teacher and carried out research activities to identify the socio-psychological characteristics of the group of students entrusted to me Class. I carefully prepared for each lesson, studied the working program on subjects, the best practices of teachers-verders and scientific literature on a particular topic; The scenario of extracurricular activities was prepared for their holding together with schoolchildren. The quality of the classes conducted by me is quite high: this is evidenced by the informative interest that studied classrooms and reviews of teachers who were present at them. There were also no special problems with discipline in the lessons, as I tried to select an interesting educational material and use a variety of methods and techniques for working with it in classes.

The main difficulties in preparing for lessons were associated with their breadths that the teacher formulated. It was difficult to put the entire planned material in 45 minutes, especially since, as a rule, the texts of artistic works were not read by the guys. Therefore, part of the material always "disappeared", and I had to leave it for an independent acquaintance. In the preparation of extracurricular activities, when I put on the independent work of students who worked in groups, there were many inconsistencies and even conflicts, because schoolchildren repeatedly showed inertia, undisciplining, lethargy in extracurricular work. They turned out to be absolutely unaffected to group, collective activities. I also had no special care from the teachers. Therefore, coherence in the team did not manage to achieve. In the future, more attention should be paid to the motivational component in organizing any student activities.

Methodists from the Institute had an invaluable support. It was they who suggested to me which educational and methodological and reference literature to use, what methods and techniques to choose what they like to children, and that, on the contrary, ruin the lesson.

As part of the lessons, I often used creative tasks (mini-writings, creating illustrations for artistic work, receiving verbal drawing, etc.), which students were always very happy and reacted well to it well. The creative approach in working with students, in my opinion, increases their cognitive interest in the subject and study as a whole.

Throughout the practice, I tried to show myself exclusively as a thoughtful, responsible teacher, with a wide cultural outlook, high speech culture and a solid theoretical knowledge base, like a careful, responsive, disciplined person. The students also tried first of all to find emotional contact so that our interaction in the framework of the educational process was as comfortable as possible and effective. In addition, learning more and more about every student, I tried to find an individual approach to each of them, always paid attention to their speech culture, the level of which in the future will become a "visiting card" of each of them both professional and a person. It was possible to find an approach and "difficult" disciples, although there was still relatively small time. With parents with students, in addition to the announcement of the results of current performance at meetings, I did not carry any work.

I do not have special comments on the organization of pedagogical practice. It is emphasized that pedagogical practice has become an important stage in my professional self-determination. She showed me that I was not mistaken in choosing my profession that the hard work of the teacher is close to me and I am ready in the future, after graduation at the university, continue my professional and personal growth in this area, seeking to become a highly qualified specialist. Working with a children's team is quite complex, but the joy of communicating with children, their willingness to meet a person who invests a lot of strength and labor in their development is huge. If I have to tie my future with pedagogical activities, I will definitely take into account those misses that allowed this practice, I will try to correct them.

Preview:

Pedagogical practice report

I, ..., passed pedagogical practice in MOU No. 26 of Saransk.This educational institution has two ninth grade, 23-26 students in each. Training in the Russian language is carried out according to the traditional programs of the authors M. T. Baranova, T. D. Ladyzhenskaya, etc. and textbooks of these authors, training literature is carried out under the program edited by V. Ya. Korovina (5-11th grades). For this gymnasium, it is characterized by an in-depth study of the objects of the humanitarian cycle in certain classes. For this purpose, additional teaching aids are used.

Pedagogical practice took place from October 18 to December 25, 2010.

During the pedagogical practice, I have a total of 20 lessons (6 Russian lessons and 14 literature lessons). During the passage of practice, extracurricular activities were also conducted. In addition, I performed the duties of the class teacher in 9 "A": conducted planned class hours, checked notebooks in the Russian language and literature, diaries and exposed estimates.

My first impressions of the school, school administration, teachers were only positive. Throughout the practice and teachers, and methodologists provided me with significant assistance in the preparation of lessons, events, helped with teaching and methodical literature, advised how to better build lessons, what orders to trust the guys better. Methodists from the Institute were also always there and suggested how it is better to do in one way or another. I had an invaluable help Teacher: She thoroughly edited all the abstract lessons, made the necessary critical comments, told a lot about the features of the class entrusted to me. At the disposal of our group of trainees, the necessary documentation and teaching aids were issued, requests for technical equipment of lessons were also not focused.

The first impressions of the class were also positive: the guys seemed to me merry, active, initiative, responsible, disciplined. The first impressions were not deceptive: the guys were practically advocated well at every lessons, neatly fulfilled my tasks, they always offered something new, something their own. "Difficult" students in this class were not. Contact with the class was installed almost immediately. I think that this is due to my desire to make friends with the guys, to become an assistant and friend for them.

The main goal I put in front of myself was to acquire the experience of the teaching of the Russian language and literature to students of the middle link, attracting students to the lessons of Russian language and literature, the formation of the necessary language and speech skills, the development of thinking, attention and memory, education of the culture of communication , interest in the topics studied, expansion of the horizon. The goals assigned to realize the methods and techniques of educational learning, problem learning: heuristic conversation, creating problem situations, the use of schemes and tables, attracting information from popular science literature. From creative tasks, I most often used mini-essays, as well as thinking out the scenery to one or another film on the artistic work. Students always respond well to such forms of work with them.

He tried to follow personal-oriented learning, use an individual and differentiated approach: offered individual and variable tasks, additional tasks for students who have manifested interest and quickly coped with work.

However, there was a lot and difficulties. As for the conduct of lessons, it was difficult for me to assume how long it would takes the execution of each exercise, so the lesson's scenario turned out to be crumpled. In extracurricular work, I wanted to include as many students as possible, but some of them were helpless in this respect: so, to a class hour dedicated to trade organization, they picked up too complex tests, which made the class hour and seemed to be student too tedious. However, the tasks for the cohesion of the team were implemented: all the same, most students wanted to help and helped each other, feeling personal responsibility for the common cause.

Extracurricular work assumed not only the preparation and conduct of events, but also the organization of school duty, holding parental meetings. Since this is no longer my first pedagogical practice, I have not experienced special difficulties in this.

Pedagogical practice taught me a lot. Thanks to a benevolent atmosphere in the pedagogical team of the school, I felt freely, much wanted to try and realize from what we were taught in class at the university. Thanks to the help of methodists and teachers, I managed to overcome timidity and stiffness, to be more attentive in the lessons, combine different forms of work to achieve your goals. I do not have special comments to the organization of practice. Wish: To ensure the passage of all pedagogical practices to the student in one educational institution, it will greatly facilitate the execution of such a responsible task.

What is the features of pedagogical practice

This type of work is the final stage of the educational process of the future teacher, during which the student meets the characteristics of teaching activities. After graduation, students who choose the teacher's profession, usually go to work in a specialty and pedagogical practice makes it possible to prepare with the drain conditions in advance. Colleges, universities, technical schools and schools are suitable for training practice.

Pedagogical practice is part of the educational process that is assessed by teachers, like all other similar works. The assessment affects how well the student carries out activities in the field of teaching a specific subject. Also, when summing up practice, work is taken into account by a curator or a class manager. After the completion of the practice is completed, the report is written. There are certain requirements that must be observed when performing this work.

1. What is required to write a report on the passage of pedagogical practice?

This work implies the presence of the following documents:

Workbook.
Diary.
Report on completed tasks.
Analysis of visited lessons.
The characteristics of the entire classroom and each child separately.
Own characteristic (compiled by the teacher).

2. Workbook

This document plays an important role. It is written on the plan of training sessions, and the schedule of teaching discipline for the entire academic year, divided by themes, list of students, records on viewed lessons. Also, the notebook is needed to write abstracts to facilitate the process of conducting lessons and extracurricular activities. The main part of the report is written on the basis of marking from the working notebook.

3. Diary on the passage of pedagogical practice

Systematic filling of a diary direct duty of a student practitioner. Events are entered into it, carried out in the process of implementing educational and academic work. Diary is attached to the report. That is why it is very important to fill it in a timely manner during the whole practice, noting key points.

The diary must have a title page. It needs to be processed correctly. The title page contains student data, as well as information on the practice manager and teacher. The diary should have the following sections:

The period during which a training practice was conducted.
Clearly formulated tasks and goals.
Class information (number of students, their age, degree of preparation).
Results of control tasks.
Themes of lessons based on the annual calendar-thematic plan.
Plan and analysis of each individual lesson.
Review of the teacher regarding the work of the student.

The duties of the teacher include not only the teaching of the subject, but also the fulfillment of educational work. Therefore, the diary is also used to make entries of extracurricular lessons conducted during practical activities.

4. Report on completed tasks

This part of educational practice solves the following questions:

The new knowledge is indicated that the student received in the process of passing practice. It is also necessary to indicate how successfully theoretical knowledge in the field of teaching methods managed.
Students will have to tell about the formation of relationships with students of a trusted class. In the event of conflict situations or any difficulties, it is necessary to specify in the report, after which it is necessary to tell about the ways to eliminate the problems that have arisen. It is recommended to note the role of the teacher and how he influenced the resolution of the conflict situation.
The study can be supplemented with their own wishes regarding the organization of practical activities.

5. Analysis of visited lessons

At the initial stages of their pedagogical practice, the student will not personally hold classes. He will need to come to the lessons, and watch the school teacher performs its work. At the same time, the corresponding marks should be made, get acquainted with students, and after lessons ask questions. After collecting information, it is necessary to make the analysis of lessons. This is a very important part of the report.

Characteristics of the entire classroom and each child separately

The design of the characteristic implies the availability of information about the number of students. It is recommended to indicate their number in accordance with the gender. It is also not superfluous to analyze their health. After that, performance is being evaluated, conclusions are made about the relationship between teachers and children, it is determined how long students are disciplined during the period of lessons and extracurricular activities. It can be specified on the features of the current collective (how often conflict situations occur whether there is a leader and how other children include it). A separate item is to highlight students' hobbies, and how active they are during events.

The characteristic on the child is based on his behavior in the team, the degree of friendliness, the presence of achievements in school, as well as the desire to begin conflict or become its participant.

6. Own characteristics (student characteristics - travelers)

This part of the report on pedagogical practice should be a teacher under the guidance of which the student fulfilled his duties. It is indicated how well the practitioner owns teaching techniques, and how it applies knowledge in the field of pedagogy and psychology to solve educational and educational issues. The next stage is an assessment of the work of a student in the preparation and conduct of lessons, identifying his relationship to teaching. A compulsory attribute of the student's characteristic is to print director of the educational institution. This document is an application to the report.

7. Recommendations for writing a report on the passage of pedagogical practice

A report on pedagogical practice is drawn up in several stages and requires the preparation of a number of special documents. The report should be concise and understandable, without jarnitone and integral expressions. Do not postpone the writing of the report on the last day. Prepare all this reports are better every day at the end of each working day, otherwise you will have to remember a lot and fantasize what to write to them.

Total assessment for learning work in language ________________________________

Total assessment for learning work in literature ___________________________

Group managers (by yaz.) ________________ (by lith) ________________

II. Educational work

Total assessment for extracurricular work ____________________________________________________

Lecturer of the Department of Pedagogy _____________________________________________________

(signature)

Score for scientific research ________________________________________

Scientific adviser_______________________________________________________________

(signature)

Evaluation for labor discipline ________________________________________________

Group supervisor _________________________________________________________

(signature)

Final assessment for pedparte _______________________________________________________

Couchers (by yaz) ____________________________ (by lit.) _____________________

(signature)

Schedule schedule

Group managers _____________________________________________

(signature)

Control deadlines

Group Head _____________________________________________

(signature)

Student Report on Pedagogical Practice

I, Rakhmatullina Razil Zufarovna, during the period from 8.02 to 8.03 was on pedagogical practice in the MBOU "School No. 9 with an in-depth study of English".

Meeting with the school administration and the pedagogical team brought me only positive impressions. A foster teacher and the class teacher tried to assist me in carrying out the lessons of Russian language and literature, as well as extracurricular activities, to carry out a psychological study of the group of students.

The conversation with the subject teacher was particularly important for me, during which she told about the peculiarities of training the lessons of the Russian language and literature: so, in the lessons of the Russian language theoretical material it distributes on blocks, "diluting" practical tasks; Literature lessons are abounding with visibility. Productive was and visiting teacher's lessons. It was noticeable that students were already accustomed to such building classes, and it was easier for me to prepare such lessons on which they would be comfortable to work.

The pedagogical practice plan was fulfilled in full: I spent a total of 4 training sessions (2 Russian lessons and 2 lessons of literature), extracurricular activities, and also replaced the class teacher and carried out research activities to identify the socio-psychological characteristics of the group of students entrusted to me Class. I carefully prepared for each lesson, studied the working program on subjects, the best practices of teachers-verders and scientific literature on a particular topic; The scenario of extracurricular activities was prepared for their holding together with schoolchildren. The quality of the classes conducted by me, I consider it quite high: this is evidenced by both cognitive interest that studied classrooms and reviews of teachers who were present at them. There were also no special problems with discipline in the lessons, as I tried to select an interesting educational material and use a variety of methods and techniques for working with it in classes.

The main difficulties in preparing for lessons were associated with their breadths that the teacher formulated. It was difficult to lay the entire planned material in 45 minutes. Therefore, part of the material always "disappeared", and I had to leave it for an independent acquaintance.

The main activities of the student on self-development:interactions with colleagues, practices based approaches.

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Introduction

1. Objectives and objectives of pedagogical practice

2. Theme and type of classes

3. Development of the training program

4. feedback analysis

Conclusion

Bibliography

Introduction

Pedagogical practice is a mandatory part of the main educational program of professional training of masters.

In practice, students study the foundations of educational pedagogical work in a higher educational institution, get acquainted with modern methods of educational work in high school, with the content and features of teachers' pedagogical activities, master the skills of classes, master the teaching of educational disciplines in the higher educational institution, acquire experience Preparation and conduct of economic disciplines, as well as experience in communicating with junior courses and teachers.

The main goal of the pedagogical practice of masters is to form the competence of a university teacher who is able to exercise training and educational work at the current scientific and methodological level. It is important to note that the educational program of the master's level of preparation does not aim to form a ready-made teacher, but it provides a base for the development of the necessary teaching skills, creates conditions for the acquisition of pedagogical experience.

Based on this, the main tasks of pedagogical practice of masters are:

1. Consolidation of knowledge, skills and skills received by the masters in the process of studying the disciplines of the master's program.

2. Studying methods and techniques for the preparation and holding of lecture, seminars and practical exercises.

3. Development of methodological analysis of training sessions.

4. Formation of the idea of \u200b\u200bmodern educational technologies, active learning methods in the university.

5. Development of independence skills, self-education and self-improvement in the implementation of scientific and pedagogical activities.

1. Objectives and tasks of pedagogical practice.

The location of scientific and pedagogical practice is the magistracy of the Russian State Agrarian University of ITET ITEA named after K.A Timiryazev.

The pedagogical practice of undergraduates, students in the educational program of training masters, is an integral part of the main educational program of higher vocational education in the directions of master's training. Pedagogical practice of undergraduates aims to acquire practical skills to conduct training sessions. Pedagogical practice orients learners to perform the following types of professional activities: teaching, scientific and methodological, consulting; organizational, research.

The basic requirements for pedagogical practice is to get an understanding:

* Basic principles, methods and forms of the organization of the pedagogical process in the university;

* Competence systems and professional-significant qualities of trainees and training;

* Requirements imposed on the teacher of the university in modern conditions.

In addition, the undergraduate must master the skills:

* implementation of methodical work on the design and organization of the educational process;

* public speech before the audience and the creation of a creative atmosphere in the process of classes;

* Analysis of the difficulties arising in the pedagogical activities and the adoption of an action plan for their resolution;

* self-control and self-assessment of the process and the result of practice

The tasks of scientific and pedagogical practice include creating a working program for holding a discipline "Project Management", which includes:

· Prepare practical material on the topic "Risk assessment by mathematical statistics"

· Determine the location of the discipline in the structure of the main educational program (to determine which target group the course is calculated)

· Organize the distribution of time to carry out classes.

· Prepare and use in practice teaching materials (presentations, cases)

· Prepare information support of the discipline (includes lists of primary and additional literature, software).

· Determine the audience with the most appropriate logistical support for holding class (projector, computers).

· Prepare the feedback questionnaire "teacher by the eyes of students."

According to the results of academic work, the self-analysis of conducted classes should be carried out. It is made on the basis of:

1) Problem Analysis

2) the results of self-surveillance;

3) the data of the interim test of knowledge on a disassembled topic;

4) student survey data.

pedagogical practice Master teacher

2. Theme and type of classes

The subject of classes is an assessment of investment risk by mathematical statistics.

The purpose of the lesson is to acquaint the target group with the theoretical foundations and norms of assessing investment risk by the method of mathematical statistics. Apply the studied material in a practical lesson. An individual task was developed by the supervisor. In accordance with the individual task, I studied special literature on the topic, as well as a methodology for practical exercises.

Tasks lessons:

1. To familiarize yourself with theoretical material on this topic the audience.

2. Secure the information provided in a practical lesson in the form of a group task.

3. Reply on this topic to the questions of the listeners.

Target group - masters of the 1st year of study in the direction of "Project Management", Group №117, attended seven people.

Classes time: from 14:45 to 15:30.

Duration of the lesson 45 minutes

Plan lesson

The method of studying students is a practical session for the means of demonstration, exercises.

Information material for classes was prepared in the form of cases for practical application and theoretical aspects on the hotel file, as a distribution material.

Required technical means and equipment is an audience equipped with computers.

3. Development of the training program

Introduction: Determination of basic concepts:

Risk assessment is a combination of analytical meporitions that make it possible to predict the possibility of obtaining additional entrepreneurial income or a certain amount of damage from the riskal situation and the late adoption of risk prevention measures. The degree of risk is the probability of the occurrence of the case of losses, as well as the size of possible damage from it. The risk may be:

· Allowable - there is a threat of full loss of profits from the implementation of the planned project;

· Critical - it is possible to not only profit, but also revenue and cover damages at the expense of an entrepreneur;

· Catastrophic - possible loss of capital, property and bankruptcy of the entrepreneur.

Quantitative analysis is a definition of a specific amount of monetary damage of individual subspecies of financial risk and financial risk in aggregate. Sometimes a qualitative and quantitative analysis is made on the basis of an assessment of the influence of internal and external factors: an elemental assessment of the specific gravity of their influence on the work of this enterprise and its monetary expression is carried out. This method of analysis is quite laborious from the point of view of quantitative analysis, but brings its undoubted fruits in high-quality analysis. In connection. With this, more attention should be paid to the description of the methods of quantitative analysis of financial risk, since there are many even for their competent use. In absolute terms, the risk can be determined by the magnitude of possible losses in the material and real (physical) or value (monetary) expression. In relative terms, the risk is defined as the magnitude of possible losses, attributed to a certain base, in the form of which it is most convenient to accept either the property status of the enterprise, or the total costs of resources for this type of business, or the expected income (profit). Then the losses will be considered a random deviation of profits, income, revenue in the direction of decline. Compared to expected values. Entrepreneurial losses are primarily a random decline in entrepreneurial income. It is the magnitude of such losses and characterizes the degree of risk.

Hence the risk analysis is primarily associated with the study of losses. Depending on the magnitude of the likely loss, it is advisable to divide them into three groups:

· Losses whose value does not exceed the calculated profit, can be called admissible;

· Losses whose magnitude more settlement profits relate to the category of critical - such losses will have to compensate from the owner's pocket;

· The catastrophic risk is even more dangerous, in which the entrepreneur risks to incur losses exceeding all his property.

Basic Theoretical Information on the topic:

The most distribution in assessing the risk of investment projects received such quantitative methods as: - Statistical method; - sensitivity analysis (method of variation of parameters); - method of verifying stability (calculating critical points); - the script method (method of formalized description of uncertainties); - imitation modeling (statistical test method, Monte Carlo method); - method of adjusting the discount rate. Often the production activities of enterprises are planned for average parameters that are not known to reliably and can change randomly. At the same time, the situation with sharp changes in these indicators is extremely undesirable, because it means a threat to loss control. The smaller the deviation of the indicators from the average expected value, the greater the stability. That is why the largest distribution in assessing investment risk received a statistical method based on methods of mathematical statistics. The calculation of the average expected value is carried out by the formula of the average arithmetic weighted:

where X is the average expected value;

xI - expected value for each case;

ni - the number of cases of observation (frequency) y - the amount in all cases. The average expected value is a generalized quantitative characteristic and does not allow to make a decision in favor of any investment option. To make a final decision, it is necessary to determine the measure of the variables of a possible result. The oscillating is the degree of deviation of the expected value from the average. For its assessment in practice, either dispersion

either the average quadratic deviation (skate):

KSO is a nicer value and is indicated in the same units in which the variation characteristic is measured. To analyze the results and costs of the innovative project, as a rule, the coefficient of variation is used. It is the ratio of the speed to the middle arithmetic and shows the degree of deviation of the values \u200b\u200bobtained: (in percent). The larger the coefficient, the stronger the oscillating. The following qualitative estimate of the various values \u200b\u200bof the variation coefficient are adopted: up to 10% - weak oscillating, 10-25% - moderate, over 25% - high.

With the same values \u200b\u200bof the level of expected income, attachments are more reliable, which are characterized by a smaller value of the sk. Preference is given to those investment projects for which the value of the variation coefficient is lower, which indicates the best ratio of income and risk. Despite the simplicity of formulas, a large amount of data is needed for the use of a statistical method for a long period of time, which is its main disadvantage. In addition, the characteristics described above are intended to be applied to the normal law of probability distribution, which is widely used when analyzing risks, since its most important properties (the symmetry of the distribution relative to the average, the insignificant probability of large deviations of the random variable from the mean value, etc.) allow you to significantly simplify analysis. However, the project parameters (cash flow) are subject to normal law. Therefore, when analyzing risks, only the above characteristics can lead to incorrect conclusions and it is necessary to use additional parameters).

The use of a more complex mathematical apparatus (regression and correlation analysis, methods of simulation modeling) allows for a deeper risk analysis and causes of its occurrence. In investment design, a sensitivity analysis method is widely used in the risk assessment. In this method, the risk is considered as a degree of sensitivity of the project resulting indicators to a change in the conditions of operation (tax payments, product prices, medium costs, etc.). As the result resulting indicators, the performance indicators (NPV, IRR, PI, payback period) may appear; Annual project indicators (net profit, accumulated profit). The analysis begins with the establishment of the base value of the resultant indicator (for example, NPV) at fixed values \u200b\u200bof the parameters affecting the result of the project evaluation. The percentage of the result (NPV) is then calculated when one of the conditions of functioning is changed (other factors are assumed unchanged). As a rule, the boundaries of variation of parameters are ± 10-15%. The most informative method used to analyze the sensitivity is the calculation of the elasticity indicator, which is the ratio of the percentage of the resultant indicator to change the value of the parameter by one percent.

where x1 is the basic value of the variable parameter,

x2 - the modified value of the variable parameter,

NPV1 - the result of the resultant indicator for the base option,

NPV2 - the value of the resultant indicator when the parameter changes. In the same way, the sensitivity indicators for each of the other parameters are calculated. The higher the values \u200b\u200bof the elasticity indicator, the more sensitive project to changes in this factor, and the stronger the project is subject to relevant risk.

Sensitivity analysis can be carried out graphically by constructing the dependence of the resultant indicator (NPV) from changing this factor. The greater the angle of inclination of this dependence, the more sensitive to the NPV value to the change in the parameter and more risk. The intersection of direct response with the axis of the abscissa shows, with what a change in the parameter in percentage expression will become ineffective. Based on these calculations, expert ranking of parameters is carried out according to the degree of importance (high, medium, low) and the construction of the so-called "sensitivity matrix", which allows to allocate the least and most risky factors for the project.

The sensitivity analysis allows you to define key (from the point of view of the stability of the project) parameters of the source data, as well as calculate their critical (maximum permissible) values. The main disadvantage of this method is the premise that the change in one factor is considered ineveral, whereas in practice all economic factors are in one degree or another correlated. The sustainability test method provides for the development of project implementation scenarios in the most likely or most "dangerous" for any participants. For each scenario, it is investigated how the organizational and economic mechanism for the implementation of the project will be valid in the appropriate conditions, what are the income, losses and performance indicators from individual participants, states and the population. The influence of risk factors for the rate of discount is not taken into account. The project is considered sustainable and effective if NPV is positive in all the situations considered; - The necessary reserve of the financial realizability of the project is ensured. The degree of sustainability of the project to possible changes in the implementation conditions can be characterized by indicators of the limiting (critical) level of production volumes, product prices and other project parameters. The limit value of the project parameter For some T-th year of its implementation is defined as the value of this parameter in the T-M year, in which the net profit of the participant this year becomes zero.

This method does not provide an opportunity to carry out a comprehensive risk analysis for all interconnected parameters, since each indicator of the limit level characterizes the degree of sustainability depending only on the specific parameter of the project (production volume, etc.). To some extent, the disadvantages inherent in sensitivity analysis allows the method of scenarios, in which the simultaneous consistent change is subject to the set of factors of the project under study, taking into account their interdependence. Script method involves a description of the experienced experts of the whole set of possible conditions for the implementation of the project (either in the form of scenarios, or in the form of a system of restrictions on the values \u200b\u200bof the basic technical, economic and other parameters of the project) and meet these conditions, results and performance indicators. As possible options, it is advisable to build at least three scenarios: pessimistic, optimistic and most likely (realistic, or medium).

The next stage of the implementation of the method of scenarios is to convert source information on uncertainty factors to information about probabilities of certain conditions of implementation and corresponding performance indicators. Based on the available data, indicators of the economic efficiency of the project are determined. If the probabilities of an occurrence of a particular event reflected in the scenario are known for sure, the expected integral effect of the project is calculated by the formula of the expectation:

where NPVI is an integral effect when implementing the I-th scenario,

pI - the probability of this scenario. At the same time, the risk of the ineffectiveness of the project (RE) is estimated as the total probability of those scenarios (K), in which the expected project efficiency (NPV) becomes negative:

The average damage from the project implementation in the case of its ineffectiveness (UE) is determined by the formula:

Probabilistic description of the project implementation conditions is justified and applicable when the effectiveness of the project is due primarily to the uncertainty of natural climatic conditions (the weather, the possibility of earthquakes or floods, etc.) or the state of fixed assets (reduction of strength due to the wear of buildings and structures, Failures of equipment, etc.).

Practical aspects were provided as demonstrative exercises in the Case in Excel format.

4. feedback analysis

The feedback analysis was made on the basis of the results of the 7 questionnaires provided by me Students of Group №117, after training classes on the topic "Evaluation of investment risk by the method of mathematical statistics. Copies questionnaires are applied to the report. The survey was confidential, that is, the survey was anonymous.

The survey of students was carried out in order to identify their opinions on the quality of the conducted classes, identifying deficiencies for subsequent self-analysis. The questionnaire allows you to assess the availability of the perception of the studied material for students.

The main parameters of the assessment is:

Compliance with the content of the subject;

Relevance of the topic;

Novelty theme;

Interest in the material;

Availability of perception of received information;

Contact with an audience

As well as additional offers, comments and wishes.

Scale from 1 to 5 points, takes place to note that the minimum value it makes sense of the lowest estimate, the maximum high.

According to the results of the questionnaire, all filling students did not identify estimates below 4 points in all respects, which may indicate the general positive perception of the material studied.

Six people from seven were estimated at 5 points, such a criterion as "compliance with the subject of the topic", one estimated at 4 points.

Six people from seven rated on 5 points, such a criterion as "the relevance of the topic", one estimated on 4 points, it should be noted, 4 points on these two criteria were exhibited by different people. What demonstrates the spread of opinions among students and their common competence.

According to such a criterion as "novelty theme", the votes were divided, four points were equally equal to 5 points and three points for 4 points. I can assume that some students have already familiarized themselves with the topic provided or found it less interesting than expected.

The same situation according to the parameter "Interest in the material" - four rated 5 points and three to 4 points, but 4 points put those students who considered all the above parameters to put 5 points. More interested in the material, were those who had already begun to work out this material or was familiar with him earlier. This gives us the right to assume that the interest in the material can intersect with its possible practical application in students in the Svyh scientific papers (exchange projects, thesis).

A more problematic parameter was the "availability of the perception of received information", four student from seven put 4 points and three 5 points. It may be necessary to present the material not by the method of demonstration and exercise, but in the form of a business game with dividing the group on the team, as I think that this approach would cause the most interested in the educational process and, as a result, would be more accessible to perception.

By the "Contact with Audience" parameter, students unanimously raised 5 points. According to the results of the classes, students were given a number of issues, which shows their interest in work. From my side, answers were answered all questions set by students.

In the feedback questionnaire, below the table with the main estimation parameters, a place was allocated for additional offers, comments and wishes. Four students expressed the desire to leave their personal impressions of the lesson. What is most colorful and fully help me draw up the self-analysis of the classes.

Two students noted that an excitement was present in my speech and there was no confidence, as was noted by students, it was expressed in the speed of speech.

One of the students expressed one of the wishes more seriousness, although noted at the same time that "this is normal in such an environment." It can be considered that "frivolousness", or rather a more friendly situation was a consequence of excitement, in order to arrange students to themselves, thereby give a positive perception to the prepared material.

Huge comments were also written.

According to the results of the questionnaire and its own impression on the preparation and holding of the lesson, I tried to hold the self-analysis of pedagogical practice.

5. Self-analysis of the conducted classes

Interaction with the audience

During the lesson, it was possible to establish psychological contact with the audience and work effectively with all students. After analyzing their performance from negative points, I can see what, most likely, at this stage I had barriers with the insufficient methodological descriptive for the psychological analysis of a public speech. For this, as I believe, familiarize yourself with the special literature on the methods of psychological contact with the audience, overcome the psychological barrier by experimenting.

That managed and failed from the outlined

The occupation was carried out at the proper methodical and organizational level, which accompanied the achievement of the goal. In the course of the work, the main aspects of risk assessment by the statistical method were affected and open. During the classes, a good working environment was created, mutual understanding was caused by students' interest in this topic, which was supported by high organized, discipline. When preparing for the lesson, a learning method for demonstration, exercise was used.

The choice of methods, techniques and learning tools corresponds to the content of the curriculum, the objectives of the classes, the educational capabilities of this group, corresponds to the methodological apparatus of the lesson, each of its phase and the tasks of the activation of students.

Errors made in conducting classes and possible ways to prevent them

After analyzing his speech, I wanted to improve it, to work out oratory skills, overcome strong excitement in front of the audience. As I think my speech did not have enough psycho-emotional confidence, it was manifested in speech speed, sometimes in the confusion of words.

Based on the results of the analysis of the questionnaire, it can be concluded that the greatest problem among students was the disposal with the availability of the perception of the information received.

Possible solutions - it is to prevent educational material in a simpler form, perhaps in the game version, for the greatest involvement in the educational process.

Conclusion

The main task of practice is to acquire the experience of pedagogical work in the conditions of an educational institution. Pedagogical practice in the system of training Master of Technology and Technology is of great importance, as a master can be engaged in both research and development and teaching activities in any of educational institutions, up to the university. This practice is a link between theoretical training and future independent work of masters of technology and technology, both in pedagogical activities and scientific work.

According to the results of pedagogical practice, knowledge was enshrined and implemented in practice, obtained during the training and skills of a creative approach to solving pedagogical problems for designing and conducting training sessions.

The specificity of the teacher's activities in the direction of project management and the formation of the ability to perform pedagogical functions was studied.

It was acquired in the practical activity of pedagogical skills, skills and competencies in the direction of "Project Management".

It was mastered:

Conduct practical studies with students on the recommended subject of the curriculum.

Skills were developed:

1. Fulfill research objectives and tasks for students;

2. Organize their activities;

3. Plan research work;

4. Conduct the self-analysis of the effectiveness of its own work as a potential supervisor;

5. Independent search and study of special literature;

6. Development of skills competently and fully state a scientific problem based on the analysis of literature;

7. Development of skills to put research purposes, formulate practical work tasks;

8. Acquaintance with research methods, developing practical skills of their application;

9. Developing work skills.

Bibliography

1. Aleksanov D.S. Development of business plans for investment projects for enterprises APK: Methodical recommendations. - M.: Publishing House of FGU RCSK, 2006. - 187 p.

2. Aleksanov D.S., Koshelev V.M. Economic investment assessment - M.: Kolos-Press, 2002. - 382 p.

3. Aleksanov DS, Koshelev V.M., F. Hoffman "Economic consulting in agriculture" Moscow "Colossus". 2008

4. The accounting statements of the enterprise CJSC Agrofirma Optina for 2009 and 2010.

5. Bocharov V.V. Investments: Textbook for universities. - SPb.: Peter, 2008.

6. Blyakhman L.S. Economy, management of management and planning scientific and technological progress: studies. benefit. - M.: Higher School, 2007 - 176 p.

7. Vasilyev G.A., Ed. Marketing basics: Tutorial. - M.: Uniti, 2005. - 543 p.

8. Vilensky, P.L., Livshits, V.N., Smolyak, S.A. Evaluation of the effectiveness of investment projects. - M.: Economics, 2001. - 855 p.

9. Galitskaya S.V. Financial management. The financial analysis. Finance of the company: studies. benefit. - M.: Eksmo, 2008. - 652 p.

10. Goldstein G.Ya. Innovative management. - Taganrog: TRTRU, 2000. - 132 p.

11. Egorov I.V. Management of commodity systems: Tutorial "Publishing and Book Track Center" Marketing ", 2001.-644

12. Nikolaev MA Theoretical foundations of merchant: textbook for universities. - M.: Norm, 2006.

13. Ershova S.A. Analysis and diagnosis of financial and economic activity of the enterprise: studies. benefit. - SPB.: SPBGA, 2007. - 155 p.

14. Zell, A. Investment and financing, planning and evaluation of projects / trans. with it. - M.: Axis - 89, 2001. - 240 s.

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Federal Agency for Education

Balashov Institute (branch)

state educational institution of higher

vocational education

"Saratov State University named

N.G. Chernyshevsky "

Faculty of Mathematics, Economics and Informatics

Department of Physics and Information Technologies

Practice Report

Type of practice:teaching practice.

Terms of passage: 02.12.12 to 03/17/12

Practice Place: Moshi L-boarding Balashov

Performed: Student 142 groups

Mitrafanov Alexey Alexandrovich

Methodist:

Olimov Aidar Anvarovich

Balashov 2012

Subject: "Cycles with conditions."

1. Educational: Formulate students with general concepts about cycles with conditions.

2. Educational: Develop care attentiveness, interest.

3. Educational: Rule in students mutual respect in the team.

During the classes

Stages lesson Didactic tasks	Explanation of the teacher	Methods of learning	Instruments	learning
Organizational moment (greeting, psychological attitude)	Hello guys! Sit down! Who is duty? Who is absent?	greeting	cool magazine, handle	collective
Actualization of knowledge (remembering the material passed, checking homework)	Guys, on the past lesson we passed the topic "Cyclic algorithm. Cycle operator with parameter. ". Questions: What is a cycle? How many cycle operators exist in Borland. Pascal-Do? What is the difference between options 1 and 2, in the recording of the operator of the cycle with the parameter? When is it profitable to use the operator of the cycle with the parameter?	observation		collective
Explanation of the new material	Cycles with parameters. Sometimes it is known in advance how many times you need to repeat the cycle, but it is known that it must be executed while a certain condition is right. 1. while <условие> do. <оператор>; while do conditions - logical expression operator Principle of operation: false. 2. Cycle with subsequent condition repeat. <операторы> until <условие> repeating as long as conditions - logical expression operators Principle of operation: False of condition is checked The cycle works until the condition becomes true.	explanation		collective
Fastening the topic passed (questions)	Questions: What cycle is called cycle with a prerequisite? Name it principle of operation? What cycle is called cycle with subsequent condition? Name it principle of operation.			collective
Reflection (practical consolidation of the topic passed)	Guys, and now take your jobs, and let's jointly comply with the cyclical algorithm program with a prerequisite: THE TASK: Make a block diagram, and after you write a program on the expression y \u003d x 2, in which x \u003d 1 ... 8 ,. 1. Program: Program P1; Uses CRT; VAR X: Integer; Y: Real; while (X.<=8) do y: \u003d sqr (x); writeln ('y: \u003d', y);	observation	a computer	individual
Homework		alert		collective
Outcome lesson (making final estimates for the lesson)	In this lesson, we met with cycles, learned their varieties. They made a program using cycles with words.	alert		individual

Subject: Cycles with conditions.

Objectives lesson:

educational:formation of knowledge and skills in the preparation of cycles with conditions; Formulate the first skills of solving problems for making programs using cycles with conditions;

educational: Education of interest in the discipline studied; Independence and responsibility, the ability to find a solution for the tasks set.

developing: The development of algorithmic thinking, the ability to logically think, to build causal relationships, draw up information models of examples from real life.

Type of lesson:Practical work

Equipment: Personal computers, computer for demonstration, multimedia board, files with practical work.

Lesson plan.

I. Organizing time.

II. Setting goals and objectives.

III. Repeat material passed.

IV. Solving tasks.

V. Homework.

Vi. Summarizing.

DURING THE CLASSES.

I..Organizing time.

Check the readiness of students to the lesson, the correct organization of the workplace. Mark absent in the journal.

II.. Setting the goals and objectives of the lesson.

The theme of our today's lesson "Cycle with the parameter"

Today at the lesson we are with you:

We repeat the basic concepts of algorithms and presentation methods, the form of recording of the cycles team with the conditions, their overall and structure of the program.

Teach the conditions for various tasks;

Learn to compile and enter the program using cycles with conditions.

III. Repeat material passed.

3. Cycle with a prerequisite

while <условие> do. <оператор>;

while do

conditions - logical expression

operator is any operator, including composite.

Principle of operation:

The truth of the condition is checked
If the condition is truly performed by the operator
The cycle works until the condition becomes false.

1. Cycle with subsequent condition

repeat. <операторы> until <условие>

repeating as long as

conditions - logical expression

operators - any number of any operators, including composite.

Principle of operation:

All operators are performed between Repeat and Until
False of condition is checked
The cycle works until the condition becomes true.

IV. Solving tasks.

Enter numbers from the keyboard until the number 0

Writeln ('Enter the number');

While I.<>0 Do.

Writeln ('Enter the number');

Enter numbers from the keyboard until the number 0

Writeln ('Enter the number');

V.. Homework.

Make a program that requests an increase in the next schoolboy and computing after the completion of the medical examination average growth of the inspection. The number of schoolchildren to be medical examiner is not known in advance.

VI. Summarizing.

Today at the lesson we are with you:

Repeated the basic concepts of algorithms and ways of presentation, the form of the recording of the cycles command with the conditions, the general and structure of the program.

Learned how to draw up conditions for various tasks;

We learned how to make and introduce a program using cycles with conditions.

Self-analysis of the lesson of informatics in the 9V class of secondary school No. 7 of Balashov

Performed: Chickekov A A.

Theme lesson: "Tsykla. Tsykla with a parameter "

Educational tasks: Continue to form knowledge of the algorithmic structure "Cycle with the parameter", the principle of operation of the Operator for, the skills and skills of programming the cycle "for", ensure assimilation of the operation of the summation algorithm, form the skills for solving the tasks for the amount of the amount.

Developing tasks: The development of the ability to allocate the main thing, the formation of the skills to compare, the development of independence of thinking, the formation of the ability to overcome the difficulties, the development of cognitive interest, intellectual abilities, attention, mental skills, the transfer of knowledge and skills to new situations. The use of your skills in practice.

Educational challenges: Implement moral education, ensure the study of the following issues: partnership, ethical norms of behavior, pay attention to aesthetic education, the ability to work in a pair and group.

Type of lesson: Practical work, as near the board and on the computer. We disassembled one task near the board together with the class, another class decided himself. The content of the educational material corresponded to the didactic goal, the requirement of the program, the level of education in a secondary school. The material is issued in accordance with the current level of science development, a basic learning profile.

Teaching methods Fully corresponded to the didactic objective of the lesson, the requirements of the program, the level of education of the secondary school.

At the lesson, a situation of type choose, type, form of task was created. Ensuring the optimal combination of reproductive, constructive and creative activity of students.

Forms of cognitive activity: At the lesson, I combined group, paired and individual forms of training activities. Ensured the inclusion of each student into active practical activity.

Means of education: at the lesson, a regular board was used, which made it possible to clearly show the solution of the problem of the cycle with the parameter, to explain the incomprehensible students and give them the opportunity to actively take part in the process of solving the problem.

An interactive whiteboard was also used, with the help of which students could compare the correctness of the writing program.

At the lesson, students enjoyed a computer. Two people at one computer, which allowed them to independently make a program in Pascal.

Feedback organization: When solving the tasks, I approached each student, watched the correctness of writing the program, pointed to mistakes and helped at the request of students. Thus, feedback was fully implemented.

Lesson time: it was poorly planned. I did not have time to give the third task of the planned, and the second did not all have time to add. The lesson's tempo was moderate, the disciples reluctantly worked.

Psychological climate at the lesson: a friendly atmosphere among students reigned at the lesson. . The discipline did not violate at my request to go to the board, just one student responded, others lowered their eyes and recorded examples in the notebook without hunting. The class was slow, not everyone listened to me. One student interrupted and rewritten homework. Seeing this, I closed his notebook and put aside aside. After that, the student sat down at the computer.

Communicative and organizational literacy of the student:

In my opinion, the lesson was not very good. The disciples did not immediately understand what they want from them.

The identified disadvantages and ways to overcome them: I did not have enough time to solve the third task. The second task was interesting, but a little confusing. It was bad to hear from the last part of my speech. Hence the conclusion: I need competently manage the time of the lesson and give an independent work less confusing task. Loud and clear talk.

Analysis of extracurricular activities.

I chose this topic because the holiday "International Women's Day" was approaching. And I decided to make a scenario for the holiday and prepare a congratulatory presentation.

Objectives:

Creating conditions for spiritual communication of children and parents;
Facilitate the demonstration of the positive experience of raising children in the family;
To form positive family values \u200b\u200bin children and parents.

Form holding- Competitions.

Location- class of mammatics. The room was colorfully decorated. There was musical and multimidia escort.

Students actively participated in the preparation of this event, responded to my instructions and their executions. The event conducted was designed for 1 hour and the time of this event did not work for their scope.

During the conducted Events Students have actively participated, but not in all contests. The difficulty caused the contest "Experts", apparently not all students knew the interests of their moms. In the hall reigned a tense atmosphere, since everyone was worried about their teams.

The value of this event is the convergence of children with their moms, improving their relationships and simply give children and their mothers the opportunity to relax in this way.

Analysis of the teacher's work program

General information about the program :

1) Municipal general educational institution "Secondary school №7 Balashov Saratov region"

2) Working program in computer science and ICT

4) Lecturer: Chuprin Valery Vladimirovich

2. Analysis of the completeness of the representation of each structural element of the working program:

1) Title leaf:

Municipal general educational institution "Secondary school №7 Balashov Saratov region"

Considered at the meeting of the Methodological Association, coordinated by the deputy director for OIA, approving the director of MOU SOSH No. 7.

Working program in computer science and ICT

Chuprin Valery Vladimirovich

Balashov

2011-2012 U.G.

2) Explanatory note:

Municipal general educational institution "Secondary school №7 Balashova Saratov region" 9 Class

Information Processes, Information Technologies, Information Model, Information Basics Management

The relevance of the program is determined by the fact that the skills of using the means of information technologies that are significant not only for the formation of functional literacy, socialization of schoolchildren, but also to increase the efficiency of mastering other learning items.

The educational subject "Informatics and ICT" is included in the educational region "Mathematics".

Objectives of the subject for each stage of learning:

1. The ability to work with various types of information using a computer

2. Education of a responsible attitude to information taking into account legal and aesthetic aspects

3. Developing ICT equipment skills in everyday life

The role of studying computer science is the development of thinking, the formation of scientific worldview of schoolchildren.

Mastering the knowledge that makes up the basis of scientific ideas about information, information processes, systems, technologies and models.
Mastering the skills to work with various types of information using a computer and other means of information and communication technologies, organize our own information activities and plan its results;
Development of cognitive interests, intellectual and creative abilities with ICT;
Raising a responsible attitude to information taking into account the legal and ethical aspects of its distribution; selective relationships to the information received;
Development of the skills of the use of ICT tools in everyday life, when performing individual and collective projects, in training activities, the further development of professions in demand in the labor market;

The program is designed for 68 hours per year (2 hours per week);

Planned test work-6

Practical work-15;

Achievement Assessment System: An integrated approach to the assessment of education results

The assessment system used at school is focused on stimulating students to strive for objective control;

3) Educational and thematic plan

Lesson number	Names of sections and those	Total hours
Lesson number	Names of sections and those	Total hours	Computer workshop	Control and diagnostic materials
	Water lesson
	1.1 Coding of graphic information 1.1.1 Spatial discretization 1.1.2 Raster images on the monitor screen 1.1.3 Flower palettes in RGB color rendition systems, CMYK and HSB		PR 1.1. Coding graphic information
	1.2 Raster and vector graphics 1.2.1 Raster graphics 1.2.2 Vector graphics		PR 1.2. Editing images in gr
	1.3 Interface and the main features of graphic editors 1.3.1 Drawing graphic primitives in raster and vector editors 1.3.2 Tools drawing raster graphic editors 1.3.3 Working with objects in vector editors 1.3.4 Editing images and drawings		PR 1.3. Creating drawings in a vector graphic editor
	1.4 Raster and Vector Animation		PR 1.4. Animation
	1.5 Coding and processing of sound information
	1.6 digital photo and video		PR 1.6. Capture of digital photo PR 1.7. Capture and editing digital video
	Examination number 1			Coding and processing of graphic and multimedia information
	2.1 Text Information Coding
	2.2 Creating documents in text editors		PR 2.1. Coding text information
	2.3 Enter and edit the document		PR 2.2. Insertion of the formula
	2.4 Saving and printing documents
	2.5 Formatting of the document 2.5.1 Formatting symbols 2.5.2 Formatting paragraphs 2.5.3 NUMUMATED AND MARKED LISTS		Pr 2.3. Formatting PR 2.4. Creating lists
	2.6 Tables		PR 2.5. Insert in document table
	2.7 Computer Dictionaries and Machine Translation Systems Texts		PR 2.6. Text translation
	2.8 Optical Document Recognition Systems
	Examination number 2.			Coding and text information
	3.1. Encoding numerical information 3.1.1. Presentation of numeric information using the number system 3.1.2. Arithmetic operations in positional surgery systems 3.1.3. Binary coding numbers in the computer		PR 3.1. Translation of numbers from one number system with another using a calculator
	3.2. Spreadsheets 3.2.1. The main parameters of the spreadsheets 3.2.2. Main types and data formats 3.2.3. Relative, absolute and mixed links 3.2.4. Built-in functions		PR 3.3 Creating tables of functions in this
	3.3. Construction of charts and graphs		PR 3.4. Building diagrams
	3.4. Databases in spreadsheets 3.4.1. Representation of the database in the form of a table and form 3.4.2. Sorting and searching for data in spreadsheets		PR 3.5. Sorting and searching for data in spreadsheets
	Examination number 3.			Coding and processing of numerical information
	4.1. Algorithm and its formal execution 4.1.1. Properties of the algorithm and its performers 4.1.2. Performing algorithms by man 4.1.3. Performing algorithms Computer		PR 4.1. Familiarity with programming systems
	4.2. Coding of the main types of algorithmic structures on object-oriented languages \u200b\u200band the algorithmic language 4.2.1. Linear algorithm 4.2.2. Programming branching on Pascal. Conditional operator 4.2.3 Tasks with a conditional operator 4.2.4. Programming cycles. Cycle for 4.2.5 Tasks using the FOR Cycle 4.2.6 Programming cycles. WHILE, REPEAT..UNTIL cycles 4.2.7 Solving Tasks using WHILE, REPEAT..UNTIL cycles
	4.3. Variables: Type, Name, Value
	4.4. Arithmetic, string and logical expressions
	4.5. Functions in the languages \u200b\u200bof object-oriented and algorithmic programming
	4.6. Basics of object-oriented visual programming
	4.7. Graphic Opportunities Operational Programming Language VisualBasic 2005
	Examination number 4.			Basics of algorithmization
	5.1. The world around the world as a hierarchical system
	5.2. Simulation, formalization, visualization 5.2.1. Simulation as a method of knowledge 5.2.2. Material and Information Models 5.2.3. Formalization and visualization of models
	5.3. The main stages of the development and research of models on the computer
	5.4 Building and studying physical models
	5.5 approximate solution of equations
	5.6 Chemical Recognition Expert Systems
	5.7 Information Management Information Models
	Examination number 5.			Simulation and formalization
	6.1. Information society 6.2 Information culture
	6.3 Prospects for the Development of Information and Communication Technologies
	Examination number 6.			Final
	Reiteration. Time Reserve
	TOTAL:

4) Requirements for the preparation of students learning on this program

Know / understand:

types of information processes; Examples of sources and receivers of information;

units of measurement of the number and speed of information transmission; principle of discrete (digital) information submission;

The main properties of the algorithm, the types of algorithmic structures: follow, branching, cycle; The concept of auxiliary algorithm;

program principle of computer operation;

appointment and functions of information and communication technologies used;

Be able to:

perform basic operations on objects: chains of characters, numbers, lists, trees; Check the properties of these objects; perform and build ordinary algorithms;

operate information objects using a graphical interface: open, name, save objects to archive and unzip information, use the menus and windows, reference system; anti-virus security measures;

evaluate the numeric parameters of information objects and processes: the amount of memory required for storing information; information transfer rate;

create information objects;

search for information using the search rules (query) in databases, computer networks, non-computers of information when performing tasks and projects on various academic disciplines;

use PC and its peripheral equipment; follow safety regulations, hygiene when working with a means of information and communication technologies;

5) List of educational and methodological support:

The course teaching is focused on using UMCwhich includes:

- Informatics and ICT. Basic course: a textbook for grade 9 / N.D. Vaugrinovich - 2nd ed., Act. - M.: Binin. Laboratory of Knowledge, 2009. - 295 p.: Il. (Recommended by the Ministry of Education and Science of the Russian Federation to use in educational process in general education institutions in 10-11 studies, Order No. 822 dated December 23, 2009, recommended by the Ministry of Education of the Saratov region to use in the educational process in 2010-1011. ; continues the continuity of the chosen line (8class is the basic textbook "Informatics-8" N.D. Vugnovich)).

- N.D. Ugrinovich. Teaching the course "Informatics and ICT" in the main and high school: a methodical manual for a teacher. - M., 2008.

Windows-CD. Electronic Handbook on CD.

Equipment and appliances:

Personal Computer
Project

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