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Prokazova Olga Gennadievna Organization research activities students at school: dissertation ... candidate of pedagogical sciences: 13.00.01 / Prokazova Olga Gennadievna; [Place of protection: Astrakhan. state un-t].- Astrakhan, 2010.- 158 p.: ill. RSL OD, 61 10-13/1102

Introduction

Chapter 1. Research activity of students and its educational potential 3

1.1. The specifics of the research activities of students 14

Conclusions of the first chapter 72

Chapter 2 Organization of research activities of students in the educational process of the school 74

2.1. Principles of organization of research activities of students 74

2.2. Methodological support of research activities of students 101

Conclusions of the second chapter 128

Conclusion 131

References 136

Applications 146

Introduction to work

The relevance of research. Socio-economic changes taking place in Russian society require modern specialists to make independent, quick and creative decisions. The colossal increase in information leads to the fact that students cannot concentrate on the assimilation of various knowledge, hardly track scientific achievements and do not always realize the meaning of their growing flow. Among the main goals of specialized training is the development of the ability of students to see the problem, to find adequate, non-standard ways to solve it. Achieving this goal is possible only if students master research activities.

Research in the ordinary sense is understood primarily as a process of developing new knowledge, one of the types of human cognitive activity. However, in the professional dictionary of a modern teacher, in the context of learning objectives, the concepts of "research learning", "research teaching methods", "research activities" are widely used, which are often not defined, and therefore do not contribute to the improvement of educational practice.

Paradigm changes in education require the development of fundamentally new educational technologies as opposed to the reproductive methods widely used in the modern educational system, based on the simple reproduction of ready-made information. The search for optimal ways of designing educational programs requires a new type of professional and pedagogical thinking. However, on the one hand, the insufficient level of preparation of many teachers for the organization of research activities of the schoolchildren is revealed, and on the other hand, the undeveloped and uncertain content, methods and forms of its organization on different stages his learning.

Research activity is characterized by the characteristics of active, objective, logical, humanistic, orienting and integrating cognitive activity, expressed in awareness and semantic orientation of actions, which has emotional attractiveness for students (E. V. Tyaglova, 2003). At the stage of transition of students from one level of general secondary education to another, disadaptation is possible, therefore, it is necessary to justify the strategy of pedagogical assistance, which is determined by the principles of organization of research activities of students.

The creation of mechanisms for translation, dissemination, replication of research technology in the educational system requires specific methodological content. The organization of research activities of students is possible only with appropriate methodological support at all levels of general education secondary school, which also requires special scientific research.

An analysis of the literature indicates that science has developed theoretical background to design the work of the school to organize the research activities of students.

The first group of works consists of studies dedicated to the specifics of research and cognitive activities in individual and personal development: N. M. Borytko, A. N. Kuzibetsky (research activities of students in the context of specialized education); N. F. Rodichev, E. V. Tyaglova (research activity as the basis for the formation of worldview beliefs); L. I. Bozhovich, V. S. Ilyin, A. K. Markova, F. K. Savina, G. I. Schukina, P. I. Yakobson ( pedagogical problems formation of cognitive interests of students); I. E. Kashekova (emotional and value definition of high school students); E. A. Kryukova (personality-developing technologies); A. R. Lopatin (creating situations of success in educational work with adolescents); Yu. N. Orlov (ascent to individuality), etc.

The second group consists of studies dedicated to the content and forms of organization of research activities: V. I. Andreev (dialectic of the transition of educational and creative activity into scientific creativity); E. E. Chudina (training and research projects); M. I. Eremenko (developing potential of simulation modeling), A. F. Lazursky (natural experiment and its school application); B. I. Kedrov (on the theory of scientific discovery); S. N. Chistyakova and others (guidelines for the practical implementation of specialized education); N. K. Sergeev (features of the organization and content research activities); G. S. Sukhobskaya ( psychological aspects problem-based learning and the development of cognitive activity of adult students); A. I. Savenkov (psychology of research behavior and research abilities of a schoolchild).

The third group consists of studies dedicated to the principles of organization of research activities: L. P. Aristova, N. G. Dairi, B. P. Esipov, I. T. Ogorodnikov, P. I. Pidkasisty, M. N. Skatkin, A. Ya. Tsukar (organization of independent activity of students); D. V. Vilkeev, T. V. Grishina, V. V. Davydov, M. A. Danilov, I. I. Lerner, A. M. Matyushkin, M. I. Makhmutov, M. N. Skatkin, G. I. Shchukina (development of cognitive independence of a high school student); P. Ya. Galperin, E. N. Kabanova-Meller, Yu. N. Kulyutkin, A. M. Matyushkin, N. F. Talyzina (formation of mental operations and techniques); N. G. Alekseev, A. V. Leontovich, A. S. Obukhov, L. F. Fomina (the concept of the development of research activities of students); S. L. Belykh (management of the research activity of the student); D. B. Bogoyavlenskaya (intellectual activity as a problem of creativity); K. Dunker, M. I. Meerovich, L. I. Shragina (psychology of productive/creative thinking), etc.

The fourth group of works is devoted methodological support of research activities of students: G. A. Ball, S. S. Bakulevskaya, L. L. Gurova, I. Ya. Lerner, V. M. Simonov, L. M. Fridman (theories of learning problems and their use in the educational process); P. Ya. Galperin, N. F. Talyzina (algorithmization of the process of skills formation); V. V. Serikov, N. M. Borytko, A. M. Matyushkin, M. I. Makhmutov (creation of problem situations in the process of teaching older students); I. V. Usacheva (method of information retrieval activity of a researcher); E. A. Shashenkova (task as a means of teaching research activities); Yu. F. Senko (formation scientific style students' thinking) T. N. Schastnaya (application of logical laws and rules in scientific work), etc.

There are also practical prerequisites for developing the problem of developing the research skills of high school students, which include the development of the concept of specialized education, the adoption of standards for secondary general and special education, the introduction of the Unified State Examination, the introduction of a creative learning model in educational institutions based on the free choice of content, forms and pace of learning, the use of pedagogical variant learning technologies, etc. All these changes in the practice of education are aimed at creating conditions for the all-round creative development of the child, who is able to live in the changing conditions of the social environment.

Unfortunately, these trends have not received proper theoretical understanding. In the practice of domestic education, more and more are found contradictions between:

the demand in the educational process of the modern school of search methods of teaching and the lack of development in the pedagogical theory of the educational potential of the research activity of the student;

recognition by the majority of teachers of the need to organize research activities throughout schooling and insufficient development of the specifics of the content and forms of organization, allowing to realize its educational potential at different levels of education;

attempts to widely use the research activities of students in the educational process of the school and insufficient theoretical substantiation of the principles of its optimal organization;

the desire of some teachers to promote the development of research competencies among schoolchildren and the lack of development of methodological support at all levels of general education secondary school.

Becomes more and more relevant problem insufficient development scientific foundations of the organization of research activities of students at school at all levels of education.

WITH with this in mind, was chosen research topic: «Organization of research activities of students at school.

An object research - research activities of students in the structure of the educational process of a modern school.

Item research - the work of the school to organize the research activities of students.

Target research - to develop the theoretical foundations for the organization of research activities of students at school.

In our study, we proceed from hypotheses that the educational potential of research activities of students in the educational process of the school will be realized if:

the research activity of students will be understood as a component of their educational activities and is aimed at the implementation and development of their creative cognitive abilities;

the organization of research activities will be based on stimulating the interest of students in the independent search for new knowledge and awareness of the significance of this activity for self-realization; use by the teacher of interactive methods as leading ones; creating situations of self-determination, self-development, creative self-design and implementation of acquired knowledge in various life situations;

the formation of research activity is built as a phased projective process associated with the degree of implementation of regular connections between the procedural components of education (teaching and learning processes, goals, content, methods, means, forms of organization);

to stimulate this process a specially designed sequence of actions is used, requiring a gradual complication of research procedures, which will increase the productivity of learning in the classroom and prepare students to find the best ways out of non-standard situations.

The purpose and hypothesis determined the need to solve the following research objectives:

To determine the educational potential of students' research activities in the structure of the educational process of a modern school.

Reveal the specifics of the content of research activities of students at different levels of education in a comprehensive secondary school.

Substantiate and test the principles of organization of research activities of students in the educational process of the school.

To develop methodological support for the research activities of students in the educational process of the school.

The study was conducted in line with a holistic approach to the study pedagogical process(V. S. Ilyin, N. K. Sergeev, N. M. Borytko and others).

However, theoretical and methodological base studies also made up the idea of ​​I. Kant about the creative, constructive nature human knowledge, thinking and activity; conclusions about the self-creation of a person in a culture-like environment (E. V. Bondarevskaya); modern theories activities (A. N. Leontiev, S. L. Rubinshtein); the main provisions of humanistic psychology (A. Maslow); theory of developmental education (N. F. Talyzina, D. B. Elkonin); theoretical developments fundamentals of profile education (P. S. Lerner, N. F. Rodichev, S. N. Chistyakova, T. I. Shamova); ideas for organizing educational activities of students with specialized training(N. M. Borytko); humanitarianly oriented task technologies (V. M. Simonov); ideas for using the research activities of students in mass school practice (G. I. Shchukina, A. V. Leontovich, A. S. Obukhov).

IN the research process used system next methods:

* theoretical- literature analysis, modeling of general and particular research hypotheses and designing the results and processes for achieving them at various stages of search work;

empirical- observation, questioning and diagnostic methods (questionnaires, conversations), study of pedagogical documentation, generalization of pedagogical experience, analysis of creative works and test tasks, diagnostic and formative experiments;

statistical- mathematical and statistical processing of the results obtained during the study.

Empirical base of research amounted to experimental work carried out at the MOU "Gymnasium No. 9" in Volgograd.

The study was conducted in 1995-2009. and included four stages.

empirical(1995-2000): search for effective forms of organization of research activities of high school students; fragmentary experiment;

theoretical(2001-2002): study of the philosophical, psychological, pedagogical literature and dissertation research on the research problem; development of the research hypothesis; determination of the essence and features of research activities in the educational process of the school; analysis of the achievements of the empirical stage and modeling of research activities; experimental work;

experimental(2003-2004): refinement of the hypothesis, goals and objectives in the process of experimental work; development of the concept of organization of research activities of students at school; development of a program for diagnosing changes in the levels of research activity; diagnostic and fragment-forming experiments;

generalizing(2005-2009): generalization and systematization of the obtained results, refinement of theoretical conclusions; completion of the scientific substantiation of the main provisions of the study, forming the experiment, clarification of experimental conclusions, literary design of the dissertation.

Reliability and validity of the results research is due to the methodological validity of the initial theoretical positions, a holistic approach to solving the problem posed, the correspondence of conceptual positions to the development trends of socio-pedagogical reality, the use of an adequate system of research methods, external expert assessments of the course and results of experimental work, an assessment of the effectiveness of the proposed methods of pedagogical interaction, a control comparison of the obtained results. results with massive teaching experience.

Scientific novelty the results of the study is to specify the educational potential of the research activities of students in relation to profile education at school; clarified the logic in the continuity of the content, methods and organizational forms of research activities of students at the stages of education; for the first time theoretically substantiated the principles and technological stages pedagogical interaction at all levels of general secondary education, as well as the necessary methodological support for the research activities of students, which optimally ensures the realization of the educational potential of research activities.

Theoretical significance research results:

the specifics of the implementation and the content of the components of the research activity of students are determined, which is a contribution to the substantiation of the scientific foundations of the individual and personal development of students;

substantiated the content and forms of organization of research activities of students, as well as the natural logic of its development, which makes it possible to identify the optimal conditions for its organization in the educational process of the school;

the principles of organizing the research activities of students in the educational process of the school are disclosed, which make it possible to determine the prospects for optimizing school education;

the foundations of pedagogical interaction (principles and stages) in the educational process of the school have been developed, which expands the understanding of the ways of building the educational process in the activity model of education.

Practical value research results:

the specifics of the research activities of students in the educational process of the school are revealed, which can help the administrative and methodological service and teachers of institutions of secondary general education in designing educational programs;

criteria-diagnostic support of students' research activities has been developed, including criteria, indicators and level characteristics, which allows teachers to improve the educational process and diagnose the studied quality of students; the developed and experimentally tested model of organizing research activities of students can serve as the basis for finding new pedagogical solutions in modern educational practice;

the implementation of the principles of organizing research activities of students in the educational process of the school, which have been substantiated and tested during the study, provides a qualitatively new educational effect when educators solve the problems of profiling education;

scientific and methodological recommendations have been prepared on the introduction of the developed technology for organizing research activities of students in the educational practice of institutions of secondary general and specialized education, which are used by teachers of schools and lyceums and contribute to improving the quality of education.

The results and conclusions obtained during the study can be a theoretical basis for the development of organizational, content and methodological aspects of designing the educational process of educational institutions for the organization of research activities of students.

The following provisions are put forward for defense:

The specifics of the research activities of students

At the heart of the activity approach to the study and organization of the modern learning process is the idea of ​​student development through the activities carried out by him. This approach provides for the creation of a special space of educational activity, in which the student masters the ways of cognition and the mechanisms for acquiring new knowledge. Human activity, taken as a whole, in the fullness of its types and forms, “generates culture, pours into culture, becomes culture itself and makes a person from a biological being into a cultural being, thereby determining both the structure of his needs and the structure of his abilities” [Kagan, 1996, p. 152].

As a logical category, activity was first introduced in German classical philosophy to comprehend connections and relationships that artificially arise and reproduce through a specially ordered human activity - in contrast to natural, natural (in broad sense including the social and mental nature of man). Such activity ordered in a special way, in which the order and system of relations and laws arising in it do not depend on who exactly carries out this activity, and is defined as activity.

In philosophy, activity is a process during which a person creatively transforms nature, thereby making himself an active subject, and the natural phenomena mastered by him - the object of his activity. At its core, activity is a social successive activity that addresses itself to other people and generations [Philosophical Dictionary, 1986, p. 118], “as the practical energy of people” [Marx, 1956, vol. 27, p. 402].

In psychology, activity is understood as a dynamic system of interactions between the subject and the world, during which the emergence and embodiment of a mental image in the object and the realization of the subject’s relations mediated by it in objective reality take place [Kratkiy psihologicheskoy..., 1985, p. 84].

S. V. Ermakov highlights an important feature of activity: activity (in its essential definitions) is neither an attribute of an individual or a group of individuals who (from an empirical point of view) carry out this activity, nor the properties of objects that are involved in this activity, arise in it and are formed. In this sense, activity is not exhausted (and is not even grasped in its entirety) by any psychological or objective definitions, it is not reduced either to the one who acts or to what they act with [Ermakov, 1997, p. 12]. Rather, on the contrary, according to N.M. Borytko, it is what is involved in the activity, is transformed, acquiring features associated with the structure of activity as a whole [Borytko, 2001, p. 21].

Despite the difference in approaches to the classification of the main types human activity, most researchers distinguish cognitive activity (teaching) and transformative (labor). The main thing that distinguishes one activity from another is the difference in their subjects. It is the object of activity that gives it a certain direction. Subject of activity [Leontiev, 1977, p. 177] is its real motive, where a motive is understood as a material or ideal object that induces and directs activity.

One of the main tasks of activity research [Davydov, 1993, p. 264] is to identify the subject content of each type of activity. Only after this, one or another socio-psychological formation observed in a person can be defined as a specific type of his activity, that is, activity is a systemic unity of transformations of the material involved in the activity and transformations of the very structure of activity, transformations of the one who acts.

“True upbringing and training is always the creation of something new, the creation of a person through the awakening of his inner essential forces, because creativity, as the psychologist Ya. ]).

In studies [Leontiev, 1981, p. 120] found that the development of personality is determined by the variety of types of its activities. In their early works(“On the theory of the development of the child's psyche”), he puts forward the idea of ​​the leading types of activity, which marked the beginning of a whole trend in psychology. It is the leading activity, according to the early A. N. Leontiev (1977), that determines the specific features of the corresponding stage of mental development. “We need to talk about the dependence of the development of the psyche not on activity in general, but on the leading activity.”

A sign of the transition from one stage to another is a change in the leading type of activity, the leading relationship of the child to reality. The main types of leading activity are play, learning, work, which, however, began to be fixed by the followers of A. N. Leontiev for a certain age period. “At the same time, the possibility of self-realization of the personality in this or that activity is determined by the level of development of this activity, which allows the child to take the position of the subject in it, thereby he realizes the potential possibilities of his development, showing his individuality and creativity” [Abulkhanova-Slavskaya, 1980, p. 330].

The creation of something new on the basis of the transformation of the known (a new result or original ways and methods of obtaining it), according to V.I. Zagvyazinsky (1987), is creativity. Ya. A. Komensky, I. G. Pestalozzi, A. Disterverg, K. D. Ushinsky, and many leading Soviet teachers and psychologists also paid attention to the creative research nature of educational work. A. Disterverg, for example, wrote that without the desire for research work, a student of an elementary school falls into the power of three demons: mechanicalness, routine, banality. He stiffens, turns to stone, sinks. K. D. Ushinsky emphasized that educational work, more than any other, needs constant inspiration. According to P.P. Blonsky, new school- school of life and creativity. T. S. Shatsky noted that the learning process, like children, should be alive, active, moving from one form to another, moving, searching (quoted from: [Zagvyazinsky, 1987, p. 5]). "A distinctive feature educational creativity is that a significant part of it is carried out in public, in a public setting. This requires the ability to manage mental state promptly evoke creative inspiration in the student" [Kan-Kalik, 1976, p. 200].

The research activity of students in the educational process is a process of transition from random observations gleaned from life experience and scattered information from adults to a system of cognition [Shchukina, 1986, p. 36], the subject of such activity for students is not the acquisition of objectively new (scientific) knowledge, but self-change through the “discovery” of a subjectively new one.

A. V. Lunacharsky noted the continuous nature of such changes in the teacher: “Each teacher, when he correctly understands his mission, entering the class, should feel that he is doing something solemn ... for he lives in the miracle of the transformation of mankind” [Lunacharsky, 1976, p. 36]. At the same time, the internal motivation of the teacher and his interest in research is the basis for the success of the student's research activity [Obukhov, 2004, p. 147].

The content and forms of research activities of students

One of essential conditions successful implementation of the educational process is the teacher's knowledge of certain patterns of personality development, which underlie each age period. D. B. Elkonin wrote that at different age periods, students are interested in different things, think and feel differently, act in different ways, and are in different relationships with reality. Age features relate not only to mental properties, but also to the emotional-volitional sphere, motives, etc. (quoted from: [Kabanova, 2006].

The main requirement for the education system in the documents [Modernization Strategy..., 2001, p. 14], lies in the fact that the school should move from the traditional attitude to the formation of "exclusively knowledge, skills" to the education of "universal abilities of the individual based on new social needs and values ​​of an open society." The achievement of such goals is directly related to the individualization of the entire educational process. However, at each stage of education, the general task of nurturing the universal abilities of the child through the individualization of the educational process will be specified in different ways.

In the Federal Law on State Standards, the division of school education is divided into three levels: 1 4th grades (6-10 years old), 5-9th grades (10-15 years old), 10-11th grades (16-17 years old) , in connection with the transition to profile education, the middle stage of education is divided into grades 5-7 and classes of pre-profile education - grades 8-9.

At junior schoolchildren(grades 1-4) readiness to receive new experiences is combined with rapid adaptation to the new. Children 8-9 years old are very easily accustomed to an unusual environment and new circumstances. The crisis of transition from a preschooler to a junior schoolchild (6-7 years old) occurs in the first year of study. This is a period of social adaptation, when the child identifies with others, compares with them and therefore painfully endures criticism. If parents strongly suppress the child and do not pay attention to his games, especially at the age of 6-7 years, this contributes to the consolidation of passivity, insecurity, guilt.

Junior school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. Successful fulfillment of this important vital function is favored by characteristics children of this age: gullible obedience to authority, increased susceptibility, a naive-playful attitude to much of what they encounter, and, consequently, they do not have their own motives for activity [Ilyin, 2004].

A feature of the motivation of most elementary school students is the unquestioning fulfillment of the requirements of the teacher. The social motivation of educational activity is so strong that they do not even always strive to understand why they need to do what the teacher tells them: if they ordered, then it is necessary. Even boring and useless work they do carefully, because the tasks they receive seem important to them. This, of course, has a positive side, since it would be difficult for a teacher to explain to schoolchildren every time the significance of this or that type of work for their education.

According to a longitudinal study by I. M. Verenikina (see: [Feldshtein, 1995], the number of children from 6 to 10 years old who motivate their educational activities with a sense of duty increases (from 15 to 34%) and the number of children who study from for interest (from 25 to 5%).

The marks received by schoolchildren play a motivational role, but this role is peculiar for schoolchildren in grades 1-2. According to L. I. Bozhovich (1972), they perceive the mark as an assessment of their efforts, and not the quality of the work done.

The relations of younger schoolchildren are characterized primarily by the narrowness of interpersonal ties. Most often, this is a relationship between two children; groups either do not appear at all, or appear sporadically. Mutual preferences between boys and girls are practically absent. As a result, the structure of interpersonal relations turns out to be very amorphous, consisting of two emerging substructures - boys and girls. Leadership here is single and extended, and each of the substructures has its own leaders [Elkonin, 1989].

For primary school students, the dominant research activity is a short-term familiarization activity within the framework of one subject with direct pedagogical guidance. Subject area: mini-projects for the development of thinking (within one area of ​​knowledge), but with a well-thought-out structure, clearly defined goals, mini-projects for the development of the ability to ask questions.

Research activities of students primary school- joint educational and cognitive, creative or gaming - has a common goal, agreed methods, methods of activity, is aimed at achieving a common result of activity. An indispensable condition for project activity is the presence of pre-developed ideas about the final product of the activity, design stages (development of a concept, definition of goals and objectives of the project, available and optimal resources for activities, creation of a plan, programs and organization of activities for the implementation of the project) and project implementation, including its comprehension and reflection of performance results.

Such activity allows you to express yourself individually or in a group, try your hand, apply your knowledge, benefit, show a publicly achieved result. This is an activity aimed at solving an interesting problem, often formulated by the students themselves in the form of a task, when the result of the activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves.

Given these features, we emphasize that collective (group) research projects in elementary school are unlikely, the child conducts his research under the direct supervision, with the organizational support of the teacher.

As educational goals, the mastery of analytical-synthetic, design-algorithmic, evaluative-criteria methods of research as general educational skills is set.

When organizing research work in elementary school, it is also necessary to pay attention to the topics of children's work. They are selected from the content of educational subjects or close to them. The problem of a mini-project or research that provides motivation for inclusion in independent work should be in the field of the child's cognitive interests, in the zone of his proximal development. The duration of the project or research is limited to 1-2 weeks in the mode of in-class extracurricular activities or 1-2 double lessons.

In the process of working on a research topic, they use such forms of research organization as excursions, observation walks, social actions, work with various text sources information, preparation of practically significant products and a wide public presentation (with the invitation of older children, parents, fellow teachers and leaders), it is possible to conduct one project or research in the 3rd grade in the 2nd half of the year, in the 4th - two projects or research. If study time resources allow, project and research activities can be organized during school hours, but subject to the child's personally motivated involvement in work [Methodological recommendations..., 2003].

Principles of organizing research activities of students

Principle (from lat. pgtyrtt - “beginning, foundation”) is the main starting point of any theory, doctrine, science, worldview, theoretical program; the inner conviction of a person, which determines his attitude to reality, the norms of behavior and activity. In philosophy, a “principle” is a principle, a guiding idea, a basic rule of conduct. In a logical sense, a “principle” is a central concept, the basis of a system, representing a generalization and extension of a certain provision to all phenomena of the area from which this principle is abstracted. The principle of action, otherwise called a maxim, means, for example, an ethical norm that characterizes the relationship of people in society.

The principles, as regulators, set the "channel" of the process, the nature of the teacher's behavior, the strategy of his activity, which determines the way of responding to situations and the nature of his own activity [Borytko, 2000].

The normative role of the principle is emphasized by the majority of researchers and is explained by the fact that the principle follows from the understanding of the laws and contradictions of the pedagogical process, the constant correlation of a certain range of phenomena. It is to identify these patterns that we devoted the next stage of our study.

At the beginning of the experimental work, we improved the monitoring of the educational process in order to identify the links between its effectiveness and the research activities of students. In this regard, we have identified five levels of performance evaluation.

The first level is self- and mutual evaluation of students. This process is carried out in all training sessions. It is especially pronounced when using research technology. A school marathon, in which all schoolchildren took part in all school subjects. Test tasks in all subjects prepared by teachers in free access for students. They could work with them on their own after school in the classroom.

An analytical cut and an assessment of the state of the quality of knowledge based on comparison with the previous level of mastering knowledge and the level of requirements of the curriculum for the assimilation of specific educational material encourage students to be active, to search for reserves in themselves.

Zhanna T. is a student of the 11th grade. The girl has long decided on her choice of profession, she is actively engaged in research in the subjects of the natural science cycle with teachers from the Academy of Physical Education, but she finds time to visit the biology room after school several times a week and work with tests. Zhanna independently analyzes the quality of her knowledge, comparing the answers with the test key, writes down the learning topics on which she made mistakes. In conclusion, he says that he does not say goodbye and will return when he repeats educational topics that are not amenable to mastering.

For students, various types of diagnostics are offered to enable them to see the level of mastering a particular academic subject, in connection with which the analysis of the results obtained is carried out together with the students.

Vladimir N. is a 7th grade student. The boy is enthusiastic about history lessons. The results of the mid-term assessment have repeatedly shown the application of knowledge by the student only at the reproductive level. The research tasks proposed by the teacher helped to change the way of learning. By comparing different points of view of scientists in the abstract work, the boy decided on his point of view, which he was not afraid to voice at the lesson. In the future, Vladimir, using this method of work many times, was able to independently put forward his hypotheses, give scientific assessments of theories and facts. The student's speech became more and more meaningful and attracting attention.

Third level - expert review. It is carried out by methodological associations. Expert activity planned for the whole year. At the heart of such an assessment is control along the core lines of educational subjects. Thus, information is accumulated in dynamics, on the basis of which measures are developed to eliminate deviations in the development of the content of education. Particular attention in this assessment is given to intersubject core lines, which gives it an overlapping effect.

At the next meeting methodical association mathematics teachers were announced the results of expert control. It turned out that in most cases, students are not able to apply the acquired knowledge in mathematics lessons in other subjects. One of the decisions of the meeting of the methodological association was the development of training sessions in the work plan of the NOU on the use of methods for mathematical processing of research results. After the expiration of time, conducting classes as part of the work of the NOU, expert control showed that the task was successfully solved.

The fourth level is the assessment of an independent commission, which is invited to conduct cross-sections to assess the quality of knowledge. To implement this type of assessment, teachers from universities in the city of Volgograd are invited, who are invited to use their control materials.

When conducting quality control of students' knowledge by an independent commission, it turned out that some didactic units in individual subjects are not subject to control. The speech of the experts at the meeting of the pedagogical council allowed the experts not only to provide information about the shortcomings, but also to make a number of proposals on the use of elements of research activities to eliminate them.

The fifth level of assessment is administrative. The administration analyzes the results of all types of assessment, and regularly conducts its own section of students' knowledge and assesses the quality of the educational process.

Management of the pedagogical system of research activities at the level training session requires continuous quality assessment, which is determined by indicators such as scientific validity and the level of achievement of educational goals.

Next, the coefficient of the quality of the educational process in the academic lesson was calculated (K = the sum of points given by the expert / 30 is the maximum possible sum of points; summing points indicate the degree of use of the elements of research activity in the educational process).

It can be seen from the figures that even with a small use of elements of research activity, the quality of knowledge of students at all levels (learning effectiveness) increases. Positive dynamics, in this case (Fig. 3), of the growth in the quality of knowledge is also manifested during the transition from the first to the second stage of education, while in the case of a low coefficient of the educational process (Fig. 1 and 2), the reverse dynamics is observed.

Thus, constant monitoring of the intermediate results of the use of research activities in the educational process showed an increase in the quality of students' knowledge, the emergence of their motives for self-education, which indicates the realization of the potential of research activities through the manifestation of a reflective and ideological function.

Methodological support of research activities of students

Involving schoolchildren in research activities makes it possible to create favorable conditions for their self-education and self-improvement (see Chapter 1), but this requires a whole range of organizational, managerial, and methodological measures, that is, systems approach to the organization of research activities in an educational institution.

The origins of the development of scientific and pedagogical foundations for the implementation of the educational potential of research activities of students are in the works on the theory of abilities (N. S. Leites, V. D. Nebylitsyn, V. M. Rusalov, B. M. Teplov), studies of patterns and conditions of development pedagogical abilities(N. M. Borytko, N. K. Sergeev, F. N. Gonobolin, B. B. Kossov, N. V. Kuzmina, N. D. Levitov, V. A. Slastenin, A. I. Shcherbakov), creative potential (V. L. Meshcheryakova, V. G. Ryndak, E. L. Yakovleva). scientific school Academician V. A. Slastenin actively implements a systematic and holistic approach to the personality and the process of its formation and development with a focus on the realization of its creative potential.

With the aim of technologization of the work of the school to realize the educational potential of the research activities of students, in our study we relied on the idea of ​​N. M. Borytko [Borytko, 1997, p. 1819] that consistent improvement pedagogical activity in the direction of its technologization, there are four stages that are inherent in the formation of any integrity: 1. The use of individual elements of technology. 2. Grouping of mastered elements, their application at the level of technology fragments. 3. Consistent application the entire technology as a whole, restoring the logic inherent in it. 4. Creative application of technology, adapting it to the peculiarities of one's own style of work, improvement of individual elements.

Prior to the start of a purposeful formative experiment on the implementation of the principles of research activity of students in the gymnasium outlined in paragraph 2.1 during 1995-2000. empirical searches and a fragmentary experiment were carried out to develop individual forms and effective methods for organizing research activities of students, on the specifics of organizing research activities at various levels of education, and testing individual principles for organizing research activities. So, one of our students - A. Kardailskaya, doing research in the field of ecology, was honored to present the results of her research at an international conference in Prague.

Before the start of the experiment, this experience was analyzed and generalized, which made it possible to proceed to a purposeful formative experiment.

The main stages of our experimental work aimed at developing the gymnasium system in the field of introducing research into the educational process were information-evaluative, fragmentary-technological, sequential-technological, creative-technological. The experiment was carried out for 3 years on the basis of grades 1-11 of gymnasium No. 9 in Volgograd in 2005-2008. (300 gymnasium students and the teaching staff of the gymnasium participated in the experiment).

At the first (information-evaluative) stage of experimental work, we faced the dominance of explanatory and illustrative teaching methods used by teachers in the school system, and the lack of technologies that encourage students to independently obtain and apply knowledge, awaken and activate their positive qualities.

These results made it possible to formulate the goals of the information and evaluation stage: identifying the participants in the educational process of the specifics of the gymnasium, as well as the appropriate directions for its development, stimulating interest in research activities, understanding its importance for successful adaptation to schooling, self-realization.

The leading means for achieving these goals were the analysis of the dynamics of the development of an educational institution in the previous period of development; correlating the main directions of this dynamics with the directions of development of the Russian educational system; questioning of participants in the educational process: teachers, students, the parent community.

The research movement in the gymnasium was born in 1995, when the scientific society of students (SPU) was created and the first scientific and practical conference of students was held. Innovative teachers acted as the first academic supervisors of children's research and projects. At the same time, active forms of work with students began to be more widely used in the classroom, more serious work was carried out on educational research, and the role of experiment as one of the effective methods of cognition increased. The lessons of history, geography, local history, mathematics, for example, resulted in extracurricular activities when school research began to be conducted on the basis of the universities of the city (see Appendix 3).

The new movement grew, but for the most part it was spontaneous, entirely dependent on the degree of enthusiasm of a number of teachers, and based more on intuition than on a scientific approach.

In such a situation, the leadership of the gymnasium, its organizational, managerial and methodological structures required a seriously planned work to coordinate all the elements of the research movement that had begun, laying a scientific and theoretical foundation for it. In 2005/2006 academic year year of research activities in the gymnasium was given the status of innovation; the area, goals, subjects and objects of innovation are determined.

Any innovation process is created with the help of management and needs it. The result of managerial influence is the creation of the conditions necessary for successful innovation activities At school. The first step towards the planned management of research activities was a thorough analysis of the current situation and identification of problems.

In 2005/2006 academic year In 2009, a survey was conducted of teachers, students and their parents in order to identify the role and place of research work in the educational process. For example, a questionnaire addressed to teachers looked like this. “Currently, a draft program for the development of our gymnasium is being developed. A detailed discussion of this project will be devoted to the pedagogical council during the winter holidays. For the gymnasium, for all of us, it is very important that new program development did not remain on paper, but was realistic, feasible and interesting for us (teachers) and brought joy and benefit to our students. Therefore, we ask you to take part in thinking through the possible directions for the development of the gymnasium.yapi.

The main communication between the student and the teacher takes place in the classroom. How should a lesson be built that arouses interest in search activities? What should guide the teacher when planning research activities. Having studied the literature on the organization of research activities and based on the reasoning of scientists dealing with this problem, we will consider the issue of organizing research activities at school.

After a broad revision of school curricula in developed countries in the 1960s and 1970s, especially in the context of increasing requirements for a general education school at the turn of the 1980s and 1990s, the search orientation in didactics turned out to be associated with the acquisition, development of theoretical ideas about subjects and phenomena of the surrounding world. The educational process is built as a search for new cognitive landmarks. In the course of such a search, learning not only occurs on the basis of the assimilation of new information, but also includes the organization and creative restructuring of existing concepts or initial cognitive landmarks. However, the point is not at all to replace misconceptions with correct ones, "unscientific" ones with "scientific" ones, as it might seem at first glance. The task of modern education is not just the communication of knowledge, but the transformation of knowledge into a tool for creative exploration of the world. The data of psychological and pedagogical research show that new knowledge is not formed in an additive way (i.e., not by simply imposing new knowledge on existing ones), but through restructuring, restructuring of previous knowledge, rejecting inadequate ideas, posing new questions, and putting forward hypotheses.[ clarin] Thus, the guideline for the modern educational process is not only the formation of new, but also the restructuring of existing knowledge, and one in which preliminary information on the topic under study can not only facilitate, but complicate educational knowledge, in any case, will require rethinking. This, in turn, means the need to stimulate the cognitive activity of students by all means. Moreover, the teacher has to deliberately put up with the fact that the results of students' independent "discoveries" may turn out to be clearly incomplete. As the researchers note, the premature presentation of "correct ideas" leads to the fact that students are unable to apply these ideas, work with them.

Modern psychological and pedagogical research outlines some guidelines for how to work with existing ones and move on to the formation of new ideas in the course of the educational process. These guidelines can be represented as a combination of the following psychological and didactic requirements.

Content requirements:

• 1. The student should have a feeling of dissatisfaction with the existing ideas. He must come to a sense of their limitations, divergence from the ideas of the scientific community.
• 2. New representations (concepts) should be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
• 3. New ideas must be plausible in the perception of students; they must perceive these ideas as potentially valid, combined with existing ideas about the world. Students should be able to relate a new concept to an existing one.
• 4. New concepts and ideas must be fruitful; in other words, for students to abandon more familiar ideas, serious reasons are needed. New ideas should be clearly more useful than old ones. New ideas will be perceived as more fruitful if they help to solve an unsolved problem, lead to new ideas, have more opportunities for explanation or prediction.

Of the listed conditions, two (the second and third) approximately correspond to the well-known didactic requirements for the accessibility of education and the transition from “close to far”, from “known to unknown” (Ya.. Comenius). At the same time, the first and fourth requirements - they can be briefly described as dissatisfaction with existing knowledge and as a requirement for the heuristic nature of new knowledge - go beyond traditional didactic principles and are associated with the exploratory nature of learning.

Process requirements:

• 1. Encourage students to formulate their ideas and ideas, to express them explicitly.
• 2. To confront students with phenomena that are in conflict with existing ideas.
• 3. Encourage speculation, conjecture, alternative explanations.
• 4. Give students the opportunity to explore their assumptions in a free and relaxed environment, especially through small group discussions.
• 5. Provide students with the opportunity to apply new ideas to a wide range of phenomena, situations, so that they can evaluate their applied value.

Fulfilling these requirements, the teacher must carefully plan his activities. A.V. Leontovich suggests following the following steps when designing and organizing research activities:

Stage 1. The choice by the teacher of the educational area and the subject area of ​​the area of ​​future research activities of students:

• -- the degree of connection with the base program of the corresponding class;
• - own practice scientific work in the chosen area;
• - the possibilities of consulting assistance of specialists and its forms;
• - a form of educational activity in terms of the work of the institution.

Stage 2. Development of the program of the introductory theoretical course:

• -- accessibility -- compliance of the teaching load with the abilities of students;
• - reliance on the basic program (new information is based on basic subject programs, the number of new concepts and schemes introduced does not make up the majority of the program);
• - the need and sufficiency of the amount of theoretical material for the students to become interested in the work, choosing a topic and setting research objectives.

Stage 3. Choosing a topic, setting goals and objectives of the study, putting forward a hypothesis:

• - compliance of the chosen topic with the theoretical material taught;
• - accessibility of the complexity of the topic and the amount of work to the abilities of students;
• -- the research nature of the topic, the formulation of the topic, limiting the subject of research and containing the research problem;
• -- the correspondence of the tasks to the goal, the adequacy of the hypothesis.

Stage 4. Selection and development of research methodology:

• -- methodological correctness of the methodology. Compliance with the scientific prototype, the validity of adaptation to the specifics of children's research;
• -- compliance of the methodology with the goals and objectives, the intended scope and nature of the study;
• -- accessibility of the methodology for mastering and implementation by schoolchildren;

Stage 5. Collection and primary processing of the material:

• -- availability of the planned scope of work for students;
• -- availability of the research object;
• -- the adequacy of the method used to the object and conditions of the study.

Stage 6. Analysis, conclusions:

• -- availability of discussion, comparison of data with literary sources;
• -- compliance of the results and conclusions with the set goals and objectives, the formulated goal.

Stage 7. Presentation.

• -- compliance of the format of the submitted material with the formal requirements;
• -- Reflection of research stages;
• - reflection of the author's position of the student.

The initial stage in the practical implementation of the research approach in teaching is the mandatory conduct by the teacher of a didactic analysis of the topic to be studied using the research approach. Under the didactic analysis of the topic is meant the active cognitive activity of the teacher, aimed at isolating the main and formulating particular problems, which makes it possible to determine the possibility of introducing methods of scientific knowledge when studying a particular topic by schoolchildren. Didactic analysis allows the teacher to determine the topics and types of creative tasks, as well as organizational forms of education, the use of which is advisable when studying this topic.

Didactically justified is the preliminary informing of students about the study of the topic using a research approach. Informing should be visual, so it is advisable to create an “Information for Students” corner in the office dedicated to the study of the upcoming topic. It is desirable that it reflects: the title of the topic, the structure of its study, the number of hours allotted for study, the list of proposed literature (both mandatory and additional), the list of possible topics for reports, abstracts.

T.A. Fine believes that when organizing learning using an exploratory approach, it is recommended to study the material in a large block. At the same time, schoolchildren do not memorize individual paragraphs or articles from the text of the textbook, but perceive the topic as a whole.

How to practically study the material in a large block? First, the widespread use of lectures is mandatory. In the content of the introductory lecture, students' attention is focused on the main ideas of the topic; its problems (main and particular) are formulated, with the simultaneous involvement of material reflecting the history of the fact or phenomenon being studied, showing the process of scientific search in its cognition with specific examples. It is didactically substantiated when, during the introductory lecture, the teacher gives examples of the current state of the studied fact (phenomenon, event), which creates the necessary mood for further research.

Secondly, an organic combination of various organizational forms of education is mandatory. Along with the lesson in its traditional sense, it is necessary to use seminar lessons, debate lessons, consultation lessons, workshops, interviews, discussions, and excursions. The use of various organizational forms of education has a positive impact on the development of students' cognitive independence as a necessary quality of a socially active person. Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work in the subject. It is known that the lesson does not always provide an opportunity for a detailed and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on a topic can be any form of scientific, educational, search and creative activity during extracurricular time (“Science Week”, scientific and practical conference, oral journals “In the World of Science”, quizzes, competitions, olympiads, debate clubs, creative workshops, competitions of social projects), the material for which is the work of students, completed by them as independent research. [fine].

Without a doubt, when organizing research activities in the classroom, a special relationship is established between the teacher and the children. The teacher, in order to successfully organize this type of educational activity, requires special training. The teacher does not just set his own goals, but strives to ensure that these goals are accepted by the students, who at the same time also have their own goals, desires, needs, and they do not always coincide with the desires and needs of the teacher. The teacher is not just looking for ways to achieve the set goals, but is working to ensure that the methods of mastering reality are mastered by the student, become "their own" for the student. the teacher must not only have his own ideas about the object being studied, but also know what ideas the student has about this object. The teacher must be able to take the student's point of view, imitate his reasoning, anticipate possible difficulties in his activities, understand how the student perceives a certain situation, explain why the student acts this way and not otherwise.

At the same time, the teacher needs not only to understand what, why and how the student is going to do, but purposefully influence the search activity, transform it, deepen it, develop it. However, one should not impose one's opinion on the student. [Prokofiev]

The activity of the student is to implement the scientific method of cognition on the subject material of various fields of knowledge. A young researcher is required to know and perform a number of procedures that are characteristic of the process of obtaining new knowledge, namely: 1) recognition and clear formulation of the problem; 2) data collection during observation, work with literary sources and, as far as possible, in the experiment; 3) formulating a hypothesis using logical reasoning; 4) hypothesis testing.

The researcher must draw up the results of search activities in the form of an abstract and report them at the conference. The presentation of the content and results of the research work is subject to certain rules, which students also need to know. The student, who draws up the results of his research, performs the following procedures for organizing the knowledge gained: 1) formulates the goals of the research; 2) highlights hypotheses; 3) sets search tasks; 4) makes a literature review; 5) submit own data, compare and analyze them; 6) formulate conclusions.

Young researchers also need to know that writing an abstract and writing a report on it are different types of scientific activities that are performed in different ways. Therefore, the report is the next genre of scientific creativity, which is mastered by schoolchildren - participants in scientific and practical conferences.

Novice researchers from the first steps are taught to outline a plan of action, which makes it easier for them to conduct research, educates serious attitude to the organization of their work.

Fourth, as you know, the research and project activities of schoolchildren are popular; they have become an indicator of the quality of education in an educational institution. The concept of profile education suggests that research and project activities of schoolchildren be included in the curriculum of the senior classes as mandatory, despite the opinion that there is no need to teach research activities to all schoolchildren without exception. Moreover, there is a danger of formalizing student research activities as difficult and unattractive for most students. [Prokofiev]

Based on this, we can conclude that the objects of activity of the teacher and students in this case are generally speaking different. The activity of the student is primarily aimed at finding (an answer to the question, a way to solve), while the activity of the teacher is aimed at the search activity of students. Its main task is not to find the truth, but to help schoolchildren to do this by methodically competently organizing and directing their activities.

The teacher should build his management of this activity not as a direct influence, but as a transfer to the student of those foundations on which the student, as a result of vigorous activity, could independently derive his decisions.

S.N. Pozdnyak specifies the features of the activities of the teacher and students in the process of organizing and implementing research activities as follows:

Features of the teacher's activity

The main task of the teacher is to organize research by students. A teacher is a senior comrade who helps to master the difficult path of movement towards knowledge. The actions of the teacher are aimed at:

identify the abilities of students and divide them into groups;

help them learn how to act together;

arouse interest in what is being studied; monitor the dynamics of students' interest in the problem under study; to be able to support and develop it - “to protect the spirit of research in children”;

reveal the diversity of the content of the studied material and outline options for its study;

indicate the ways and methods of independent individual and collective research; to encourage and develop a critical attitude towards research activities;

fill in the gaps and correct the mistakes of the completed educational work, collective work.

Features of students' activities

Features of the educational activities of students:

all academic work students do it on their own

research is carried out collectively, according to the principle of division of labor;

educational work goes beyond the class-lesson system;

Learning takes place with constant consultation and general guidance of the teacher;

Educational work is carried out according to plans and programs developed by the students themselves on the basis of general programs in accordance with their vital interests;

Accounting for the work performed, pedagogical control is carried out according to real results (reports, drawings, diagrams, etc.);

You can work on any material taken from a book or life.

Thus, S.N. Pozdnyak once again emphasizes the difference between research learning and traditional learning, its heuristic essence, aimed at a deeper and more conscious assimilation of knowledge.

Indeed, in research and design, students study subject material selectively and meaningfully, and are active in setting and achieving goals. This research activity is valuable and this is what distinguishes it from traditional teaching at school. But in this work, however strange it may seem, the main set of difficulties that both the teacher and the student experience in project or research activities arise.

• - the development of students' research skills is blocked by the predominance of reproductive methods in their learning, the orientation of students to transfer, and students to assimilate ready-made knowledge;
• - the main type of research activity of students is most often essays, reports, essays that do not become truly creative due to the stereotyped topics and a reduced minimum, or even do not imply an independent solution of the research problem;
• - students are not actively involved in search activities due to lack of free time, their workload;
• -research skills are developed spontaneously without taking into account their structure, the logic of development, which hinders the formation of students' creative abilities;
• - in order to master the techniques of research activities, a student needs special training, which often turns out to be impossible due to lack of study time.

Department of Education of the Verkhovazhsky Municipal District

MOU "Verkhovazh secondary school

ORGANIZATION OF EDUCATIONAL AND RESEARCH ACTIVITIES OF STUDENTS

IN THE PROCESS OF TEACHING PHYSICS

Physics teacher

MOU "Verkhovazhskaya secondary

comprehensive school

Verkhovazhye, 2010

Introduction…………………………………………………………………………. 3

Chapter 1. Concept, essence, types of educational and research activities of students……………………………………………………………………….. ...5

Chapter 2. Forms of organization of educational and research work of students. 13

Chapter 3

Conclusion………………………………………………………………………31

List of used literature………………………………………………..33

Applications……………………………………………………………………...36

Introduction

Tell me and I will forget.

Show me and I will remember.

Let me do it and I'll understand.

Socrates

Back in the middle of the 20th century, Antoine de Saint-Exupery, a person far from pedagogy, thinking about the numerous problems of mankind, did not leave pedagogical problems without attention. In his essay “The Citadel,” he wrote: “Do not provide children with ready-made formulas, formulas are empty, enrich them with images and pictures that show connecting threads. Do not burden the children with a dead weight of facts, teach them techniques and methods that will help them comprehend. Don't judge ability by ease of learning. The one who painfully overcomes himself and obstacles will go further and more successfully. Love for knowledge is the main criterion.

Improving the quality of education and developing key competencies among students is the most important task of modernization school education, which involves an active independent position of students in learning; development of general educational skills and abilities: first of all, research, reflective, self-assessment; the formation of not just skills, but competencies, that is, skills directly related to the experience of their application in practical activities, priority targeting at the development of the cognitive interest of students, the implementation of the principle of linking learning with life.

Monotony, template, formalism and boredom lead to a decrease in the level of knowledge of students and the quality of teaching the subject.

How to revive the learning process, how to create an atmosphere of joyful elation that accompanies search and creativity? How to make learning activities cheerful, exciting and interesting? How to awaken students' thirst for knowledge?

It will help to solve these issues when teaching physics by putting the student in the conditions of a researcher, in the place of a scientist or discoverer.

Physics is an experimental science. It is based on observations and experiments, and the organization of research activities of students in the study of physics is a necessary factor that allows increasing interest in physical science, making it exciting, entertaining and useful, and realizing that physics is not scary, physics is interesting.

Educational and research activities involve the development of independent thinking, the ability to obtain information, predict, make non-standard decisions.

The method of learning and research problems allows you to seamlessly integrate knowledge from different areas and apply them in practice, while generating new ideas. Educational and research activity is one of the technologies for raising motivated children.

The object of our study is the research activity of students.

The subject of the study is the teaching and research activities of students in physics lessons in primary school, its forms.

In this regard, the goal was determined: to study the educational and research activities of students in physics lessons, its types, forms.

1. Define the concept, essence, types of educational and research activities of students.

2. Consider the forms of organization of educational and research work of students.

3. To analyze the experience of organizing educational and research activities of students in physics lessons.

The hypothesis of our study: we assume that the use of the method of teaching and research activities contributes to the realization of the creative potential of students, the formation of their scientific views and the successful assimilation of program material in physics.

In our work, the following research methods were used: analysis of methodological, psychological and pedagogical literature, introspection of lessons, practical work on the implementation of educational and research activities, the study of advanced pedagogical experience.

Chapter 1. The concept, essence, types of educational and research activities of students.

Under the teaching and research activities of schoolchildren is understood the process of solving scientific and personal problems, which has as its goal the construction of subjectively new knowledge.

The independence of the student in teaching and research activities means that the supervisor advises, advises, directs, suggests possible conclusions, but in no case dictates or writes the work for the student. Educational research retains the logic of scientific research, but differs from it in that it does not open knowledge objectively new to mankind.

The results of student research of a narrowly applied, experimental nature in such areas as psychology, sociology, ecology, may well carry a certain objective novelty (for example, a work devoted to the study of relationships in a class team or a study environmental situation in a small pond).

The main feature of research in the educational process is that it is educational. This means that its main goal is the development of the individual, and not obtaining an objectively new result, as in "big" science. If in science the main goal is to acquire new knowledge, then in education the goal of research activity is to acquire by students the functional skill of research as a universal way of mastering reality, developing the ability for an exploratory type of thinking, activating the student’s personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e. independently acquired knowledge that is new and personally significant for a particular student). Therefore, when organizing the educational process on the basis of research activities, the task of designing research comes first.

When designing students' research activities, the research model and methodology developed and adopted in the field of science over the past few centuries is taken as the basis. This model is characterized by the presence of several standard stages that are present in any scientific research, regardless of the subject area in which it develops. At the same time, the development of students' research activities is normalized by the traditions developed by the scientific community, taking into account the specifics of educational research - the experience gained in the scientific community is used through setting a system of activity norms.

Before starting research with high school students, it is necessary to clearly set goals and objectives. The main goal should always be one. Because a person cannot strive for two goals at the same time, just as it is impossible to simultaneously walk along two roads in two different directions. Therefore, it is very dangerous to set any other goal, in this case the goal is often replaced by a false goal, and the person himself may not notice this. In general, the distinguishing feature of any false goal is that it can be achieved quite quickly, while the true goal - to learn new things, always remains, no matter how successful the student achieves.

The main goal of organizing schoolchildren's research is to develop their research position, analytical thinking skills. It follows from this that at each stage of research it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the formal protocol, otherwise research, the main meaning of which is to activate the cognitive activity of students, can gradually turn into a sequence of standard educational stages.

In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first transmits knowledge, the second assimilates them; All this happens within the framework of a well-established class-lesson scheme. With the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to a blackboard: phenomena seen in wildlife do not mechanically fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subject paradigm of educational activity to the situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair. The second component - "mentor-junior comrade" involves the transfer of practical skills associated with the development of reality from the teacher, who possesses them, to the student. This transmission takes place in close personal contact, which determines the high personal authority of the position of "mentor" and specialist, teacher, its bearer. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of the participants in research activities.

On the other hand, the educational and research activities of students are relatively independent study, the solution by students of individual problems, creative and research tasks by various means in the conditions of joint activities of the teacher and students.

The key phrase is “relatively independent study”, because no matter how hard the student tries to study, explore the problem on his own, the teacher will always supervise him, direct him in the right direction, suggest, but not solve questions and problems for him, which is a very significant factor .

The success of the implementation of any undertaking depends, first of all, on the teacher, and therefore he must push the boundaries of independence. Students need to be given the opportunity to find a solution to intractable problems themselves, in particular, to solve a research problem.

In this case, teaching and research activities are understood as the activities of students associated with the solution of creative and research tasks by students with a previously unknown solution. Unlike a workshop that serves to illustrate certain laws, educational and research activity involves the presence of the main stages characteristic of research in the scientific field: posing a problem (or highlighting a fundamental question), studying a theory related to the chosen topic, putting forward a research hypothesis, selection of methods and practical mastery of them, collection of own material, its analysis and generalization, own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

There are long traditions in the development of research activities of students in Russia. Thus, youth scientific and technical societies and small academies of sciences were created and functioned in many regions. The activities of many youthful scientific and technical societies were often reduced to the implementation of the model of functioning of academic research teams among older schoolchildren, the implementation in a simplified form of the research tasks of the laboratories of research institutes. The main goal of this activity was the preparation of applicants for universities and the formation of a young shift for research institutes. In fact, this meant the implementation of the educational process in a more individualized form in an additionally introduced subject area. IN modern conditions When the issue of reducing the teaching load of children is relevant, the meaning of the term "researching activity of students" acquires a slightly different meaning. It reduces the share of the career guidance component, factors of scientific novelty of research, and increases the content associated with the understanding of research as a tool to improve the quality of education.

The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and is presented in a standard form.

Educational and research activities should perform the following didactic functions:

Motivational, which consists in creating such incentives for students that encourage them to study this subject, form an interest and a positive attitude towards work;

Informational, allowing students to expand the amount of knowledge by all available ways of presenting information;

Control and corrective (training), which involves the possibility of verification, self-assessment, correction of the course and learning outcomes, as well as the implementation training exercises to form the necessary skills and abilities.

It is necessary to emphasize the inherent value of achieving truth in research as its main product. Often in the conditions of competitions and conferences one can meet the requirements of practical significance, applicability of the research results, characterization of the social effect of the study (for example, the environmental effect). Such activity, although often called the organizers of research, pursues other goals (in themselves no less significant) - socialization, the development of social practice by means of research activities. The leader of children's research work must be aware of the shift in the goals of the work being done when such requirements are introduced.

divided educational research into three groups: mono-subject, inter-subject and over-subject (see Appendix).

1. Mono-subject research is a research carried out on a specific subject, involving the involvement of knowledge to solve a problem in this particular subject. The results of a mono-subject research do not go beyond the scope of a separate academic subject and can be obtained in the process of studying it. This study aims to deepen students' knowledge of a particular subject at school.

The purpose of a mono-subject educational research is the solution of local subject problems, which is implemented under the guidance of a teacher - a subject teacher, in only one subject. An example of such a mono-subject study can be a physical fact: "The dependence of the evaporation rate on the type of substance, surface area, temperature, wind." Of course, when a student begins to conduct research work in this case, he does not go beyond the scope of the subject of physics, “digging” only in one direction - the physical direction, without affecting either mathematics (algebra, geometry), or biology, or chemistry, and so on.

2. Interdisciplinary research is a research aimed at solving a problem that requires the involvement of knowledge from different academic subjects of one or more educational areas.

The results of the interdisciplinary research are beyond the scope of a separate academic subject and cannot be obtained in the process of studying it. This research aims to deepen students' knowledge of one or more subjects, or educational areas.

The purpose of interdisciplinary educational research is the solution of local or global interdisciplinary problems, implemented under the guidance of teachers of one or more educational areas.

Interdisciplinary instructional research is sometimes referred to as integrated research.

3. Oversubjective research is a research that involves the joint activities of students and teachers, aimed at researching specific problems that are personally significant for students. The results of such a study are beyond the scope of the curriculum and cannot be obtained in the process of studying the latter. The study involves the interaction of the student with teachers in various educational areas.

The purpose of the over-subject educational research is the solution of local problems of a general educational nature. This educational research is being implemented under the guidance of teachers working in the same parallel classes. Example: "The Internet in our lives: its role in shaping international economic cooperation".

Supra-subject research has a number of advantages over educational mono-subject and inter-subject studies. Firstly, they contribute to overcoming the fragmentation of students' knowledge and the formation of general educational skills and abilities. Secondly, as a rule, their development does not require the allocation of additional study time, since their content is, as it were, "superimposed" on the content of linear courses. And finally, thirdly: the research process contributes to the formation of a team of teachers united by one goal.

A. P. Tryapitsyna formulated the pedagogical expediency of over-subject research as follows:

1. Oversubjective research is a specific tool of pedagogical activity, ensuring the unity of approaches of teachers of different subjects to achieve the general goals of school education.

2. Due to its generality, oversubject research allows the teacher to reveal to the maximum extent the value orientations of his activity as an intermediary between generations, between the past and the future by transmitting his unique individual creative attitude to the world (,).

3. Supersubjective research provides a basis for implementing the idea of ​​creating conditions for “real life in the classroom” (,), when the lesson not only “prepares for life”, but is a means for the student to learn the most important problems of his life today.

4. Supersubjective research provides content-ideological support and harmonization of school education curricula through a holistic consideration of all areas of increasing the level of schoolchildren's competence: expanding the range of personally significant problems, expanding the range of problem solving tools.

5. Supra-subject research enriches the possibilities of the curriculum without leading to an overload of students, since it can be the basis for building integrated modules and help enrich the content of individual topics of specific academic subjects.

6. Oversubjective research can be considered as a way of pedagogical support for the process of self-education of the student and expansion of the forms of accounting for the student's achievements in educational activities.

7. Oversubject research can be a means of integrating school education, additional education, self-education and education in the experience of the student's social activity.

Schoolchildren often do not see the difference between abstract and educational research work. However, the title of the work already carries a certain application for its character. The title of the abstract, as a rule, is quite simple, general or covers a wide range of issues, for example: "The water cycle in nature." The name of the educational and research work is complex, indicates the specificity of the issue under study, it contains such concepts as "causes", "modelling", "role", "features", "assessment", "analysis", "influence", "characteristic" etc. For example, the topic of an educational and research work may sound like “Investigation of the parametric oscillations of a spring pendulum”.

So, in this chapter we examined the concept, essence, types of educational and research activities of students.

Chapter 2. Forms of organization of educational and research work of students.

Equally important restrictions are imposed on the subject matter, nature, and scope of research by the requirements of developmental psychology. Adolescence and youth are characterized by a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention. An excessive amount of work and its specialization, which lead to a withdrawal into a narrow subject area, can harm general education and development, which is, of course, the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must satisfy certain requirements, on the basis of which it is possible to establish general principles designing research tasks for students in various fields of knowledge.

subdivides the educational and research activities of students into several forms, but this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

A lesson is used to organize the educational and research activities of students in grades 7-9.

The research method can be defined as an independent (without a teacher's step-by-step guidance) solution by students of a new problem for them using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or regularities.

The application of the research method is possible in the course of solving a complex problem, analyzing primary sources, resolving the problem posed by the teacher, and more.

b) Non-traditional lesson system.

There are many types of non-traditional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - "Amazing is nearby", lesson of a fantastic project, lesson - a story about scientists, lesson - defense of research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc. .

c) An educational experiment allows you to organize the development of such elements of research activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school using school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the goal, objectives and hypotheses of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpreting the facts obtained, formulating conclusions, defending the results of the experimental study).

G) Homework research nature can combine a variety of types, and allows you to conduct an educational study that is quite extended in time.

Extracurricular activities involve more opportunities for the implementation of educational and research activities.

1) Some schools include students' research practice in their educational programs. It can be carried out at the school itself, on the basis of institutions of additional education.

2) There is a practice of passing transfer and final exams in the form of defending the final examination work.

3) Educational expeditions - hikes, trips, excursions with clearly defined educational goals, a program of activities, thoughtful forms of control. Educational expeditions provide for active educational activities schoolchildren, including those of a research nature.

4) Optional classes, involving in-depth study of the subject, provide great opportunities for the implementation of their educational and research activities of high school students.

5) Student Research Society (UNIO) - a form of extracurricular work, which combines work on educational research, collective discussion of the intermediate and final results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc. ., as well as meetings with representatives of science and education, excursions to institutions of science and education, cooperation with UNIO of other schools.

6) The participation of high school students in olympiads, competitions, conferences, including remote, subject weeks, intellectual marathons, involves the implementation of educational research or their elements within the framework of these events.

7) Educational and research activities as component training projects is necessary for goal-setting and diagnosing the effectiveness of the project (see Appendix).

To organize the educational and research work of students, it is acceptable to create educational and research groups in schools.

The creation and further development of these groups is one of the productive ways of organizing the educational and research activities of schoolchildren. The experience of different schools in this direction has allowed to accumulate a lot of pedagogical technologies that make it possible to make each group an effective organization, at the same time having its own unique face.

Starting a new business is always a big and responsible job. This step must be carefully planned and prepared.

Work on educational and research topics is carried out both individually and collectively. The organization of work in these two cases will be somewhat different, let's take a closer look at these areas.

1. Individual work on scientific research.

First of all, in order to organize individual work on scientific research, it is necessary to identify those who wish, and not just those who wish, but those students who will not leave their work unfinished. Further, individual work with students should be divided into stages:

2) The choice by students of general directions for further work (for example, physics or physics + ecology).

4) Final agreement "supervisor-student-researcher"; the first working meeting with the head, at which the research topic is specified.

8) Reviewing educational and research papers by a "senior" reviewer - a subject teacher and a "junior" reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end of the academic year).

10) Final conference on the results of the work.

2. Group work on scientific research, or let's call it collective.

A team or a group unites people not only in a common goal and in a common work, but also in common organization this labor.

Each action of one student, each of his failures against the background of a common cause, is like good luck in a common cause.

The sequence of group work is almost the same as the sequence of individual work, the difference is only some points - stages:

1) Organizational meeting, which tells about the educational and research activities.

2) The choice by students of common directions for further work and grouping based on these directions; selection of a group of students responsible for the work.

3) Classes on a special course "Introduction to research activities".

4) Final agreement on the composition and responsibility for the work in the group; the first working meeting with the head, at which the research topic is specified.

5) Approval of the topic of educational research during the classes of a special course.

6) Continuation of the special course "Introduction to teaching and research activities" and parallel work on teaching and research work.

7) Approbation of works - discussion of the results of educational and research work in the classroom of a special course.

8) Reviewing educational and research papers by a "senior" reviewer - a subject teacher who did not supervise the work and a "junior" reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end of the academic year). This stage involves the discussion part of the study, the presentation of works, as a rule, there is a discussion of the problem.

Presentation of research, especially in modern times, is crucial in all work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather rigidly, in contrast, for example, to activities in the field of art. There are several such standards in science: theses, scientific article, oral report, dissertation, monograph, popular article. Each of the standards defines the nature of the language, scope, structure. When presenting, the leader and the student must decide from the very beginning on the genre in which they work, and strictly follow its requirements. The most popular genres at modern youth conferences are abstracts, articles, and reports. At the same time, non-research papers can be submitted in these forms, but, for example, abstracts or descriptive works.

10) Final conference on the results of the work of the UNIO.

An analysis of the works presented at the conference and competitions allows us to distinguish the following types:

Abstract works are creative works written on the basis of several literary sources, which involve the task of collecting and presenting as much as possible complete information on the chosen topic.

Example: "Modern ideas about nanotechnology".

Experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the features of the result, depending on changes in the initial conditions.

Example: “Atmospheric pressure versus temperature study environment temperature."

Design works are creative works related to planning, achieving and describing a certain result (building an installation, finding an object, etc.). May include a research stage as a way to achieve the final result.

Example: "Making a Fountain Model".

Example: "No environmental pollution with radioactive waste!".

Research - creative work performed using a method that is correct from a scientific point of view, having its own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study. A feature of such work is the uncertainty of the result that research can give.

Example: "Studying the temperature of cooling water over time."

The final conference is the final stage, both in the individual work of students and in the group, it implies a summing up of the results of educational and research activities. Summing up includes a final reflection, which helps to assess what was planned in the study and what was not; what was the individual or group contribution of students in solving the problem; what are the prospects for the development of the topic; What have you learned and what you need to work on.

Practice shows that in the work of research groups, round table technologies are actively used, discussion and debate are effective tools for developing scientific thinking, the ability to formulate and defend one's point of view, listen to the interlocutor, analyze arguments, operate with facts.

The culminating moment in the student's research activity is the defense of the teaching and research work. A huge role in assessing the defense of educational and research work is played by the quality of the report on its results. Very often it happens that a high school student has done very well the educational and research work itself, just fine, and the quality of the report and its defense leaves much to be desired.

To sum up the results of activities and search for the main directions and prospects for the work of the research group, such a form of work as a school scientific and practical conference is widely used.

Thus, research activity carries a great educational potential. In addition to working on educational research, children can gain experience in developing their communication skills in a group.

The intellectual energy of students, for whom the labor of consuming knowledge is boring, must find an outlet in their own cognitive activity, independence. Activity is determined by the need to resolve disturbing issues, or at least to think about them.

Chapter 3. Experience in organizing educational and research activities of students in physics lessons.

Based on the well-known definition of the teaching and research activity of students, this teaching and research activity is considered one of the types of school research, the purpose of which is to find out by students the real state of the phenomenon under study and evaluate it.

The use of this form of organization of independent research activities of students has become part of my practice of teaching physics.

The school educational process, even well-structured, causes boredom, fear and other negative experiences in schoolchildren due to the fact that each subject teacher creates a cult of his subject, a cult of memorizing the contents of a textbook in a row in a row.

The interests of the student cannot be "squeezed" into the framework of the curriculum. They are much broader, more diverse and correspond to different types of research activities.

The subject of research can be a variety of problems. For example, when studying the topic “Friction force”, the problem “Dependence of friction force on body weight” was chosen for research.

The purpose of my work: to develop students' abilities to research, to teach students to make observations, to establish causality when observing physical phenomena; to teach the methods of obtaining information and processing the results of experiments, to form in students a single picture of the world, their worldview, creative natural-science thinking.

Experience has shown that the use of student research in the process of teaching physics contributes to a deeper assimilation of educational material, the formation of research skills, the development of a personally significant and reasonable assessment of a physical phenomenon, event, and gives a guideline in life choices.

A survey among students in the ninth grade revealed an increase in their interest in the course of physics when using this form of organization of educational and cognitive activity. Students became more interested in information and debate on physical and environmental issues in the media. Ninth-graders rated student physical research as: a) an interesting, fascinating means of learning new topic; b) a tool to help navigate the information flow; c) a scientific basis for the formation of one's own position on the problem under study.

The research activity of students is multifaceted and I organize it at any stage of teaching physics:

· When studying physical theory;

· When solving problems;

· When conducting a demonstration experiment;

I also run:

· Research in stories;

· Researches of practical questions;

Research using homemade devices;

· Research at home and on the street;

Project research activities of students.

As mentioned above, educational and research work has a number of differences from scientific research. The purpose of student research is a deep and lasting assimilation of program material, the formation of research skills in students. It is possible that in the process of research, students may receive some new data, but they will not be of the nature of a scientific discovery.

In the course of educational and research work in physics, various sources are used: the text of the textbook, popular science literature, anthologies, documents, statistical information, media materials and the Internet, and much more. These sources differ in the degree of didactic processing, the nature of the information contained in them. Their selection requires guidance and assistance from the teacher.

An experiment plays a huge role in organizing and conducting educational and research activities. The methodological apparatus of the experiment includes definitions:

Object - a wide field of study;

Subject - a specific part of this field;

Goals - the image of the desired future;

Hypotheses are judgments about the likelihood of connections of some phenomena. A hypothesis is an untold theory. Therefore, you can not be afraid of detailed hypotheses: they can contain all the ideas of the experiment. The hypothesis does not have to be self-evident.

The tasks of the experiment to test the hypothesis.

In accordance with the tasks set, the necessary devices and materials are selected.

Research methods should allow obtaining versatile information about the subject of research, reflect the dynamics of the development of the studied qualities, and allow to analyze the process, the results of the study.

At the analytical-evaluative stage, the processing and interpretation of data is carried out. Based on the results of the work, a conclusion is made. I usually suggest that students draw a conclusion according to the following plan:

1. Did you achieve your goal? What did you learn? What results did you get? Was the hypothesis set at the beginning of the study confirmed?

3. Are you satisfied with your job?

Currently, there is a certain system of educational experiment. This system includes: a demonstration experiment and an independent experiment of students (frontal laboratory work, laboratory workshop, extracurricular experiments and student research).

Each component of the educational experiment has a complex structure. In addition, the individual system-forming elements mutually determine and complement each other. Various combinations of the components of the educational experiment meet the current goals of managing student activities. Let us consider how it is possible to control the activity of students when introducing concepts by creating logically interconnected problem situations built on the basis of an educational experiment.

The domestic methodologist formulated the principle of the cyclicity of knowledge (the relationship of initial facts, models - hypotheses, theoretical consequences and experiment in natural science creativity). This principle is the result of an analysis of the work of many scientists working in the natural sciences, and was first applied by Galileo Galilei. According to this pattern, in the educational process, physical theory and physical experiment should be organically linked.

Let us consider a model for managing the research activities of students in the construction of a "chain of knowledge", which is based on an experiment on the electrification of bodies. In this case, training is implemented according to one of the presented schemes (Appendix).

According to Scheme 1, a demonstration experiment (DE) serves as a source of hypotheses after the problem is formulated; according to Scheme 2, it serves as a source of a problem situation.

The concept of " electric charge” along with such concepts as “field”, “matter”, “time”, is one of the fundamental physical concepts. This concept is introduced at the basic level of education at school, and then it is developed. The content of the concept of "electric charge" includes the following distinctive features:

1) the existence of charges of two types;

2) the ability of charges to interact;

3) charge transfer;

4) charge divisibility (discreteness);

5) additivity;

6) conservation of charge in a closed system.

In this case, one can consider in detail the first and second signs (the existence of charges of two types, the ability of charges to interact).

Control scheme.

Problem: in what ways can a body be charged?

Obviously, the students will not hesitate to name the method known to them as the first method - electrification by friction.

DE. After rubbing the ebonite stick on the wool, touch the rod of the electrometer with the stick. The deviation of the electrometer needle will show the presence of a charge on the rod.

Possible hypotheses:

1. Electrifies when rubbed

a) only one body b) both bodies are electrified.

2. Electrification is carried out:

a) friction only b) there are other ways.

Examination.

Testing the hypothesis 1. We hold the rubber thread by the ends and rub the rod of the electrometer with the ball conductor fixed on it. The deviation of the electrometer needle will show us the presence of a charge. Carefully, without touching the ball conductor with your hand, we transfer the thread to the conductor of another exactly the same electrometer. Deviation of the arrow of the second electrometer will show the presence of a charge on it.

Testing the Hypothesis 2. Let's bring an electrified ebonite rod to an electrostatic pendulum. The pendulum will deviate from the equilibrium position, which indicates the presence of a charge on it.

It would be useful to set up an experiment with a metal rod fixed on a point so that it can rotate freely in a horizontal plane. When an electrified stick is brought to the end of the rod, we will observe the rotation of the rod due to attraction to the stick.

An illustration of other methods of electrification can be shown in experiments on photo- and thermionic emission.

Theoretical justifications.

When bodies rub against each other, electrons transfer from one body to another, as a result of which the bodies acquire charges. When electrifying through influence, a redistribution of charges occurs in one body.

When electrified by light and heated, electrons are pulled out from the surface of the conductors, as a result of which they acquire a charge.

Electrization can be carried out by friction (touch), through influence (electrostatic induction), as a result of irradiation and heating.

According to scheme 2, electrification experiments can serve as a source of a problem situation.

Control scheme.

DE. We perform the experiment with a rubber thread.

Problem: what charges will the rod of the electrometer and the thread acquire during friction?

Possible hypotheses:

1) the charges will be the same in magnitude and in sign;

2) The charges will be the same in magnitude, but different in sign;

3) The charges will be unequal in magnitude and arbitrary in sign.

Examination.

We bring positively and negatively charged sticks to each of the charged electrometers in turn. Analyzing the result of the experiment, we conclude that the charges on the electrometers are different in sign.

Having repeated the experiment, we will connect the electrometers with a spark gap. The arrows on the electrometers will take a vertical position, which indicates the mutual neutralization of charges.

Theoretical justifications.

Electrization of bodies by friction is explained by the structural structure of bodies.

When electrified by friction, both bodies are charged with equal in magnitude and different in sign charges.

One of the possible new problems: are there other ways of electrifying bodies besides friction?

This technique makes it possible to model the content of educational material in accordance with the requirements of a particular educational process, and also contributes to the active involvement of students in research activities.

Another component of the educational experiment system is the student experiment.

An example of the application of the research method and the principle of cyclical knowledge is the lesson on the topic “Evaporation and condensation. Energy absorption during evaporation and its release during condensation” (Appendix)

Managing the research activities of students, we are based on the following principle: the information and cognitive element of the educational material should be included in the learning activities, ensuring maximum independence of students.

The teacher's methodology for organizing research is as follows:

Students are asked the following series of questions:

1) What kind of experience can be used to study this phenomenon?

2) What equipment is needed for this?

3) How can you be sure that the phenomenon under study can actually be observed in the chosen experiment?

4) What measurements need to be made?

5) How should the measurement results be systematized?

6) How can the functional dependence of the measured values ​​be expressed?

7) How can you get consequences from the received data?

8) How can theoretical conclusions be verified experimentally?

After satisfactory answers, students begin to conduct independent research, and the teacher observes their work. At the same time, the teacher evaluates not only the knowledge of students, but also their ability to think and act independently. The center of gravity of the work of schoolchildren is transferred from homework to the lesson, as it should be.

In the course of teaching physics in the 9th grade, I use lectures with elements of conversation. In the course of lectures, I practice the implementation of laboratory work by students in the course of presenting new material. As a rule, these are high-quality works that do not require mathematical calculations, but only show natural phenomena and the relationship between them.

The simplicity of the equipment and technique of execution provides everyone positive result work for each student and allows you to move from one type of activity to another without disturbing the dynamics of the lesson.

The element of novelty, individual and group independent work of students activate their intellectual activity in obtaining and assimilating new knowledge. We see special value in the fact that the knowledge gained is not of a formal nature, but is confirmed empirically.

With the help of this model of educational and research activities, the research work of students is organized on a sufficiently high level. Also, this model helps students to master the algorithm of scientific research - a system of constant and strictly defined actions.

The research activity of students, as a rule, follows a logical chain: observation → conclusions → transfer of these conclusions to related objects → search for phenomena that confirm or deny facts → main hypothesis → test of the main hypothesis → → search for phenomena that confirm or deny this hypothesis → idealization of the object → mathematical description → theory.

This logical chain is comparable to the logic of building a scientific theory, as it includes the main stages of scientific knowledge - observation of events, phenomena, accumulation and generalization of facts.

This chapter discusses the possibilities of using the research activities of students in physics lessons.

The use of educational and research activities in their work allows us to achieve stable results of work:

The results of academic performance are confirmed by the results of administrative tests and the state final certification of 9th grade students. Graduates of the 9th grade choose physics for passing elective exams. In the year on the exam in physics, 100% of those who passed received the mark "Excellent". In 2009, according to the results of the interview, a 9th grade graduate Anton Pishagin, as an exception, was admitted to the 10th grade with a physical profile for the second time in the history of the Vologda multidisciplinary lyceum.

My students have repeatedly become winners and prize-winners of the school and district stages All-Russian Olympiad in physics. So in the year Pishagin Anton took second place in the region.

In the current academic year 7 students in class 9 chose the physics exam as an elective subject.

Conclusion

The relevance of the problem of using the teaching and research activities of students in physics lessons is due to the strengthening of creative principles in modern education, the search for conditions for self-development of the student's personality. The need to form the skills of teaching and research activities of students can also be judged by regulatory documents: in the standards of education, one of the goals of studying the subject is mastering the methods of cognition, and in the mandatory minimum of the content of education, a special section "Physics and methods of scientific knowledge" is allocated.

The role and significance of the teaching and research activities of high school students in the process of teaching physics at school lies in the fact that they help to a large extent solve the problems of the formation of consciousness in the younger generation, a deeper study of physical processes and phenomena by students.

The goal and objectives set by us: to define the concept, essence, types; to consider the forms and experience of organizing educational and research work of students in physics lessons were achieved in full.

Through the use of the following research methods: analysis of methodological, psychological and pedagogical literature, self-analysis of lessons, practical work on the implementation of educational and research activities, the study of advanced pedagogical experience, we have proved that the use of the method of educational and research activities contributes to the realization of the creative potential of students, the formation of their scientific views and successful assimilation of the laws of physics.

Students are convinced that: in order to develop their own position on topical physical and environmental problems, it is important to have wide and versatile information, to know facts, laws, patterns, assessments, existing points of view on a particular problem; the use of scientific research methods (observation, forecasting, statistics, modeling, experiment, and so on) helps to collect empirical information; it is also necessary to correctly interpret the data obtained, to draw conclusions.

Thanks to educational research activities and the method of scientific knowledge, students receive, firstly, awareness of the origin of scientific knowledge and their difference from ordinary information, and secondly, an idea of ​​the necessary sequence of cognitive actions leading from ignorance to knowledge. The role of such procedures for organizing the mental activity of students, expressed in such methodological concepts as a scientific fact, a problem, a hypothesis, a model, a consequence, an experiment, is increasing.

The function of the teacher is changing. Possession of research skills by schoolchildren allows the teacher to organize their independent cognitive activity. This activity in the classroom takes the form of independent experimental and theoretical research, which organically fit into the logic of the process of cognition, are its stages. The performance of such research leads the student from ignorance to knowledge, not from the pages of a textbook and not from the words of the teacher, but as a result of his own research, giving him a feeling of his own discovery and tremendous satisfaction.

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Application

Summary of the lesson in grade 8 on the topic: Evaporation and condensation. The absorption of energy during evaporation and its release during condensation.

THE PURPOSE OF THE LESSON:

To create conditions for the acquisition of knowledge by students and the processes of evaporation and condensation, the development of their cognitive interest in physics and technology and the formation of general educational skills.

Educational:

deepen and expand students' knowledge of states of aggregation substances;

give the concept of the processes of evaporation and condensation, consider the factors affecting the rate of evaporation.

Developing:

Develop a cognitive interest in physics and technology; make observations, draw conclusions, generalize, compare, highlight the main thing.

Educational:

To cultivate interest in the subject and a positive attitude to learning;

To form a scientific worldview, a system of views on the world and technical progress;

Lesson type: lesson learning new material.

Demos:

observation of the dependence of evaporation on the surface area;

Observation of the dependence of the evaporation rate on the type of substance;

Observation of the dependence of the evaporation rate on the wind;

observation of the dependence of evaporation rate on temperature;

Equipment:

computer, media projector; glass plates, cotton wool, oil, water, pipettes or cotton buds, alcohol, spirit lamp, glass with hot water, thermometer, hairdryer, handkerchiefs.

DURING THE CLASSES

1. Organizing time.

Teacher: Hello guys, I was going to you, very worried. But, seeing your shining eyes, kind smiles, I realized that our communication today will take place in a warm, friendly atmosphere.

2. Stage of student motivation.

Didactic task: create conditions for active cognitive activity of students, prepare them for the conscious study of new educational material.

Teacher: Last week, when I went online, I read that the famous music-fiction movie "The Adventures of Electronics" turned 30 years old.

Let's watch a fragment from this film.

The authors of the film looked far into the future. The genre of the film is fantastic, but returning to it, you understand that technological progress has completely covered our lives. We can no longer imagine our life without technology. Please list what modern technology helps you in life.

Examples

Teacher: And your dad often uses novelties technical progress that make his job easier? What technique does he use?

Examples

So, today we have studied the phenomena of evaporation and condensation, using the cycle of natural scientific knowledge. Its scheme is as follows.

https://pandia.ru/text/77/509/images/image003_108.gif" width="27" height="12"> Facts Model Consequence Experiment .

The basis of the method of scientific knowledge was laid by the great Italian scientist G. Galilei. It is in this way that scientists go, making their inventions, discoveries. Today we have studied new material according to the cycle of natural science knowledge.

5. Fixing.

Using the constructed models of evaporation and condensation, we will solve the following problems:

Coming out of the river on a hot summer day, you feel cool, this feeling intensifies in windy weather. Explain why this is happening?

To cool the water in the summer heat, it is poured into vessels made of lightly baked clay, through which the water slowly seeps. The water in such vessels is colder than the surrounding air. Why?

Why do physical education teachers insist that students change their clothes after class?

Which soup will cool faster: fatty or lean?

There is an interesting lizard in Mexico. She often bulges her eyes very much. When do you think and why?

Why do you think rabbits have big ears? To eavesdrop?

In the morning there were drops of dew on the grass. What will the day be, cold or warm?

Listen to the poem:

Water comes from a stream

The streams are collected by the river along the way.

The river is full-flowing - flows in the open,

Until, finally, it flows into the sea.

The seas replenish the ocean,

Clouds of fog form above it.

They rise higher until

They don't turn into clouds.

And the clouds floating above us

It rains, it snows.

In the spring water will gather in streams,

They will flow to the nearest river.

What is the name of the whole process?

That's right, "The water cycle in nature."

(slide - The water cycle in nature)

6. Homework:

P.16,17 - for everyone.

Optional:

1) Task 3 p.43

2) Prepare reports on how the water cycle occurs in nature;

"The role of evaporation and condensation in human life", "The role of evaporation and condensation in the life of plants and animals"

3) Write a short, no more than two notebook pages (and preferably cheerful), story - a riddle, which would be based on the phenomena of evaporation and condensation.

4) Find proverbs and sayings based on the phenomena of evaporation and condensation.

7. Reflection. Summary of the lesson.

The students were given cards to evaluate their activities in the lesson. (The molecule at the bottom - the student did not understand the topic, on the surface - partially understood, left the liquid - understood the topic well).

8. Knowledge control

Verification test.

1. Which of the processes in which aggregate transformations of a substance occur are named erroneously?

A) melting, crystallization C) vaporization, condensation B) sublimation, desublimation D) heating, cooling

2. From which vessel does the liquid evaporate faster (the temperature of the liquid in both vessels is the same)

A) From the 1st B) From the 2nd C) From the 1st and 2nd equally

3. As it evaporates, the water cools. This is due to the fact that particles leave the water ...

A) the slowest B) the fastest

B) the smallest D) the largest

4. Which will cause a more severe burn: centigrade water or centigrade steam?

B. No difference

5. How does the rate of evaporation of a liquid change with increasing temperature?

A. Remains the same

B. Increases

B. Decreases

D. Sometimes increases, sometimes decreases

D. I don't know

Answers

Mutual verification. Lesson grades.

Teacher: I was very pleased to communicate with you. Thank you for the lesson.

Application

What are Learning Projects

The technology of educational design includes a set of research, search, problem methods, creative in essence. This technology is referred to as the technologies of the 21st century, providing, first of all, the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society.

Basic requirements for educational research projects;

1) the presence of a problem/task that is significant in the research creative plan, requiring integrated knowledge, a research search for its solution (for example, the problem of the effect of acid rain on the environment, etc.);

2) practical, theoretical, cognitive significance of the expected results (for example, the greenhouse effect, violation of convection in the case nuclear war and so on.);

3) independent (individual, pair, group) activities of students;

4) structuring the content of the project (indicating the phased results);

5) the use of research methods that provide for a certain sequence of actions:

Determination of the problem and the research tasks arising from it (using the method “ brainstorming”, “round table”);

Putting forward a hypothesis for their solution;

Discussion of research methods (statistical, experimental, observations, etc.);

Discussion of ways to design the final results (presentations, protection, creative reports, views, etc.);

Collection, systematization and analysis of the obtained data;

Summing up, registration of results, their presentation;

Conclusions, promotion of new research problems.

Application

table 2

Type of study	Special purpose	The main condition for implementation	Study example
Monosubject	Solving local subject problems	Implemented under the guidance of a teacher in one specific subject	"Investigation of the dependence of the resistance of a conductor on the strength of the current in it and the voltage at its ends"
Interdisciplinary	Solving local or global interdisciplinary problems	Implemented under the guidance of teachers of one or more educational areas	“Ecological problems of using hydropower resources (loss of fertile land, waterlogging of the area, impact on climate, fish migration, etc..”
Oversubject	Solving local problems of a general educational nature	Implemented under the guidance of teachers working in the same parallel classes	"Internet in our life: its role in the formation of international economic cooperation"

Application

Scheme 1.

The form of existence and development of science is scientific research. In Art. 2 of the Federal Law of the Russian Federation of August 23, 1996 "On Science and State Scientific and Technical Policy" the following definition is given: scientific (research) activity – is an activity aimed at obtaining and applying new knowledge.

In the general case, scientific research is usually understood as an activity aimed at a comprehensive study of an object, process or phenomenon, their structure and relationships, as well as obtaining and putting into practice useful results for a person. Any scientific research must have its own subject and object, which define the area of ​​research.

object scientific research is a material or ideal system, and as subject maybe the structure of this system, the patterns of interaction and development of its elements, etc.

Scientific research is goal-oriented, so each researcher must clearly formulate the goal of his research. The purpose of scientific research is the projected result of the research work. This can be a comprehensive study of a process or phenomenon, connections and relationships using the principles and methods of knowledge developed in science, as well as obtaining and putting into practice useful results for a person.

Scientific research is classified on various grounds.

By funding source distinguish

scientific research budgetary,

economic contracts

and unfunded.

Budget research is financed from the budget of the Russian Federation or the budgets of the constituent entities of the Russian Federation. Contractual research is funded by customer organizations under economic contracts. Unfunded research can be carried out at the initiative of a scientist, an individual plan of a teacher.

In normative acts on science, scientific research is divided according to intended purpose on

fundamental,

applied.

The Federal Law of August 23, 1996 "On Science and State Science and Technology Policy" defines the concepts of fundamental and applied scientific research.

Basic scientific research - this is an experimental or theoretical activity aimed at obtaining new knowledge about the basic laws of the structure, functioning and development of a person, society, and the natural environment. For example, studies on the patterns of formation and functioning of the rule of law or on world, regional and Russian economic trends can be attributed to the number of fundamental ones.

Applied Research - these are studies aimed primarily at applying new knowledge to achieve practical goals and solve specific problems. In other words, they are aimed at solving the problems of using scientific knowledge obtained as a result of fundamental research in the practical activities of people. For example, as applied, one can consider works on the methodology for evaluating investment projects, depending on their types, or work related to marketing research.

search engines called scientific research aimed at determining the prospects of working on a topic, finding ways to solve scientific problems.

Development called a study that is aimed at putting into practice the results of specific fundamental and applied research.

By deadline scientific research can be divided into

long-term,

short-term

and express research.

Depending on the forms and methods of research, some authors distinguish between experimental, methodical, descriptive, experimental-analytical, historical-biographical research and research of a mixed type.

In the theory of knowledge, there are two levels of research : theoretical and empirical.

Theoretical level research is characterized by the predominance of logical methods of cognition. At this level, the facts obtained are investigated, processed with the help of logical concepts, inferences, laws and other forms of thinking.

Here, the objects under study are mentally analyzed, generalized, their essence, internal connections, laws of development are comprehended. At this level, sensory cognition (empiricism) may be present, but it is subordinate.

The structural components of theoretical knowledge are the problem, hypothesis and theory.

Problem is a complex theoretical or practical problem, the methods of solving which are unknown or not fully known. Distinguish between undeveloped problems (pre-problems) and developed ones.

Undeveloped problems are characterized by the following features: 1) they arose on the basis of a certain theory, concept; 2) these are difficult, non-standard tasks; 3) their solution is aimed at eliminating the contradiction that has arisen in cognition; 4) ways to solve the problem are not known. Developed problems have more or less specific indications on how to solve them.

Hypothesis there is an assumption that requires verification and proof about the cause that causes a certain effect, about the structure of the objects under study and the nature of the internal and external connections of structural elements.

A scientific hypothesis must meet the following requirements:

1) relevance, i.e. relevance to the facts on which it relies;

2) testability empirically, comparability with observational or experimental data (with the exception of untestable hypotheses);

3) compatibility with existing scientific knowledge;

4) possessing explanatory power, i.e. a certain number of facts, consequences, confirming it, should be derived from the hypothesis.

The hypothesis from which the greatest number of facts is derived will have greater explanatory power;

5) simplicity, i.e. it should not contain any arbitrary assumptions, subjectivist accretions.

There are descriptive, explanatory and predictive hypotheses.

A descriptive hypothesis is an assumption about the essential properties of objects, the nature of the relationships between the individual elements of the object under study.

An explanatory hypothesis is an assumption about causal relationships.

A predictive hypothesis is an assumption about the trends and regularities in the development of the object of study.

Theory is a logically organized knowledge, a conceptual system of knowledge that adequately and holistically reflects a certain area of ​​reality. It has the following properties:

1. Theory is one of the forms of rational mental activity.

2. Theory is an integral system of reliable knowledge.

3. It not only describes the totality of facts, but also explains them, i.e. reveals the origin and development of phenomena and processes, their internal and external connections, causal and other dependencies, etc.

Theories are classified according to the subject of study. On this basis, social, mathematical, physical, chemical, psychological, economic and other theories are distinguished. There are other classifications of theories.

In the modern methodology of science, the following structural elements of the theory are distinguished:

1) initial foundations (concepts, laws, axioms, principles, etc.);

2) an idealized object, i.e. a theoretical model of some part of reality, essential properties and relationships of the studied phenomena and objects;

3) the logic of the theory - a set of certain rules and methods of proof;

4) philosophical attitudes and social values;

5) a set of laws and regulations derived as consequences from this theory.

The structure of the theory is formed by concepts, judgments, laws, scientific positions, teachings, ideas and other elements.

concept- this is a thought that reflects the essential and necessary features of a certain set of objects or phenomena.

Category- a general, fundamental concept that reflects the most essential properties and relationships of objects and phenomena. Categories are philosophical, general scientific and related to a particular branch of science. Examples of categories in legal sciences: law, offense, legal responsibility, state, political system, crime.

scientific term is a word or combination of words denoting a concept used in science.

The set of concepts (terms) that are used in a particular science forms its conceptual apparatus.

Judgment is a thought that affirms or denies something. Principle is the guiding idea, the basic starting point of the theory. Principles are theoretical and methodological. At the same time, it is impossible not to take into account the methodological principles of dialectical materialism: to treat reality as an objective reality; to distinguish the essential features of the object under study from the secondary ones; consider objects and phenomena in continuous change, etc.

Axiom- this is a provision that is initial, unprovable and from which, according to established rules, other provisions are derived. For example, at the present time it is necessary to recognize as axiomatic the statements that there is no crime without an indication of it in the law, ignorance of the law does not exempt from responsibility for its violation, the accused is not obliged to prove his innocence.

Law- this is an objective, essential, internal, necessary and stable connection between phenomena, processes. Laws can be classified on various grounds. So, according to the main spheres of reality, one can single out the laws of nature, society, thinking and cognition; according to the scope of action - universal, general and private.

regularity- this is: 1) the totality of the action of many laws; 2) a system of essential, necessary common ties, each of which constitutes a separate law. So, there are certain patterns of crime movement on a global scale: 1) its absolute and relative growth; 2) the lag of social control over it.

Position- a scientific statement, a formulated thought. An example of a scientific position is the assertion that the rule of law

consists of three elements: hypotheses, dispositions and sanctions.

Idea is: 1) a new intuitive explanation of an event or phenomenon;

2) the defining pivotal position in the theory.

Concept is a system of theoretical views united by a scientific idea (scientific ideas). Theoretical concepts determine the existence and content of many legal norms and institutions.

The empirical level of research is characterized by the predominance of sensory cognition (the study outside world through the sense organs). At this level, forms of theoretical knowledge are present, but have a subordinate significance.

The interaction of the empirical and theoretical levels of research is that: 1) the totality of facts constitutes the practical basis of the theory or hypothesis; 2) facts can confirm the theory or refute it; 3) a scientific fact is always permeated with theory, since it cannot be formulated without a system of concepts, interpreted without theoretical ideas; 4) empirical research in modern science is predetermined, guided by theory. The structure of the empirical level of research is made up of facts, empirical generalizations and laws (dependencies).

The concept of " fact" is used in several meanings: 1) an objective event, a result related to objective reality (fact of reality) or to the sphere of consciousness and cognition (fact of consciousness); 2) knowledge about any event, phenomenon, the reliability of which is proven (truth); 3) a sentence fixing the knowledge obtained in the course of observations and experiments.

Empirical generalization is a system of certain scientific facts. For example, as a result of studying criminal cases of a certain category and generalizing investigative and judicial practice, it is possible to identify typical mistakes made by courts in qualifying crimes and imposing criminal penalties on the guilty.

empirical laws reflect regularity in phenomena, stability in relations between observed phenomena. These laws are not theoretical knowledge. Unlike theoretical laws, which reveal the essential connections of reality, empirical laws reflect a more superficial level of dependencies.

State budgetary educational institution higher vocational education Moscow region

"ACADEMY OF SOCIAL MANAGEMENT"

Research and Training Center for Pedagogical Support of Postgraduate Education

Final practical project

"Organization of research activities of students

in the school scientific society."

Done by: listener

Chekhov Zonal

Internship site

Samsonova Marina Veniaminovna,

teacher of history and social studies

MBOU secondary school №3

Chekhov

Leader: Art. teacher

Vorobieva A.V.,

Moscow, 2014

Introduction
Selecting a topic and conducting research
Structural scheme work
Definition of research methods
Presentation of research results
Research Evaluation
Bibliography

Introduction

How much wonder is contained around us? How many interesting events and phenomena do we pass by every day without noticing or understanding them? The world is full of wonders, you just need to know how to discover them. The main tool in this matter is our ability to explore the world around us. Everyone knows that new knowledge can be obtained from others in finished form, or you can extract it yourself. Moreover, the knowledge obtained in the course of one's own experiments, observations, experiments, conclusions and conclusions is usually the most durable. As a rule, they are stronger and deeper than information that is obtained by learning.

Scientific research is a certain school of life.

The presented information materials are intended to help in the organization and implementation of scientific research.These are unusual materials. They are for those who want to learn how to extract knowledge on their own,contain tips and recommendations on choosing a topic for scientific work, a description of the general structure of the work, as well as recommendations for the correct summary its essence in writing and oral presentation.

1. Selecting a topic and conducting research

Conducting scientific research is the process of a person creating new knowledge about himself and the world in which he lives, in order to get an answer to a question or solve a problem.

When choosing a research topic, you should think carefully about how the research will be able to change the world and its inhabitants for the better. The source for the idea could be a hobby or a problem that you think needs to be addressed. The problem may be as old as the world, but the ways and means of solving and understanding it can be very diverse.

A school teacher, a university teacher, a researcher, or just an interesting intellectually developed person can help in choosing a topic. It is worth noting that the choice of the topic of work significantly depends on the level of your training and the technical capabilities that you possess. As a rule, students engaged in research activities have supervisor. More often than not, this is the person who helped you choose the topic. Or vice versa, you chose a topic, and then found a supervisor, while showing the necessary initiative. The supervisor will help you plan your research, critically evaluate the results, and suggest alternative approaches in case of failure.

The stages of research in different fields of knowledge differ from each other. Most overall plan the study is presented below:

1. Showing interest, choosing a specific topic, asking a question; defining or creating/formulating a problem.

2. Study of publications related to this problem / issue.

3. Consideration and evaluation of possible solutions, the formulation of a scientific guess (hypothesis).

4. Hypothesis testing during experiments (data collection) and analysis of results.

5. Evaluation of the results of experiments and conclusions based on the data obtained.

6. Registration of the work done (article, abstract, materials for the stand, monograph, etc.); preparation of a scientific report.

Interest for specialists evaluating the work will be a study that indicates the relevance of the problem (task) being solved, reveals the novelty of the results obtained (for example: a new solution to a known scientific problem, the use of new solution methods and their comparison with previously used methods to solve this problem etc.), contains suggestions for the practical use of the results of your work.

So, it is obvious that the researcher should be able to:

• find the object and subject of research;
• formulate research objectives and put forward a hypothesis;
• plan an experiment;
• conduct an experiment;
• carry out qualitative and quantitative analysis of the data obtained;
• determine the boundaries of the application of experimental data;
• analyze the results.

Research work onphysics, chemistry, biology and ecologyis mainly experimental in nature and is often carried out on the basis of appropriate special laboratories. When doing research on ecology, it is recommended to consider the environmental problems of your locality, district, city.

By history and local historymore often they conduct research related to the study of the history of their locality, enterprises, schools, families, etc. Such work is carried out on the basis of libraries and archives.

Mathematics Research papers are divided into two groups:

1. The study of material that is not included in the school curriculum, and the solution of a number of tasks based on it.

2. Practical application of mathematical methods in other fields of knowledge (physics, technology, biology, ecology, etc.).

Research work on informatics can be divided into three groups:

1. Search for the necessary material and present it in the form of a Web site that could be placed on the Internet.

2. Study and review of new software tools.

3. Programming complex algorithms for solving mathematical problems. The result is a debugged program.

How to get started?

1. Select an object area of ​​study- one or another subject discipline (mathematics, biology, literature, etc.).

2. Select object (a certain process or phenomenon, a kind of carrier of the problem)and subject of researchspecific part of the object within which the search is being carried out). For example, the object of study is the creative connections of Russian and French literature, the subject of study is the features of intercultural borrowings. But, the boundaries between the object and the subject are conditional.

3. Determine the topic of research.The formulation of the topic reflects the coexistence in science of what is already known and what has not yet been explored, i.e. the process of development of scientific knowledge. It is necessary to highlight the issues, the consideration of which will allow to fully reveal the problem under study.

4. Justify the relevance of the topic- explain the need to study this topic. For example, relevance may consist in the need to obtain new data and the need to test new methods, etc.

5. Study the scientific literature.You can make abstracts in the form of abstracts (interesting thoughts, facts, figures, different points of view), record only quotations, draw up abstracts, annotations, reviews, etc. There is no need to try to include all the available material in the study, no matter how sonorous the names and quotations are.Don't try to borrow material. After all, the basis for obtaining new knowledge should be not someone else's, but one's own thoughts, even if they arise in the course of acquaintance with other people's works as a response to them.

6. Define a hypothesis- an assumption that is either confirmed or refuted in the course of work (it must be supported by scientific data, logical considerations). When formulating a hypothesis, verbal constructions such as: “if ..., then ...” are usually used; "because…"; “provided that…”, i.e. those that direct the attention of the researcher to the disclosure of the essence of the phenomenon, the establishment of cause-and-effect relationships.

7. Determine the purpose and objectives of the study.

The most typical goals:determination of the characteristics of phenomena not previously studied; identification of the relationship of certain phenomena; study of the development of phenomena; description of a new phenomenon; generalization, identification of general patterns; creating classifications. Objectives are best formulated as a statement of what needs to be done in order for the goal to be achieved. Setting goals is based on splitting the goal into subgoals.

Main features of research methods.

1. Think for yourself.This is probably the best place to start any research work. You can ask yourself questions:

What do I know about it?

What judgments can I make about this?

What conclusions and conclusions can I draw from what I already know?

Write it all down.

2. Read books about what you are researching.If the subject of research is described in detail in the books available to you, you should definitely look at them. After all, it is not at all necessary to open what is already open to you. Once you know what you already know, you can move on. Open new! You can start with reference books and encyclopedias. Nowadays, many different encyclopedias and reference books for children and adults are published. They are usually well illustrated, their texts usually contain a lot of interesting information. If it is not enough, then you should read books with a detailed description of the object or phenomenon you are studying. Write down everything you learned from the books.

3. Get acquainted with films and TV films.A lot of new information is contained not only in books, but also in various scientific, popular science and feature films. This is a real treasure for the explorer. Don't forget this source! Write down everything you learned from the films.

4. Find information in global computer networks, for example, on the Internet.The computer is a faithful assistant to the modern researcher. No scientist can work without him. The computer helps to solve a variety of research tasks: to build mathematical models, conduct experiments with computer (virtual) copies of objects, prepare texts, drawings, diagrams, drawings. The global computer networks contain a lot of information about almost everything that may interest you. Write down everything the computer has helped you learn.

5. Ask other people.People with whom you should talk about the subject of research can be divided into two groups: specialists and non-specialists. We will classify as specialists all those who are professionally engaged in what you are researching. It can be scientists, for example, a professor from a university or an employee of a research institute. You can call them or write a letter by sending it by mail or e-mail. A teacher can also be a specialist. For example, a teacher of physics or astronomy can tell a lot about space that is not included in the usual school programs. Dad, and mom, and grandfather, and grandmother can turn out to be specialists. For example, examining the nature of the armament of the troops special purpose, you remember that your grandfather was an officer. This means that he may well be an expert. Other people will be non-specialists for you. It's also good to ask them. It may well be that one of them knows something very important about what you are studying. For example, you are developing a project new technology planting potatoes and ask your grandmother about it, who works as a math teacher at school. And she tells how she read about the experiment of the teacher A. Ivanov. In the 80s of the last century in St. Petersburg, his student invented a method of planting potatoes in a nylon net, which is now used in many countries. Here's a non-specialist! Write down information received from other people.

6. Observe. An interesting and accessible way of obtaining new knowledge is observation. We must understand and remember that everyone can watch and listen, but not everyone is able to see and hear. We look with our eyes, we listen with our ears, and we see and hear with our minds. For example, everyone can see how children behave during recess at school; see how they move; listen to the sounds they make. But only a smart, observant researcher, looking at the behavior of his classmates at school, can make many interesting conclusions, judgments and conclusions. For observations, man has created many devices: simple magnifiers, binoculars, spyglasses, telescopes, microscopes, periscopes, night vision devices. There are devices and devices that enhance our ability to distinguish sounds and even electromagnetic waves. This must be remembered and all this can also be used in your research. Write down the information you get from your observations.7. Conduct an experiment.The word "experiment" comes from the Latin "experimentum" and is translated into Russian as "trial, experience." This is the leading method of knowledge in most sciences. With its help, under strictly controlled and controlled conditions, a variety of phenomena are investigated. An experiment assumes that you are actively influencing what you are researching. So, for example, you can experimentally determine at what temperature different liquids freeze (water, milk, diesel fuel, etc.); how quickly your puppy or kitten is able to learn new commands; how your parrot relates to various music; what vegetables and fruits your turtle loves the most. Describe first the plans, and then the results of your experiments.

2. Block diagram of work

The results of research activities are drawn up in the form of reports (report, abstract, educational project, article, book, etc.) and announced at various conferences, submitted to competitions.

The work begins with a title page. The title page contains the following attributes:

• name of the conference and work, country and locality;
• information about the author (last name, first name, patronymic, educational institution, Class);
• information about supervisors (last name, first name, patronymic, academic degree and title, position, place of work);
• date of writing.

A table of contents is placed behind the title page with a list of sections of the work and an indication of the page numbers from which each section begins. Then comes the introduction.

The introduction contains an overview of the work, allowing you to get a general idea of ​​the problem under study, its state of the art. The goal of the work should be clearly formulated here so that the reader can clearly imagine what the essence of the problem (task) is, as well as technical difficulties and other obstacles to achieving the goal of the work. A brief review of the literature on the topic of your research is given. The urgency of the problem is substantiated. Hypotheses are put forward to solve the problem, and tasks are set to confirm or refute the hypotheses put forward. The volume of the introduction should not exceed 1 - 2 pages of typewritten text. Illustrations are not included in the introduction.

This is followed by the main part - a section that can consist of several parts. Each part of it should have a title expressing its main content. The first part should contain a detailed description of the problem posed. Indicate materials and research methods. Then the obtained results of the work are described, and its novelty is revealed (analysis of known scientific facts, new setting of the experiment, etc.).

The fourth section of the work is the conclusion. The conclusion contains a brief and precise formulation of the main results of the work in the form of a statement. Conclusions, as a rule, consist of one to three points. These are your beliefs, as the author of the work, that you are ready to defend.

The work ends with a list of references, which indicates scientific publications (books, journal articles, reference books), as well as other sources, including

including electronic documents that were used in the research work. In those places of work where the sources listed in the list of references are used, there should be appropriate references.(source number in square brackets). Lack of reference to a result obtained by someone else is considered plagiarism. Literary sources are usually listed in alphabetical order. Sometimes they are listed in order of mention in the text of the work. Other options are not allowed.

A work illustrated with photographs, drawings, drawings, tables or graphs looks good. However, they should not be independent, but only supplement or explain the material presented. At the same time, the text of the work must necessarily contain a reference to them. To do this, all tables, figures, drawings and graphs must have a title and number. If the number of photographs, tables, graphs or drawings is too large and makes it difficult to perceive the material, then some of them should betake it to the application.

The application may contain the initial (primary) data on the basis of which the study was carried out, listings of computer programs and some other information explaining the work done.

The work is submitted to any competitions and conferences in printed form and electronic version on CD-R/CD-RW or DVD discs. Materials must be formatted in accordance with technical requirements competition/conference to which you are submitting your work. Electronic media must be signed (name of the competition, author of the work, section for which you provide material, name of the work).

Abbreviations other than generally accepted ones are not allowed in the text of the work. The work is done on sheets of white A4 paper. Most often, a bright font "Times New Roman" (as the main font) or (if necessary) "Arial" in size 12 or 14 point is selected for printing. The distance between lines is chosen so that the text is well read, as a rule, it is 1.5 or 2 intervals. Chemical and algebraic formulas are typed using the "Math Type" formula editor. Page numbering (most often) is made at the bottom center of the page in Arabic numerals (1, 2, etc.).

Usually, works sent to a competition or conference are not returned to the author. Therefore, they should include copies of original photographs and unique drawings.

Sometimes, to participate in the conference, it is necessary to write an abstract, which should contain the most important information about the work, namely: the purpose of the work, the techniques and methods used in it, as well as conclusions. The abstract should be located on no more than one page of printed text. First, the title is printed, then in the middle the word "Abstract", below - the text of the annotation.

It's good if your research, in addition to the supervisor, is evaluated by an interested person (technical school or university teacher, scientist, etc.) and writes a review of your work.

3. Definition of research methods

As shows educational practice At the beginning of mastering the skills of scientific work, schoolchildren, first of all, lack both the experience for its organization and the experience of using various methods of scientific knowledge and applying logical laws and rules traditional for scientific practice.

What is meant by the concept of method? A method is a way to achieve the research goal. Already from this, the decisive role of the method in the success of this or that research work is obvious. It is clear that the very possibility of carrying out a study depends on the choice of a method, i.e., conducting it and obtaining a certain result.

Modeling allows you to apply the experimental method to objects with which direct action is difficult or impossible. It involves mental or practical actions with the "deputy" of this object - the model.

Analysis and synthesis. Analysis is a method of research by decomposing a subject into its component parts. Synthesis, on the contrary, is a combination of the parts obtained during the analysis into something whole. It must be remembered that the methods of analysis and synthesis are by no means isolated from each other, but coexist, complementing each other. Methods of analysis and synthesis are carried out First stage research - the study of special literature on the theory of the issue; the ascent from the abstract to the concrete involves two conditionally independent stages. At the first stage, a single object is divided, described using a variety of concepts and judgments. At the second stage, the original integrity of the object is restored, it is reproduced in all its versatility - but already in thinking.

Observation is an active cognitive process, which is based on the work of the human senses and its objective activity. This is the most elementary method of knowledge. Observations should lead to results that do not depend on the will, feelings and desires of a person.

Comparison - one of the most common methods of cognition. No wonder it is said that everything is known in comparison. Comparison allows you to establish the similarity and difference of objects and phenomena. Revealing the general, repeating in phenomena is a serious step towards understanding the patterns and laws of the world around us;

Experiment involves intervention in the natural conditions of the existence of objects and phenomena or the reproduction of certain aspects of them in specially created conditions for the purpose of studying them. Experimental study of objects in comparison with observation has a number of advantages:

• in the course of the experiment, it is possible to study the phenomenon in its “pure form”, i.e. objectively;
• the experiment allows you to explore the properties of objects in extreme conditions;
• The advantage of the experiment is its repeatability, i.e. the ability to check and recheck the information received.
• measurement - is a procedure for determining the numerical value of a quantity by means of a unit of measurement. The value of this method lies in the fact that it gives accurate information about the world around us.

Mathematical Methods:

• statistical methods;
• methods and models of graph theory and network modeling;
• methods and models of dynamic programming;
• methods and models of queuing;
• data visualization method (functions, graphs, etc.).

The choice of this or that method is made with the obligatory guidance of the teacher.

4. Presentation of research results

Presentation of research, especially in modern times, is crucial in all work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather rigidly, in contrast, for example, to activities in the field of art. There are several such standards in science: theses, scientific article, oral report, dissertation, monograph, popular article. Each of the standards defines the nature of the language, scope, structure. When presenting, the leader and the student must from the very beginning decide on the genre in which he works and strictly follow its requirements.

The most popular at youth conferences: theses, articles, reports.

Public speaking (report). Time a report at a conference is usually no more than 10 minutes. During this time, you need to state the essence of the work, the introduction should be brief.It is best to start preparing a report by thinking through its structure. The report can be divided into 3 parts.

First part, in fact, briefly repeats the introduction of a research paper. Here the relevance of the chosen topic is substantiated, the scientific problem is described, the research objectives are formulated and its main methods are indicated. It is very important to properly set up the audience from the very beginning of the speech, for this you can start the speech with an example, an interesting quote, a story, a case, a problem or an original question.

In the second part you need to provide the content of the chapters. The commission pays special attention to the results of the study, to the author's personal contribution to it. Therefore, do not forget, after a brief summary of the contents of the chapters, to separately emphasize what the novelty of your proposed work is. When presenting the main results, you can use pre-prepared schemes, drawings, graphs, tables, videos, slides, videos. The displayed materials should be designed in such a way that they do not overload the presentation and are visible to all present in the audience.

In the third part it is advisable to briefly outline the main conclusions based on the results of the study, without repeating the conclusions that have already been made in the course of presenting the content by chapters. In conclusion, try to create the culmination of the speech, invite the audience to reflect on the problem, show possible options for further research, use a quote on the topic of a famous scientist.

Pay special attention to speech, it should be clear, grammatically accurate, confident, expressive.

After the report, you need to answer questions related to your work. The report may be accompanied by a demonstration of pre-prepared tables, graphs, posters, stands. The presentation of material using technical means looks more advantageous: a computer, video equipment, etc.

Protection of research results.

Appearance. Extravagant clothes, hairstyle, makeup are unlikely to be appropriate for the atmosphere of a scientific conference.

Behavior.You don't answer, you don't pass the exam. You want to tell something interesting and are grateful to the audience for listening to you. If they ask questions, it means that your message has aroused interest, and the tone of your answer should be appropriate. Of course, any question may cause you difficulties. In order to have fewer of them, it is necessary, of course, to be fluent in the material and not only in the one that you present directly in the report, but, preferably, to be competent in the area to which your work is devoted. If, nevertheless, there is a problem with the answer to the question posed, you should not fall into "tetanus". You can resort to forms such as: “This question was not directly included in the topic of my work”, “Now I find it difficult to formulate an exact answer”, “If I understood you correctly, ...” - and then answer not quite the question posed, but a close one. to him, but one that you are able to answer.

Beginning of the report. The task in this part is to generate interest in yourself and in what you will say. If you have not been introduced, you should start with this: “My name is ..., I represent the school ..., the topic of my work is ...”. It is good to start the report with an aphorism related to the topic, a statement by a famous scientist, etc. If the content of your work or the concepts and terms under consideration are associated with the name of a famous scientist, it is advisable to give his full name, years of life or work, briefly - contribution to science.

End of report. The report can end with a phrase like: “I'm done. Thank you. Ready to answer your questions.

Use of text.The text of the report, as a rule, must and should be prepared in advance. Whether to use it during the report? It's not forbidden, some people do it. However, when speaking, there is a risk (taking into account the great emotional load and stress) to “get bogged down in reading” - the speaker loses the thread and logic of presentation, cannot tear himself away from the text that he reads without placing semantic accents and logical stresses. There is another extreme: the text is learned by heart and then read like a poem, using, among other things, artistic techniques. This form of submission is also poorly suited for a scientific report. The best option seems to be when the speaker has a plan-outline of the report in his hands. This gives a certain confidence and allows the speaker to present the material consistently, not to miss significant points in the message. If at the same time the speech of the speaker is less smooth and correct than when reading from a prepared text or when reciting a memorized text, these are quite acceptable flaws.

Demonstration tools.Tables, graphs, drawings, visual aids used in the presentation of a report should be carefully thought out. You should select only what is really necessary when presenting the material. Overloading with demonstration tools scatters the attention of listeners and can reduce the overall impression of the performance. Particular attention should be paid to how the demonstration tools will be woven into the fabric of the oral message, to open and supplement it. Tables, graphs should be made in such a way that the audience can see what is depicted and written on them. You should not read to the audience during the report what is written in your tables. It is enough to point with a pointer to the right place with the words: "Here are the results (calculations, formulas, etc.) ...". Whiteboard notes (not very long) accompanying the oral presentation are a perfectly acceptable form.

Report preparation.The report needs to be rehearsed properly: first on your own, then in the presence of relatives, friends, in front of the class. At the same time, rehearsals should be carried out with demonstration tools (tables, graphs, figures) and visual aids that will be presented at the conference.

Time distribution.Usually, the rules of the conference allocate a certain time for the report (7-10 minutes). If the speaker does not meet the allotted time, he can simply be interrupted. This situation is highly undesirable. Therefore, when preparing and rehearsing the report, the time factor should be given special attention. It is better to reserve 2-3 minutes for an emergency.

5. Evaluation of research work

Below is one of the options for evaluating the research work of a student. Despite its brevity, it captures the main components of research evaluation.

• Relevance, novelty, scientific and practical value(0-5 points);
• The level of work design (0-5 points);
• The level of elaboration of the topic (0-10 points);
• Evaluation of the report (0-10 points).

The winner is the one who gets the most points.

Criteria for evaluation of competitive works.

It should be remembered that the higher the level of the competition / conference to which you submit your work, the more strictly the work is evaluated, and the number of criteria increases. For example, at all-Russian competitions they evaluate:

• the degree of independence in the implementation of various stages of work;
• the amount of new information used in the performance of the work;
• the degree of understanding of the information used;
• level of complexity and degree of mastery of the methods used;
• originality of the idea and method of solving the problem;
• understanding the problem and formulating the purpose of the study;
• the level of organization and presentation: oral communication, written report, provision of visual objects;
• possession of reflection;
• creative approach in the preparation of visual presentation objects;
• social and applied significance of the obtained results;
• communication skills (the ability to communicate with peers and teachers, correctly and clearly formulate questions to the opponent, the ability to lead a discussion).

ANNEX 1

REMINDER TO THE YOUNG RESEARCHER

	Component	Component Description
	Problem	A question or set of questions that needs to be addressed.	The formulation of the problem can begin with the words: how, what it depends on, what role did it play, under what conditions ...
	Relevance	Why is it important to study this issue right now, today, at the present time.
	Target	The intended result of your research	The answer to the question posed in the problem; designed in the form of an abstract, a computer program, a model, a layout ...
	Tasks	What needs to be done to achieve the goal.	Defining the objectives of the study, you draw up a work plan, its stages: - study of literature (scientific, critical, artistic, journalistic - materials of projects of other authors - Internet -archive -museums...
	Methods	How to solve problems, conduct research	Comparison, collation, generalization, description, analysis (lexical, grammatical, mathematical, chemical...). There must be an independent conclusion. It is very good if the topic you have chosen allows you to make experiments, physical, chemical, biological experiments. Methods of sociological research, questioning, interviews...
	Hypothesis	Assumption requiring proof
	Theoretical Foundations	Theories under which the study is carried out
	An object	What is being researched
	Item	How, in what aspect the object is studied

Bibliography

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