The relevance of the topic is determined. How to write the relevance of the thesis topic? Conclusion Requirements
"Folk tale as a means of enriching the vocabulary of older preschool children"
(use of non-traditional technology of mnemonics in the development of speech of preschoolers)
EDUCATIONAL RESEARCH
Educator MBDOU "DS" Sun "
Muravlenko city, YNAO
Ivlanova T. S.
under the leadership of Deputy Head Nacharova O.V.
Muravlenko, 2016
Explanatory note
Relevance The study is due to the fact that the Federal State Educational Standard for Preschool Education and the high social significance of an integrated approach in education makes us take a different look at the issues of education and training in kindergarten. Fiction plays a big role in the personal development of a person. Its educational, cognitive and aesthetic significance is enormous, since, expanding the child's knowledge of the world around him, it affects his personality, develops the ability to subtly feel the imagery and rhythm of his native speech, and plays an important role in the development of speech, replenishment of the child's vocabulary.
The problem of vocabulary work with children at the stage of preschool childhood has been studied in different directions by many scientists. In particular, the enrichment of the vocabulary of children of early preschool age (Yu.A. Arkin, G.M. Lyamina, A.M. Bogush, Yu.S. Lyakhovskaya, I.M. Nepomnyashchaya, and others); features of the formation and development of the vocabulary of children during preschool childhood (A.P. Ivanenko, M.N. Konina, N.I. Lutsan, Yu.S. Lyakhovskaya, etc.).
In the modern methodology, vocabulary work is considered as a purposeful pedagogical activity that ensures the effective development of the vocabulary of the native language. The development of a dictionary is understood as a long process of quantitative accumulation of words, the development of their socially fixed meanings and the formation of the ability to use them in specific communication conditions.
Such outstanding psychologists, teachers and linguists as K. D. Ushinsky, L. S. Vygotsky, V. V. Vinogradov, A. V. Zaporozhets, A. A. Leontiev, S. L. Rubenshtein, F. A. Sokhin, E.A. Flerina, D. B. Elkonin.
In the methodology for the development of speech of older preschoolers, there are many studies devoted to the use of folk tales in the development of children's speech: E.N. Vodovozova, N.V. Gavrish, E.M. Strunina, O.S. Ushakova V.N. Makarova, E.A. Stavtseva, M.N. Miroshkina and others. All of them testify to the possibility of effective use of Russian folk tales to enrich the vocabulary of preschool children.
Folk tales reveal to children the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, the peculiarity of repeating the same speech forms and images make us put forward fairy tales as a factor in enriching the coherent speech of children of paramount importance. Russian folk tales contribute to the development of speech, give examples of the Russian literary language.
Given the above facts, it became necessary to search for effective pedagogical measures to enrich the vocabulary of preschool children through the use of folk tales, which determines the topic of our study. "Folk tale as a means of enriching the vocabulary of older preschool children".
Object of study: the process of enriching the vocabulary of older preschool children.
Subject of study: folk tales as a means of enriching the vocabulary of older preschool children.
Purpose of the study: study of the influence of folk tales on the process of enriching the vocabulary of children of older preschool age in a preschool educational institution.
Research objectives:
To analyze the psychological and pedagogical literature on the problem under study, to review the basic concepts.
To reveal the tasks and content of vocabulary work in kindergarten;
To characterize the use of folk tales in enriching the vocabulary of older preschool children.
Organize and conduct experimental and practical work to enrich the vocabulary of older preschool children using folk tales.
Process and analyze the results and draw conclusions on the study.
Practical significance: the pedagogical activities proposed in the study (work on reference schemes - mnemonic tables; developing classes on Russian folk tales) to enrich the vocabulary of older preschool children through the use of folk tales can be used in practice by educators of preschool educational institutions.
Research base: The study was conducted on the basis of MBDOU "DS "Solnyshko", Muravlenko, Yamalo-Nenets Autonomous Okrug. 20 children of the preparatory group for school took part in the experiment.
Theoretical substantiation of the use of folk tales in enriching the vocabulary of older preschool children
1.1 Tasks and content of vocabulary work in the preschool educational institution
In the domestic methodology for the development of speech, the tasks of vocabulary work in kindergarten were defined in the works of E. I. Tikheeva, O. I. Solovieva, M. M. Konina and refined in subsequent years.
Today it is customary to distinguish four main tasks:
Firstly, the enrichment of the dictionary with new words, the assimilation by children of previously unknown words, as well as new meanings of a number of words already in their vocabulary. Enrichment of the dictionary occurs, first of all, at the expense of commonly used vocabulary (names of objects, features and qualities, actions, processes, etc.).
Secondly, the consolidation and refinement of the dictionary. This task is due to the fact that in children the word is not always associated with the idea of the subject. They often do not know the exact name of the items. Therefore, this includes deepening the understanding of already known words, filling them with specific content, based on an accurate correlation with the objects of the real world, further mastering the generalization that is expressed in them, and developing the ability to use commonly used words.
Thirdly, the activation of the dictionary. The words assimilated by children are divided into two categories: a passive dictionary (words that the child understands, associates with certain ideas, but does not use) and an active dictionary (words that the child not only understands, but actively, consciously uses in speech on every appropriate occasion) . In working with children, it is important that the new word enters the active vocabulary. This happens only if it is fixed and reproduced by them in speech. The child should not only hear the teacher's speech, but also reproduce it many times, since in perception, only the auditory analyzer is involved, and in speaking, also the musculoskeletal and kinesthetic analyzers.
The new word should go into the dictionary in combination with other words so that children get used to using them in the right cases. For example, children freely say the stanzas of K. Chukovsky: “Long live fragrant soap!” - but a rare child, smelling a rose, will say: “What a fragrant flower” or, touching a fluffy hat: “What a fluffy hat!” In the first case, he will say that the flower smells good, in the second, that the hat is soft.
Attention should be paid to clarifying the meaning of words on the basis of opposing antonyms and comparing words that are close in meaning, as well as mastering the shades of meanings of words, developing vocabulary flexibility, using words in coherent speech, in speech practice.
Fourthly, the elimination of non-literary words (dialect, colloquial, slang) from the speech of children. This is especially necessary when children are in a disadvantaged language environment.
All the tasks discussed above are interrelated and are solved on a practical level, without the use of the appropriate terminology.
The development of social experience occurs in the process of the entire life of the child. Therefore, vocabulary work is connected with the entire educational work of a preschool institution. Its content is determined on the basis of an analysis of the general program for the development and upbringing of children: this is the vocabulary a child needs to communicate, meet his needs, orient himself in the environment, learn about the world, develop and improve various activities. From this point of view, the content of the dictionary work includes words denoting material culture, nature, a person, his activity, ways of activity, words expressing an emotional and value attitude to reality.
First of all, children learn:
Household dictionary: names of body parts, faces; names of toys, dishes, furniture, clothes, toilet items, food, premises;
Dictionary of natural history: names of phenomena of inanimate nature, plants, animals;
Social science dictionary: words denoting the phenomena of social life (the work of people, their native country, national holidays, the army, etc.);
Emotional-evaluative vocabulary: words denoting emotions, experiences, feelings (bold, honest, joyful);
Qualitative assessment of items (good, bad, excellent);
Words, the emotional significance of which is created with the help of word-formation means (darling, voice), the formation of synonyms (came, dragged, laughed, giggled);
With the help of phraseological combinations (run headlong);
Words, in the actual lexical meaning of which contains an assessment of the phenomena they define (dilapidated - very old);
Vocabulary denoting time, space, quantity.
In the active dictionary of children, there should be not only the names of objects, but also the names of actions, states, signs (color, shape, size, taste), properties and qualities; words expressing specific (names of individual objects), generic (fruits, dishes, toys, transport, etc.) and abstract generalized concepts (good, evil, beauty, etc.). The development of such words should be based on the formation of knowledge of a conceptual nature, reflecting the essential features of objects and phenomena. Grammatically, these are words - nouns, verbs, adjectives, adverbs.
During preschool childhood in different age groups, the content of vocabulary work becomes more complicated in several directions. V. I. Loginova singled out three such directions: expansion of the dictionary on the basis of familiarization with a gradually increasing range of objects and phenomena; assimilation of words on the basis of deepening knowledge about objects and phenomena of the surrounding world; the introduction of words denoting elementary concepts on the basis of distinguishing and generalizing objects according to essential features.
It should be especially noted that in kindergarten vocabulary work is carried out primarily in the onomasiological aspect (attention is drawn to the names of objects - What is it called?). In addition, one should also highlight the work on the semantic side of speech, on the semantics of the word, i.e. semasiological aspect (attention is drawn to the word itself - What does this word mean?). It is necessary to develop in children the desire to find out what a word means, to teach them to notice unfamiliar words in someone else's speech, to develop an orientation in the compatibility of words.
Children learn not only to correlate words by meaning, but also to explain them, to interpret words and phrases.
The specific volume of the dictionary is determined on the basis of an analysis of the program for familiarizing children with the surrounding life, physical culture, environmental and musical education, fine arts, mathematical development, games and entertainment, familiarization with book culture, etc.
In the main general educational programs of the kindergarten, no instructions are given regarding the amount of vocabulary, only some words are given as examples. The absence of a specific vocabulary to be mastered by children leads to the episodic and spontaneity of vocabulary work, its planning and implementation. Taking into account the needs of practice, a number of studies have attempted to create approximate minimum vocabularies for children of different age groups. Vocabularies-lists are compiled on the basis of the analysis of the content of the section, the establishment of interdisciplinary and inter-thematic links (Yu. S. Lyakhovskaya, N. P. Savelyeva, A. P. Ivanenko, V. I. Yashina, N. P. Ivanova).
When selecting words, the following criteria are taken into account: the communicative expediency of introducing a word into the children's dictionary; the need for a word to master the content of the ideas recommended by the kindergarten program; the frequency of the use of the word in the speech of adults with whom children communicate; the relation of the word to common vocabulary, its accessibility to children in terms of lexical, phonetic and grammatical features.
According to the degree of generalization, difficulty in pronunciation, complexity of grammatical forms;
Accounting for the level of mastering the vocabulary of the native language by children of this group;
The significance of the word for solving educational problems;
The significance of the word for children of this age to understand the meaning of works of art;
Selection of words related to different parts of speech (nouns, adjectives, adverbs).
The distribution of vocabulary by parts of speech aims the teacher to work with all lexical categories.
1.2 Folk tales as a means of enriching the vocabulary of preschool children
The problem of using fiction and oral folk art, in particular fairy tales, for the purpose of educating preschool children is considered by many teachers and psychologists. The fairy tale and its influence on the upbringing of preschoolers has become the subject of research by many domestic teachers and psychologists (L. N. Tolstoy, K. D. Ushinsky, A. P. Usova, E. A. Flerina, N. S. Karpinskaya, V. A. Ezikeyeva and others).
Experience shows that the effectiveness of educational work sometimes depends to a large extent on the skillful use of the pedagogical traditions of the people, in which, which is very important, training and education are carried out in harmonious unity. One of the folk forms of education and upbringing of the younger generation is a fairy tale.
A folk tale is one of the first works of art of a word that a child hears in early childhood. Children love fairy tales. Created in ancient times, it still lives, captivating children with both content and art form, a fairy tale is always instructive, it is the first to introduce a child to the art of its people, its culture.
A fairy tale is an oral folk work. It arose in the mouths of talented storytellers, in the direct communication of the narrator with the audience, and she got her name from the word "to tell". For a long time, the fairy tale, passed from mouth to mouth, from generation to generation, acquired traditional, stable forms of compositions and accuracy, expressiveness of the language. The intonations of folk speech sound more convincing in the oral transmission of a fairy tale, and not in reading it from a book, therefore it is better for a child to tell a fairy tale, rather than read it.
Russian folk tales reveal to children the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The amazing power of the linguistic creativity of the Russian people has never manifested itself in anything with such brightness as in folk tales. The inherent extraordinary simplicity, brightness, imagery, the peculiarity of repeatedly reproducing the same speech forms and images make us put forward fairy tales as a factor in the development of coherent speech of children, enriching their vocabulary.
Fairy tales are works of great art. Getting acquainted with them, you do not notice their complex construction - they are so simple and natural. This is evidence of the highest skill of the performers.
Fairy tales (especially fairy tales) often begin with so-called sayings. Their purpose is to prepare the listener for the perception of the fairy tale, to tune him in the appropriate way. “It was on the sea, on the ocean,” the storyteller begins. - On the island of Kidan there is a tree - golden domes, the cat Bayun walks on this tree: it goes up - it sings a song, and it goes down - it tells fairy tales. That would be interesting and fun to watch! This is not a fairy tale, but a saying is coming, and the whole fairy tale is ahead. This fairy tale will be told from morning until after dinner, after eating soft bread. Here we will lead a fairy tale ... ”The sayings are often humorous.
A saying may also end a fairy tale, in which case it is not directly related to the content of the fairy tale. Most often, the storyteller himself appears in the saying, hinting, for example, at a treat: "Here's a fairy tale for you, and a glass of butter for me."
The traditional element of a fairy tale is the beginning (beginning). The beginning, like a saying, draws a clear line between our everyday speech and fairy tale narration. At the same time, the heroes of the tale, the place and time of the action are determined in the beginning. The most common beginning begins with the words: “Once upon a time…”, “Once upon a time…”. Fairy tales have more detailed beginnings: “In a certain kingdom, in a certain state, there lived a king ...” But often fairy tales begin directly with a description of the action: “I got caught, it was, a biryuk in a trap ...”
The stories also have unique endings. The endings sum up the development of the fabulous action. Here is how, for example, the fairy tale “About winter animals” ends: “And the bull with his friends still lives in his hut. They live, live and make good.
In fairy tales, repetitions (usually not verbatim) are widely used. The repetition is usually three times. So, in the fairy tale “The Master and the Carpenter”, a peasant beats the master three times for insult, in the fairy tale “Ivan Bykovich”, the hero fights to the death with Serpents for three nights in a row, and each time with a Serpent with a large number of heads.
In fairy tales (especially in fairy tales), so-called constant (traditional) formulas are often found. They move from fairy tale to fairy tale, conveying established ideas about fairy-tale beauty, time, and landscape. They say about the hero’s rapid growth: “Grows by leaps and bounds”, his strength is revealed by the formula used in describing the battle: “Wave to the right - the street, to the left - the alley”. This is how the run of a heroic horse is captured: “A horse gallops above a standing forest, below a walking cloud, skips lakes between its legs, covers fields and meadows with its tail,” and beauty is conveyed this way: “Neither in a fairy tale to say, nor to describe with a pen.”
In many fairy tales, one can find a poetic part. Most of the traditional formulas, sayings, beginnings and endings are created with the help of a verse, which is called a tale. This verse differs from the classic verse of Pushkin, Lermontov, Nekrasov, which is familiar to us, with a certain number of syllables and stresses in verse and often rhymes; syllables can be a different number.
Some tales were told entirely in skaz verse. Such, for example, are the tales of a goat - a white beard, a righteous crow.
Dialogue is widely used in fairy tales - a conversation between two or more characters. Sometimes fairy tales are entirely built on dialogue, as, for example, the fairy tale "The Fox and the Black Grouse." Dialogues of fairy tales are living dialogues. They convey the natural intonations of the speakers, perfectly imitate the reckless speech of a soldier, the cunning speech of a peasant, the stupid, arrogant speech of a master, the flattering speech of a fox, and the rude speech of a wolf.
The language of fairy tales is rich. Animals in fairy tales have their own names: the cat - Kotofey Ivanovich, the fox - Lizaveta Ivanovna, the bear - Mikhailo Ivanovich. The nicknames of animals are not uncommon: the wolf - “because of the bushes hap”, the fox - “beauty on the field”, the bear - “the oppressor of everyone” ...
In a work of art, poetic means are always used expediently and economically. They are also signs of the genre. That is why we will not find, for example, in fairy tales about animals, instead of their usual beginning “Once upon a time there were ...”, a detailed, fantastic beginning of a fairy tale. It would be artistically inappropriate. That is why the lush "formula" dialogues that the characters of fairy tales conduct among themselves differ from the dialogues of the characters of short stories: in the latter, the dialogues are close to our living, everyday speech, although they do not copy it.
These are Russian folk tales. They are one of the most precious pearls we have inherited. If we keep in mind only the plots of fairy tales, then there are more than a thousand of them, and there are about five thousand published recordings of fairy tales.
Russian folk tales contribute to the development of speech, give examples of the Russian literary language. E.A. Flerina noted that a literary work gives ready-made linguistic forms, verbal characteristics of the image, definitions that the child operates with. By means of the artistic word, even before school, before mastering the grammatical rules, a small child practically learns the grammatical norms of the language in unity with its vocabulary.
N.S. Karpinskaya also believed that a fiction book provides excellent examples of the literary language. In stories, children learn the conciseness and accuracy of the language; in verse - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness.
From the fairy tale, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. The fairy tale helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.
The educational function of literature is carried out in a special way, inherent only in art - by the force of the impact of the artistic image. In order to fully realize the educational possibilities of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.
Preschool children are listeners, not readers, Russian folk tales are conveyed to them by a teacher, so his possession of expressive reading skills is of particular importance.
The educator faces a difficult task - to convey each Russian folk tale to children as a work of art, to reveal its intention, to infect listeners with an emotional attitude to fairy-tale characters, their feelings, actions or to the author's lyrical experiences, that is, to convey their attitude to the characters and actors intonation . And for this, it is necessary for the educator himself, before introducing children to a fairy tale, to understand and feel it, to be able to analyze it from the side of content and artistic form. And, of course, the teacher must master the technique of reading and storytelling - clear diction, means of intonational expressiveness (correctly place logical stresses, pauses, master the pace, being able to speed it up or slow it down, raise or lower your voice in the right places).
Consider the method of artistic reading and storytelling in the classroom.
MM. Konina distinguishes several types of occupations:
1. Reading or telling one work.
2. Reading several works, united by a single theme or unity of images. You can combine works of one genre or several genres. In these classes, new and already familiar material is combined.
3. Combination of works belonging to different types of art:
A) reading a literary work and looking at reproductions from a painting by a famous artist;
B) reading in combination with music.
In such classes, the power of the impact of works on the emotions of the child is taken into account. There should be a certain logic in the selection of material - an increase in emotional richness by the end of the lesson. At the same time, the peculiarities of children's behavior, the culture of perception, and emotional responsiveness are taken into account.
4. Reading and storytelling using visual material:
A) reading and storytelling with toys (re-telling the fairy tale "Three Bears" is accompanied by a display of toys and actions with them);
B) table theater (cardboard or plywood, for example, according to the fairy tale "Turnip");
C) puppet and shadow theater, flannelograph;
D) filmstrips, slides, films, TV shows.
5. Reading as part of a speech development lesson:
A) it can be logically related to the content of the lesson;
B) reading can be an independent part of the lesson.
In the methodology of classes, it is necessary to highlight such issues as preparation for the lesson and methodological requirements for it, a conversation about what has been read, re-reading, and the use of illustrations.
Fairy tales are told and read to children. They tell less often than at the previous age level, since for the most part the tales are large in volume and it is not easy for the educator to remember them.
Preparation of preschoolers for the perception of a new fairy tale is carried out in different ways.
1. The teacher places a new book in the book corner, if possible, - separately drawings of artists for this work. Children, looking at the illustrations, try to determine what kind of book it is, what it is about. At the beginning of the lesson, the teacher asks the children about their assumptions, praises for observation, ingenuity. Names the work.
2. The teacher demonstrates toys, objects related to the content of the fairy tale and unfamiliar to children, helps to remember their names, explains the purpose, talks about the features.
3. The teacher conducts a special speech exercise that helps children learn new words. So, before reading the fairy tale "Hare-boast" he says: There is a giant house. "Not a house, but a house!" Passers-by admire. And he invites the children to come up with words that characterize very large objects. Listens to answers. She asks to finish the phrases that she will pronounce (Does the cat have a mustache, does the tiger? - mustache, does the cat have a paw, does the lion? - paws). He explains that the words “usishchi”, “paws” belong to a hare - the hero of a new fairy tale “Hare-boast”. This hare, boasting, said: “I don’t have a mustache, but mustache, not paws, but paws, not teeth, but teeth,” says the teacher. He asks to repeat what the hare said. He asks: “Do you think the fairy tale should be about a giant hare?” After listening to the conflicting opinions of the children, he suggests: “Well, let's check which of you is right,” and reads a fairy tale.
4. The teacher reports that he is going to tell a fairy tale with a completely unusual name - "Winged, furry and oily." He asks: “Who do you think they are?” (Noting this question, the children practice the ability to coordinate the adjective with the noun in gender and number.)
“You know the name of the fairy tale. Try, focusing on it, to compose its beginning, ”the teacher offers a new task. Then he asks to come up with an ending to the work.
In this age group, sayings should be used more often, especially in cases where preparatory work is not carried out for the lesson. It is desirable that, in its mood, the saying should be connected with the work, although this selection will be largely arbitrary. Practice shows that in the second half of the year, preschoolers, having learned to listen to the saying, often quite correctly guess what will be discussed. The sentence should be told twice.
After reading (telling), the teacher conducts a conversation that helps children better understand the content of the tale, correctly evaluate some of its episodes; once again repeat the most interesting comparisons, descriptions, typically fabulous turns of speech, that is, to comprehend the linguistic peculiarity of the works of this genre.
The need for such a conversation is obvious. The famous Soviet psychologist B.M. Teplov noted that a work of art appears to the child as an aesthetic object not from the very beginning, but when it becomes concrete, meaningful for him. This statement also applies to works of fiction. At the same time, one should not forget that each encounter with a fairy tale is, first of all, the upbringing of the child's feelings. It is absolutely true that the baby should not reason, but enjoy what he hears. However, it must be emphasized once again that this is possible when he at least partially memorizes the text.
Thus, a conversation on the content of the works should not obscure the just heard fairy tale from the child, but, as it were, “brighten” it, turning to the baby with all its facets, and then once again present (show) it in its entirety.
The folk tale, being a reflection of the soul of the people, becomes the conductor of its culture in the heart of the child. To make every trip to a new country interesting and exciting for children, reading (telling) a fairy tale must be accompanied in a simple and accessible form for children by a story (necessarily supported by visualization) about the nature of this country, about people (show national costumes and traditional housing), about folk music and children's songs of different nations, about folk games (choose suitable for this age). It is important that children feel the beauty of both nature and folk art, for this it is necessary to use colorful illustrative material, phonograms, souvenirs from different countries.
Thus, after analyzing the literature on the problem under study, we came to the following conclusions: conclusions:
We have identified four main tasks of vocabulary work in preschool educational institutions:
1) enrichment of the dictionary with new words, assimilation by children of previously unknown words, as well as new meanings of a number of words already in their vocabulary;
2) consolidation and refinement of the dictionary;
3) dictionary activation;
4) elimination of non-literary words (dialect, colloquial, slang) from the speech of children.
We have established that the effectiveness of educational work largely depends on the skillful use of the pedagogical traditions of the people, in which training and education are carried out in harmonious unity. Folk tales reveal to children the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions. The amazing power of the linguistic creativity of the Russian people has never manifested itself in anything with such brightness as in folk tales. The inherent extraordinary simplicity, brightness, imagery, the peculiarity of repeatedly reproducing the same speech forms and images make us put forward fairy tales as a factor in the development of coherent speech of children of paramount importance. The folk tale, with its rich, expressive language, being accessible to the perception of older preschoolers, is a powerful means of developing children's figurative speech.
One of the main questions that must be answered in the introduction to the course work is relevance of the chosen topic. That is, it is necessary to know firmly why one should study the chosen topic. Because if the research is not relevant at this time, then it makes no sense to start writing a paper.
In relevance, you need to indicate the level of importance of the course topic today, its prospects. Everything is written briefly, clearly and specifically, without any "extra water". As a rule, the relevance of the topic is associated with the economic, social or political situation in the country. At the same time, they indicate how this study can help improve the situation at a particular facility or in the country as a whole. Usually, the volume sufficient for writing relevance is half a page.
When writing relevance, there are two main characteristics that you should focus on:
- Study of the topic. In this case, it will be relevant because some aspects have not been studied enough and this study is focused on filling these gaps.
- Relevance is focused on the ability to find a solution to some practical problem based on the data obtained as a result of the study.
Either one or both characteristics are present when compiling this important part.
It should be remembered the relevance of the topic of the course work is located at the beginning, and then there are goals and objectives.
If, nevertheless, in the course of writing a scientific study, many questions arose, then you can use the services of our specialists and with all its parts correctly written. 
Example 1. Relevance of the problem. The relevance of this study is determined primarily by the state of modern ergonomics, which has accumulated a huge amount of factual material about a person as a leading link in the "man-man" system (HCH). This material requires systematization, generalization, comprehension, structuring and presentation of it as a single complex of knowledge about ergatic systems.
Ergonomic anthropology is one of the first areas of research in the field of synthesis of ergonomic knowledge. It reflects one of the aspects of morpho-psychological studies of a complex and systemic nature that have developed at the intersection of anthropology and psychology within the framework of ergonomics.
The possibility of solving a specific practical problem based on the data obtained in the study.
Example 2. “Relevance and formulation of the research problem. The current trend of increasing crime in Russia in recent years, the death of many police officers in the line of duty, the ever-increasing demands in society on the problem of combating crime predetermine the need for a significant increase in the level of combat, physical and moral. psychological training of personnel, search for new, effective ways of training them.
The presence of a problematic situation was repeatedly emphasized in the decision of the Collegium of the Ministry of Internal Affairs of Russia, at meetings of the Minister of Internal Affairs with the teaching staff of educational institutions of the Ministry of Internal Affairs of Russia, where it was directly stated that graduates of educational institutions are not always able to resist the criminal environment and have poor physical and psychological preparedness.
Prospects for the development of psychological training in the internal affairs bodies can only be determined on the basis of a scientifically substantiated concept. However, in our opinion, there is no such concept in the Ministry of Internal Affairs today.”
Coursework, first of all, should be different topicality, correspond to the current state of domestic and foreign science. When justifying the relevance of the topic of the work written on the material of a particular organization, it is necessary to indicate why the solution of this problem is especially important in this organization.
The relevance of the research topic is formulated as follows:
· The relevance of the topic is evidenced by ...;
· The relevance of the topic is determined ...;
· The relevance of the topic is due to ...;
· The relevance of the problem under consideration is determined by the fact that ... .
· The relevance of the chosen topic is due to...
2. Analysis of the degree of knowledge of the topic is a brief description of the advantages and disadvantages of the theoretical and methodological works of the authors who studied this topic before the student began to explore it. The student must demonstrate awareness of the literature on the topic, present existing concepts and alternative approaches to solving the problem under study.
After substantiating the relevance and characterizing the degree of study of the topic, it is necessary to briefly state the need for further study of this topic or the need to develop it if the topic is new, little studied in the literature.
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The purpose of the course work is the study of problems defined by the chosen topic, as well as directions and methods for their solution.
The goal should be formulated briefly and specifically, follow from the formulation of the scientific problem or the topic of the work, but not coincide with it.
In the formulation of the goal, verbs that have the meaning of a long process should be avoided, for example: study, study, consider, analyze etc. The purpose of the work involves obtaining a complete result, therefore, it should be formulated using such verbs and verbal nouns as: identify / identify, systematize / systematize, establish / establish classify / classify, develop / develop and others, for example:
· The purpose of the course work is to develop activities (determination of patterns, identification of features, systematization of documents, classification of signs, etc.).
· The purpose of the work is to identify patterns (establish a sequence, formulate proposals, etc.).
Work tasks are ways to achieve a goal. These are the stages, at each of which one or another research operation is performed (literature study, collection of empirical data, their analysis, classifications, development of methods and their implementation, etc.). The tasks of the work should be formulated in such a way that it contributes to the optimal achievement of the goal.
In the course work, it is customary to set tasks for chapters and paragraphs. Such a statement of tasks helps to trace the logic of the study, to justify the presence of certain chapters and paragraphs. It is recommended to formulate at least 4, but not more than 6 tasks, which will be disclosed in the chapters and paragraphs of the course work.
Specific tasks are formulated as a list of research activities, for example:
· describe (historical stages...);
· to characterize (specificity...);
· analyze (system...);
· define (ways,...);
· summarize (experience...);
· specify (basic concepts...);
· compare (techniques ...);
· organize (functions...) ;
· compose (project...).
4. Indication of the object and subject of research is a mandatory element of the introduction. The object is understood as the scope of study in the broadest sense, i.e. certain systems, structures, processes or phenomena that give rise to a problem situation and the need to study it.
The subject of research is a selected part of the object, answers the question: how, why, for what purpose and for what purpose the object is studied.
In the same object, different subjects of research can be distinguished. The subject includes only those elements, connections and relations of the object that are to be studied in this work.
5. The mandatory element of the introduction is indication of scientific methods, used by the author.
Method - a way of research, a way to achieve a goal, solve specific problems. This is a set of approaches, techniques, operations of practical or theoretical development of reality.
The research methodology is a complex of general scientific and private methods.
TO general scientific methods include methods 1) empirical and 2) theoretical knowledge.
1) Methods of empirical knowledge:
· Observation - a purposeful perception of a phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is carried out without interference in the process by the researcher.
Comparison - this is the establishment of differences between the objects of the material world or finding them in common; carried out both with the help of the sense organs and with the help of special devices.
· Conversation - an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a predetermined plan, highlighting issues that need to be clarified. It is conducted in a free form without recording the interlocutor's answers.
· Interviewing. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, responses are recorded openly.
Questionnaire - a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. A conversation and an interview are called a face-to-face survey, and a questionnaire is called an absentee survey.
· Experiment - a specially organized test of a particular method, acceptance of work to identify its effectiveness, verify the truth of the hypotheses put forward.
· Methods of empirical knowledge serve as a means of collecting scientific facts that are subjected to theoretical analysis.
2) Methods of theoretical research:
· Analysis - a method of cognition by dismembering or decomposing objects of study into component parts.
· Synthesis - the connection of individual aspects of the subject into a single whole.
Induction - a conclusion from particular judgments to a general conclusion, to some hypothesis (general statement).
· Deduction - a conclusion from a general judgment to a particular conclusion.
· Analogy is a method by which knowledge about objects and phenomena is achieved based on the fact that they are similar to others.
· The historical method involves the study of the emergence, formation and development of objects in chronological order.
· Mathematical and statistical methods are used to process the data obtained by survey and experiment methods, as well as to establish quantitative relationships between the studied phenomena. They help to evaluate the results of the experiment, increase the reliability of the conclusions, and provide grounds for theoretical generalizations.
Methods of private sciences- specific ways of cognition and transformation of certain areas of the real world, inherent in a particular knowledge system, for example:
in sociology - sociometry; method of expert assessments, content analysis, sociological test, external and internal analysis of documents, etc.;
in document science - modeling, unification, method of formulary analysis, method of examination of the value of documents, etc.
If necessary, the introduction can substantiate the chronological and territorial framework. In this case, it should be indicated why exactly this period (lower and upper dates) and this particular territory were chosen.
In the introduction, you can indicate the elements of novelty and the real or potential practical significance of the course work.
6. Substantiation of the work structure- an introduction point containing a description of the structure of the entire course work, can be represented as follows:
· The purpose, objectives and logic of the study made it possible to determine its structure. The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.
· The work has a traditional structure and consists of an introduction, a theoretical chapter, a practical chapter, a conclusion, a list of references and applications.
· The course work consists of an introduction, two chapters, a conclusion, a list of references and an application.
Requirements for the content of chapters / sections of the course work
Coursework chapters may include:
Characteristics of the object of study (institution, organization, its structural subdivision);
description of the problem (for example, documentation of management in a particular organization and under certain conditions);
analysis of organizational or technological features of documentation (or work with documents);
history of the development of the issue or problem.
In the theoretical part reflects the student's ability to systematize existing developments and theories on this issue, critically consider them, highlight the essential, evaluate the experience of other researchers, determine the main thing in the study of the topic from the standpoint of modern approaches, argue their own opinion.
Practical (analytical) part of the work should contain a general description of the object of study, an analysis of the problem under study, as well as factual data processed using modern techniques and presented in the form of analytical calculations. In addition, calculations of individual indicators used as characteristics of the object can be given.
For example, a term paper on the discipline "Organization and technology of documentation support for management", consisting of two chapters, may contain:
1) in the theoretical part (Chapter 1), based on the study of the normative and methodological base and literary sources - characterization of the essence of the problem under study, analysis of various approaches to its solution, presentation of the student's own position;
2) in the practical part (Chapter 2) - an analysis of the problem under study on the example of a conditional or specific enterprise, the formulation of specific proposals and recommendations for improving that part of the enterprise's office work process, which is devoted to the topic of the course work.
In the practical part of the course work on the topic "Organization of workflow at the enterprise and the problems of its improvement" it is necessary to identify the quantitative and qualitative characteristics of the workflow of a particular organization:
specify the main document flows;
Determine the species composition of the documents of each stream;
indicate where the documents of each flow come from or where they go;
· disclose the composition of operations performed with the documents of each flow;
· identify the features of the sequence of operations, compliance or non-compliance of the organization of the movement of documents with the requirements of regulatory and methodological documents;
draw up (preferably) schemes for the movement of certain categories of documents;
At the end of each chapter, students should present conclusions drawn from the analysis of theoretical and/or empirical material.
The conclusions should contain an assessment of the compliance of the results with the goals and objectives of the study.
If there are bulky tables or graphs in the text, then they are “taken out” in the Appendix.
Conclusion Requirements
In the conclusion of the course work the following aspects are reflected:
The significance of the issues discussed in the course work (the relevance of the problem as a whole or its individual aspects, a modern view of the problem;
· expediency of application of these or those methods and techniques;
· a concise formulation of the main theoretical and practical conclusions obtained as a result of the study;
At the beginning of the conclusion, the main topic is clarified once again, which should have been studied in the process of writing the work. The following paragraphs demonstrate its disclosure and conclusions based on the analyzed material. Usually the structure of the conclusion of the term paper corresponds to the structure of its main part. That is, if the work has two chapters containing three paragraphs each, then in conclusion There are six main conclusions.
If the work, in addition to the theoretical chapter, includes a practical part, then the results obtained during the study are presented in the conclusion after all the theoretical conclusions. It is important to remember that the conclusion should not contain detailed calculations, evidence or chains of logical conclusions. This is all included in the content of the main chapters themselves. The thoughts presented in the conclusion should be thesis and brief.
In the conclusion of a good term paper, the own position of the author of the work should always be reflected. All conclusions of the conclusion should be formulated briefly, concisely and objectively, that is, do not contain an emotional assessment. The conclusion of the coursework should be holistic and sum up the whole work, give it completeness.
In the conclusion it is not allowed to repeat the content of the introduction, chapters and paragraphs of the main part.
It is possible to present the perspective of the student's further work on the topic (in the preparation of the final qualifying work).
REQUIREMENTS FOR FORMING A COURSE WORK
7.1 General requirements for the design of the course work
Course work is submitted in typewritten (computer) form. The work is written on one side of a standard sheet of A4 paper (210x197 mm).
The way the main text is formatted should be the same for all course work:
· Margin sizes: left - 30 mm, right - 15 mm, top and bottom - 20 mm.
Font - "Times New Roman", font size (size) - 14.
· Line spacing - 1.5.
· Interval between words - 1 sign.
· Paragraph indentation - 1.25 (should be the same throughout the work).
· Linked text alignment - justified.
· Heading and subheading alignment - centered.
· Page numbering - in Arabic numerals on the bottom margin of the sheet, centered, without quotes, hyphens and other punctuation marks. The numbering of pages of the main text and appendices is continuous.
To focus on certain terms, formulas, it is allowed to use bold, italics in the work.
It is not allowed to use underlining, as well as the simultaneous use of italics and bold.
It is not allowed to use surnames without initials inside the text of the work. Initials should always (except for the List of Used Literature) precede the surname, for example: I.I. Ivanov.
7.2 Requirements for the design of the title page and table of contents
course work
Title page should contain: the name of the university, the name of the department, the name of the course, the name of the topic of the course work. An example of the design of the title page of the course work is given in Appendix 1.
On the title page, in order from top to bottom, the following data are given: the full name of the educational institution, institute, department, type of work (term paper), topic of work, last name, first name, patronymic (in full) of the student (in the nominative case), academic degree, title, surname and initials of the supervisor.
The title page is not numbered, but included in the total volume of the course work.
7.3 Heading and subheading requirements
Sections/chapters and paragraphs Works have titles that should correspond to their titles in the table of contents. It is desirable that the headings do not coincide word for word either with each other or with the topic. They should be meaningful, reflect the ideas revealed in them. Their purpose is to direct attention to a specific material.
The headings of the structural elements of the work (“Table of Contents”, “Introduction”, “Conclusion”, “List of References”) should be placed in the middle of the line (center alignment) without paragraph indentation and without a dot at the end and should be printed in capital letters without underlining.
The titles of chapters and sections are numbered in Arabic numerals (without the words "chapter", "section"). Chapters should be numbered sequentially throughout the text (except for appendices). The subsection numbering consists of the section number and the subsection number separated by a dot, for example: 1.2; 2.1. etc. Subheadings of the third level in the term paper are not desirable.
Heading text should be in bold. If the heading consists of several sentences, they should be separated by dots. Wrapping of words by syllables in headings is not allowed.
For example:
CHAPTER 1. REQUIREMENTS FOR APPLICATIONS OF CITIZENS AND THEIR REGISTRATION.