How to write interesting teaching materials. Briefly about the structure. A subscript bibliographic reference is drawn up as a note taken out of the text of the document to the bottom of the page, for example

The purpose of the report is exchange of experience in working on an educational publication, the formation of skills in working on an educational publication, increasing the professional competence of teachers.

Classification of educational and methodical publications

Educational publications:

Textbook

contains a systematic presentation of the academic discipline (its section, part), corresponding to the curriculum;

officially approved;

designed for students.

Tutorial

partially or completely complements the textbook;

officially approved;

intended for students.

Teaching aid:

contains materials on the methodology of teaching the academic discipline (its section, part) or on the methodology of education;

intended for teachers.

Workshop:

a collection of practical tasks and exercises that contribute to the assimilation, consolidation, testing of knowledge;

designed for students.

Teaching aid:

dictionaries, reference books, albums, posters, educational cards, tables, diagrams, diagrams, filmstrips, transparencies, coda positives, videos, sound recordings, slides, etc.

intended for students.

Methodical publications:

1.Methodical development:

contains specific materials on the methodology of teaching an academic discipline (its section, topic, lesson) or conducting extracurricular activities, on modern technologies training, on the generalization of the best experience;

planning material for the course (exemplary and working program, working academic plan), regulations on educational work (on the basis of regulations);

designed for teachers.

2. Methodological guide

Toolkit- a kind of educational and methodical publication, which includes an extensive systematized material that reveals the content, distinctive features teaching methods for any training course as a whole, or a significant section (s) of the course, or in the direction of educational work. In addition to theoretical material, it may contain plans and notes of lessons, as well as didactic material in the form of illustrations, tables, diagrams, drawings, etc. It is characterized by a pronounced practical orientation, accessibility, and is intended to help the teacher in his daily work. Each manual is based on concrete examples and recommendations.

The methodological manual differs from the methodological recommendations in that it contains, along with practical recommendations, also theoretical provisions that reveal the existing points of view on the issue in pedagogical science. In methodological recommendations, the theory of the issue is given minimally. Methodological manuals systematize practical material own work and the work of professional colleagues.

task methodological manual is to provide practical assistance to teachers and methodologists of an educational institution in acquiring and mastering advanced knowledge, both theoretical and practical.

Requirements for teaching aids

Informativeness, maximum saturation (there should be no common phrases).

Clarity and clarity of presentation (popularity).

Structure clarity.

The presence of original ways of organizing relevant activities.

The presence of either new methodological methods of forms of activity, or a new combination of them.

The presence of confirmation of the effectiveness of the proposed approaches by examples, illustrations, or materials of experimental testing.

When compiling a methodological manual, it is necessary to understand the material.

The sequence of actions is as follows:

Study existing literature, examples, practical application.

Write test cases for using the technology in question.

3. Draw up a plan for a methodological manual.

4. Develop complete examples that will support the presentation.

5. Develop the text of the methodological manual.

6. Provide the manual with the necessary illustrations.

7. Develop control questions and options for tasks.

8. Create a list of used and recommended literature.

When developing a manual, it is necessary to write it "as if for yourself, but just getting acquainted with the topic." That is, write such a manual, having received it in your hands before getting to know the topic, you would easily understand and master the material. The main emphasis should be on the simplicity of the presentation of the material and its reinforcement. practical examples. More explanations and examples. Find out what practical problems arise when using or mastering the technology and be sure to tell how to solve them. It is recommended to use illustrations in the manual - diagrams, pictures with explanations, screenshots. They should be used only when they really simplify the understanding of the material. It is not necessary to add illustrations when the material presented is quite clear from the text.

The structure of the manual

Introduction or explanatory note- up to 15% of the text.

The function of this section is to substantiate the reasons why the author proposes to act in one way or another, to reveal the logic of the presentation, to argue the approach to getting out of problem situation in pedagogical process etc. In fact, this is an introduction to the main part, so here we must clearly say about it key points, to state in more detail the argumentation of the main positions of the author. So, the task of the introduction is to explain and justify.

The introduction should show:

1. the relevance and significance of this methodological development;

2. the degree of development of this problem in the scientific, pedagogical and methodological literature;

3. educational and practical or scientific value;

4. an explanation of what place this methodological development occupies (proposed goal and objectives) in this course of study and system vocational training;

5. Particular attention in the introduction is given to the educational purpose of the work, that is, an explanation of what knowledge, skills, abilities should be acquired by the user as a result of working with the proposed methodological development.

The introduction may also briefly present the logical structure of the methodological development or the general principle of working with it.

Main part- up to 75% of the text, in the main part of the manual, depending on the purpose and goals, there may be various sections (chapters). Their name, number, sequence is determined and logically built depending on the author's intention.

For example:

Chapter 1 - the studied theoretical material is presented;

Chapter 2 - describes the main techniques, technologies used or recommended for a successful solution of the issue;

Chapter 3 - list and description practical work with recommendations for their implementation;

Chapter 4 - control tasks to test the assimilation of the material.

The theoretical part is presented in short form(if necessary, with reference to relevant works) scientific and pedagogical substantiation of the content of the manual, characterized by the author's own methodological position in relation to the education system, which has its own specific features.

The practical part systematizes and classifies the actual material, contains practical advice, typical examples of various forms and methods of work in an educational institution are given.

The didactic part contains didactic materials (diagrams, tables, figures, etc.) illustrating practical material.

Conclusion- up to 10% of the text, brief, clear conclusions and results are presented that logically follow from the content of the methodological manual, in which direction it is supposed to work further.

The conclusion of the methodological development is not just a list of the results obtained, but their final synthesis, i.e. the formulation of the new that the author has introduced in solving the problem. The conclusion should not replace the mechanical summation of conclusions.

Literature- the list of references is given in alphabetical order indicating the author, full title, place of publication, publisher, year of publication.

Applicationsinclude materials necessary for the organization of the recommended type of activity using this methodological manual, but not included in the main text. Applications may include various necessary regulatory documents, including those of an educational institution, the use of which will allow a teacher or methodologist to organize their work in accordance with the existing requirements.

Applications are located at the very end of the work in the order they are mentioned in the text. Each application starts on a new page and has its own name. In the upper right corner of the page they write the word "Appendix" and put its number (for example, "Appendix 1").Appendices have continuous pagination ( guidelines end on page 16, appendix starts on page 17).

Toolkit must contain all the constituent parts that are included in the publication, while in addition to the main text, the manuscript must include a cover, title page and back of the title page.

On thecover is given the name of the parent organization and the name of the institution, for guidelines - the protocol number and the date of the meeting of the methodological council at which they were approved; title (title) of the work; type of educational literature (textbook, guidelines, methodological developments, guidelines, instructions for laboratory and practical exercises, a program, etc., indicating who this publication is intended for - department, course), in the center is the title of the work, I.O.F. the author is placed above the title. At the bottom, in the center of the sheet, the name of the city or district and the year are indicated. There are no punctuation marks.

Figures and photographs on the cover should correspond to the content of the manuscript.

Back of title page contains the surname, name, patronymic of the author, position, place of work, qualification category or academic degree, as well as an annotation to the work.

The abstract contains the following concise information:

Indicates what this manual is about;

The purpose of this methodological manual, i.e. what kind of help and to whom the present work is intended to provide;

Possible areas of application of the proposed type of methodological products (where this manual can be used).

Data on the consideration of the manuscript at a meeting of the cyclic commission (protocol number, date of consideration); reviewers of the work (indicate the academic degree, title, position, place of work, full name).

Content or table of contents. The table of contents is written only when there are chapters in the work. In other cases, the content is written. It does not use numbers and words like page or With. Table of contents headings should exactly repeat the headings in the text. It is impossible to reduce or give them in a different wording, sequence and subordination compared to the headings in the text. All headings start with a capital letter without a dot at the end. The last word each heading is connected by a dot to its corresponding page number in the right column of the table of contents. The table of contents can be placed at the beginning of the methodological development - after the title page, or at the end of the methodological development - after the list of references.

Technical requirements for the design of a methodical publication

Text formatting requirements:

Format A 4.

Orientation - book.

Fixed margins: Top margin - 2 cm. Bottom margin - 2.5 cm. Left margin - 3 cm. Right margin - 1.5 cm.

Page numbers - in Arabic numerals, at the bottom of the page, center alignment, the title page is included in the general numbering, the list of references is not numbered.

Font - Times New Roman. If it is necessary to highlight a word or sentence in the text, highlight it in bold or italics, but always in 14 font. Underscores are not allowed

Font height - 12 (14) points;

Red line. Paragraphs start with a red line. Red line - 1.27.

Line spacing is single.

Text alignment - in width.

Avoid hyphenation in words.

You must follow the basic rules of computer typing.

The distance between text and subsequent text is three spaces.

The text is divided into sections and subsections. They are assigned serial numbers, denoted by Arabic numerals. Section titles in the text are formatted as headings. The heading of the section is typed in capital letters, font 12, highlighted in bold, placed in the center. The body text is separated from the title by a blank line. Subsection headings start with a paragraph. Do not put a dot at the end of headings. Headings should not be underlined. Each section is recommended to start on a new sheet.

Illustrations are denoted by the word "Picture" and numbered within the section. The number of the illustration must consist of the section number and the serial number of the illustration, separated by a dot.

Applications are placed at the very end of the work in the order they are mentioned in the text. Each application starts on a new page. Write the word in the middle of the page "Application" and it is denoted by a capital letter of the Russian alphabet, for example "Appendix A".

The order and sequence of preparing the publication for publication

Examination of the manuscript prepared for printing of the textbook, methodological guidelines, begins with consideration at a meeting of the cyclic commission. Work with positive reviews is discussed at a meeting of the methodological council of the college, a decision is made and an extract from the minutes of the meeting is drawn up. Further work with an extract from the minutes of the meeting is submitted to the regional methodological office.

memo

for reviewing methodological material

As stated in the dictionaries, the concept of " review"-

1) an article, the purpose of which is a critical review of any scientific or artwork;

2) a review of a scientific work or any work before publication, defense.

Illuminates the content of the document under review and gives a critical assessment of both individual documents and the document under review as a whole .

In the review of the methodological material, it is important to indicate the following points:

1. the relevance of the work;

2. scientific validity of the content;

3. the profitability of the language and the quality of the style;

4. originality of the presentation of the material;

5. logical presentation of the material;

6. practical significance content;

7. breadth of use of these materials;

8. compliance of the form of presentation and content with the category of readers to which this manual is addressed

9. Possibility of wide distribution.

At the end of the review, it is necessary to indicate the date, surname, name, patronymic, position and signature of the reviewer.

Often, researchers engaged in scientific work and teachers have a need to publish an educational publication. This type publications has a number of features, compared with the preparation of scientific. These features and requirements for educational publications by the leading Educational and Methodological Associations will be discussed below.

Let's start with the definition of " educational edition". According to GOST 7.60-2003 educational edition- this is "A publication containing systematized information of a scientific or applied nature, presented in a form convenient for studying and teaching, and designed for students of different ages and levels of education."

The same GOST distinguishes the following types of educational publications:

Educational publications:

textbook: An educational publication containing a systematic presentation of the academic discipline, its section, part, corresponding to the curriculum, and officially approved as this type of publication.
tutorial: An educational publication that supplements or replaces partially or completely a textbook officially approved as this type of publication.
teaching aid: An educational publication containing materials on the methodology of teaching, studying an academic discipline, its section, part or education.
educational visual aid: An educational art publication containing materials to help study, teach or educate.
workbook: A textbook that has a special didactic apparatus that promotes the student's independent work on mastering the subject.
tutorial: Educational edition for self-study anything without the help of a leader.
reader: An educational publication containing literary, artistic, historical and other works or excerpts from them that make up the object of study of the academic discipline.
workshop: An educational publication containing practical tasks and exercises that contribute to the assimilation of what has been covered.
problem book: Workshop containing learning tasks.
training program: An educational publication that determines the content, volume, as well as the procedure for studying and teaching an academic discipline, its section, part.
training kit: A set of educational publications designed for a certain level of education and including a textbook, study guide, workbook, reference book.

In a letter from the Ministry of Education Russian Federation dated September 23, 2002, we read “On the definition of the terms “textbook” and “textbook” it is noted that “A textbook is the main textbook in a particular discipline. It sets out a system of basic knowledge that is mandatory for learning by students. The content of the textbook must meet the requirements of the state educational standard and fully disclose an exemplary program in a particular discipline. The title of the textbook must correspond to the name of the discipline of the federal component of the SES VPO.

The textbook is considered as an addition to the textbook. The textbook may not cover the entire discipline, but only a part (several sections) sample program. Unlike a textbook, a manual may include not only proven, generally recognized knowledge and provisions, but also different opinions on a particular problem.

In this way, first feature of educational edition- these are the requirements for the correspondence of the title and content of the textbook to the name of the discipline of the federal component of the Federal State Educational Standards of Higher Professional Education (portal of the Federal State Educational Standards higher education- http://fgosvo.ru and portal " Russian education"- http://www.edu.ru/)

The second feature of the educational edition, in comparison with the monograph, is availability of methodological apparatus which may include:

questions for each paragraph of the textbook, reflecting its structure and allowing you to consolidate the material read;
assignments for the seminar;
tasks for independent work at home;
analysis of specific situations on examples from practice;
various types of tests;
the task of searching (selecting) and reviewing literature and electronic sources of information on an individually given course problem;
a task for performing home tests, providing for solving problems, performing exercises and given out in practical classes;
task to prepare for control work and attestations;
topics of abstracts (essays, reports, scientific articles) on a given problem, etc.

The methodological apparatus can be designed both for students and for helping the teacher in conducting classes.

Also, the educational edition can be supplemented with various reference materials - a dictionary, a glossary, regulations, samples and examples of documents, etc.

The next feature of the educational edition is the requirements for its content. If the monograph without fail should contain a certain novelty and the results of author's research, then the educational publication may be a compilation of various sources. The textbook should contain basic information on the discipline. Also, the educational publication should have such a quality as visibility. The text should be accompanied by diagrams, drawings and photographs that facilitate the perception of the material, but do not repeat it.

The structure of the educational publication can be as follows:

Introduction or/and preface. An academic edition may include both an introduction and a preface, or just an introduction, as is most often the case. The introduction should include the goals of studying the discipline and educational information that is necessary and sufficient in terms of the content and volume of the discipline to implement the requirements of a specific state educational standard (hours and goals of studying the discipline are taken into account). It is also fashionable to indicate the competencies to be acquired, which the study of the discipline is aimed at, etc.

The preface (according to GOST 7.0.3-2006) is an accompanying article placed at the beginning of the publication, which explains the goals and features of the content and construction of the work. It may contain summary each chapter.

Introduction (again according to GOST 7.0.3-2006) is a structural part of the main text of the publication, which is its initial chapter and introduces the reader to the essence of the problematic of the work.

According to the same GOST, to which we have repeatedly referred, the largest part of the text is a section. It is divided into chapters, which in turn are subdivided into paragraphs (§).

Mandatory integral part educational edition is a list of references and other sources.

An author who has written a worthy textbook, as a rule, wants to receive a stamp from an educational and methodological association that this educational publication is approved (or Recommended) by the UMO as a textbook (electronic textbook) or teaching aid (electronic textbook) for students of higher educational institutions students in the direction (specialty) of HPE training. By following our recommended rules for the preparation of educational publications, you can easily cope with this task!

In conclusion, we will give some tips on what you should pay attention to in order to minimize the amendments made to the text by editors and proofreaders.

2. It is necessary to check the numbering of all figures, tables and formulas according to the text. Compare whether there is a link to EVERY figure or table in the text, and whether there are figures and tables in the manuscript that are referenced in the text.

3. References - if the list is voluminous and includes sources different type, it is better to break it into sections.

4. Decipher all abbreviations on first use. Do not overload the text with abbreviations, especially those consisting of two letters. This makes it difficult for readers to understand the text. Do not use abbreviations in titles.

5. Avoid too many repetitions in links "Ibid. S. 220". Such references are inconvenient for the reader to use. Especially if the full link to the source was many pages before “Ibid. P.220”.

6. The manuscript must be well SUBTRACTED. Experienced editors do not proofread manuscripts from a computer screen, they print out the text and read it intermittently, several pages at a time. The computer may not always detect an error in the test. We noticed that when typing Word did not underline the word “ dough", although we are, of course, not talking about a flour product, but about text. Such errors can be noticed only with careful proofreading. If the author does not want to do this, it is necessary to pay for the work on the proofreader's manuscript accordingly.

Successful publications!

Any of us studies or studied at the university, and has a colossal store of knowledge, but on the question of what a teaching aid is, every second one is “blown away”. No, of course, we all understand that we are talking about a textbook, reference book, literature that helps to learn; but what exactly it is, only a few know. Well, let's try to figure it out together.

What is a teaching aid and its features

So, teaching aid is an official printed publication, the content of which is fully consistent with the curriculum for a particular specialty at the university.

Speaking in simple and accessible language, then this is the most common manual, which from course to course is transferred to students for temporary use.

This is a small reference book, a hint or even a synopsis, which most often touches on only one topic, but in detail.

According to the manuals, they not only perform practical and laboratory work in the classroom, but also correctly draw up reports, in accordance with all the requirements of the Ministry of Education.

So we can safely say that the teaching aid is indispensable assistant in lectures and practical classes at the university.

Since I'm so enthusiastic about this printed edition, it's time to talk about its significant advantages, against the background of the rest of the literature that is available in the public domain in every student library or reading room.

Advantages of the teaching aid

1. This edition offers a brief thesis information on a given topic, which is much easier to digest and remember.

2. A manual is a kind of instruction or a cheat sheet on how to complete tasks in practice, and what aspects of your work you must pay attention to.

3. The manual helps with the design and presentation of the work, and, as you know, it also adds extra score to the final score.

4. The number of pages of the manual does not exceed 30 - 50, which means that carrying such a book in a backpack or bag is not at all difficult.

5. If you wish and have the skills, you can use the manual on the exam as a real hint on the topic. When you don’t have your own cheat sheets, and there is a draft in your head, this is an ideal solution, so it’s better not to forget the training manual for a responsible exam.

However, this teaching aid has its own significant shortcomings, which you also need to know about in advance so as not to be left with a nose:

1. Manuals are in high demand among students, therefore, sometimes it is simply not possible to knock out an extra copy in the library for a subscription. You have to ask your neighbor on the desk, or copy on a copier at your own expense, of course.

2. Manuals have invisible "legs". Yes, yes, this is the printed edition that can disappear in the middle of a couple in an unknown direction and never return.

Again, increased demand affects, so it's best to keep your eyes open, and your own training manual in sight, otherwise problems with a strict librarian in the future simply cannot be avoided.

3.Manuals have a subjective opinion on a particular topic, and this is explained simply - they are created under the editorship of one of the teachers of the department.

Personal hostility and eternal competition of teachers, and your answer according to the training manual is not just erroneous, but “a real mockery” of science (I remember it myself).

But in general, you should not pay attention to such trifles, because the educational and methodological manual, whatever one may say, brings enlightenment to the masses, and this is a tremendous advantage for narrow-minded students.

So stock up on manuals and fight for new knowledge. The main thing is that from your absent-mindedness, the guard does not run away.

Loss of manual

I don’t want to scare anyone, but I simply must warn that the loss of a training manual is not just a nuisance, it is a tragedy of a universal scale for librarians.

First, they begin to sigh and groan from the confession they heard, then they pass this information on from shift to shift, then they come up with a punishment for the absent-minded student, and finally, they remember his last name and put it on a pencil.

Believe me, at the moment when you lost the teaching aid, you made enemies in the face of the entire library staff, including the cleaner. There are two ways out of the situation:

1. Photocopy the same manual and provide it to the library;

2. Buy new book to the library at will.

After that, the conflict is settled, but the librarian will tease you for a long time every time you visit the library and, moreover, pick up a book.

Where do the manuals come from?

The question, of course, is stupid, but in this topic it is very relevant. So who issues these instructions?

The answer is obvious: open the first page and read the name of the author. As a rule, the authors are teachers of their own department, who recommend the purchase of a specific manual. Well, our teachers will never die of modesty, but they scribbled the manuals in order.

The funny thing is that each author praises only his own creation, and does not advise paying attention to the training manuals of his conditional competitors. But, like it or not, but we all studied according to manuals and continue to do this in today's students.

Here we have come to the second main issue, which is on the agenda and is of particular concern to many graduate students and teachers who have not yet dealt with writing such printed publications.

How to write and compose a manual?

In order not to write anything superfluous, let's go straight to the topic, and we will also write out the process of writing the training manual according to the plan, for greater convenience, so to speak.

1. It is necessary to decide on the topic that the planned print edition will be devoted to. You can start with easy information, but in subsequent manuals, touch on more global scientific issues.

2. It is advisable not to study information on the topic from the Internet, which many consider to be a “garbage pit”. It’s not worth the risk, because on the network you can take an unreliable source as a basis, and by great chance. It is better to pay attention to trusted authors, real books and actually primary sources, which abound in the library.

3. So that the learned theory does not seem meaningless, you need to mentally translate it into your practical knowledge in order to eventually have a clear idea of what you will write about in the future.

4. It is advisable to start your work with a preliminary plan, which may consist of short sentences or capacious abstracts. This is very important, otherwise you may miss some important information about the topic being studied.

5. The manual is a cheat sheet, so it must answer in detail the list of main questions. That is why it is advisable to think over their content in advance, and not lose sight of any of them.

6. The content of the manual should not be complicated, and all the material presented should be described in a concise, but simple and easy to read language so that the student does not lose interest and does not abandon it after a boring reading of the first paragraph.

7. All literature used must be certified after the content, and its design also complies with certain rules and regulations that are important to follow.

8. Study all the rules for the design of work and proceed to the further writing of your first teaching aid.

9. Finished work check using the services of a proofreader (unless, of course, you are a philologist).

10. Submit for verification, and then for publication.

If you decide to write your own educational and methodological manual, then you must definitely remember the elementary rules that will raise the rating of your work, and will not leave it for many years to gather dust on a shelf in the library unnecessarily.

Rule One. It is very important to study the curriculum so that the manual is relevant to the topic, and does not turn out to be useless or irrelevant.

Rule Two. The structure should not only correspond to one topic and not wag, but also contain up-to-date information, the latest information and new discoveries, knowledge. In general, a teaching aid should not fall into the category of "obsolete literature".

Rule Three. The material selected for writing must be structured, accessible, logical, regular and understandable for students. It is advisable to use short phrases and small paragraphs, numbered and bulleted lists, abstracts, various graphic highlights, and, if necessary, tables and graphs.

Rule Four. The list of references should be concise and detailed, and compiled in accordance with the requirements.

Rule Five. Complicated terminology is not welcome, and if its participation is indispensable, then it is desirable to explain in detail the meaning of a particular word, phrase, expression.

Otherwise, your study guide is unlikely to assist a good half of the students in their studies.

Conclusion: Do you need a manual? Choose the most shabby - it is clearly popular and in demand among the masses! You have decided to write your own teaching aid, then express your thoughts simply, clearly, concisely.

Only then will students definitely take note of such a fascinating publication.

Now you know about what is a teaching aid.

Instruction

Study existing materials on the topic. Check out the seminal scientific papers on the subject and the latest research data. As sources, choose not only familiar books, but also solid network resources, and thematic TV channels, materials of scientific and symposiums, preferably at the state and international level. This gives the methodological manual the necessary scientific weight.

One theory is not enough to create teaching aids. The best would be to go through all the stages on your own, in accordance with the recommendations of your own benefits. This will not only show its viability, but may also reveal some inaccuracies and shortcomings. Then it will be necessary to make adjustments to the working material.

Make a plan for the future benefits. Reflect in it the most important thing in the form of abstracts and short comments. This plan will later serve as the basis for the final text and allow you to easily change the design. benefits for best results.

Develop control questions on the topic of "manuals" and options for solving the tasks and problems considered in it. Complete the text of the methodological benefits illustrations, diagrams and photos. Give specific competent use of the stated technique.

Do not forget to indicate at the end of the work the literature used, as well as your recommendations for educational and scientific materials, the study of which will help in the development of this subject.

In accordance with accepted educational standards, under the methodological allowance usually refers to a publication containing materials on the methodology of teaching an academic discipline (its part or section).

Instruction

The methodological manual is being developed, in contrast to the methodological instructions, not for students, but. In order for your future manual to be approved by the scientific and methodological department of the university, it is necessary that your developments do not contradict the methodology as a science and be supported by positive results for many years.

Make a benefit plan. To do this, it is necessary to determine the goals and objectives of the publication. They should be formulated extremely clearly and clearly, and based only on serious long-term pedagogical and scientific work.

Gather all you have teaching materials for the last few year s. Rank them according to their importance for the benefit concept. Analyze materials from your point of view pedagogical work.

Read all relevant literature. Make extracts, but later, when creating the text of the manual, try to avoid unnecessary citations in the main part (in the introduction, on the contrary, it is desirable).

Related videos

The purpose of the guidelines is to use the most effective and rational options and patterns of action that are relevant to a specific event and type of activity. Thus, recommendations of this type make it possible to conduct lessons and extracurricular activities at the proper level.

Methodological recommendations imply the preparation of detailed instructions for maintaining study notebooks. They also specify the procedure for checking written works teacher - assessment criteria set by the teacher, rules for entries in the class journal.

The methodological recommendations contain specific material that relates to the very process of conducting classes. Thanks to the curriculum, it is possible to conduct the number of classes that are allotted for a particular topic, so that it is fully disclosed and assimilated by students.

In addition, methodological recommendations allow you to plan homework. Some make recommendations so that they contain detailed lesson plans. This is a great help to teachers, especially those who have just started working in their specialty.

Guidelines allow you to plan individual sessions. They need to be developed taking into account the abilities of the student. It is possible that acquaintance with the students will induce the teacher to compose individual lessons for each of them, in which methodological recommendations will help. Therefore, we can say that they are the foundation on which the “building of the lesson” is built. His "" should be unique and individual, which will make the learning process truly effective. This will undoubtedly affect the development of students.

ON COMPILATION AND DESIGN

EDUCATIONAL AND METHODOLOGICAL PUBLICATIONS

Kineshma 2015

Ogoreltseva M.G.Guidelines for the compilation and design of educational and methodical publications. Methodical manual for teachers of FKPOU "KTTI" of the Ministry of Labor of Russia.

These guidelines have been compiled to help college teachers develop teaching and methodological materials for the disciplines they teach. The recommendations include uniform requirements for the structure, content and design of educational publications. - Kineshma, FKPOU "KTTI" of the Ministry of Labor of Russia, 2015. - 46 p.

CONTENT

Explanatory note ................................................................ ...........................................four

Types and types of educational publications .............................................. .................................5

Requirements for educational and methodical publications .............................. 15

General requirements ......................................................................................15

Content Requirements ..........................................................................15

Structure Requirements .............................................................................16

Requirements for the text part ..................................................................20

Performance certain types text material ......................22

Bibliographic list .................................................................. .................................35

Applications ................................................. ................................................. ........36

Explanatory note

The need to ensure the high-quality implementation of the state educational standard of secondary vocational education intensified the search by pedagogical science and practice for ways to improve the efficiency of the educational process and the quality of training. The content of secondary vocational education, teaching technologies, forms of organization of the educational process are being intensively updated. The problem of educational and methodological support of the educational process has become important for the teachers of the technological boarding school. Pedagogical practice convincingly proves that the quality and effectiveness of the educational process is significantly increased if this process is provided in a comprehensive manner.

In the light of the requirements of the educational standard, teachers of a technical school should know the methodological foundations for designing complexes of didactic teaching aids, be able to develop these complexes and adapt them to the real conditions of the educational process.

The purpose of these guidelines is to assist teachers in the development of educational and methodological materials, which are a necessary condition for ensuring the educational process in a technical school. Give teachers some specific recommendations, advice that will be useful and to some extent facilitate his difficult searches, warn against many common mistakes. Along with this, it is necessary to acquaint teachers with educational and methodological support as such: its composition ( structural structure), content (documents, technical objects), requirements for their development.

Any work done by a teacher acquires real value only when other people (teachers, students) have the opportunity to familiarize themselves with its results. Therefore, an important stage of activity is its design.

If a teacher wants his colleagues to know about his experience, he must keep in mind that in this case he acts in a new capacity - as an author. The author's development is a purely individual thing, a product of the teacher's creative activity, therefore his activity is subject to somewhat different patterns and requirements. It is necessary to explain clearly to colleagues what changes his experience in traditional practice, what is the effectiveness of his pedagogical activity. What are his ideas and approaches.

Requirements for the design of methodological materials increase if the teacher intends to submit them for examination. This is due to the fact that experts evaluate the work in absentia and, not being able to ask questions of personal interest to them, look for answers in the text itself. Therefore, it should be extremely clear and contain answers to all possible questions of experts. One of the tasks set in these methodological recommendations is to give teachers generalized and systematized ideas about the organization of the activity of creating methodological materials.

The condition for the successful use of the proposed recommendations is the desire of the individual for self-improvement: it is necessary to constantly report to yourself in order to determine your future prospects.

Types and types of educational publications determined by the Ministry of Education and Science of the Russian Federation

System of educational publications

Educational publications

Textbook - this is an educational publication containing a systematic presentation of an academic discipline or its section, part, corresponding to the state educational standard and standard curriculum and officially approved as this type of publication.

The only opportunity to become the author of a textbook is to receive the stamp of the Ministry of Education and Science of the Russian Federation, and for this the textbook must be created at a high scientific and methodological level, fully comply with the federal component of the discipline of the state educational standard of the specialty, determined by the didactic units of the standard.

Tutorial - this is an educational publication that partially or completely replaces or supplements a textbook and is officially approved by a higher authority as this type of publication for a certain category of educational institutions.

To obtain the status of a teaching aid, the work must pass the appropriate examination and receive the stamp "Admitted" or "Recommended" for use in the GOU SPO.

The textbook should correspond to the course program (section), contain new material that expands the content of the main textbook, reflect new actual problems and trends and be designed to expand, deepen and improve the assimilation of knowledge.

Single lecture - educational publication containing the text of one lecture. It reflects the content, volume and form of presentation of a lecture given by a certain teacher.

Lecture texts - an educational and theoretical publication that fully or partially covers the content of the academic discipline or goes beyond the scope of the curriculum. Reflects material read by a particular teacher.

Lecture course - educational publication (a set of individual lectures), fully covering the content of the academic discipline. Reflects material read by a particular teacher.

Lecture notes - educational publication, in a compact form reflecting the material of the entire course, read by a particular teacher.

Educational and methodical publications

Teaching aid is an educational and methodical publication containing systematized information of a scientific, practical and applied nature, presented in a form that is accessible and convenient from a methodological point of view for independent study and assimilation of an academic discipline.

hallmark educational and methodical benefits is the comprehensive nature of the presentation of the material, ie. theory in logical combination with practice.

Teaching aidmay contain, in addition to theoretical material, guidelines, recommendations, tasks, tasks for self-examination and self-analysis of the student's work or samples of their solution, etc.

Thus, ifcourse of lectures has methodological support , i.e. answers the question:“How to use lectures in the educational process?” , then it can be attributed toteaching aids.

The same applies toworkshop . If in itincluded standards and algorithms for solving practical problems, exercises that contribute to the assimilation, consolidation, verification of knowledge, then the work isteaching aid .

Guidelines - an educational and methodical publication containing materials on the methodology of independent study or practical development by students of an academic discipline and preparation for testing knowledge. Guidelines may include requirements for the content, design and defense of term papers and theses.

Guidelines - educational and methodical publication containing general characteristics discipline (goals, objectives of its study, a set of subjects on which it relies), as well as forms and methods and types of independent work of students (study of literary sources, lecture notes, preparation for practical exercises, writing reports, etc.).

What is the difference between guidelines and guidelines?

The term "instructions" is used in cases where the content proposes a certain algorithm of actions, which must be strictly followed in order to obtain a result, i.e. this is an instruction explaining the nature and sequence of actions when students perform a specific learning task.

The recommendations often suggest possible stages of the task, describe the features of the individual parts of the work. In this case, the student has the right to independently determine the algorithm for completing the task.

Types of guidelines

methodical instructions for seminars;

methodical instructions for practical exercises;

guidelines for laboratory work;

guidelines for the study of individual sections (topics) of the course, etc.

Methodical development - this is a set of educational and methodological materials that determine the content, order, methods and means of conducting classes on a topic or individual educational issues.

Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be

development of a specific lesson;

development of a series of lessons;

development of the topic of the academic discipline;

development of extracurricular activities;

development of a common methodology for teaching subjects;

Development of new forms, methods or means of training and education

Methodological developments of training sessions or course topics are clearly structured and reflect all components of the educational process.

Methodological development of lessons (classes) - a kind of educational and methodical publication to help the teacher, the master of p / o, in a systematic way reflecting the content and course of the lesson, class. Among the methodological developments of lessons (classes), there are lesson plans (classes) and abstracts of lessons (classes).

Lesson plan (classes) - a logically ordered list of questions to be studied in the lesson, concisely reflecting the sequence of presentation of the material and the course of the lesson.The most important requirement for a lesson plan - accuracy, meaningful conciseness, i.e. the ability to reflect the content and course of the lesson as fully and accurately as possible in the minimum amount of text.

Lesson summary (classes) - a set of a plan and a brief written record of the content and sequence of the stages of the lesson, which has an author's, individualized character. Designed for later recovery educational information with varying degrees of completeness during the lesson. It is characterized by multi-targeting: teachers, masters of p / o, administration and / or representatives of educational authorities. Unlike the lesson planthe plan-outline or summary of the lesson contains not only a list of issues and stages of the lesson considered in the lesson, but also fragments of the teacher's speech or the full text of the new material.

Methodological developments summarizing pedagogical experience.

This is the most complex view methodological developments, requiring experience in research activities, a creative approach to creation and design.

The main features of advanced pedagogical experience are:

high quantitative and qualitative indicators of the results of the educational process according to the main criteria of secondary vocational education;

teacher's professional and labor experience, i.e. desire and presence necessary skills in various types of their professional activities;

the ability to analyze the process and result of professional and pedagogical work;

self-control, self-analysis of the work done, the connection between theory and practice;

rationalization approach to business;

correction in the organization of work of the teacher;

the optimality of pedagogical experience (achieving the best results in teaching and educational work with the least, economical expenditure of effort and time of teachers and students);

sustainability, stability of experience, its long-term functioning;

the possibility of repetition and creative use by other teachers;

perspective experience;

scientific validity of experience (scientific interpretation of pedagogical phenomena).

To design a methodological development on the generalization of pedagogical experience, it is necessary to study this experience.

There are several stages in the study and generalization of advanced pedagogical experience.

First stage - detection of a contradiction between the established forms and methods of work of a teacher or teaching staff, on the one hand, and the need to increase its effectiveness, on the other. This contradiction is realized, comprehended, the problem is formulated in terms, concepts and categories of pedagogical science.

Second phase - identification of findings, novelties in the work of individual teachers or entire teams that have certain achievements in educational work. The object of research, study and generalization of experience is determined.

Third stage - drawing up a detailed program for the study and generalization of experience. To do this, the theme and goal are formulated, the object, the subject of study and generalization is specified. Research methods are outlined and concretized, i.e. determines what questions will be studied and by what methods. Stages of work and calendar terms for the study of specific objects are established. Diagnostic methods are being developed that allow the collection and analysis of information about pedagogical experience.

On thefourth stage work is underway to collect pedagogical facts and other empirical and information material(based on the program). The received material is specified, its reliability is checked. For further study and generalization of pedagogical experience, it is necessary to describe (name the authors, define the problem, consistently retell the content of the experience, describe the specific conditions and time in which it is implemented, show the success of educational work related to the described experience.

On thefifth stage the described experience is comprehended: facts are compared, compared, analyzed, relationships are revealed, the nature of the dependence between them, the nature of the dependence of the pedagogical process on specific conditions is determined. From this follow concrete conclusions.

Sixth stage - design of methodological development. The structure of such a development cannot be strictly regulated. However, it is advisable to reflect the following components:

Ancillary publications

Workshops - publications designed to consolidate the material covered and test knowledge by various methods. They contain practical tasks and exercises that contribute to the assimilation of the material covered and the formation of the necessary competencies.

The workshops are aimed at:

To consolidate knowledge and skills

On the formation of skills of practical work

To master the forms and methods of cognition

Reflect the main aspects of the training course with a more detailed consideration and consolidation

May consist of:

Questions and tasks

Additional guidelines for their implementation

Clarification of the most difficult questions

The practicums include:

collection of tasks (exercises);

laboratory workshop;

collection of plans for seminars;

compilation control tasks(tests), etc.

Workbook - this is a methodological development for independent (classroom or extracurricular) work of students, which allows to generalize, consolidate and systematize knowledge in the discipline, develop the skills to apply the acquired knowledge, check the results of their work with the installation of a mandatory report.

The structure of the workbook may be different, which, in turn, is due to:

the content of the studied discipline, the degree of its complexity;

the nature (style) of managing the cognitive activity of students;

the initial level of preparedness of the audience;

age characteristics of listeners;

learning conditions;

creativity of the teacher.

Consider a workbook model, which includes 4 blocks: three main (mandatory) and one optional.

The first block ("Actualization of support activities") represents the so-called mobilizing principle. It contains questions and tasks that allow you to restore previously acquired knowledge in memory, which is required for understanding, understanding and better memorization of new material. This block of tasks allows you to focus the student's attention on the issue under study and increase interest in the topic under study. Reproduction of basic knowledge is proposed to be expressed in a verbal way.

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

A structured abstract is a kind of lecture stencil containing silent drawings, diagrams, tables, empty frames, which are filled in during the lecture. All drawn objects either specify or supplement the text part, that is, they help to reveal the meaning of what is written. The use of such a model (structured abstract) not only saves study time, but also instills note-taking skills, allows you to focus attention on the main issues of the topic, cultivates accuracy and aesthetic qualities.

The third block ("Self-control") provides for a system of didactic tasks that activate and organize students' self-training. Performance training exercises promotes:

improving the skills of students to independently work on the content of the topic under study;

development of mental activity and analytical abilities of students;

fostering interest and responsibility in doing homework.

When selecting questions and tasks, it is implemented differentiated approach: the degree of difficulty of tasks increases from control questions, requiring a simple reproduction of a certain portion of known information, to tasks that establish interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations. All tasks begin with motivating words:

sketch...

make appropriate labels...

reproduce the diagrams...

identify the main elements...

Highlight the salient features...

Fourth block (optional) includes a list of abstract messages on the studied section of the discipline and recommended literature. This block is associated with the independent work of students, a certain work program disciplines.

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

The distribution of tasks in a notebook according to the principle “from simple to complex” allows the student to determine his level of mastering knowledge and skills.

If, after the first stage of independent work with a notebook, a student finds out that he belongs to the weak, medium or strong in this discipline, then after systematic, systematic work he will find with satisfaction that now he is definitely among the strong.

The workbook is the assistant that gives the student guidelines to move forward. The workbook disciplines the process of learning, thinking, helps to consistently assimilate the system of knowledge outlined by the curriculum.

Handout didactic material has methodological value if the teacher approaches its creation systematically, drawing up methodological recommendations for its use in the educational process.

Requirements for educational and methodical publications

General requirements

1. Educational and methodical publications should have an up-to-date focus:

contain elements of analysis and comparison, generalization of pedagogical experience, taking into account the achievements of modern pedagogical science;

ensure the connection of the studied material with modern pedagogical science;

meet the requirements of educational standards.

2. The material must be systematized, presented as simply and clearly as possible.

3. The language of methodological development should be concise, competent, and convincing. The terminology used must comply with the pedagogical (industrial) thesaurus

4. Educational and methodical publications should be reviewed by the cyclic methodological commission and approved by the Deputy Director for academic work and recommended for teachers to use.

Content Requirements

Contenteducational and methodical editionshould be clearly related to the theme and purpose.

Contenteducational and methodical editionshould be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, forms of presentation educational material, application of modern technical and information media learning.

Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or highlight issues set forth in general pedagogical literature.

The material should be systematized, presented as simply and clearly as possible.

Educational and methodical editionshould take into account the specific material and technical conditions for the implementation of the educational process, orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

Educational and methodical editionshould reveal the question "How to teach".

Educational and methodical editionshould contain specific materials that a teacher can use in their work (task cards, lesson plans, instructions for laboratory work, chart cards, tests, multi-level tasks, etc.).

Toeducational publicationa multimedia presentation may be attached.

The presentation should reflect:

relevance of the chosen topic;

compliance of the content of the presentation with the topic of the educational and methodical publication;

compliance of the material with the modern level of development of science and technology;

correct use of scientific, technical, methodological and other terminology;

illustrative presentation material;

readability and text design;

color scheme of the presentation;

optimal number of slides;

effectiveness of animation.

The presentation is attached to the educational and methodical publication in electronic form or on hard copy. The presentation is printed in the form of handouts, 2 slides per A4 sheet. It should be borne in mind that a color image enhances the efficiency of perception. The presentation is carried out in the programs installed on the computers of the technical school.

Structure Requirements

General structure:

1. Cover

2. Title page

3. Back side title page

4. Content

5. List symbols(if necessary);

6. Introduction

7. The main part, divided into chapters (if necessary - into paragraphs and

subparagraphs)

8. Conclusion

9. Dictionary /if required/

10. Bibliographic list

11. List of electronic resources

12. Application

The cover is optional.

Title page is the first page of the publication, is filled out according to strictly defined rules and includes:

the full name of the educational institution - in the upper part;

the title of the topic, the type of material (methodical development, description of experience, program, etc.) - in the middle part;

place and year of job description - at the bottom

Title reflects the object of the educational and methodical publication (name). The name is printed in capital letters.

Subtitle is the type of document or type of publication. printed lower case except for the first capital. It is allowed to first indicate the type of document (guidelines, teaching aid, methodological development or others), and then academic discipline or the course to which it belongs. Other necessary, in the opinion of the author, data can also be given.

Reverse side of title page contains in order: surname and initials of the author(s), title of the work, place of publication, year of publication, number of pages.

Below is a summary of the work (abstract), consisting of three to five sentences, which indicates what problem the educational and methodical publication is devoted to, what questions it reveals, and to whom it may be useful. Further, the cyclic commission is indicated, at the meeting of which the work was considered, a recommendation is given for its application, the date of the commission meeting, the protocol number, and the signature of the chairman of the commission. Also below is the surname and initials of the reviewer(s) (if there is a review).

An example of the design of the title page and the reverse side of the title page are given inAppendix 1 .

The content is placed after the title page.

Content

The concept of "CONTENT" is written as a heading symmetrically to the text in capital letters. Content headings should exactly match the headings in the text. It is impossible to reduce or give them in a different wording, sequence and subordination compared to the headings in the text. Headings of the same rubrication levels should be placed under each other. All headings start with a capital letter without a dot at the end. The last word of each heading is connected by a dot to its corresponding page number in the right column of the table of contents. The content also includes a list of applications.

The table of contents can be placed at the beginning of the educational and methodical publication - after the title page, or at the end of the educational and methodical publication - after the list of references.( Annex 2 ).

Introduction (foreword, explanatory note - no more than 0.1% of the volume of development).

The function of this section is to substantiate the reasons why the author proposes to act in one way or another, to reveal the logic of the presentation, to argue the approach to getting out of a problematic situation in the pedagogical process, etc. In fact, this is an introduction to the main part, so here it is necessary to clearly state its key points, to state in more detail the argumentation of the main positions of the author. So, the task of the introduction is to explain and justify.

The introduction should show:

1) the relevance and significance of this educational and methodological publication;

2) the degree of development of this problem in the scientific, pedagogical and methodological literature;

3) educational and practical or scientific value;

4) an explanation of what place this publication occupies (proposed goal and objectives) in this course of study and system of vocational training;

5) special attention in the introduction is paid to the educational purpose of the work, that is, an explanation of what knowledge, skills, abilities should be acquired by the user as a result of working with the proposed educational and methodological publication.

In the introduction, the logical structure of the educational and methodical publication or the general principle of working with it can also be briefly presented.

Main part.

The main part should be devoted to solving the tasks set in the introduction and fully reveal the essence of the educational and methodological publication.

Conclusion (1-2 pages) of the educational and methodical publication is not just a list of the results obtained, but their final synthesis, i.e. the formulation of the new that the author has introduced in solving the problem. The conclusion should not be replaced by a mechanical summation of conclusions.

Dictionary (if required) - special words (characteristic of any type of activity) and their meaning are indicated, which the author uses when writing an educational and methodical publication, in order to explain their meaning to readers.

Bibliographic list is one of the essential parts and reflects the independent creative work of the author. It indicates the entire list of literature (printed, periodicals) used by the author to write an educational and methodical publication.Citations and data should have links to sources.

The content of information about sources should correspond to the examples according toAnnex 3.

List of electronic resources - a list of electronic sources is indicated (Internet addresses, video, audio CDs, electronic encyclopedias etc.).

Application (technological documents, drawings, tables, etc.) - this is a part of the main text, which has an additional (usually reference) value, but is necessary for a more complete coverage of the material.Applicationsare drawn up on separate sheets.

Review

Availability of an external review necessary for working curricula, which are approved by the deputy director for educational work of the technical school. External reviews are carried out by leading teachers of technical schools, colleges, specialists from universities, enterprises of the corresponding profile. The presence of internal reviews is necessary for all other types of educational and methodical publications in case of their submission to competitions, for publication in periodicals, i.e. for further widespread use. This type of review can be performed by experienced technical school teachers.

The review should contain: the name of the topic and the author of the educational and methodical publication; mention of the quantitative volume of the text part and the number of applications; a short list of the main issues outlined in the peer-reviewed work; obligatory characterization of the content in terms of its relevance; scroll positive aspects and the main shortcomings, an assessment of the real significance of the educational and methodical publication; a conclusion about the innovation of the work performed and the possibility of using it in the educational process for teachers or students; position and place of work of the reviewer, his signature.

The review is attached to the educational and methodical edition.

Requirements for the text part

The text of the work is carried out on a PC.

All pages of the text must correspond to a single A4 or A5 format. The volume of the educational and methodical edition should exceed 15 sheets.

The text should be placed on one side of a sheet of paper with the following margins: A4 format - left - 3.0 cm, right - 1.5 cm, top - 2.0 cm, bottom - 2.0 cm in a text editorWordfont number 12TimesNewRoman, line spacing 1.15 or 1.5, alignment to the page width.

Page numbering: the pages of the text are numbered with Arabic numerals, following the continuous numbering throughout the text; the title page, as well as the table of contents, are included in the general numbering of the pages of the text. However, the page number does not appear on either the title page or the table of contents; page numbering is put down, starting with the "Introduction", which is located on the third (fourth) page.

Chapters, paragraphs, paragraphs, subparagraphs of the text are numbered with Arabic numerals with a dot, for example: 1., 1.1., 1.1.1. etc.

Introduction, main chapters, conclusion, bibliography, supporting indexes and appendices should start on a new page and have a heading printed in capital letters. Paragraphs, paragraphs and subparagraphs are arranged in order one after another.

Headings of structural elements of the text should be placed in the middle of the line without a dot at the end, without underlining.Word wrapping is not allowed. The distance between headings and text should be at least 2-3 intervals. Heading fonts of structural elements of different levels (chapters, paragraphs, paragraphs, subparagraphs) must be of the same type.

The most common errors:

dots are put after headings, names of tables and appendices;

A3 format can only be used when designing applications.

Application design

In cases where graphs, tables and other material are too voluminous, also inappropriate in the text, but carry additional semantic information, they must be placed in applications.

Applications are intended to facilitate the perception of the content of the work and may include:

materials that supplement the text; auxiliary illustrations;

characteristics of materials and tools used in the performance of work;

questionnaires and methods (including instructions; stimulus material, answer forms, keys and interpretation materials);

test reports, response sheets and forms filled in by the test subjects, etc.;

auxiliary data tables; intermediate formulas and calculations.

Application submission rules

Applications are placed at the end of the methodological development.

Each application should start on a new page and have a meaningful title.

Applications are numbered in Arabic numerals by serial numbering.

The application number is placed in the upper right corner above the heading after the word "Application" after this inscription, a dot is not put.

Applications should have a common with the rest of the educational and methodical edition of continuous pagination.

All applications in the main part of the methodological development should have the same type of references.

Applications that are stimulus material allow the use of color printing and the use of various fonts.

Federal state professional educational institution

"Kineshma technological boarding school"

Ministry of Labor and Social Protection of the Russian Federation

JOB TITLE

Methodical development open lesson by discipline: ______________________________________________________

code and name of discipline

Considered at the CMC meeting

___________________________

commission name

CMC Chairman:

_______ / __________________ /

signature Full name

Developed by teacher:

__________________________

Full name

Kineshma 20__ .

REVERSE SIDE

CONSIDERED

At the meeting of the CMC ___________________________

Protocol No. _____ dated "___" _______________ 20__

Chairman of the CMC ________ / full name /

Name of the author."Job title". Methodical development of an open lesson in the discipline ""

annotation (3-4 sentences)

Federal State Professional Educational Institution

"Kineshma technological boarding school"

Ministry of Labor and Social Protection of the Russian Federation

JOB TITLE

Methodical development class hour

Designed cool

team leader ____

__________________________

Full name

Kineshma 20__ .

REVERSE SIDE

CONSIDERED

Deputy Director for BP

_______ / ________________ /

"____" _______________ 20__

annotation (3-4 sentences)

.......................................................................................................................................................................................................................................................................................................................................................................................................................... - Kineshma, FKPOU "KTTI" of the Ministry of Labor of Russia, 20__.

Annex 2

CONTENT

Application................................................. ................................................. .............

Annex 3

Source Design Examples

Ioffe, I.L. Design of processes and devices chemical technology: textbook for secondary schools / I.L. Ioffe. - L.: Chemistry, 1991. - 352 p.

Baranov, D.A. Processes and devices: a textbook for secondary schools / D.A. Baranov, A.M. Kutepov. - 2nd ed., stereotype. – M.ACADEMIA, 2005. - 304 p.

Scobli, A.I. Processes and devices of the oil refining and petrochemical industry: a textbook for universities / A.I. Skoblo, I.A. Tregubova, Yu.K. Molokanov. - 2nd ed., revised. and additional – M.: Chemistry, 1982. – 584 p.

Installation of technological equipment for oil refineries and petrochemical plants: account. manual for technical schools / I.S. Goldenberg, L.Ya. Byzer, V.M. Ashmyan and others - M .: Chemistry, 1967. - 380 p.

Edited by

Calculation and design of machines and devices chemical industries. Examples and tasks: account. allowance for higher educational institutions / Under the general. ed. M.F. Mikhalev. - L .: Mechanical engineering; Leningrad branch, 1984. -

302 p.

Multi-volume edition

Anuryev, V.I. Handbook of the designer-machine builder. In 3 volumes / V.I. Anuryev; ed. I.N. Rigid. - 8th ed., revised. and additional - M .: Mashinostroenie, 2001.

Single volume in a multi-volume edition

Oil equipment. In 6 volumes. V.4. Equipment and apparatus for oil refining: catalogue-reference book / Ed. by D.D. Abakumovsky, F.P. Smurov. - M .: State. scientific and technical publishing house of oil and mining literature, 1959. - 294 p.

Digest of articles

Improving the methods of hydraulic calculations of culverts and treatment facilities: interuniversity scientific collection / Ed. ed L.I. Vysotsky. - Saratov: SGTU, 2002. - 98 p.

Standard. under the heading

STB 5.3.-2003. National system certification of the Republic of Belarus. The procedure for certification of dry cleaning and dyeing services. - Input. 01.11.03. – Minsk: BelGISS; Gosstandart of Belarus, 2003 - 20 p.

Collection of standards

System of labor safety standards. - M.: Publishing house of standards, 2002. - 102 p. – (Interstate standards). – Contents: 16 docs.

Rules

Rules for the design and safe operation of pressure vessels: approved. Gosgortekhnadzor of the USSR 11/27/87: obligatory. for all mass-in, departments, enterprises and org. - M.: Metallurgy, 1989. - 154 p. - In the overhead: Mrs. USSR committee for supervision of safe work in the pr-ty and mining supervision (Gosgortekhnadzor of the USSR).

Magazine article

Makarov, V.M. New machines and devices. Research. Calculations [Text] / V.M. Makarov // Chemical and oil engineering. - 1992. - No. 12. - S. 2 - 5.

Newspaper article

Belyi, S. Electric power industry of Belarus: present and future / S. Bely // Republicanlika. - 2005. - No. 126. - p.6.

Abstracts of reports and materials of conferences

Modern methods machine design. Calculation, design and manufacturing technology: a collection of works of the first International Conference, Minsk, December 11-13, 2002 / Ed. ed. P.A. Vityaz. - Minsk: Technoprint, 2002. - 123 p.

What is a teaching aid and its features

Advantages of the teaching aid

Loss of manual

Where do the manuals come from?

How to write and compose a manual?

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