Organizational forms of independent work of students. Features of the organization of independent work of students (types, forms, directions). Types and structure of independent work of students

Them. K.G. Razumovsky

Department "Industrial ecology and labor protection"

full-time education

Moscow, 2012

EXPLANATORY NOTE

Student independent work (SIW) is a key component of the educational process, which determines the formation of skills, abilities and knowledge, methods of cognitive activity and ensures interest in creative work.

Properly planned and organized independent work of students allows:

To make the educational process more qualitative and intensive;

Contributes to the creation of interest in the chosen profession and mastering its features;

Involve the student in creative activity;

Implement a differentiated approach to learning.

aim independent work students is the development by students of fundamental knowledge, practical experience in the profession. Independent work should contribute to the development of responsibility and organization, as well as a creative approach to solving non-standard problems.

The maximum volume of the study load of a full-time student, including all types of classroom and extracurricular educational work, should not exceed 54 hours per week. The volume of general classroom studies of a student should not exceed 27 hours per week. The volume of SIW in the subject, measured in hours, is usually taken for full-time education equal to the sum of classroom hours, but may differ upwards at the suggestion of the teacher. The direct distribution of hours for the organization of independent work of the student is approved for each discipline.

According to the methodology for calculating the labor intensity of the main educational programs VPO in credit units - Letter of the Ministry of Education of the Russian Federation of November 28, 01 No. 14-52-988in / 13 one credit unit (credit) is equal to 36 academic hours lasting 45 minutes (or 27 astronomical hours). The total labor intensity of the discipline includes hours of full-time study and hours for independent work. Abstracts, settlement works, credits for the discipline are included in the total labor intensity of the discipline in credit units.

Each work program for the discipline indicates the topics of the course, submitted for independent study. Questions on these topics can be included in the credits and exams for this course. Therefore, the first thing a student needs to do is to get acquainted with the topics of the course, which are submitted for independent study.

TYPES AND FORMS OF INDEPENDENT WORK OF STUDENTS

Independent work of students involves diverse types of individual and collective activities of students, carried out under the guidance, but without the direct participation of the teacher in the classroom and extracurricular time specially allotted for this. Self-employment is special shape training on the instructions of the teacher, the implementation of which requires a creative approach and the ability to acquire knowledge independently.

Structurally, the student's independent work can be divided into two parts:

1) organized by the teacher and clearly described in the educational and methodological complex;

2) independent work, which the student organizes at his own discretion, without direct control by the teacher.

The methodological basis of students' independent work is an activity approach, when the learning objectives are focused on the formation of skills to solve not only typical, but also non-standard tasks, when a student must show creative activity, initiative, knowledge, skills and abilities obtained in the study of a particular discipline.

Methodological support for independent work includes: a list of topics for independent study, the availability of educational, scientific and reference literature on these topics, the formulation of tasks and goals of independent work, the availability of instructions and guidelines for working with this topic. Tasks should correspond to the objectives of the course and the goals of professional development. In the junior years, the SIW aims to expand and consolidate the knowledge acquired by the student in traditional forms of study. In senior years, the SIW should contribute to the development of the student's creative potential. Control over the implementation should be purely individual, despite the fact that tasks can be complex.

Forms of independent work of students:

1. Note-taking.

2. Reviewing literature.

3. Annotation of books, articles.

4. Fulfillment of tasks of a search and research nature.

5. In-depth analysis of scientific and methodological literature.

6. Working with lecture material: working out the lecture notes, working on the margins of the abstract with terms, supplementing the abstract with materials from the recommended literature.

7. Participation in the work of the seminar: preparation of messages, reports, assignments.

8. Laboratory and practical exercises: completing the task in accordance with the instructions and guidelines of the teacher, obtaining the result.

9. Research work, performance of term papers and qualifying papers.

10. Control work in writing.

11. Performing tasks for collecting material during practice.

Types of independent work:

Cognitive activity during the main classroom activities;

Independent work in computer classes under the supervision of a teacher in the form of scheduled consultations;

Extracurricular independent work of students on homework of an educational and creative nature (including with electronic resources);

Self-mastery by students of specific training modules proposed for self-study;

Independent work of students to search for material that can be used to write essays, term papers and qualifying papers;

Educational research work;

Research work;

Independent work during the internship.

Methodological manuals for the organization of the IWS perform a guiding role. They should indicate in what sequence the material of the discipline should be studied, pay attention to the peculiarities of studying individual topics and sections, help select the most important and necessary information from textbooks, and also provide explanations for questions of the course program that usually cause difficulties. In doing so, the teacher must take into account the following points:

1. Do not overload students with creative tasks.

2. Alternate creative work in the classroom with assignments outside the classroom.

3. Give students a clear briefing on how to perform independent tasks: - the purpose of the task; execution conditions; volume; terms; formatting requirements.

4. Carry out current accounting and control over independent work.

5. Give an assessment to generalize the level of mastering the skills of independent, creative work.

CONTROL OF INDEPENDENT WORK OF STUDENTS

The technology of organizing the control of independent work of students includes a careful selection of control tools, the definition of its stages, the development of individual forms of control.

Evaluation of a student's success can be carried out in the traditional system of "excellent", "good", "satisfactory", "unsatisfactory", or according to the rating system, based on the sum of points scored by him in the course of independent work, for all types of IWS, including final certification procedures.

Effective forms of control and activation of the IWS throughout the entire academic semester are:

The use of intersessional control over the quality of the student's educational work.

Testing. Exam tests allow you to assess the level of knowledge of students in points. Evaluated tests can be used by teachers as a form of intermediate and final control.

Random check during classroom sessions;

Making annotations on the material read;

Drawing up diagrams, tables based on the material read;

Literature review;

Referencing literature, presentation of abstracts;

Abstract preparation;

Inclusion of questions on tests, tests, exams.

Stages of independent work:

2. Acquaintance with the issues on which you need to outline the literature.

3. Drawing up diagrams and tables based on the studied literature.

A set of teaching aids for independent work of students:

Training and metodology complex;

Didactic material;

Electronic course of lectures, electronic textbook;

Collections of tasks, tests, control tasks;

Video materials, CD, DVD.

Internet resources.

TYPES AND FORMS OF ORGANIZING STUDENTS' INDEPENDENT WORK

Types of independent work	Teacher Guide
1. Note taking	Custom scan
2. Abstracting literature	Theme Development and Verification
3. Fulfillment of search tasks	Development of tasks, creation of search situations, special seminar, compilation of a file cabinet.
4. Annotation of books, articles	Annotation Samples, Validation
5. In-depth analysis of scientific and methodological literature	Interview on the basis of the developed literature, drawing up work plans, developing a methodology for obtaining information
6. Supplementing the lecture notes with recommended literature	Proposal to draw up your plan at the end of the lecture
7. Participation in seminars	Preparation of speeches at the seminar, essays, knowledge testing
8. Laboratory and practical classes: in accordance with the instructions and guidelines	Drawing up an algorithm of actions, indicators of the level of achievement of results
9. Research work in the course and qualifying work	Development of topics for term papers and qualification papers, consulting
10. Control work	Development of topics for control work, verification of performance
11. Completion of assignments for the collection of materials during the practice	Development of assignments, verification of practice reports

TECHNOLOGY OF ORGANIZING STUDENTS' INDEPENDENT WORK WITH ELECTRONIC RESOURCES

Organization of work of students with electronic cataloged educational teaching materials;

Analysis of the free computer fund and drawing up a schedule for the resource support of the SRS in computer classes;

Bringing information about free resources of computer classes to students;

Pre-registration of students at a convenient time for them to work with computer resources;

Providing students with access to computer classes and monitoring their work;

Organization group lessons on the instructions of the teacher, organization of access to computer classes.

In classrooms for independent computer lessons with the help of training programs, students can both supplement their lessons received at lectures and seminars, and check their level of preparation and pass a test and an exam.

LOGISTICS AND TECHNICAL SUPPORT, USE OF INFORMATION TECHNOLOGIES.

By information technology, we mean a set of technical and software tools for collecting, processing, storing and transmitting information. At the same time, the specifics of the subject area of the future professional activity should be reflected in the solution of specific applied problems using modern information tools, such as:

Educational multimedia systems;

Programs of control and self-control of knowledge;

The use of information technology in the organization and conduct of scientific research;

Use of information technologies for conducting conferences;

Analysis of pedagogical experience and scientific literature shows that with the help of information technology it is possible to more effectively solve the following learning tasks:

1) archival storage of large amounts of information;

2) relatively easy access to sources of information and search for the necessary data;

3) transmission of information, including over large, and in fact - unlimited - distances;

4) repeated repetition of a physical, natural science experiment or fragments educational material, the assimilation of which causes the greatest difficulties for students;

5) managing the display of models of fictional and real objects, phenomena, processes on the monitor screen;

6) automation of the processes of computing and information retrieval activities of teachers and students.

A distinctive feature of the use of information technology in the learning process is the variety of forms of information presentation: texts, tables, graphs, diagrams, audio and video fragments, as well as their combination. Such multimedia creates psychological conditions conducive to better perception and memorization of educational material with the inclusion of subconscious reactions of students.

CONDITIONS FOR THE EFFICIENCY OF STUDENTS' INDEPENDENT WORK

To ensure the effectiveness of independent work of students, it is necessary:

Justification of the combination of volumes of classroom and independent work;

Methodically correct organization of the student's work in the classroom and outside it;

Providing the student with the necessary methodological materials in order to turn the process of independent work into a creative process;

Using active learning methods;

Control over the organization and progress of the SIW and measures that encourage the student for its high-quality implementation;

Providing plans for practical and laboratory classes, methodological developments topics for self-study, lists of special literature.

FEDERAL AGENCY FOR EDUCATION

Moscow State University technology and management

Independent work of SVE students can be regarded as the basis for education in all forms of education. This type of activity involves minimizing contact with the teacher at the execution stages.

The goal for students at the same time is to learn how to acquire and use knowledge in practice on their own, take initiative in the course of completing assignments, and use a creative approach to work. Independent work accounts for a significant proportion of the time of studying the course, and the result of the thesis often depends on how responsibly the student treats it.

Teachers and masters have another goal - to provide this activity at all stages with appropriate assistance: to plan, organize, control. It is possible to expect positive results from this type of activity when it is systematic, defined by goals, and systematic.

Extracurricular independent work of students of secondary vocational education

Extracurricular work - a set of work of teachers, librarians, administrators, methodologists, in fact, the students themselves. It is a system of educational activities along with industrial, theoretical and practical training.

The learning process in professional educational organizations today cannot be organized without the initiative creative activity of students. Therefore, independent work has become an integral part of the educational process.

Professional skills are better formed precisely with the acquisition of experience through independent activity. Those graduates who, during their entire studies, never learn to independently acquire knowledge and apply the skill of self-education, will most likely have a hard time in later life.

But what leads to the manifestation of student activity? The answer is simple - motivation. Here are just a few ways to improve it:

Benefits of the work performed.
Active use of the results of independent work in educational activities.

Necessary conditions for the organization of independent work of students:

availability and accessibility of reference, educational, methodological and information and communication materials;
tracking and evaluation system;
consulting assistance of the teacher;
provision with educational and methodological aids;
readiness of the students themselves.

For further success, a public demonstration of the best work of students plays a very important role. Not superfluous will be practical conferences on selected topics, systematically updated works at a specialized stand, as well as the defense of creative projects. The publication of works will stimulate the development of students' creative abilities, will contribute to the development of self-education skills, and will cause a desire to improve themselves. This may be the publication of scientific, research, project or methodological articles in student journals, participation in conferences of an all-Russian or international scale, or in subject Olympiads.

Regulations on the independent work of students of secondary vocational education

Independent work is carried out by students on the instructions of teachers and masters. At the same time, teachers and masters themselves do not interfere in the immediate process.

Tasks for independent educational activities should be aimed at developing general and professional competencies. The regulation on the planning of independent activities of students should be developed by a professional educational organization. On its basis, students are organized to perform prepared tasks.

When the teacher is working on the creation of educational and methodological recommendations, he must follow a certain order of actions:

For a good start, it is necessary to analyze the work and calendar-thematic plans, the program for the discipline (for starters, an approximate one). At the same time, one must not forget to take into account the requirements of the Federal State Educational Standard.
Make a choice of topic in favor of a working curriculum.

Determine the type and structure of work on a given topic, assign goals, objectives, and also determine the scope and content.
Figure out how to motivate the student.
Decide on the type of activities and the time that the student will have to spend on their implementation.
Think about how to implement system control with an assessment of planned tasks.
Carry out preparatory work to collect recommendations for working with the teaching aid.
Carry out preparatory work to collect a list of basic and additional literature on the topic.
Issue educational and methodological recommendations, not forgetting to compare them with the Federal State Educational Standard.

Goals

First you need to decide on the goals of independent work of students, which will be an image of the positive consequences of completing tasks.

The main goals (to take into account the Federal State Educational Standard, the reality of implementation, focus on development, training, education):

mastering the professional skills of activity in the profile and mastering the relevant knowledge;
formation of the desire for self-education, responsibility, readiness to act independently;
development of a creative approach to solving educational and professional problems.

How to contact students?

It is necessary to foresee this moment as well. Attention should be focused on why the student needs to do the work. Brevity, capturing interest, and motivation to do independent work are the main vectors.

How to determine the scope of work?

It is important to remember to compare the planned tasks with reality. According to the plan, no more than 30% of the amount of time in the discipline is allocated for work.

Choice of forms, means and methods of extracurricular work

At the next stage, the teacher must understand how the student can achieve the goals: methods, means, forms of tasks (more about them in the last section of the article).

Auxiliary list of tasks that can be included in the regulation on independent work of students of secondary vocational education:

Criteria for evaluating the work performed

Surveys, tests, test tasks, essays, defense of creative projects, essays, abstracts, etc. - all this can be used as a tool for testing students' knowledge and skills when developing criteria for evaluating the work performed.

For example, a form of accounting for extracurricular work of a student can be a mark with a teacher's assessment or the amount of points that a student will score in the process of completing assignments. Be sure to notify the student about the criteria for evaluating the work performed. You can sum up the results of the SIW in the form of a mark in the journal in the section of theoretical or practical classes. For example, like this:

After the main sections of the educational and methodological plan are drawn up, it is necessary to prepare advice for students on working with the material of the manual. It is also necessary to take care of the list of required and optional literature, websites. The purpose of the recommendation is to provide the student with useful and up-to-date information on the topic of the lesson and set a realistic deadline for submitting the work.

In a teaching aid, it is a reasonable decision to place the recommendations for the student immediately after the introduction. Recommendations can be submitted in the form of a diagram or instructions for working with a teaching aid.

Organization of independent work of students of secondary vocational education

Denote key points in organizing, monitoring and evaluating independent work:

To organize independent work of students, it is necessary to provide:

appropriate educational and methodological materials;
free access to information on the Internet;
control (tests, assignments with grades, etc.);
a list of necessary and additional literature.

Students can do SR both individually and in groups.. Here you need to pay attention to the goals, topics, the level of complexity of work for students, the level of knowledge and skills.
Masters and teachers should inform students in a timely manner about the basic requirements for the results of work, about the goals, forms of control, aids, labor intensity and time of work performance.
college may plan teaching consultations for students at the expense of the total budget of time allotted for consultations (100 hours per year according to the Federal State Educational Standard). The teacher or master of industrial training must instruct on the completion of the task, starting from the data specified in this task (goals, deadlines, requirements for the result, etc.).
Control results it is possible within the time allotted for classes in an interdisciplinary course, extracurricular work of students in written, oral or mixed form and for compulsory classes in an academic discipline. For convenience, you can use computer equipment and the Internet.
Establishment forms of control should be carried out by the subject-cycle commission. In this case, the forms must be indicated in the work program of the discipline of the main educational program:
Current control:

oral answers, creative work, reports at laboratory, practical, seminar classes, communication, interview, presentation of tables that compare data analysis, process diagrams, generalizing models, etc.;
handwritten texts;
solution of situational problems in practice-oriented disciplines;
self-analysis, projects, abstracts, reviews, reports, references, essays, reviews, conclusions, tasks, programs, plans, etc.;
abstracts on a self-study topic;
control, term papers in text format and their defense;
independent research;
practice reports;
articles and other publications in popular science, educational and scientific publications based on the results of independent work;
provision and presentation of a product or product of the student's creative activity;
testing;
participation in Internet conferences, protection of electronic presentations, exchange of information files.

Intermediate certification at the end of the semester;
Final examination.
Criteria for evaluating the results:

the degree of mastery of the educational material by the student;
the degree of development of the student's skills to use the theoretical stock of knowledge in practice;
the degree of development of the student's skills to use electronic educational resources, seek out the necessary information, master it and put it into practice;
degree of development of general and professional competencies;
skills of formulating a problem, issuing solutions on it, critically evaluating one's own solutions;
the validity of the presentation of the answer;
skills of analysis and presentation of options for action in situational tasks;
skills in the design of the material in accordance with the requirements;
skills of forming one's own position, its evaluation and argumentation.

Types of extracurricular independent work of students of secondary vocational education

It should be noted that the types of independent work are determined by the requirements of the Federal State Educational Standards of secondary vocational education, the degree of preparedness of students, the content of the academic discipline, professional or interdisciplinary module. They must be approved by the subject-cycle commission when drawing up work program academic discipline of the main educational program.

The types of assignments and their content can be variable and delimiting, taking into account the discipline / interdisciplinary course being studied, the specifics of the professional bias and the individual characteristics of the student.

Levels for which tasks can be prepared:

Introductory (note-taking);
Productive. The acquisition of previously unknown experience and its application in a non-standard situation. Such tasks will help students develop the ability of research and creative activity.
Reproductive. It is supposed to work in the form of an algorithm based on a similar situation using familiar methods of action and theoretical knowledge of students in conjunction with partially changed situations.

Here is an approximate list of types of independent work of students:

Abstract writing.
Compilation of test tasks and sample answers to them.
Drawing up a summary.
Drawing up diagrams, illustrations (drawings), graphs, diagrams.
Preparing an information message.
Drawing up a graphological structure.
Formation of the information block.
Writing a summary of the source.
Drawing up and solving situational problems (cases).
Creation of presentations.
Compilation of a glossary.
Compilation of crossword puzzles on the topic and answers to them.
Research activity of the student.
Essay writing.
Drawing up a summary (summary) table on the topic.

You can prepare for changes in the field of open source software at the International Design and Analytical Seminar “Ensuring the quality of education in the vocational education system in accordance with international standards. Designing a new type of college" . Register right now. Be one step ahead.

requirements of modern higher education are aimed at developing independence among students in the development of educational material. The organization of independent work of students under the guidance of a teacher is one of the most effective areas in the educational process, developing the ability to acquire and consolidate knowledge. A very important point in this case is the control of independent work, where, along with traditional forms, methods based on modern educational technologies should be used. As one of these forms, a rating system of education is proposed. The article deals with the organization of the educational process, taking into account the increasing role and importance of independent work of students. The main factors of motivation of independent work of students, its levels and forms are reflected, the main active methods of control and organization are given. The introduction of new technologies in the educational process contributes to the growth of teachers' professionalism.

organization and control of independent work

motivation

independent work of students

studying proccess

1. Atanov I.V., Kapustin I.V., Danilov M.V. Independent work of students - the most important component of the educational process // Bulletin of the APK Stavropol. - 2012. - No. 1(5).

2. Bezgina Yu.A., Chernitsova M.A. Analysis of the possibilities of interactive and computer technologies to improve the quality of education and the formation of competencies among students of higher education // Collection of scientific papers Sworld based on the materials of the international scientific and practical conference. - 2013. - T. 19, No. 1. - S. 61-65.

3. Usage natural factors stimulation of the body's defense systems in the educational process in physical culture / M.V. Osychenko, V.S. Skripkin // Collection of scientific papers Sworld. - 2013. - T. 22. - No. 3. - S. 69-72.

4. Kapustina E.I. Methodological foundations of the organization of the educational process in a two-level education system // Innovative vectors of modern education: collection of articles. works based on the materials of the scientific and methodological conference / Stavropol State Agrarian University. - Stavropol: AGRUS, 2012. - 136 p.

5. To the problem of improving the educational process in physical culture in non-physical education universities / V.S. Skripkin, M.V. Osychenko // Collection of scientific papers Sworld. - 2013. - T. 22. - No. 3. - S. 72-75.

6. Non-standard training sessions as a driving factor in the evolution of the educational process / M.A. Chernitsova, Yu.A. Bezgina, N.V. Pogarskaya, N.N. Frantseva, E.V. Volosova // Modern problems of science and education. - 2013. - No. 2. - P. 255-255.

7. Osychenko M. V., Skripkin V. S. Implementation of the variable component of the discipline "Physical culture" based on modern fitness technologies / M.V. Osychenko, V.S. Skripkin // Theory and practice of physical culture. - 2013. - No. 9. - P.11–14.

8. System educational work at the university: traditions of quality / V.I. Trukhachev, S.I. Tarasova, E.V. Khokhlova, O.N. Fedisko // Higher education in Russia. - 2010. - No. 10. - S. 72-80.

9. Management of the quality of independent work of a university student / V.I. Trukhachev, E.V. Khokhlova, V.S. Skripkin, E.V. Galeev, O.N. Fedisko // Modern problems of youth education: collection of conference materials. - Stavropol, 2011. - S. 14-23.

10. FGOU VPO "Stavropol State Agrarian University" quality, professionalism, international cooperation / V.I. Trukhachev // Standards and quality. - 2010. - No. 9. - P. 106-107.

11. Formation of patriotic and professionally-oriented competencies of first-year students in the light of the discipline "Introduction to the specialty" / A.N. Esaulko, L.V. Maznitsyna, Yu.A. Bezgina, V.A. Stukalo, M.Yu. Balatsky, L.V. Trubacheva // Modern problems of science and education. - 2012. - No. 6. - P. 350-350.

12. Ecological culture in the context of modern global problems: author. dis. … cand. philosophy Sciences / M.V. Osychenko. - Stavropol, 2007. - 22 p.

13. The effectiveness of non-standard forms of conducting classes for the assimilation of educational material / M.A. Chernitsova, Yu.A. Bezgina, N.V. Pogarskaya, N.N. Frantseva, E.V. Volosova // Application of modern resource-saving innovative technologies in APK. - 2013. - S. 264-268.

14. Yushko G.N. Scientific and didactic foundations for the organization of independent work of students in the conditions of the rating system of education: Abstract of the thesis. diss... cand. ped. Sciences: 13.00.08 theory and methodology vocational education/ Growth. state un-t. - Rostov-n / D, 2001. - 23 p.

The effectiveness of the educational process at the university largely depends on how it interests, causes and organizes students' own active cognitive activity.

The organization of independent work of students under the guidance of a teacher is one of the most effective areas in the educational process, developing the ability to acquire and consolidate knowledge. The SIW acquires particular relevance in the study of special disciplines, since it stimulates students to work with the necessary literature.

One of the important organizational moments organization of the IWS is the preparation of assignments for independent performance of control work (tests), in the preparation of which the teacher must be guided by the following criteria:

all tasks must be of the same complexity;
the volume of each task must be real and feasible with the appropriate preparation of the student for the time allotted for the test;
it is advisable to include questions that require fairly accurate answers, for example, give a definition, write a formula, draw a graph, draw up a diagram, give numerical values of any indicators, analyze a diagram, process, etc .;
in each task there should be a question on the material to be independently studied in educational literature, as well as on the lecture material read.

For the organization of independent work in the disciplines of specializations, senior students and the development of creative thinking focused on a specific field of knowledge in the chosen area of study should have the following components:

Preparation: formulation of the problem and initial attempts to solve it.
Incubation: distraction from the task and switching to another subject.
Enlightenment: intuitive insight into the essence of the problem.
Verification: Testing or implementing a solution.

The main forms of organization of independent work of students are determined by the content of the academic discipline, the level of education and the degree of preparedness of students, as well as the need to streamline the load of students with independent work.

Based on this, the following forms of organization of the SRS can be used:

abstracts (on the disciplines of the humanitarian and socio-economic block);
semester assignments (in general technical and special disciplines);
term papers (in general technical and special disciplines);
course projects (for general technical and graduating departments);
attestation works bachelor, specialist, master.

Another form of independent work of students is the presence in the curriculum of the so-called integrated course, during which small groups of students (3-5 people) are engaged in solving a problem based on real information (provided by one of the companies cooperating with the university) and requiring the application of knowledge derived from several previously studied disciplines. The work is carried out under the supervision of representatives of various departments of the educational institution. This form more actively instills in students the skills of practical activities in modern conditions.

The form of organization of the IWS is offered by the departments, developing the work programs of the disciplines. At the same time, they can establish other forms that are not listed above, but considered and approved by the educational and methodological council in the direction (or specialty).

Thus, in order to fulfill the requirements of the educational standard in terms of the volume and organization of the SIW, it is necessary:

to form a sufficient degree of preparedness of students for independent work, a certain level of self-discipline of students;
to develop standards for determining the volume of extracurricular IWS for the teacher and for the student, to implement scheduling the progress and control of the implementation of the CDS;
the availability of special educational and methodological literature, and along with lecture courses, collections of problems and other traditional materials, their electronic versions are needed;
new generations of simulators, automated training and control systems are needed that would allow the student to independently acquire knowledge, skills and abilities at a convenient time and at his usual pace;
high availability of computers and copying equipment available for teachers and students;
strengthening the consulting and methodological role of the teacher;
the possibility of free communication between students, between students and the teacher.

The effective implementation of independent work of students depends on their interest in achieving results, i.e. on sustainable motivation, which can be external, internal and procedural (Fig. 1).

Figure 1. Motivation for independent work of students

The control of SIW should not be an end in itself for the teacher, but, above all, it should become a motivating factor in the student's educational activity. The results of the IWS should be included in the indicators of current progress, in tickets and questions on the test (exam), on the grades of which the student's rating, the final grade during the final assessment, as well as the scholarship or its amount depend. For many students, moral interest in the form of public recognition is important (it's nice to be the first in the faculty, specialty, in the group).

At the same time, it is important to strive to ensure that in the junior years the SIW aims at expanding and consolidating the knowledge and skills acquired by the student in traditional forms of classes. In senior years, the SIW should contribute to the development of the student's creative potential. Tasks can be individual, group or complex. However, the control over the implementation of the CDS, the report on the CDS should be purely individual. There is only one criterion here - individual inclinations and, most importantly, the abilities of a particular student.

To be effective, a number of conditions must be met:

Ensure the right mix of classroom and self-study.
Methodically correctly organize the student's work in the classroom and outside it.
To provide the student with the necessary methodological materials in order to turn the process of independent work into a creative process.
To carry out constant monitoring of the progress of independent work and the implementation of measures that encourage the student for its high-quality performance. This condition in one form or another must necessarily be present in the first three, so that control becomes not so much administrative as it is a full-fledged didactic condition that positively affects the effectiveness of the SRS as a whole.

The technological side of the SRS organization includes the following components:

Selection of goals for independent work. The grounds for the selection of goals are the goals defined by the State Educational Standard, and the specification of goals for courses that reflect the introduction to future profession, professional theories and systems, professional technologies, etc. The goals of independent work should correspond to the structure of readiness for professional self-education, including motivational and activity components.
Selection of the content of the CPC. The grounds for selecting the content of independent work are the State educational standard, sources of self-education (literature, experience, introspection), individual psychological characteristics of students (learning ability, learning, intelligence, motivation, characteristics learning activities).
Task design. Tasks for independent work should correspond to the goals of different levels, reflect the content of each discipline studied, include different types and levels of students' cognitive activity.
Organizations of control. It includes a careful selection of controls, the definition of stages, the development of individual forms of control. There are the following types of control (Fig. 2).

Figure 2. Types of control of independent work of students

Along with traditional forms of control, methods based on modern educational technologies are used. As one of these forms, a rating system of education is proposed, which involves a multi-point assessment of students. A properly organized technology of rating education allows you to get away from the five-point grading system from the very beginning and come to it only when summing up, when the points earned by students are converted into the usual grades (excellent, good, satisfactory, unsatisfactory). In addition, the rating system should provide additional incentive points for activity and novelty of approaches to completing assignments for independent work. The student improves his educational rating by participating in olympiads, conferences, in the work of a scientific circle, etc. The active work of students, as well as the faster passage of the training program, or its individual sections, should be especially encouraged.

The purposeful development of the SIW can have the following levels of student activity:

1 - preparatory, fact-finding. The student gets acquainted with the methods of independent work.

2 - reproductive. The student reproduces, i.e., reproduces what he already knows, or what he met himself.

3 - educational and search or partially search. The student performs a partial independent search for data, information, etc. to solve or complete a specific task.

4 - experimental search. The student conducts the experiment independently.

5 - theoretical-experimental. The student summarizes the experimental data on his own or with the help of a teacher, makes a report on the results of the experiment.

6 - theoretical and practical. The student prepares a term paper or a thesis on the basis of the conducted research.

When forming the time volume of his subject, the teacher must take into account the total total workload of students outside the often very subjective opinion of the undoubted importance of “my” discipline.

Some teachers see in discipline only a means of education, and not its result. By ordering, forcing, punishing, they suppress the personality of the student, his initiative, achieving obedience, and thereby only external well-being. However, the formation of a personality without suppression of the will, without coercion and specific punishments - this is the pedagogy of cooperation, which must be developed and used in all types of interaction between a teacher and students, including in independent work.

Thus, the growth of the professionalism of teachers, their pedagogical skills are turning into the most important component of the educational process of higher education.

Reviewers:

Dukhina T.N., Doctor of Social Sciences, Professor of the Department of Pedagogy, Psychology and Sociology, Stavropol State Agrarian University, Stavropol.

Starodubtseva G.P., Doctor of Agricultural Sciences, Professor, Head of the Department of Physics, Stavropol State Agrarian University, Stavropol.

Bibliographic link

Skripkin V.S., Kapustina E.I., Orlyanskaya I.A., Kapustin I.V., Bezgina Yu.A. ORGANIZATION AND CONTROL OF STUDENTS' INDEPENDENT WORK // Modern problems of science and education. - 2013. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=11537 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

General approaches to the methodology of student's independent work and its implementation. Student's independent work(SRS) is an independent diyalnisg-study of the student, which the scientific and pedagogical worker plans together with the student, but the student performs it according to the tasks and under the methodological guidance and control of the scientific and pedagogical worker without his direct participation.

An important role in the study of the discipline is played by rational means: methods of organizing independent work, working conditions, daily routine, work technique, etc.

When studying an academic discipline, the following types of independent student learning are distinguished:

Listening to lectures, participating in seminars, performing practical and laboratory work;

Development of topics for lectures and seminars, implementation of practical and laboratory work by students of correspondence courses (WFD)

Preparation of abstracts and term papers, writing a thesis;

Preparation for modular control and testing;

Work with literature, etc.

Each of these types requires students to work hard on their own.

First of all, it is necessary that every student in the process of learning adhere to mental hygiene. Therefore, they need to reveal the mechanisms of mental work, the causes of fatigue, ways to improve performance, as well as diet, recreation, etc. To do this, they need to conduct an orientation lesson, especially with students of distance learning. Let them know that the daily rhythm of the human body is determined by a number of physiological functions that are constantly changing during the hours of active activity and sleep.

An important role in the optimal organization of the life and activities of a full-time student is played by the daily routine - it is recommended by scientific and pedagogical workers in the first days of training.

First-year students need to adapt to independent study work. Therefore, first-year students have to adapt to the conditions of life and work in a higher educational institution. To do this, purposeful pedagogical assistance of scientific and pedagogical workers is needed here. This is, first of all, attention to the student who experiences psychological discomfort, inconvenience, awkwardness, uncertainty.

It must be remembered that the student is affected by three groups of difficulties: social, educational, professional. Social difficulties are caused by a change in place of residence, new living conditions, peculiarities of communication with a significant circle of new people (scientific and pedagogical workers, colleagues, service personnel); the need to independently manage your own budget, arrange your own life, get used to the new regime and daily routine, and so on.

Educational difficulties are due to new forms and methods of teaching, the peculiarities of the organization of independent work, control over it by scientific and pedagogical workers. Therefore, scientific and pedagogical workers should:

To acquaint students with the psychological and pedagogical features of the organization of education in higher education;

Help in mastering the methods and techniques of educational work;

Adhere to a special method of lecturing for first-year students in the first two or three months, gradually increasing the structure and pace;

To teach students of receptions to listen to a lecture, write down its contents, methods of preparation for seminars, practical and laboratory classes;

Clearly dose tasks for each lesson;

Tolerantly monitor and evaluate independent work, etc.

Occupational difficulties tend to result in the frustration of individual students in their professional choice. Therefore, scientific and pedagogical workers should explain the process of mastering a specialty, their prospects and significance.

1. Getsov G. Working with a book: rational methods. -M.: Book, 1984.

2. Genetics N. P. There is no limit to perfection. - M.: Enlightenment, 1989.

3. Zagvyazinsky V. I. Theory of learning: modern interpretation: Proc. allowance for students. higher ped. textbook establishments. - M.: Ed. Center "Academy", 2001.

4. Kuznetsov A. A, Khromov L. N. Quick reading technique. - M.: Book, 1977.

5. Kuzminsky A. I. Pedagogy of higher education: Proc. allowance. - M.: Knowledge, 2005.

6. Levy V. The art of being yourself. - M.: Knowledge, 1973-

7. Pekelis V. Your possibilities, man. - M.: Knowledge, 1975-

9. Rachenko I. P. NOT a teacher. - M.; Education,

sh. Smorodinskaya M.D., Markova Yu.P. On the culture of reading: What everyone needs to know. - M.: Book, 1984, etc.

The transition to a modular construction of the content of education involves the integration of various types and forms of education, which are subject to the general theme of the subject. For each content module, a set of reference and illustrative materials is formed, which the student receives before starting the study. A list of recommended literature is also included. Each student moves from one content module to another as they master the material and goes through the stages of current control.

With regard to students of correspondence courses (ZFO), they basically study the material on their own during the semester, that is, independently work out the topics of lectures, as well as seminars, practical and laboratory classes.

For them, at the beginning of each semester, an orientation session is held, during which lectures are given and some seminars, practical and laboratory classes are conducted.

The scientific and pedagogical worker is obliged to familiarize the students of the WFD during the orientation session with the relevance, purpose and objectives of studying the academic discipline, its place, role and significance in vocational training, determine the total volume of the academic discipline and the volume of sections and topics for the current semester; distribute the program of the academic discipline and the working curriculum; explain the content and structure of the thematic plan, the sequence of studying sections and topics; explain the methodology for self-working out of seminars, practical and laboratory classes; to acquaint with the questions that are submitted for the exam or test; submit main and additional literature for each topic; clarify the forms and methods of monitoring the knowledge of WFD students; inform the schedule of consultations during the introductory session and in the period before the credit-examination session; reveal the methodology for independent work of sections and topics of the academic discipline for this semester, etc.

The student must master the methodology of independent work during the lecture and working out the lecture. First of all, full-time and part-time students need to form the ability to listen and take notes on lectures, since working on them directly in class and outside of class time requires considerable effort: to be able not only to listen, but also to perceive, to be aware of the content of the lecture, to systematize and group the knowledge gained into abstracts; be able to creatively comprehend the lecture material in the process of independent work, etc.

During the lecture session, students need to familiarize themselves with the content of the previous lecture in order to establish a logical connection with the next one; try to comprehend the material in the process of its presentation; listen carefully to the scientific and pedagogical worker, highlight the main, essential and eliminate the secondary, etc.

Lecture material must not only be listened to, but also outlined. Therefore, scientific and pedagogical workers must form the ability to take notes correctly. To do this, you need to learn how to write quickly, thanks to the use of symbols and abbreviations of individual words and phrases.

It is important for a student to be able to carry out a kind of "filtering" of educational material, to single out the main and displace the secondary, in addition, the main thing is to generalize and systematize. You need to know that the main thoughts, unlike the secondary ones, are usually emphasized by teachers with intonation, a slow pace of speech. For systematization, the student must be able to identify key issues, generalize and logically comprehend the sequence and interconnection of the individual components of the lecture.

Outlining the lecture, it is necessary to write down the title of the topic, plan, recommended literature in full. Particular attention should be paid to the records of rules, quotations, formulas, diagrams, etc.

Indicative methodology for working out the topic of the lecture:

1) study the program of the academic discipline and the working curriculum;

2) determine the topics of this lecture in the structure of the academic discipline according to the thematic plan;

3) find out all the questions that need to be studied;

4) study the educational material that is in the abstract, clarify the amount of missing material on the basis of control questions, tasks for the control work and questions submitted for the exam (see the Program of the academic discipline and the working curriculum)

5) determine the literature in which there is the necessary educational material, and the sequence of its assimilation;

6) process each educational material as follows:

c) for the third time, highlight the basic concepts, the essence of phenomena and processes, their structure and content, as well as the connections between them;

d) write it all down in a summary;

e) establish a link with previous educational material;

f) independently answer all control questions on this topic.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

TOPIC: Organization of independent work of students

Introduction

2. On the motivation and methods of independent work of students

Bibliography

independent work student educational

Introduction

The main task of higher education is to form a creative personality of a specialist capable of self-development, self-education, innovation activities. The solution to this problem is hardly possible only by transferring knowledge in finished form from the teacher to the student. It is necessary to transfer a student from a passive consumer of knowledge to an active knowledge creator who is able to formulate a problem, analyze ways to solve it, find the optimal result and prove its correctness. The current reform of higher education is inherently related to the transition from the paradigm of teaching to the paradigm of education. In this regard, it should be recognized that student independent work (SIW) is not just an important form of the educational process, but should become its basis.

This implies an orientation towards active methods of mastering knowledge, the development of students' creative abilities, the transition from in-line to individualized learning, taking into account the needs and capabilities of the individual. This is not just about increasing the number of hours for independent work. Strengthening the role of independent work of students means a fundamental revision of the organization of the educational process at the university, which should be built in such a way as to develop the ability to learn, form the student's ability for self-development, creative application of the acquired knowledge, ways of adapting to professional activities in the modern world.

At the same time, independent work, its planning, organizational forms and methods, the results tracking system are one of the weakest points in the practice of higher education and one of the least studied problems of pedagogical theory, especially in relation to the modern educational situation (diversification of higher education, introduction of educational standards, the introduction of a system of pedagogical monitoring, etc.).

In studies devoted to the planning and organization of independent work of students (L.G. Vyatkin, M.G. Garunov, B.P. Esipov, V.A. Kozakov, I.Ya. Lerner, M.I. Makhmutov, N.A. Polovnikova, P.I. Pidkasisty and others) general didactic, psychological, organizational and activity, methodological, logical and other aspects of this activity are considered, many aspects of the problem under study are revealed, especially in the traditional didactic plan. However, the issues of motivational, procedural, technological support for independent classroom and extracurricular cognitive activity of students require special attention - an integral pedagogical system that takes into account the individual interests, abilities and inclinations of students.

1. The role of independent work of students in the educational process

1.1 Basic concepts and definitions

First of all, it is necessary to clearly define what is independent work of students. In the general case, this is any activity related to the education of the thinking of a future professional. Any type of occupation that creates conditions for the emergence of independent thought, cognitive activity of the student is associated with independent work. In a broad sense, independent work should be understood as the totality of all independent activities of students both in the classroom and outside it, in contact with the teacher and in his absence.

Independent work is implemented:

1. Directly in the process of classroom studies - at lectures, practical and seminar classes, when performing laboratory work.

2. In contact with the teacher outside the schedule - at consultations on educational issues, in the course of creative contacts, in the elimination of debts, in the performance of individual tasks, etc.

3. In the library, at home, in the hostel, at the department when the student performs educational and creative tasks.

The boundaries between these types of work are quite blurred, and the types of independent work themselves intersect.

Thus, independent work of students can be both in the classroom and outside it. Nevertheless, when considering the issues of independent work of students, they usually mean mainly extracurricular work. It should be noted that for the active possession of knowledge in the process of classroom work, it is necessary, at least, to understand the educational material, and most optimally its creative perception. In reality, especially in junior courses, there is a strong tendency to memorize the material being studied with elements of understanding. Departments and lecturers often exaggerate the role of the logical principle in the presentation of their disciplines and do not pay attention to the problem of its perception by students. Internal and interdisciplinary connections are weakly highlighted, the succession of disciplines is very low even despite the existence of continuous training programs. Students' knowledge that is not secured by connections has poor retention. This is especially dangerous for disciplines that provide fundamental training.
Although in educational standards half of the student's study time is allocated to extracurricular work, this standard is not met in many cases. The number and volume of assignments for independent work and the number of control measures in the discipline is determined by the teacher or the department in many cases based on the principle "The more the better". Even an expert one is not always done, i.e. justified by the personal experience of teachers, an assessment of the complexity of the task and the time required to prepare it. The deadlines for submitting homework assignments in various disciplines are not always coordinated in time, which leads to uneven distribution of independent work over time. All these factors push students towards a formal attitude towards doing work, towards cheating and, paradoxically, towards reducing the time actually spent by a student on this work. Quite common was the non-self-fulfillment of homework, course projects and work (sometimes for a fee), as well as cheating and cheat sheets at control events. Many educational tasks are not set up for the active work of students, their implementation can often be carried out at the level of a series of formal actions, without a creative approach and even without understanding the operations performed.

2. On the motivation of independent work of students

2.1 Organization and forms of independent work

The purpose of independent work of students is their personal development in the course of acquiring new knowledge from various sources. Independent work includes work with textbooks, teaching aids, scientific works of the classics of psychology, monographs, articles from scientific collections of articles and scientific reports, scientific articles from specialized psychological journals, materials on psychology from periodicals, fiction. AT recent times a huge place in independent work is occupied by work with sources in electronic form (the Internet system, computer programs and information on electronic media). The independent work of students includes writing essays, annotations, theses.

Working with textbooks and teaching aids often takes the most time for a student.

In psychology, it is customary to call a textbook a book containing all or almost all of the program material in the discipline. As a rule, textbooks are created by groups of authors, and the stamp of the textbook is assigned by the relevant education authorities.

The textbook does not claim to cover all the issues of the program in full and contains educational material on the discipline, while individual topics can be developed in full, other topics of the program are not considered at all.

Work with a textbook and a study guide should also be systematic. It consists of three stages. At the first stage, the student gets acquainted with the textbook or manual, pays attention to the names of the authors, annotation, looks at the content, examines the table of contents, diagrams, drawings, turns to the text that he is interested in.

At the second stage, the student carefully reads the textbook (manual) from the first to the last page with obligatory notes on separate sheets (it is not recommended to make notes on books). These marks make it possible to differentiate what is read into main and secondary, into significant and insignificant, interesting and uninteresting, definitions and descriptions of phenomena, as well as using other criteria for differentiating the material. In this case, it is obligatory to indicate the source page and its name in the note.

At the third stage, a summary of the book is carried out, based on the notes, the material is written out either verbatim or its meaning is stated, but it is always marked on which page of the source the extract was borrowed. This will help in the future when writing term papers, scientific papers, writing a thesis to avoid plagiarism.

At the same time, it should be noted that psychology textbooks most often do not consider all theoretical approaches, and therefore it is necessary to study several textbooks and a sufficient number of textbooks in one subject in order to have relatively systemic knowledge.

Unfortunately, some students use textbooks and teaching aids in the following way. When preparing for seminars, for a test or an exam, they look for a section in the table of contents of the book, a paragraph that, in their opinion, most fully corresponds to the question. Such use of the textbook cannot be called its study, and the knowledge gained in this way will not be systemic.

The beginning of acquaintance with the works of the classics, as a rule, occurs when working with anthologies on psychology, containing, in the opinion of their compilers, fragments of scientific works necessary for the student. However, the material of the anthologies does not give a complete picture of the scientific achievements of world-famous scientists and therefore it is necessary, in a certain sequence, of course, taking into account the interests of the student, to carefully study the main classical works on psychology.

Active independent work of students is possible only if there is a serious and stable motivation. The strongest motivating factor is preparation for further effective professional activity.

Consider the internal factors that contribute to the activation of independent work. Among them are the following:

1. The usefulness of the work performed. If a student knows that the results of his work will be used in a lecture course, in a methodological manual, in a laboratory workshop, in preparing a publication, or otherwise, then the attitude towards completing the task changes significantly in better side and the quality of work performed increases. At the same time, it is important to psychologically set up the student, to show him how necessary the work is.

Another option for using the utility factor is the active use of the results of work in professional training. So, for example, if a student received an assignment for a diploma (qualification) work in one of the junior courses, he can perform independent assignments in a number of disciplines of the humanitarian and socio-economic, natural science and general professional cycles of disciplines, which will then be included as sections in his qualification work.

2. Participation of students in creative activity. This may be participation in research, development or methodological work carried out at a particular department.

3. An important motivational factor is intensive pedagogy. It involves the introduction of active methods into the educational process, primarily game training, which is based on innovative and organizational-activity games. In such games, there is a transition from one-sided particular knowledge to multilateral knowledge about the object, its modeling with the identification of leading contradictions, and not just the acquisition of decision-making skills. The first step in this approach is business or situational forms of study, including those using computers.

4. Participation in olympiads in academic disciplines, competitions for scientific research or applied work, etc.

5. The use of motivating factors for knowledge control (cumulative grades, rating, tests, non-standard examination procedures). These factors, under certain conditions, can cause a desire for competitiveness, which in itself is a strong motivational factor for student self-improvement.

6. Encouragement of students for success in studies and creative activity (scholarships, bonuses, incentive points) and sanctions for poor study. For example, for work submitted ahead of schedule, you can put down an increased mark, and otherwise reduce it.

7. Individualization of tasks performed both in the classroom and outside it, their constant updating.

8. The motivating factor in intensive educational work and, first of all, independent work is the personality of the teacher. The teacher can be an example for the student as a professional, as creative person. The teacher can and should help the student to reveal his creative potential, to determine the prospects for his inner growth.

9. Motivation for independent learning activities can be enhanced by using such a form of organization of the educational process as cyclic training ("immersion method"). This method allows you to intensify the study of the material, since reducing the interval between classes in a particular discipline requires constant attention to the content of the course and reduces the degree of forgetfulness. A variation of this type of training is to conduct many hours of practical training covering several topics of the course and aimed at solving cross-cutting problems.

The main thing in the strategic line of organizing students' independent work at the university is not to optimize its individual types, but to create conditions for high activity, independence and responsibility of students in the classroom and outside it in the course of all types of educational activities.
The simplest way - reducing the number of classroom studies in favor of independent work - does not solve the problem of improving or even maintaining the quality of education at the same level, because a decrease in the volume of classroom work is not necessarily accompanied by a real increase in independent work, which can be implemented in a passive way.

In the standards of higher professional education, at least half of the student's time budget is allocated for extracurricular work - 27 hours per week on average for the entire period of study. This time can be fully used for independent work. In addition, most of the classroom time also includes independent work. Thus, there is quite enough time for independent work in the educational process, the question is how to use this time effectively.

In the general case, there are two main directions for building the educational process on the basis of students' independent work. The first is an increase in the role of independent work in the classroom. The implementation of this path requires teachers to develop methods and forms of organizing classroom activities that can ensure a high level of student independence and improve the quality of training.

The second is to increase the activity of students in all areas of independent work in extracurricular time. Increasing the activity of students when working outside the classroom is associated with a number of difficulties. First of all, this is the unpreparedness for it of both the majority of students and teachers, both in professional and psychological aspects. In addition, the existing information support of the educational process is not enough for the effective organization of independent work.

The main task of organizing students' independent work (SIW) is to create psychological and didactic conditions for the development of intellectual initiative and thinking in the classroom of any form. The main principle of the organization of the IWS should be the transfer of all students to individual work with the transition from the formal performance of certain tasks with the passive role of the student to cognitive activity with the formation of one's own opinion in solving the problematic issues and tasks. The purpose of the SIW is to teach the student to meaningfully and independently work first with educational material, then with scientific information, lay the foundations for self-organization and self-education in order to instill the ability to continuously improve their skills in the future.

The decisive role in the organization of the IWS belongs to the teacher, who should not work with the student “in general”, but with a specific personality, with its strengths and weaknesses, individual abilities and inclinations. The task of the teacher is to see and develop the best qualities of the student as a future highly qualified specialist.

When studying each discipline, the organization of the SRS should represent the unity of three interrelated forms:

1. Extracurricular independent work;

2. Classroom independent work, which is carried out under the direct supervision of a teacher;

3. Creative, including research work.

The types of extracurricular IWS are varied: preparation and writing of abstracts, reports, essays and other written works on given topics. It is desirable for the student to be given the right to choose a topic and even a supervisor; homework assignments of various kinds. This is problem solving; translation and retelling of texts; selection and study of literary sources; development and compilation various schemes; performance of graphic works; making calculations, etc.; performance of individual tasks aimed at developing students' independence and initiative. An individual task can be received by both each student and a part of the students of the group; implementation of course projects and works;

preparation for participation in scientific and theoretical conferences, reviews, olympiads, etc.

In order to develop a positive attitude of students towards extracurricular SIW, it is necessary at each stage to explain the goals of the work, control the understanding of these goals by students, gradually forming their ability to independently set a task and choose a goal.

Classroom independent work can be implemented during practical classes, seminars, laboratory workshops and during lectures.

When reading a lecture course directly in the classroom, it is necessary to control the assimilation of the material by the bulk of students by conducting express surveys on specific topics, testing knowledge control, and questioning students in the form of the game “What? Where? When?" etc.

In practical and seminar classes, various types of SIW make the learning process more interesting and increase the activity of a significant part of the students in the group.

In practical classes in natural science and technical disciplines, at least 1 hour out of two (50% of the time) should be devoted to independent problem solving. It is advisable to build practical exercises as follows:

1. Introductory word of the teacher (goals of the lesson, main issues that should be considered).

2. Quick survey.

3. Solution of 1-2 typical tasks at the blackboard.

4. Independent problem solving.

5. Analysis of typical mistakes in solving (at the end of the current lesson or at the beginning of the next).

To conduct classes, it is necessary to have a large bank of tasks and tasks for independent solution, and these tasks can be differentiated according to the degree of complexity. Depending on the discipline or its section, two ways can be used:

1. Give a certain number of tasks for independent solution, equal in difficulty, and set an assessment for the number of tasks solved in a certain time.

2. Issue tasks with tasks of varying difficulty and set an assessment for the difficulty of the solved task.

Based on the results of independent problem solving, an assessment should be given for each lesson. An assessment of the student's preliminary preparation for a practical lesson can be done by express testing (closed-form test tasks) for 5, maximum - 10 minutes. Thus, with intensive work, it is possible to give each student at least two marks in each lesson.

Based on the materials of the module or section, it is advisable to give the student homework and, at the last practical lesson for the section or module, sum up the results of his study (for example, conduct a test as a whole for the module), discuss the marks of each student, issue additional assignments to those students who want to increase their marks . The results of completing these tasks increase the grade already at the end of the semester, in the test week, i.e. the rating at the beginning of the semester is given only for the current work, and the rating at the end of the test week takes into account all additional types of work.

From various forms of SIW for practical training in senior courses the best way“business games” are suitable. The theme of the game may be related to specific production problems or be of an applied nature, include tasks of situational modeling for topical issues etc. The purpose of the business game is to give the student the opportunity to develop and make decisions in simulation conditions.

When conducting seminars and practical classes, students can perform SIW both individually and in small groups (creative teams), each of which develops its own project (task). The completed project (solution of the problematic task) is then reviewed by another team in a round robin system. Public discussion and defense of one's own version increase the role of the CDS and strengthen the desire for its high-quality implementation. This system of organizing practical classes allows you to introduce research elements into tasks, simplify or complicate tasks.

The activity of students in ordinary practical classes can be enhanced by the introduction of a new form of SIW, the essence of which is that for each task the student receives his own individual task (option), while the condition of the task for all students is the same, and the initial data are different. Before starting the task, the teacher gives only general guidelines(general procedure for solving, accuracy and units of measurement of certain quantities, available reference materials, etc.). The implementation of the SIW in the classroom with the results checked by the teacher teaches students to competently and correctly perform technical calculations, use computing tools and reference data. The studied material is assimilated more deeply, students' attitude to lectures changes, because without understanding the theory of the subject, without a good summary, it is difficult to count on success in solving the problem. This improves the attendance of both practical and lecture classes.

Another form of SRS in practical classes may be to self-study circuit diagrams, layouts, programs, etc., which the teacher distributes to students along with control questions that the student must answer during the lesson.

The implementation of a laboratory workshop, like other types of learning activities, contains many opportunities for using active learning methods and organizing SIW based on an individual approach.

When conducting a laboratory workshop, it is necessary to create conditions for the most independent performance of laboratory work. Therefore, when doing work, you must:

1. Conduct an express survey (orally or in a test form) on the theoretical material necessary to complete the work (with assessment).

2. Check the lab plans prepared by the student at home (with evaluation).

3. Evaluate the work of the student in the laboratory and the data obtained by him (assessment).

4. Check and rate the report.

Any laboratory work should include a deep independent study of theoretical material, the study of methods for conducting and planning an experiment, the development of measuring instruments, processing and interpretation of experimental data. At the same time, some of the work may not be mandatory, but be carried out as part of independent work on the course. It is advisable to include sections with additional elements of scientific research in a number of works, which will require in-depth independent study of theoretical material.

2.2 Methodological support and control of independent work

The development of a complex of methodological support for the educational process is the most important condition for the effectiveness of students' independent work. Such a complex should include the texts of lectures, educational and teaching aids, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, a bank of calculation, modeling, simulator programs and programs for self-control, automated training and control systems, information bases of a discipline or a group of related disciplines, and more. This will allow organizing problem-based learning, in which the student is an equal participant in the educational process.

The effectiveness of independent work of students is largely determined by the presence of active methods of its control. There are the following types of control:

Input control of knowledge and skills of students at the beginning of the study of the next discipline;

Current control, that is, regular monitoring of the level of assimilation of the material in lectures, practical and laboratory classes;

Intermediate control at the end of the study of a section or module of the course;

Self-control carried out by the student in the process of studying the discipline in preparation for control measures;

Final control in the discipline in the form of a test or exam;

Control of residual knowledge and skills after a certain time after the completion of the study of the discipline.

AT last years Along with the traditional forms of control - colloquia, tests, exams, new methods are widely introduced, that is, the organization of independent work of students is based on modern educational technologies. As such a technology in the modern practice of higher professional education, the rating system of education is often considered, which allows the student and teacher to act as subjects of educational activity, i.e. be partners.

The rating system of education involves a multi-point assessment of students, but this is not a simple transition from a five-point scale, but an opportunity to objectively reflect in points the expansion of the range of assessment of students' individual abilities, their efforts spent on performing one or another type of independent work. There is a lot of scope for creating a block of differentiated individual tasks, each of which has its own “price”. A properly organized technology of rating education allows you to get away from the five-point grading system from the very beginning and come to it only when summing up, when the points earned by students are converted into the usual grades (excellent, good, satisfactory, unsatisfactory). In addition, the rating system includes additional incentive points for originality, novelty of approaches to completing assignments for independent work or solving scientific problems. The student has the opportunity to increase the educational rating by participating in extracurricular activities (participation in olympiads, conferences; performing individual creative tasks, abstracts; participating in the work of a scientific circle, etc.). At the same time, students who are not in a hurry to turn in their work on time can also receive negative scores. At the same time, faster passage of the program by individual students is encouraged. For example, if a student is ready to take a test or write independent work before the group, you can add additional points to him.

The rating system is a regular monitoring of the quality of assimilation of knowledge and skills in the educational process, the fulfillment of the planned volume of independent work. Maintaining a multi-point assessment system allows, on the one hand, to reflect the individual characteristics of students in the scoring range, and on the other hand, to objectively evaluate in points the efforts of students expended on the performance of certain types of work. So each type of educational activity acquires its own “price”. It turns out that the "cost" of the work performed by the student flawlessly is a quantitative measure of the quality of his training in the totality of the educational material studied by him, which was necessary for the successful completion of the task. The developed scale for converting a rating by discipline into a final five-point grade is available, easily calculated by both the teacher and the student: 85% -100% of the maximum score - "excellent", 70% -85% - "good", 50% -70 % - "satisfactory", 50% or less of the maximum amount - "unsatisfactory".

· the main emphasis is on the organization of active types of educational activities, the activity of students goes to the creative understanding of the proposed tasks;

· in the relationship between the teacher and the students there is cooperation and co-creation, there is a psychological and practical readiness of the teacher for the fact of the individual identity of the "I-concept" of each student;

· it assumes a variety of stimulating, emotionally-regulating, guiding and organizing methods of intervention (if necessary) of the teacher in the independent work of students;

The teacher acts as a teacher-manager and director of training, ready to offer students the minimum necessary set of teaching aids, and not only transmits educational information; the student acts as a subject of activity along with the teacher, and the development of his individuality acts as one of the main educational goals;

educational information is used as a means of organizing educational activities, and not as a goal of learning.

The rating system of education provides the greatest information, procedural and creative productivity of independent cognitive activity of students, provided that it is implemented through student-centered learning technologies (problem, dialogue, discussion, heuristic, gaming and other educational technologies).

Most students have a positive attitude towards such a system for tracking the results of their preparation, noting that the rating system of education contributes to an even distribution of their forces during the semester, improves the assimilation of educational information, and ensures systematic work without “hands-on work” during the session. A large number of various tasks offered for self-study, and different scales for their assessment allow the student to monitor their progress, and if desired, they always have the opportunity to improve their rating (by performing additional types of independent work) without waiting for the exam. Analyzing the results of the experience of introducing a rating system in some universities of our country, it can be noted that the organization of the learning process within the framework of a rating system of education using various types of independent work allows you to get better results in student learning compared to the traditional university education system.

The use of the rating system makes it possible to achieve more rhythmic work of the student during the semester, and also activates the cognitive activity of students by stimulating their creative activity. The introduction of a rating may cause an increase in the workload of teachers due to additional work on structuring the content of disciplines, developing tasks of different levels of complexity, etc. But such work allows the teacher to reveal their pedagogical capabilities and implement their ideas for improving the educational process.

Quite useful, in our opinion, can be a test control of students' knowledge and skills, which is distinguished by objectivity, saves the teacher's time, largely frees him from routine work and allows him to concentrate more on the creative part of teaching, has a high degree differentiation of subjects according to the level of knowledge and skills and is very effective in the implementation of rating systems, makes it possible to greatly individualize the learning process by selecting individual tasks for practical classes, individual and independent work, allows you to predict the pace and effectiveness of each student's learning.

Testing helps the teacher to identify the structure of students' knowledge and, on this basis, to reevaluate the methodological approaches to teaching in the discipline, to individualize the learning process. It is very effective to use tests directly in the learning process, with independent work of students. In this case, the student himself checks his knowledge. Without immediately answering the test task, the student receives a hint explaining the logic of the task and performs it a second time.

It should also be noted that automated teaching and learning-controlling systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of assimilation of the material.

In conclusion, we note that the specific ways and forms of organizing students' independent work, taking into account the course of study, the level of training of students and other factors, are determined in the process of the teacher's creative activity, so these recommendations do not claim to be universal. Their goal is to help the teacher form his own creative system for organizing independent work.

AT modern society The functions of the modern teacher are changing dramatically. The teacher becomes the organizer of the cognitive, transformative activity of students, who are not passive objects, but subjects of the educational process. Any novice specialist must have fundamental knowledge, professional skills and skills in their field of activity, experience in creative and research activities in solving new problems, experience in social and evaluation activities, because higher education is one of the determining factors influencing professional development person. Consequently, the success of an individual and, in general, the positive development of the whole society directly depends on the quality of the offered higher education. One of the indicators of the success of education is the independence of students, which is necessary for the student to make independent judgments and actions in the process of overcoming educational difficulties. Therefore, the correct organization of independent work of students is one of the fundamental factors of a successful future person.

Bibliography

1. Developmental and pedagogical psychology: texts / composition and comments. Shuare Marta O. M .: Moscow publishing house. un-ta, 2010. 262 p.

2. Developmental and pedagogical psychology: textbook. allowance. M.V.Gamezo. M.: Enlightenment, 2010. 144 p.

3. Developmental and pedagogical psychology: textbook. allowance / M.V. Matyukhina, T.S. Mikhalchik, N.F. Prokina and others; under red. M.V. Gamezo. M.: Education, 2013. 222 p.

4. Komarova T.S. Teaching methodology. - Moscow: Enlightenment, 2014. 160 p.

5. Kulagina I.Yu. Age psychology. M., 2012. 192 p.

6. Likhachev B.T. Pedagogy. Course of lectures: Textbook for students of pedagogical educational institutions and listeners of the IPK and FPC. M.: Prometheus, Yurayt, 2013. 206 p.

7. Shapovalenko I.V. Age psychology. M.: Gardariki, 2012. 9 p.

Hosted on Allbest.ru