Making an educational methodical complex how to draw it up correctly. Guidelines for compiling an educational and methodological complex of the topic (TMC)
Requirements for teaching materials in English, taking into account the Federal State Educational Standard
At present, the requirements for the planned learning outcomes make the modern teacher-teacher especially carefully approach the issue of choosing an educational and methodological complex. The quality of education and the quality of the lesson directly depend on the quality of the textbook used. This problem is even more relevant when teaching a foreign language, because. the specificity of the subject determines the possibility of artificially creating a language environment not only during classroom lessons, but also during independent work. Thus, the very notorious textbook should be as close as possible and comply with the standards of the language spoken by native speakers in real life. On the other hand, the textbook should be so logically and transparently designed that the student can use it for self-study and self-education.
Since the task of modern educational system, according to the definition of the Federal State Educational Standard, - not to “stuff” the student with fundamental knowledge (most of which will never be in demand), but to form the skills of successful social adaptation, the ability to self-educate, i.e. to form universal learning activities for him, the textbook acts as a navigator for obtaining knowledge
− humanities;
− scientific character;
− integrity of the picture of the world;
− cultural conformity;
− continuous overall development of each child;
− visibility;
− instrumentality;
− interactivity.
Modern textbook It is also characterized by a variety of tasks for self-examination, problem questions, and exercises. The textbook is written in a living language using metaphors and a play of styles.
When choosing basic course The teacher can be guided by various criteria, but the leading ones, in our opinion, should be the following:
− whether this course is a complete educational and methodological complex (TMC) or whether it is necessary to select / compose the missing components for it;
− does this course meet the requirements of the Federal State Educational Standards;
− whether this course corresponds to the age of students, the possible context of their activities, real interests, needs and opportunities;
− does this course sufficiently develop the necessary language, speech and sociocultural skills in various types of speech activity;
− Do the materials in this course provide good models to use natural language whether meaning, form and usage are closely linked in context;
− Is the course available to the teacher and students?
In addition, when choosing one or another textbook or a complete educational and methodological set, the teacher proceeds from the characteristics of the educational institution, i.e. from the type of school, age and individual characteristics of their students.
The teaching materials chosen by the teacher must meet the requirements of the state educational standard, reflect the realities of the country of the language being studied and the realities of our country. The results of research in the field of textbook theory allow us to talk about the didactic and methodological requirements for a textbook for a foreign language. In didactic terms, attention is drawn to 4 main groups of requirements related to the leading functions that the textbook should perform:
1. Matching needs pedagogical process(taking into account program requirements, patterns of knowledge assimilation, management of the assimilation process, interaction of all components of the teaching materials);
2. Purposefulness (target orientation, the allocation of threshold levels of language proficiency, the integrity of the elements of the textbook);
3. Orientation to students (taking into account individual and age characteristics, relying on the intellectual capabilities and level of education of students, creating optimal conditions for independent work, a variety of methods of work and types learning activities);
4. Motivation (stimulation of cognitive activity), problematic presentation, personal significance educational material and taking into account the communicative needs of students, the large-scale use of textbook design tools).
To date, many new alternative textbooks have been created in English, German, French built on fundamentally new theoretical foundations taking into account modern achievements in methodology and related sciences: linguistics, psychology, psycholinguistics, didactics, and a professional teacher should be well versed in this sea of textbooks and teaching aids in a foreign language. How to do right choice?
There are more than 300 schemes and models for the analysis of a foreign language textbook, but the most significant are 15 selected parameters for assessing a foreign language textbook, which make up the pedagogical norm and the system of guidelines in the analysis of the textbook foreign language:
2. Reliance on the experience and intellectual capabilities of students, including skills and abilities in their native language.
3. Creation of optimal conditions for independent work.
4. Situational conditionality of exercises, the optimal combination of language and communicative practice.
5. Original, authentic teaching materials.
6. Variety of types of texts.
7. Questions and tasks of a problematic creative nature.
8. A combination of various forms of work: individual/group/pair frontal/discussions/projects/game learning.
9. Turn on literary works as representatives of the cultural fund.
10. Thematization of differences in cultures through the presentation of contrasting materials that encourage comparison and comparison.
11. Highly artistic design of the textbook: a variety of illustrative material and the visible construction of lessons (helping to increase student motivation).
12. Functional approach to the organization of the material: the formulation of the objectives of the lesson in the form of tasks of a communicative minimum, which students will learn to solve using the demonstrated speech means.
13. Cyclic / concentric organization of the material, ensuring its continuity and repeated repetition.
14. An open flexible methodological concept that focuses on equal relations between the teacher and students, taking into account the learning conditions.
15. An inductive approach to teaching grammar, its pedagogical rather than linguistic presentation.
Three educational and methodological complexes in English attract special attention:
− UMK "English with pleasure" (authors M.Z. Biboletova and others);
− UMK " English language"(edited by V.P. Kuzovlev);
The analysis of the EMC data was carried out according to the requirements that we outlined above.
The most successful among the compared complexes, in our opinion, is the “English in Focus” UMK by Y. Vaulina, D. Dooley, O. Podolyako and V. Evans, among the creators of which there are methodologists, authors of the UMK series of the British publishing house “Express Publishing” D. Dooley and W. Evans. It was created based on Sample Programs in FL, taking into account the requirements of the Federal State Educational Standard, as well as in accordance with European standards in the field of studying foreign languages, which is a distinctive feature of the EMC.
"English in focus" for grades 5-9 general educational institutions is a continuation of the “English in focus” (“Spotlight”) series for elementary school. The TMC is designed for 3 hours per week (90 hours of classroom work and 12 reserve lessons), but can easily be rescheduled for 6 hours of classroom studies per week.
The main characteristics of teaching materials for grades 5–9:
the authenticity of a significant part of the language materials;
systematic, cyclical study of the material;
high degree manufacturability of work;
the adequacy of the methodological apparatus to the goals and traditions of the Russian school;
interactivity, taking the student out of the textbook;
personal orientation of the content of educational materials;
involvement mother tongue and culture;
availability of an apparatus for control and self-control (“Student Portfolio”)
educational and developmental value of materials, ample opportunities for the socialization of students.
EMC "English in focus" for grades 5-9 consists of the following components:
Textbook;
Workbook;
Language portfolio;
The book for the teacher;
Reading book (with CD);
Control tasks;
CD for classroom work;
CD for independent work at home;
Course website (www .spotlightinrussia .ru )
The textbook consists of thematic modules, each of which includes 9 lessons (40-45 minutes each):
Lessons a , b , c - introduction of new lexical and grammatical material.
Speech etiquette lesson (English in Use).
Lessons of cultural studies of the countries of the studied language (Culture Corner), Russia (Spotlight on Russia) for the development of socio-cultural competence.
Chapter Study Skills is dedicated to the development of general educational skills, and also introduces students to rational methods of learning a foreign language both under the guidance of a teacher in the classroom and independently.
The additional reading lesson is built on an interdisciplinary basis (Extensive Reading. Across the Curriculum).
The material for self-examination and reflection is combined into one lesson with an introductory page for the next module.
Reference materials of the textbook are built taking into account the independence of their use by students. The grammar reference is made in Russian.
Pourochny English-Russian dictionary.
Workbook (Workbook) includes a heading Translator's Corner. At the end of the Workbook there are tasks and visual supports (cards) for pair work. The Revision Section focuses on typical student difficulties. The workbook is in color.
The language portfolio (My Language Portfolio) is designed to develop the skills of introspection and self-assessment of students and includes recommendations for the implementation
written creative works and recordings on an audio cassette of independently completed tasks.
Book for reading (Reader) - These are adapted versions of samples of classical (including children's) literature.
EMC for grade 5 - "Jack and the beanstalk"
EMC for grade 6 - "Alice in Wonderland"
EMC for grade 7 - "Peter Pan"
EMC for grade 8 - "Canterville Ghost"
EMC for grade 9 - "Pygmalion"
Teacher's Book is a integral part educational and methodical set "English in focus". It contains materials and guidelines for organizing and conducting classes at a certain stage of education, thematic and lesson planning, keys to the Workbook, Tests and Reading Book, a script for staging a play based on the Reading Book and the necessary recommendations for this. The Teacher's Book also provides materials for assessing students' knowledge and skills.
Control tasks (Test Booklet) includes ten control tasks in two versions, which are performed upon completion of work on each module. The collection also provides material for intermediate control and the final annual test. Keys to tests and texts of tasks for listening are also placed here. All control tasks can be photocopied. The collection of control tasks ensures the control process on a regular and objective basis.
One of the distinguishing features of the "English in Focus" series is the consistent appeal to the knowledge acquired by schoolchildren from other subjects (Across the Curriculum) and the availability of materials about Russia, its achievements in various fields, customs, geography, culture (Spotlight on Russia).
The main advantage of the EMC "English in Focus" by the authors Yu. Vaulina, D. Dooley, O. Podolyako, V. Evans, in our opinion, is to ensure the personal and social success of students, a more complete consideration of their individual needs; harmonization of the educational needs of the family, society and states; improving efficiency, quality and availability schooling. All of the above positive characteristics of the EMC "English in Focus" lead to an increase in the quality of the lesson and the quality of education in general.
APPROVE
FGTEUP director
A.A. Larichev
"___" ____________2012
STANDARD FOR THE DEVELOPMENT OF THE EDUCATIONAL AND METHODOLOGICAL COMPLEX OF THE DISCIPLINE
2012
1 area of use…………………………………………………………….. | |
3. Basic concepts and definitions……………………………………………… | |
4. Designations and abbreviations………………………………………………………... | |
5. Requirements for the composition of the educational and methodological complex of the discipline……… | |
6. Requirements for the content and execution of documents of the educational and methodological complex of the discipline……………….………………………….. | |
Applications………………………………………………………………………… | |
Annex 1. Internal inventory of documents of the educational and methodological complex of the discipline (list of documents). | |
Annex 2. An example of a fragment of the requirements of the state discipline. | |
Appendix 3. An example of an extract from a worker curriculum disciplines. | |
Annex 4. An example of the design of the title page of the calendar-thematic plan. An example of the design of the calendar-thematic plan. | |
Annex 5. An example of registration of information on the provision of educational literature for the discipline. | |
Appendix 6. An example of a sample exam ticket. | |
Annex 7. Thematic list didactic materials. | |
Annex 8. A sample of the design of materials (lecture notes, questions or assignments for independent work, tests). A sample of the design of materials (practical exercises). |
1 area of use
This standard establishes general requirements for the composition, content, procedure for issuing educational and methodological documents included in the complex academic discipline at the Fryazinsky State Technical School of Electronics, Management and Law (hereinafter referred to as the technical school).
The standard applies to educational methodical complex disciplines of all cycles in accordance with the State Educational Standard.
The standard is an element of the quality control system and is mandatory for use by all teachers of the technical school.
The presence and fulfillment of the requirements of the standard is the most important condition for assessing the quality of the educational process and the level of professionalism of the teacher. On the basis of the standard, certification of academic disciplines is organized in the technical school.
When developing this standard, the following state standards were used:
GOST 1.5-2001 Interstate standardization system. Interstate standards, rules and recommendations for interstate standardization. General requirements to the construction, presentation, design, content and designation.
GOST 7.1-84 System of standards for information, librarianship and publishing. Bibliographic description of the document. General requirements and rules for compilation.
GOST 6.30-2003 Unified documentation systems. Unified system of organizational and administrative documents. Documentation requirements.
GOST R 51141-98 Office work and archiving. Terms and Definitions.
GOST ISO 9000-2001 State standard RF quality management system. Fundamentals and vocabulary.
Letter of the Ministry of Education of the Russian Federation of March 28, 2000 No. 25-55-177 / 12 “On the rules for registration various kinds publications".
3. Basic concepts and definitions
3.1. Secondary vocational education - education on the basis of basic general, secondary (complete) general or primary vocational education, carried out at a technical school, in accordance with a license, according to basic professional educational programs that meet the requirements established by this standard, culminating in final certification and issuance of a document on secondary vocational education.
3.2. The main professional educational program of secondary vocational education is a document (set of documents) that determines, in accordance with this standard, the content of secondary vocational education of a certain level in a particular specialty.
3.3. The normative period of study is the estimated period for mastering the main professional educational program of secondary vocational education in full-time training implemented on the basis of basic general and secondary (complete) education.
3.4. The main professional educational programs of secondary vocational education should include:
- general humanitarian and socio-economic disciplines;
- mathematical and natural science disciplines;
- general professional disciplines (for this group of specialties);
- special disciplines;
- production (professional) practice.
3.5. The mandatory minimum content and level of training of graduates of each basic professional educational program of secondary vocational education is established by the federal component of the state educational standard of secondary vocational education.
3.6. Educational and methodological complex - a set of documents that determine the educational process in the discipline, provided for study by the student in accordance with the State educational standard for the specialty.
3.7. The working curriculum of the specialty is a plan that defines the list of disciplines, their structure, distribution by courses and semesters, the amount of student work by type of occupation, types and list intermediate certification.
3.8. The working curriculum of the discipline is a fragment (extract) from the working curriculum of the specialty related to the discipline.
3.9. Graph of the educational process of the specialty - a graph illustrating the time budget in the academic year for courses and structural components of the educational process.
3.10. The internal inventory of documents of the educational and methodological complex of the discipline is a document containing a list of documents and materials of the complex indicating their names, indices, dates, sheet numbers and serial numbers of documents (Appendix 1).
3.11. Guidelines– a methodological publication containing a set of concise and clearly formulated proposals for implementation in practice effective methods training and education; are developed on the basis of studying and generalizing the experience of educational institutions, teachers, conducted research.
4. Notation and abbreviations
The standard uses notation in the form of abbreviations and abbreviations of terms:
GEF - Federal State educational standard;
GOS - State Educational Standard;
UMK - educational and methodical complex;
RUPD - working curriculum of the discipline;
GUPD - the schedule of the educational process of the discipline;
RP - the work program of the discipline;
SRS - independent work of students;
KTP - calendar-thematic plan.
5. Requirements for the composition of the educational and methodological complex of the discipline
5.1. IN composition of the CMD The following documents are required:
- internal inventory of documents of the teaching materials of the discipline;
- the requirements of the Federal State Educational Standard (GOS) of secondary vocational education in the specialty to the mandatory minimum content in a particular discipline;
- an exemplary program of the academic discipline;
- an extract from the working curriculum of the discipline, compiled in accordance with the working curriculum of the specialty and approved by the deputy director of the technical school for educational work;
- the work program of the discipline, approved by the deputy director of the technical school for educational work;
- calendar-thematic plan;
- information about the availability of textbooks, teaching aids, other information resources in work program disciplines on the basis of federal standards for the formation of the library fund of the secondary school (order of the Ministry of Education of Russia dated November 21, 2002 No. 4066);
- control and measuring materials (questions, test tasks, tests, examination tickets);
- methodological recommendations for planning, organizing and conducting practical and seminar classes, laboratory work(indicating the equipment);
- methodological recommendations for planning and organizing students' independent work;
- methodological recommendations on the organization of the implementation and defense of the abstract on the academic discipline (if provided);
- guidelines for implementation term papers, their subjects (if provided);
- guidelines for implementation theses, projects and their topics (if provided);
- thematic list of didactic materials for the discipline (cards, handouts, diagrams, slides);
- electronic lectures, practical classes;
- control options teaching materials.
5.2. The documents compiled by the teacher of the discipline and listed in paragraph 5.1 are completed and numbered in accordance with the nomenclature of cases. Folders with teaching materials are signed with the name of the academic discipline.
5.3. The educational and methodological complex of the discipline is updated as necessary: when changing or updating the SES in the specialty, when new samples of educational and methodical literature appear.
5.4. The educational and methodological complex of the discipline is located at the department constantly in an accessible place.
5.5. Responsibility for the completeness and content of the teaching materials is assigned to the head of the department and the teacher of the relevant discipline. Control over the use of teaching materials in current activities is assigned to the head of the department.
5.6. Checking the availability, completeness, content, storage and use of teaching materials in educational process held by the Deputy Director for Academic Affairs 2 times a year.
6. Requirements for the content and execution of documents of the educational and methodological complex of the discipline
6.1. Requirements for the mandatory minimum content of the main educational program.
In accordance with the State Educational Standard (FGOS), a fragment of the requirements for the mandatory minimum content of the main educational program in a particular discipline from the corresponding cycle is given in the specialty. An example of the execution of a fragment of the requirements of the State Educational Standard for the discipline is given in Appendix 2.
6.2. Extract from the working curriculum of the discipline.
An integral part of the TMC is the working curriculum of the discipline, which is an extract from the working curriculum in the specialty (for all disciplines). An example of an extract from the working curriculum of the discipline is given in Appendix 3.
6.3. The working program of the discipline.
Requirements for the content and design of the work programs of disciplines are given in a separate standard of the technical school “Work program of the discipline. General requirements for registration.
6.4. Calendar-thematic plan.
Requirements for the content and design of the KTP disciplines are given in Appendix 4.
6.5. Information about the provision with educational literature.
The information about the provision of students with educational literature contains sources indicated in the work program of the discipline, but more expanded in the cycle of additional literature. Examples of the design of "Information on the provision of educational literature" and a bibliographic description of documents are given in Appendix 5.
6.6. Types of control measures and forms of certification in the discipline.
The composition of the teaching materials includes control and measuring materials for organizing and conducting certification in the discipline, which are used as:
- exam tickets;
- questions for intermediate certification;
- control tests;
- control tasks;
- test papers.
Control and measuring materials must be submitted on paper and electronic media. An example of a sample exam ticket is given in Appendix 6.
Questions for intermediate certification should cover all didactic units of the academic discipline.
For students to perform control tasks and work, the teacher draws up methodological recommendations for their implementation.
6.7. Samples of work performed.
Requirements for the content and design of practical and seminar classes, laboratory work, independent work of students, essays on the academic discipline, term papers (projects), theses and projects are presented in the guidelines.
The thematic list of didactic materials for the discipline is presented in Appendix 7.
Requirements for the content and design of examinations for students of part-time and part-time correspondence forms training are given in a separate college standard.
Requirements for the design of an electronic lecture and an electronic practical lesson are presented in Appendix 8.
6.8. Copies-samples of teaching materials.
The teaching materials are present, updated and replenished with new samples of teaching materials that ensure the study of this discipline. Samples of educational and methodological materials published in a typographical way are included in the teaching materials: teaching aids, methodological recommendations, lecture notes, workbooks, monographs.
Annex 1
Internal inventory of documents of the educational and methodological complex of the discipline
(list of documents)
Title of the document |
|
requirements of the Federal State Educational Standard (GOS) of secondary vocational education in the specialty to the mandatory minimum content in a particular discipline |
|
exemplary curriculum |
|
an extract from the working curriculum of the discipline, compiled in accordance with the working curriculum of the specialty and approved by the deputy director of the technical school for educational work |
|
the work program of the discipline, approved by the deputy director of the technical school for educational work |
|
calendar-thematic plan |
|
information about the availability of textbooks, teaching aids, and other information resources in the work program of the discipline on the basis of federal standards for the formation of the library fund of the technical school |
|
control and measuring materials (questions, test tasks, tests, examination tickets) |
|
Appendix 2
An example of a fragment of the requirements of the State Educational Standard for the discipline
A fragment of the state educational standard of secondary vocational education in the specialty 030504 "Law and organization of social security", approved by the Ministry of Education of the Russian Federation on May 16, 2002 No. 10-0202-B for the discipline "Fundamentals of Philosophy"
TO.F | Theoretical training - disciplines of the federal component | 2700 | 2096 |
OGSE.00 | General humanitarian and socio-economic disciplines | ||
OGSE.01 | Fundamentals of Philosophy: The subject of philosophy, the main milestones of world philosophical thought; the nature of man and the meaning of his existence: man and god; man and space; man, society, civilization, culture; freedom and responsibility of the individual; human knowledge and activity; science and its role; humanity in the face of global problems |
Annex 3
An example of an extract from the working curriculum of the discipline
Name of the discipline | 3rd semester - 18 weeks | 4 semester - 17 weeks | ||||||||||||
Max. | C/r | Total | Lekts. | Prakt. | Courses. | F. att. | Max. | C/r | Total | Lekts. | Prakt. | Courses. | F. att. |
|
Constitutional law | DZ | DZ |
Appendix 4
An example of the design of the title page of the calendar-thematic plan
FGOU SPO
APPROVE
Deputy Director
For academic work
O. N. Morozova
"____" _____________ 20__
CALENDAR AND THEME PLAN
on _________/__________ academic year
by discipline_________________________________________________________________________________________________
specialties _________________________________________________________________________________________________
for ______________ course, group _________________________________
Teacher_________________________________________________________________________________________________
(Full Name)
The number of hours according to the curriculum for the discipline _____________ / ______________ academic year _____________ hour.
Considered at a meeting of the subject-cycle commission_____________________________________________________
Protocol dated "_____" _______________ 200__ No. _______________
Chairman of the subject-cycle commission _____________________________ ________________________________
(signature) (surname, name, father)
An example of a calendar-thematic plan
No. p / p | date | Topic of the lesson | Form of the lesson | Number of hours | Didactic support, visual aids | Forms of control | Information Support |
Annex 5
An example of registration of information on the provision of educational literature for the discipline
Fryazinsky state technical school electronics, management and law Subject-cycle commission "Law" Specialty: 030504 "Law and organization of social security" | ||||
Index and name of discipline | Providing students with educational literature specified in the curriculum of disciplines as a mandatory | |||
List and description of literature | Vulture (Ministry of Education, FGTEUP, other vultures of federal executive bodies) | Number of copies/person* | ||
OPD. 01 Theory of state and law | Malko A.V. Theory of state and law: a textbook for secondary special educational institutions/ A.V. Malko, V.V. Nyrkov, K.V. Shundilov.- M.: Norma, 2009.- 432 p. (Ab ovo). | Grif FGTEUP | ||
Grishchenko M. V. Theory of state and law: a textbook for Wednesdays. prof. textbook Institutions / M.V. Grishchenko, N.I. Letushev.- 6th ed. correct and additional - M .: Publishing Center "Academy", 2010. - 224 p. | Grif FGTEUP | Reading room |
||
Morozova L. A. Theory of state and law: textbook / L. A. Morozova - Ed. 3rd revision and additional – M.: Eksmo, 2008 – 480 p. – (Russian legal education). | Grif FGTEUP | Reading room |
||
Nazarenko G. V. Theory of state and law: training course. - 2nd ed., erased. - M .: Publishing house "Os-89". 2007. - 176 p. | Grif FGTEUP | Reading room |
||
Theory of State and Law: textbook / group of authors; resp. ed. A. V. Malko. – 3rd ed., ster.- M.: KNORUS, 2008.-400 p. | Grif FGTEUP | Reading room |
||
Oksamytny V.V. Theory of State and Law: A textbook for students of higher educational institutions. - M .: IMPE-PUBLISH Publishing House, 2004. - 563 p. | Grif FGTEUP | Reading room |
||
Matuzov N. I., Malko A. V. Theory of State and Law: Textbook. - 2nd ed., revised. and additional - M .: Jurist, 2007. -541 p. | Grif FGTEUP | Reading room |
||
Theory of State and Law: textbook / team of authors; ed. E. I. Temnova. - 2nd ed., erased. – M.: KNORUS, 2009. -384 p. | Grif FGTEUP | Reading room |
||
Perevalov VD Theory of state and law: textbook. – M.: Higher education, 2008. - 379. - (Fundamentals of Sciences). | Grif FGTEUP | Reading room |
* Appendix to the order of the Ministry of Education of Russia dated November 21, 2002 No. 4066 (extract):
“Given the degree of obsolescence of literature library fund should be completed with editions of the main educational literature in general humanitarian and socio-economic disciplines over the past 5 years, in natural science and mathematical disciplines, as well as in general professional and special disciplines - over the past 10 years", while "... , mathematical and general natural sciences, general professional disciplines - 0.5; special disciplines - 0.3; fund of additional literature - 0.1 - 0.2".
Appendix 6
An example of a sample exam ticket
FGOU SPO Fryazino State College of Electronics, Management and Law Subject-cycle commission "Radio engineering disciplines" Discipline GPD.13 "Labor protection" № 15 1. Regulatory framework for labor protection at the enterprise 2. The impact of negative factors on a person 3. Identification of traumatic factors Teacher _________________________________________________________ (signature) (full name) Chairman of the PCC ____________________________________________________________ (signature) (full name) |
Annex 7
Thematic list of didactic materials 1
1 Control variant applied.
2 A variety of visual teaching aids (maps, tables, etc.) for independent work in the classroom or outside the classroom (at home) or demonstrated by the teacher; collections of tasks and exercises are also called didactic material.
Annex 8
A sample of the design of materials (lecture notes, questions or assignments for independent work, tests)
Before publishing the lecture material, it is necessary to place and fill out the following table:
Lecture material is placed after the table.
Lecture notes are written in Times New Roman font, size 14, single spacing. The main concepts in the abstract can be highlighted or underlined. The volume of the abstract of any lecture is, as a rule, 1-2 pages per 1 question of the topic of the lecture. At the end of each lecture, a list of references on the topic should be indicated.
Topics of lectures should correspond to the topics of lectures in the work program and calendar-thematic plan.
See below for an example of an abstract.
Lecture 9
Plan
- Features of the official business style of speech.
- The concept of a business document. The main functions of documents and their classification.
- Unification and standardization of documents.
- Documentation requirements. Requisites.
- Document speech etiquette
- Formal business style- is a variety literary language, which operates in the field of management, as well as in the legal, administrative, public and diplomatic spheres of activity.
The official business style, as well as the scientific style of speech, is divided into substyles:legislative, clerical, business correspondence, diplomatic.
(Etc.)
- The term "document" has been used in Russia since the 18th century. This word comes from the Latin documentum, which means "proof, evidence", and has three main meanings:
- written evidence (for example, a historical document);
- a written act that has legal force or is of an official nature;
- passport, identity card.
Within the framework of the official business style of speech, one can define document as information fixed on a material carrier with details that allow its identification.The document displays information about persons, objects, facts and events.
(Etc.)
3….
4 …
5….
Literature
Main:
- Russian language and culture of speech: Textbook / Ed. prof. IN AND. Maksimov. – M.: Gardariki, 2003.
- Russian language and culture of speech: Tutorial for universities / L.A. Vvedenskaya, L.G. Pavlova, E.Yu. Kashaev. – Rostov n/a: Phoenix, 2005
Additional:
- Vashchenko E.D. Russian language and culture of speech. - Rostov-on-Don, 2003
- Goykhman O.Ya., Nadeina T.M. Basics speech communication: Textbook for universities / Ed. prof. O.Ya. Goykhman. – M.: INFRA-M, 1997
After the lectures, questions or assignments for independent work are posted in accordance with the work program of the academic discipline. An example of their design, see below.
Assignments for independent work.
- Fill in the table of style-forming factors of the official business style of speech.
- Read humorous story O. Novozhilova "Not Chekhov". Identify violations of formal business style requirements in the first and second letters. Using the facts mentioned in the two letters, compose the text of a business letter in accordance with the requirements of the style and structure of this speech genre.
After the lecture (questions or tasks for independent work), test tasks are placed. There must be at least 5 of them.
In each test task number 1, the correct answer is given. Numbering of answers is automatic. The test is written in Times New Roman font, size 14, single spacing. See below for a sample test task.
Topic quiz
OFFICIAL BUSINESS STYLE. LANGUAGE AND STYLE OF DOCUMENTS
Specify the name of the style corresponding to this definition:"... serves the sphere of business relations between state bodies, organizations, within them, between legal entities and individuals".
- official business
- scientific
- colloquial
- art
The characteristic features of the official business style are:
- clarity, accuracy, objectivity, standardization, completeness of presentation
- objectivity, expressiveness, standardization, accuracy
- objectivity, accuracy, clarity, syntactic complexity
- accuracy clarity, expressiveness, completeness of presentation
(Etc.)
A sample of the design of materials (practical exercises)
Before publication practical material place and complete the following table:
The theoretical material is placed after the table.
Lecture notes are written in Times New Roman font, size 14, single spacing. Key concepts are highlighted or underlined. At the end of each practical lesson, a list of references on the topic should be indicated.
The topics of practical classes should correspond to the topics of practical classes in the work program and the calendar and thematic plan.
See below for an example of design.
Practice #3
on the topic "Derivative complex function»
Let the variableis a function of a variable, and the variable
in turn is a function of the independent variable
, i.e. given a complex function.
If and are differentiable functions of their arguments, then the derivative of the complex function exists and is equal to the derivative of this function with respect to the intermediate argumentmultiplied by the derivative of the intermediate argument itself with respect to the independent variable
, i.e. . Taking into account the obtained rule of differentiation of a complex function for the function where, we can write
Consider examples of finding derivatives of functions.
Example 1
The function can be represented as where. That's why
Example 2
We have where therefore
Example 3
Taking the constant factor 12 out of the sign of the derivative, we get
Training table
Find the derivative of the following functions
Literature
Main:
Dadayan A.A. Mathematics, textbook (Professional education) M.: FORUM: INFRA-M. 2005.
Additional:
Pekhletsky I.D. Mathematics, textbook. - M.: Mastery. 2001.
The materials of paragraphs 3,4,5 are drawn up in the same way as the previous ones.
1. Educational and methodical complex of the topic
UMK - educational and methodical complex is a system of didactic teaching aids on the topic created in order to most fully implement the educational and educational tasks formed by the program for this discipline.
The purpose of creating the teaching materials is to provide high-quality methodological equipment for the educational process.
The structure of the educational and methodical complex:
1. Title page (name of the educational institution, title: educational and methodological complex, topic, specialty, discipline, number of hours, full name of the teacher).
2.1. Routing classes
2.2. Requirements from the exemplary (working) program for ideas, knowledge, skills on the topic.
2.3. Abstracts of lectures (for a theoretical lesson) or methodological developments for a teacher.
2.4. Methodical development for a student.
2.5. Toolkit for student self-training.
2.6. Didactic, illustrative and handout material on the topic.
2.7. Means of knowledge control (test tasks, blind graphs of the logical structure, situational tasks, etc.)
2.8. Glossary on the topic.
2.9. Literature for preparation (basic, additional).
2.10. Questions for self-preparation on the topic.
2. Technological map of the lesson.
Lesson plan (technological map of the lesson) - a document developed by the teacher for each lesson to ensure the effective implementation of the content of education, learning objectives, education and development of students, the formation of their strong knowledge, skills and abilities.
A lesson plan is necessary for every teacher, regardless of his experience, erudition and level pedagogical excellence. It is compiled on the basis of the content of the work program of the academic discipline. The teacher, on the basis of a thought experiment, predicts the future lesson, mentally replays it, develops a kind of scenario for his actions and the actions of students in their unity.
The lesson plan (technological map) is the beginning of a creative search, a means of lesson effectiveness, the realization of the teacher's plan, the foundation of inspiration and talented improvisation. It reflects the theme and purpose of the lesson with the specification of its didactic tasks, a summary of the material studied in the lesson, determines the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks, during which the actualization will be successfully carried out earlier. learned basic knowledge and methods of activity, the formation of new scientific concepts and their application in various learning situations, control and correction from ignorance to knowledge, from inability to the ability to perform the necessary and sufficient cognitive and practical actions along this path when solving the educational and cognitive and practical tasks planned for the lesson .
3. Setting the goal of the lesson.
The definition of a specific learning goal is a fundamental moment in the organization of the educational process. Knowledge and skills are one and the same activity, but existing in different forms. Therefore, one cannot "know", but not "be able", and vice versa. If you do not determine the purpose of the lesson, then it is impossible to accurately determine the amount of educational material, the form, the stages of its presentation to students.
The goal as a motive mobilizes the desire of the student to achieve results. In the absence of a goal, any activity becomes an empty pastime.
Learning goal - this is not the title of the topic of the lesson. This is a clear and concise description of the case for students.
Formulate specific purpose lesson.
- The goal of the lesson is not yet the goal for the student. He must not only understand the goal, but also accept it, make it the goal of his activity.
- The goal shows what the student needs to learn, to see where he can use this knowledge or skills.
- The goal explains to the student that he is studying, why he is working.
- The goal allows you to conduct a survey from the position of achieving the goals of the student.
The goal focuses the student's attention on the lesson.
At the beginning, the goal is formed in general terms, and then it is specified by a description of the necessary actions and patterns of behavior.
Understandable and accepted by the students patterns of behavior, learning activities will be actively pursued.
Lesson Objectives:
1. Options for constructing educational goals:
1.1. Contribute to the formation and development of skills and abilities (special and general educational).
- Explore;
- To uncover;
- Familiarize;
- Develop independent work skills;
- Learn to work with independent literature;
- Make diagrams.
1.2. Contribute to the memorization of the basic terminology of technological processes.
1.3. Contribute to the memorization of digital material as a guideline for understanding the quantitative characteristics of the studied objects and phenomena.
1.4. Contribute to the understanding of the basic technological material.
1.5. Contribute to the formation of ideas about ...
1.6. To promote awareness of the essential features of concepts, technological processes.
1.7. Create conditions for identifying cause-and-effect relationships:
- Reveal the reasons...
- Find out the implications...
1.8. Contribute to the understanding of the patterns ..,
- Create conditions to identify the relationship between ...
- Help to understand the relationship between...
2. Options for designing developmental goals:
2.1. Contribute to the development of students' speech (enrichment and complication of vocabulary, increased expressiveness and shades).
2.2. Contribute to the mastery of the main ways of mental activity of students (to teach to analyze, highlight the main thing, compare, build analogies, generalize and systematize, prove and refute, define and explain concepts, pose and solve problems).
2.3. Contribute to the development of the sensory sphere of students (development of the eye, orientation in space, accuracy and subtlety of distinguishing colors, shapes).
2.4. Contribute to the development of the motor sphere (mastery of the motor skills of small muscles of the hands, develop motor skills, proportionality of movements).
2.5. Contribute to the formation and development of students' cognitive interest in the subject.
2.6. Encourage students to master all types of memory.
2.7. Contribute to the formation and development of student independence.
3. Options for constructing educational goals:
3.1. Contribute to the formation and development of moral, labor, aesthetic, patriotic, environmental, economic and other personality traits.
3.2. Contribute to the education of the right attitude to universal values.
3. Organizational moment.
- Greetings;
- Checking student attendance;
- Filling out the class journal by the teacher;
- Checking the readiness of students for the lesson;
- Setting up students for work;
- Communicating the lesson plan to students.
4. Motivation for learning activities.
Motivation is a process, as a result of which a certain activity acquires a certain personal meaning for the individual, creates the stability of his interest in it and turns the external set goals of the activity into the internal needs of the individual. Since motivation is, as it were, the internal driving force of the actions and deeds of the individual, teachers seek to manage it and take it into account in building the educational process. Showing students those real working conditions and tasks in which they will need to use knowledge on the topic under study, showing a professional orientation, in training create increased attention to the subject among students. Motivation is one of necessary conditions active involvement of the student in cognitive activity, therefore, close attention of psychologists and teachers is paid to its creation. One of the simplest methods of increasing motivation is to create learning needs through interest. In this regard, a motivational introduction should arouse students' cognitive and professional interest in work and be a stimulus for active, purposeful activity.
The teacher emphasizes the practical significance, relevance of the topic, reflects the regional component.
5. Independent work of students.
Independent work first of all completes tasks of all other kinds. academic work. No knowledge that has not become the object of one's own activity can be considered the true property of a person. In addition to practical importance, independent work is of great educational importance: it forms independence not only as a set of certain skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern specialist.
Independent work can be included as the main element in the structure of a laboratory or practical lesson, or it can act as an organizational form of learning.
Independent work is the activity of students in the learning process and outside the classroom, carried out on the instructions of the teacher, under his guidance, but without his direct participation.
The basis for independent work is the whole complex of knowledge acquired by students. Independent work trains the will, brings up efficiency, attention, culture of educational work.
The main features of independent work of students are considered to be:
- The presence of a cognitive or practical task, a problematic issue and special time for their implementation, solution.
- Manifestation of mental stress of trainees.
- The manifestation of consciousness, independence, activity of students in the process of solving the tasks.
- Possession of independent work skills.
- Implementation of management and self-government of independent cognitive and practical activities of the student.
In the independent work of students in solving cognitive problems, there are always elements of control and self-government of this activity.
The independence of trainees manifests itself in different ways: from simple reproduction, completing a task according to a strict algorithm, and up to creative activity.
Possession of the skills of independent work is by no means inherent in every student; at the same time, it is possible to teach a student to learn, to teach him to acquire knowledge himself, only by organizing his independent practical activity.
Mandatory independent work has a variety of forms, most often these are various homework assignments.
Homework can be designed to reproduce knowledge, consolidate it, deepen it, and develop skills.
Depending on the goal, the types of homework can be different: reading educational literature (basic, additional, reference), drawing up a text plan, taking notes, compiling comparative tables, graphological structures, solving problems, preparing an essay, report, preparing for a conference, olympiad, competition, business game, exam, test, control work etc.
Along with homework assignments that are common to all students, individual assignments can be used for students who show a special interest in a particular academic discipline.
Pedagogical guidance for extracurricular independent work is to correctly determine the volume and content of homework.
It is important for students to know how to perform these tasks, what techniques and methods to use, what is the methodology for independent work. Demonstration of samples of the completed task is appropriate.
The development of didactic materials by the teacher on the organization of independent work of students contributes to the true mastery of knowledge, skills and abilities. Didactic materials are an addition to the stable textbook. They contain: a system of tasks, specific instructions for performing mental or practical actions, observing phenomena and facts, reproducing already familiar phenomena, identifying essential features, formulating rules, compiling graphological structures of diagrams, pivot tables, etc.
The development of didactic material contributes to the intensification of the educational activities of all students at all stages of education.
Didactic materials can be designed according to topics, sections of the discipline and represent workbooks that are proposed to be used in addition to the teacher's explanation and students' work on the textbook.
A characteristic feature of workbooks is that the process of completing tasks, as well as the results, are recorded right there in the notebooks, which allows the teacher to control the student's train of thought. The fulfillment of tasks can be recorded both in lecture notebooks and in separate notebooks for students' self-study. Sample answers can be placed in the reference part of the notebook for self-checking assignments. You can print templates on separate sheets.
The use of didactic materials brings a useful variety to the work of students, helps to activate their attention, increase interest in the tasks performed.
6. Types of control.
IN pedagogical literature distinguish the following types of control: preliminary, current, milestone (periodic) and final.
Preliminary control is a prerequisite for successful planning and management educational process. It allows you to determine the marching level of knowledge and skills of trainees. Based on these data, the teacher makes adjustments to the work programs of the disciplines.
Current control is carried out in all organizational forms of education and is a continuation of the teaching activity of the teacher. current control allows you to receive continuous information about the progress and quality of assimilation of educational material. The tasks of current control are to stimulate the regular, hard work of students, to activate their
cognitive activity. It is impossible to allow large intervals in the control of each student, otherwise students cease to prepare regularly for classes.
The combination of various forms of current knowledge testing allows you to activate the reproducing, cognitive activity of students and eliminates the element of chance in the assessment of knowledge.
boundary control allows you to determine the quality of students' study of educational material in sections, topics of the subject. Such control is usually carried out several times a semester. An example of boundary control is control work, computer testing.
Pedagogical control allows you to check the strength of the assimilation of the acquired knowledge, as it is carried out after a long period of time.
The final control is aimed at checking the final results of learning, identifying the degree of mastery of students with a system of knowledge, skills and abilities acquired in the process of studying a particular subject or a number of disciplines.
Final control is carried out at semester, transfer and state exams.
Based on the results of the control, marks are given on a five-point system.
The final semester grades for subjects that are not subject to examinations are set based on the results of current and periodic control, but are not the arithmetic average of all available grades for this period. Particular attention should be paid to the results of the control carried out on the main issues of the curriculum, on written and control issues.
Forms of knowledge testing.
In secondary specialized educational institutions, the main forms of control of knowledge, skills and abilities of students are: oral survey (individual and frontal), written and practical testing, standardized control, etc.
An individual survey is the most common method for monitoring students' knowledge. In oral questioning, the main attention is focused not only on the simple reproduction of facts, but also on their explanation and proof,
Oral questioning should be done regularly to be an important factor in education and upbringing. Questions for an oral survey should be pre-prepared, thoughtful, accurate, unambiguous. For such a survey, questions are selected that require a detailed presentation and explanation.
In addition to individual, there are frontal and combined surveys. Frontal survey is conducted in the form of a conversation between the teacher and the group. Its advantage is that all students of the group are involved in active mental work.
For a frontal survey, a system of questions is important. They should have a certain sequence that allows you to see the basic concepts, provisions,
dependencies in educational material. Questions should be short and answers short. Most often, such a test is used to control knowledge that is subject to mandatory memorization and assimilation of rules, dates, quantitative indicators, terms:
However, a frontal survey cannot be the main type of verification. In the course of it, the fact of completing the task is checked, but it is difficult to establish the completeness and depth of assimilation.
In order to evoke the cognitive activity of the students of the whole group, it is advisable to combine individual and frontal surveys, as well as to apply various methods of activating the cognitive activity of students (they invite the rest to analyze the friend’s answer, supplement it, ask questions to the answerer) .
oral questioning requires a lot of time, in addition, it is impossible to check all students on one question. In order to rationalize the use of study time, a combined, compacted survey is carried out, combining an oral survey with other forms (a written survey on cards, completing assignments at the blackboard, and others).
Written verification is the most important form of control of knowledge, skills and abilities of the student. Its application makes it possible to check the assimilation of educational material by all students of the group.
Written works in content and form, depending on the subject, can be very diverse; dictations, essays, problem solving, doing exercises, calculations, writing prescriptions, answering questions:
The duration of written examinations may vary.
After checking and evaluating the control written work, an analysis of the results of their implementation is carried out, typical mistakes and the reasons for the unsatisfactory ratings.
Practical test takes special place in the control system. A practical test allows you to identify how students are able to apply the acquired knowledge in practice, to what extent they have mastered the necessary skills. In the process of identifying professional knowledge, the student substantiates the decisions made, which makes it possible to establish the level of assimilation of theoretical provisions.
This form is most widely used in the study of special disciplines, in laboratory and practical exercises during internship.
Professional tasks, business games, selected in accordance with the requirements of the qualification characteristics of a specialist, are widely used for control.
Practical verification is the leading form of control during the period of production practice. The control of ZUN is carried out both in the course of the implementation by students of a specific production activity, and according to its results.
7. Homework.
Homework can be designed to reproduce knowledge, consolidate it, deepen it, and form skills. Homework assignments of a leading, prospective nature can be used. The use of advanced tasks allows the teacher to awaken and develop cognitive interests, to conduct conversations and discussions with greater efficiency in the classroom.
In secondary specialized educational institutions, the following main types of homework are used, depending on the goal:
| Target | Types of homework |
| Primary mastery of knowledge (learning new material) | Reading a textbook, primary source, additional literature; drawing up a plan of the text, taking notes of what has been read, a graphic representation of the structure of the text; extracts from the text; work with dictionaries and reference books; familiarization with regulatory documents; observations. |
| Consolidation and systematization of knowledge | Working with the lecture notes, re-working on the material of the textbook, primary source, additional literature; drawing up a plan for answering specially prepared questions; drawing up tables, graphs, diagrams; study of regulatory documents; answers to control questions; preparation for a presentation at a seminar, as well as abstracts and reports, compilation of a bibliography. |
| Application of knowledge, formation of skills | Solving problems and exercises according to the model, variable tasks and exercises; performance of settlement and graphic, design works, situational production tasks, preparation for business games, preparation of term papers, diploma projects; experimental design, experimental work on the simulator. |
4. General requirements for the content and form of the educational and methodological complex.
Selected in clause 3.2. sections of the teaching materials are developed and drawn up in accordance with the existing general rules adopted at the Omsk State University. F.M. Dostoevsky.
5. Features of master's training, which determine the specific requirements for the educational and methodological complex:
The activity-competency approach, which forms new requirements for the content of the discipline, technologies and teaching methods, types of control and assessment of undergraduates' competencies;
High share of self extracurricular work undergraduates;
The presence of individual training plans for each undergraduate, therefore, the flexibility of disciplines, the ability to adapt them to different plans of undergraduates;
The scientific orientation of training, a high proportion of research, including in the development of the discipline.
6. Additional requirements for the content and form of individual elements of the educational and methodological complex, related to the peculiarities of the preparation of masters:
6.1. Title page.
The title page should indicate both the directions and the corresponding master's programs, the curricula of which include the discipline.
6.2. Consent sheet.
The following information about the author (authors) is indicated in the approval sheet: position held at the EF Omsk State University. F.M. Dostoevsky, position held at the main place of work (for part-time workers and hourly workers), academic degree, academic title. In the magistracy, disciplines taught by several teachers, business coaches, and practitioners are possible. If EMCD is a collective product, then information about all authors is indicated.
EMCD must be agreed with the faculty and department (departments) that provide professional training for masters, as evidenced by the signatures of the dean and heads of the relevant programs.
6.3. Thematic plan of the discipline and the distribution of the total amount of hours.
The plan must provide for a large amount of independent extracurricular work of the undergraduate (at least 50% of the volume of classroom studies).
If the discipline is taught by several teachers or “guest lectures” are provided for, master classes by invited trainers, consultants, representatives of organizations, then you should indicate which topics (classes within the topic) are planned for whom.
6.4. Annotation of the discipline (goal, tasks, etc.).
The purpose and objectives of the discipline are formulated in accordance with the requirements of the State Educational Standard of Higher Professional Education for the preparation of a master in the areas of "Management" and "Economics", namely the requirements of general professional, humanitarian and special training for a master.
When describing the ideas, knowledge, skills and abilities that a master student should have after mastering the discipline, it is also necessary to be guided by the requirements of the State Educational Standard of Higher Professional Education.
The activity-competency approach to the development of the structure and content of the main educational programs of higher education should be reflected in the teaching materials in terms of describing competencies, methods of their formation and control.
the need for an academic discipline in the structure of the curriculum of the corresponding program (it is not advisable to include a discipline that is to a small extent involved in the formation of the required competencies in the curriculum)
volume of hours by discipline (than in more discipline is involved in the formation of competencies and the more significant competencies it forms, the more hours can be allocated to it)
technologies and teaching methods aimed at the formation of competencies (the choice of technologies and teaching methods should be in direct connection with the formation of specific competencies)
methods for monitoring the level of competencies of a master student (appropriate forms and methods for their assessment should be selected for the selected competencies).
In this regard, after a general description by enumerating the ideas, knowledge, skills and abilities of the undergraduate, it is necessary to fill in the tables demonstrating the place of this discipline in the formation of the competencies of the master's graduate in a particular program (Table 1), as well as the relationship between the formed competencies and topics of the discipline, teaching methods , forms of control and evaluation of the degree of development of each competence (table 2). If the teaching materials are intended for several directions and master's programs at once, then it is necessary to provide tables for each set of competencies formed within the framework of a particular program. The classification of competencies given in tables 1 and 2 (dividing them into five groups) is exemplary and can be changed by decision Faculty of Economics. The classification of competencies should be the same for various areas and master's degree programs at the Faculty of Economics.
Table 1
Participation of the discipline "Name" in the formation of master's competencies
in the direction "Name", the program "Name"
|
Competencies |
Disciplines |
|||||||||||||||||
|
General scientific: | ||||||||||||||||||
|
Instrumental: | ||||||||||||||||||
|
Socio-personal and general cultural: | ||||||||||||||||||
|
General professional: | ||||||||||||||||||
|
Special professional: | ||||||||||||||||||
table 2
Methods of formation, forms of control and criteria for assessing competencies,
developed in the discipline "Name"
The section "Abstract of the discipline" describes interdisciplinary links, namely the connection of this discipline with other disciplines of the curricula for the preparation of masters in areas and programs. It is also necessary to indicate the knowledge of which disciplines of the curricula for the training of specialists and bachelors is required for the successful mastering of this discipline. This will clearly define the continuity of general education programs, disciplines and the logic of the formation of masters' competencies. The recommended form is table 3.
Table 3
The connection of the discipline "Name" with the disciplines of the curricula
training of masters, bachelors, specialists
In the description of the content of topics, concepts, terms and phrases given by the problematic field of the direction of study are highlighted in italics in the list of annotated master's programs of the State Educational Standard of Higher Professional Education (see sections of the State Educational Standard).
6.6. Plans of practical classes.
This section should be worked out in detail due to the fact that skills and abilities in the framework of highly qualified areas of activity play a key role in the structure of master's competencies. In particular, in practical classes, a master student must:
master the skills of independent analytical, design, research and scientific and pedagogical activities;
acquire the ability to independently develop and propose algorithms for solving problems,
acquire the ability to select research methods, modify existing and develop new methods and technologies;
set and solve problems in the field of their professional competence;
systematically analyze general trends and specific situations in the relevant field;
learn to master the methodological apparatus that allows you to explore, analyze and predict phenomena and processes;
develop and implement interdisciplinary projects, etc.
Therefore, in this section, for each topic, the forms, methods, technologies for conducting classes and completing the tasks included in the plans are indicated, which for undergraduates include:
master classes (describe the program and main issues, provide supporting slides, handouts, etc.)
electronic seminars (it is necessary to provide a detailed plan for its implementation)
project development, technology modeling, development of new or modification of existing methods
application of methods (analysis, design, control, implementation, etc.) in solving the tasks set by the teacher
independent development of tasks and algorithms for their solution by a master student
laboratory work using databases from real scientific experiments and industrial practice
analysis of business situations (case-study method).
business games, trainings, discussions
selection, scientific analysis, peer review of articles, etc.
6.7. Plans for independent extracurricular work and guidelines for the undergraduate on its implementation.
Since undergraduates study according to individual curricula, which involve a high level of independent extracurricular work, selected by the teacher depending on the level of preparation of each undergraduate, a package of tasks should be developed indicating the order of their implementation, deadlines and forms of delivery, as well as forms of control.
topic on which the task is proposed
task description
execution technology (individually or in a subgroup, recommended sources of information and regulations for working with them, proposed execution algorithm, etc.)
standard deadlines for completing the task
a form for presenting the results of the assignment, if necessary, standard report forms, assignment forms, etc. are offered.
a form of monitoring the results of the task and the conditions for grading the task, the degree of influence on the overall grade in the discipline.
At the end of this section, it is necessary to indicate the schedule and form of consultations of the teacher on independent extracurricular work of the undergraduate. For example, at what stage of completing a task, studying a topic, a master student can (or should) use a consultation, in what mode consultation is possible (individually or in a subgroup, in person or in absentia via e-mail), what materials a master student should submit for consultation, etc.
6.8. Requirements for the level of mastering the program and forms of current and intermediate control of knowledge.
This section indicates the forms of current control over the implementation of tasks in practical classes (control of independent extracurricular work is placed in a separate section - clause 6.7.). In the magistracy, current control of knowledge is possible not only on the part of the teacher, but also by methods of self-assessment, cross-peer assessment, collective forms of control and evaluation.
The description of the intermediate control of knowledge should contain an indication of the form of control (exam, test), a description of the conditions for admission to it, the procedure for conducting it, the conditions for grading the exam or test, the procedure for retaking it in case of failure to appear or an unsatisfactory mark.
6.9. Materials for current and intermediate control.
Particular attention should be paid to the system of attestation pedagogical measuring materials (APIM), which allow assessing the level of mastering competencies.
In addition to traditional tests, examination tickets with questions, a list of questions, analytical tasks, building a cluster of problems, analyzing different positions, projects, etc. can be classified as control materials.
Teaching materials are desirable that provide the possibility of self-control by a master student of the effectiveness of studying the discipline.
This section also provides an approximate list of questions on the discipline submitted for the final certification of undergraduates (if this discipline is included in the SEC program).
6.10. Educational and methodological support of the academic discipline.
The list of mandatory and recommended literature is formed in accordance with the requirements, firstly, of GOST VPO, which states that “the level of provision with educational and methodological literature should be at least 0.5 copies per 1 full-time student”; secondly, in accordance with the internal documents of Omsk State University. F.M. Dostoevsky, recommending that the list of mandatory literature include no more than 4 sources, the list of recommended literature - no more than 8-10 sources, the list of additional literature - is not limited.
Given the innovative and predominantly authorial nature of the content of master's disciplines, the list of compulsory literature may include educational materials offered to the undergraduate in electronic form (electronic textbooks and teaching aids of various authors), as well as textbooks developed by teachers of the department, abstracts (texts, diagrams) lectures in printed form and / or electronic presentation - an electronic textbook, a file with the content of the material presented at the lectures, a file with handouts, etc.
It is desirable to include in the list of recommended and additional literature articles from leading scientific Russian and foreign publications, scientific research papers, materials of master classes, materials posted on the websites of universities, etc.
Guidelines for the study of the discipline are a set of recommendations and explanations that allow the undergraduate to optimally organize the process of studying this discipline. The content of methodological recommendations, as a rule, may include:
Tips for planning and organizing the time required to study the discipline;
Description of the sequence of actions of a undergraduate student, or "scenario of studying the discipline";
Tips for preparing for the exam (test);
Explanations about working with the test system of the course, with materials for self-control of knowledge.
Requirements for the content and design of materials of the educational and methodological complex distance learning
Educational-methodical complex (EMC) is the main information educational resource designed to present the structured educational material of the course and ensure the control of students' knowledge.
1. Requirements for the content of materials
Each EMC distance learning course includes:
- Annotation (title of the course; subject; class; full name of the author; meaning of the course (3-5 sentences); textbook recommended for studying the subject in full-time mode; title and author curriculum at the rate)
- Lesson planning of the course indicating the form of conducting classes (full-time or remote) and the number of hours.
- Distance learning lessons.
- Lesson summary (text material, graphic images, links to DER, etc.);
- A glossary that provides interpretation and definition of the basic concepts necessary for an adequate understanding of the lesson material;
- KIMs and practical, training tasks for the lesson;
- Digital educational resources (video, audio materials, interactive maps, diagrams, etc.);
- Guidelines for conducting remote lessons by a tutor;
- List of abbreviations and abbreviations;
- Bibliography.
all materials distance course can be divided into three categories:
Informational resources- involve the display of static information: links, images, videos, text or HTML pages (for example, lecture material).
Knowledge control tools– allow students to interact with the course, while the results of student work are stored in the system (for example, assignments or tests).
Interactive elements- designed to organize communication between the student and the teacher (for example, a forum).
Let's look at each category in more detail.
1.1. Informational resources
Lesson text
Lecture material- the theoretical material of the lesson, divided into topics. Every new topic Better put on a separate page. When structuring the material, it should be taken into account that the size of each topic should not exceed more than 3-4 screens in a Web browser. This usually corresponds to 2-3 pages of text in a doc file at a font size of 12.
The lecture material page may contain: text, images, various lists, formulas, tables, links to a dictionary, links to other elements of the course (for example, to an assignment or test), links to any downloadable files, links to a directory of files uploaded to the system, links to Internet pages, video clips, audio clips, flash-rollers, presentations.
The key task of the illustration material used is to create motivation to study the content of the lesson. Due to hyperlinks, the system provides for the possibility of deepening and expanding knowledge. So, using the navigation system (hyperlinks), the student gets the opportunity to:
- get help on all the terminology used in educational texts, as well as get acquainted with related terms (for example, the heading "Glossary");
- study the biographies of scientists (for example, the section "Biography");
- get acquainted with fragments of primary sources and documents on the topic of the lesson (for example, the "Documents" section);
- see many interesting information(for example, sections "Material for in-depth study" or "It is interesting to know");
- carry out research based on the information provided in the Internet space, in which the appropriate links help the student to navigate (for example, the "Encyclopedia" section);
- get recommendations for studying additional literature on the topic of the lesson (for example, the "Library" section).
Regardless of the lesson model, the teacher must provide students with instructions for mastering the material of this lesson, which includes:
- the formulation of the key question of the lesson, which should motivate students to study new material and give the work a personally meaningful meaning;
- an indication of what students should remember: the inclusion of reference material for memorization;
- an indication of places in the lesson where it would be advisable to stop and carry out the primary consolidation of knowledge through direct repetition or formulation of partial conclusions;
- emphasis on fragments of content involved in control tests lesson;
- links to materials that the student may need when answering the questions of the lesson;
- criteria for evaluating tests and individual tasks;
- recommendations for doing homework.
(Files uploaded to the system (video clips, audio clips, flash clips, presentations) should be placed in a separate folder and contain only Latin letters and numbers in the name).
Glossary (Glossary)
The distance learning system Moodle allows you to create and edit a list of definitions, concepts (glossary). Glossary entries can be found or viewed in a variety of formats. It is possible to automatically create a link to the glossary throughout the course. During the preparation of the glossary, the following should be indicated:
- whether comments on entries are allowed (students can add comments to glossary entries);
- whether to allow entries to be graded (if so, specify the rating scale).
Lecture with elements of activity presents learning material in an interesting and flexible way (Annex 1). It consists of a set of pages. Each page usually ends with a question for the learner to answer. Depending on the correctness of the answer, he goes to the next page or returns to the previous one. Questions can be of the following types: closed-form (multiple choice), true/false, short answer, numerical, matching (Annex 3).
Lesson navigation can be straightforward or more complex, depending on the structure of the material being offered. (Annex 2). When preparing a lecture with activity elements, you must specify the following:
- whether the lecture is a training one (i.e. the lecture is not evaluated by the teacher and is not displayed in the journal);
- what is the maximum mark that can be received for a lecture
(in the range from 0 to 100%);
- whether to allow the student to retake the lecture (the parameter determines the possibility of the student passing the lecture more than once). For example, the teacher decided that the lecture contained material that the student should know perfectly. In this case, it should be possible to repeat the lecture. If the lecture material is used as an exam, it is recommended to exclude the possibility of a retake;
- what will be the grade (average or maximum) if the student is allowed to repeat the lecture (answer questions);
- deadline for completing tasks (date).
1.2. Knowledge control tools
Following each informational text block, in which key concepts and definitions are introduced, students are offered tasks, tests and simulators necessary for the formation and development of practical skills for using the acquired knowledge in solving problems. specific tasks, as well as for the organization of knowledge control. Completing tasks and tests allows the student to understand how fully he has mastered the material he has read, as the system automatically checks and points out errors made during execution. The results are recorded in an electronic journal and stored in an individual file of the student, to which he, the teacher, tutor, administrator has access. In case of an incorrect answer, the system can give a hint in the form of leading questions (set by the teacher), or suggest the student to return to the previously studied theoretical material.
Let us consider in more detail the knowledge control tools used in DL.
Exercise
Tasks allow the teacher to set a task for which the student must prepare an answer:
- in the form of a file loaded into the system;
- in the form of several files loaded into the system;
- in the form of text typed in the system on the task page;
- outside the DO system (uses other means to publish the response, such as a blog, forum, etc.).
When preparing a task, you must specify the following:
- on what scale the task is evaluated;
- the deadline for submitting the work;
- the possibility of multiple attempts to answer (the ability to send corrected answers after they have already been graded (for re-assessment). This can be useful in cases where the teacher wants to motivate students to prepare better answers.
Test
Test questions are a set of standardized tasks (questions) that are stored in a database and can be subsequently reused in the same course (or in others). This allows the student, when repeating incorrectly completed tasks, to work with similar thematic tasks, the content of which does not repeat the tasks of the incorrectly completed test.
Questions can contain text, images, video, or music.
Tests used in distance learning in the Moodle environment contain (Annex 3):
- tasks in which students are asked to choose an answer from a list;
- tasks in which the student is asked to enter the answer from the keyboard;
- assignments in which students are asked to fill in ready-made forms with the proposed elements;
- tasks in which students are asked to place concepts in the correct order;
- tasks in which students are asked to solve a crossword puzzle;
- tasks in which students are asked to correlate the corresponding elements;
- tasks in which students are asked to sort concepts according to a certain attribute;
- interactive tasks that involve students modeling specific situations;
- tasks for students to build various graphs with the ability to set initial parameters.
The extensive control toolkit of the distance learning environment allows the teacher, based on the results of the assignments by students, not only to grade and comment, but to enable students to exercise self-control of their knowledge - to view answers and comments on their mistakes.
When preparing test questions, it is necessary to highlight the correct answers in a different color, and also be sure to indicate the following:
- the maximum test score to which the test scores will be proportionally reduced, for example, the maximum mark for the test is set to 20 points, assuming that the test contributes 20% to the mark for the entire course. Although the test contains 10 questions and can be scored up to 50 points, the final mark will be proportionally recalculated so that the maximum is 20 points.
- score for each question if they are of different weight category;
- the last date for the test;
- time to complete the test (for example, 20 minutes);
- the number of attempts to pass the test;
- how many questions should be selected by the system for inclusion in the test from the existing set, and in what order (the system provides for the possibility of random selection, i.e. you can compose and enter 50 questions into the system, and the system will select 25 (or other specified number) randomly way);
- whether to change the order of answers when you are asked to take the test again;
- marking method (in case of several attempts to pass the test, the mark can be set according to one of the options: “the most high score”, “last result”, “lowest score” or “average score”);
- the ability for students to view the test results with the correct answers.
Survey
Using the Poll tool allows you to organize a vote on an issue, or find a common opinion in the process of researching a problem. The teacher asks a question and determines several possible answers. During the preparation of the survey, you must specify the following:
- due date (the date after which the survey becomes unavailable);
- whether to show the student the results of the survey after his answer or only after the closing (by date) of the survey;
- whether to show the student the results of the survey anonymously, without showing the names of the students;
- whether to allow the answer to be changed.
Workbook
There are moments in the learning process when a private dialogue between the teacher and the student is necessary (not necessarily on-line). To do this, there is a tool "Workbook". This is a simple interactive element that is a text area that the teacher and one student have access to. That is, by placing the “Workbook” on the course, the teacher has a lot of notebooks, one for each student. Within a certain time, the teacher and the student can add their notes to this notebook in any form. For example, a teacher asks students to speak on a certain topic. The student responds, and may edit their answer over time. Responses are confidential and will only be visible to the instructor, who can comment and rate each entry.
During the preparation of the workbook, you can specify a scale for evaluating answers.
Seminar
The seminar is an element for creating an environment for social reflection. The teacher sets the topic of the seminar, the rules for the participation of students. The first stage of the seminar is that the students present their messages (reports). At the second stage, students can evaluate the reports of all participants in the seminar. Evaluation is based on a system of criteria set by the teacher. The final grade is calculated as a weighted sum of the grades of the seminar participants: students, the author of the report, and the teacher. During the preparation of the seminar, you must specify the following:
- for what maximum amount points can be evaluated by the participants of the seminar;
- whether to hide the names of authors during the evaluation of works;
- date of commencement of submission of works;
- date of commencement of evaluation of works;
- date of the end of submission of works;
- end date of evaluation.
1.3. Interactive elements
Wiki
The Wiki environment accommodates documents for collaborative writing by multiple participants, allowing learners to work together to add, expand, and modify content. The principles of the Wiki environment are quite simple:
- text can be written and saved;
- Any participant in the training can read this text and make their own changes. To do this, go to the "Editing" tab and make your changes to the page;
- after saving the new version, it becomes available to everyone;
- previous versions of the document are not deleted and can be restored at any time. The teacher can track the contributions of each student who worked on the document or participated in the written discussion.
Forum
The forum is where all the discussions take place. Forums can have a different structure and contain tools for evaluating messages. Forum posts can be viewed in three different formats and contain attachments.
By subscribing to the forum, the participant will receive copies of all new messages to his e-mail. The teacher can sign all students to participate in the forum.
During the preparation of the forum, you must specify the following:
- form of the forum:
- simple discussion - consists of one topic. Used to focus discussions on one topic.
- standard general forum - an open forum in which each member can start a new topic at any time.
- each member opens one topic - in this type of forum, you can limit the number of topics users can create.
- the possibility of evaluating messages by students (if yes, then it is necessary to indicate the rating scale).
Online consultations/Chats
Chat allows participants to have real-time synchronous discussions over the Internet. This is a useful way to hear different points of view on topics of interest. When preparing a chat, you need to select a chat form:
- periodic chat - held at the same time (for example, once a day, once a week, on a certain day and time);
- open chat - does not have a fixed time and is always available.
2. Registration of distance course materials for placement in the DL environment
Text material (lectures, assignments, questions in tests, etc.)
- The text should be typed in a text editor in Times New Roman font, size (point size) - 12, color - black.
- It is allowed to use the font type "bold", "italic", "underlined", color font, color highlighting to focus on certain terms, formulas, theorems.
- Automatic hyphenation is prohibited.
- Each topic should start on a new page.
- Headings and subheadings should be distinguished from the text. Do not put a dot at the end of the title and subtitle.
- The distance between the title and subtitle is one blank line. The distance between headings (subheadings) and text is one empty line.
- A numbered and bulleted list can have several levels. You can combine different lists.
- The distance between the list and the text is one empty line.
Illustrated material
- It is desirable to use illustrative material in the course materials: diagrams, pictures, diagrams.
- Illustrated material should be placed in the center of the page if it is not part of the text.
- The name of the picture is drawn in the center in the same font as the main text of the course. Do not put a dot at the end of the figure title.
- The numbering of figures should contain the number of the topic and the number of the figure in order. For example, in topic 2, figure 3 will be numbered “Fig. 2.3".
- The link to the figure should be in the text before the figure and framed in parentheses, for example, “The number of project participants for 4 years (Fig. 2.3.) can be imagined ....”
Table
- The numbering of the table should contain the topic number and the table number in order. For example, in topic 2, table 1 would be numbered "Table 2.1".
- The title of the table is in bold in the middle. The dot at the end of the table name is not put.
- The link to the table should be in the text before the table and in parentheses, for example: “In this case, the number of project participants increases (Table 2.1)...”
Table 2.1.
- It is forbidden to break the table and transfer part of it to another page manually. The computer itself will do this automatically, but it will not break the connection.
Formulas
- The formulas contained in the text of the material are placed on separate lines.
- The numbering should contain the topic number and the formula number in order, which is written at the formula level on the right in parentheses. For example, in topic 3, formula 2 will be numbered (3.2).
- Directly below the formula is the decoding of symbols and numerical coefficients, if they have not been explained earlier in the text. The first line of the decryption starts with the word "where", without a colon after it.
- Explanation of formula variables should be placed after the formula, in Times New Roman font, size (point size) – 10.
- For example,
 |
(3.2) |
CFi - flow Money or income; IC - the amount of investments (capital investments) in the implementation of the project; r is the discount rate, fractions of a unit; i is the number of the partial period in the calculated time period n (i = 1, 2, …, n); n – settlement period, number of years (months).
Digital educational resources
Digital educational resources (video and audio materials, interactive maps, diagrams, etc.) must be stored in a separate folder and contain only Latin characters and numbers in the title. The volume of the file containing the resource is not more than 2 MB.
Graphic objects
Graphic images are embedded in the document and saved as separate files in the CMD folder structure. File names are set in Latin lower case. Image file format: GIF and JPEG.
Pictures are scanned at a resolution of 300 dpi.
The volume of the file containing the graphic object is not more than 100 kb.
Bibliography
- The titles of literary sources should be formatted as follows: Deeva AI Investments. – M.: Logos, 2005.- 397p.
- If educational edition made under the editorship of any author, the design will look like this: Economic evaluation investment: theory and practice: Textbook / Ed. prof. V. E. Esipova - M .: Finance and statistics, 2006.- 287p.
- Articles from periodicals (magazines, newspapers): Pavlova V.A. Management of investment projects // Audit and financial analysis. - 2005. - No. 3. - P.14-19.
- The last in the list of references should be the official Internet resources, the data from which are used in the course materials.
Applications
- The appendices follow the bibliography. Each application should start on a new sheet and be numbered in order.
- From the main text or task, you must make a link to the application.
- The name of the application is drawn in the center. Do not put a dot at the end of the application name.
3. Criteria for evaluating the educational and methodological complex of distance learning
| Item No. | Evaluation criterion |
| 1. | annotation |
| 2. | Lesson course planning |
| 3. | goal setting |
| . | The presence of clearly defined goals and objectives of the lesson. |
| . | Achieving this goal in the lesson (at various levels, for example: at the level of familiarization and comprehension, at the level of reproduction and use, etc.). |
| 4. | Lesson content |
| . | Compliance of the content of the lesson with the state standard. |
| . | Optimality, depth, scientific character, completeness of the content of educational material for various stages of the lesson and activities of students. |
| . | Correspondence of the content of the lesson to the age characteristics of the students. |
| . | Ensuring a differentiated approach to students with different levels preparation. |
| . | The presence of interdisciplinary connections in the lesson. |
| . | Orientation of tasks not only to expand the volume of knowledge, their structuring, integration, generalization of subject content, but also to transform personal experience every student. |
| 5. | Technology, methods and teaching aids (taking into account the possibilities of DOT) |
| . | Compliance of the choice of forms, methods and means of teaching with the goals and content of the lesson. |
| . | Choosing the optimal structure of the lesson (taking into account the time of direct work of the student with a PC based on SanPiN, pauses are provided for performing exercises recommended when working with a PC for the corresponding age category). |
| . | Ways of motivating students for learning activities and developing cognitive interest; maintaining the constant attention of students. |
| . | The presence of a system of hyperlinks that provide an active cognitive position of students, allowing to deepen and expand knowledge in the process of studying the topic. |
| . | The level of organization of the cognitive activity of students (the use of various teaching aids: tasks of a different nature; samples; instructions, algorithms; supports (schemes, models, etc.); keys for self-control; time limits; information sources). |
| . | Implementation of various types of tasks, taking into account the requirements of the DL system. |
| . | Feedback in the classroom. Organization of communication with the tutor (forums, chats, etc.). |
| 7. | Use of digital educational resources |
| . | Sufficiency and meaningful expediency of using DER, Internet resources in the presented lesson. |
| . | A variety of presented forms of activity using DER (work with interactive diagrams, maps, models, etc.). |
| . | DERs provide and enhance the effectiveness of learning. |
| 7. | The psychological climate of the lesson |
| . | Creation of favorable psychological climate taking into account the age characteristics of students. |
| . | Use of health-saving technologies. |
| . | Creating a situation of success in the classroom. |
| . | Using tasks of a creative nature to unlock the potential of students. |
| 8. | Lesson effectiveness |
| . | Ways of monitoring the process of mastering knowledge. |
| . | Ensuring self-assessment of students. |
| . | Summing up the lesson. |
| 9. | The originality of the proposed approach in relation to traditional similar educational and methodological complexes |
| 10. | Culture of competition material design |
| . | Compliance with the requirements for the presentation of competitive materials. |
| . |
Annex 1
Lecture with activity elements
Distance learning can only be effective if it compares favorably with traditional learning. For example, a simple translation of the material of an ordinary textbook into electronic form not only does not provide any advantages, but also has its drawbacks: large volumes of text materials are difficult to perceive from the monitor screen. Using the Lecture with Activity Elements technology implements the following tasks:
- providing students with the opportunity to work asynchronously with the material in a hypertext representation;
- providing the student with the opportunity to control the depth of immersion in the topic, in connection with which the material is divided into basic (mandatory to study, covering the educational standard) and additional, convenient navigation is built between them;
- reducing the negative effect of reading texts from the screen by reducing the volume of text and equipping it with illustrative material;
- transfer from simple reading texts from the screen vigorous activity, for which lectures are saturated with interactive activity elements and questions between paragraphs.
The lecture with elements of activity consists of paragraphs with theoretical material and pages with questions between paragraphs (Annex 2).
- Lecture title: in one phrase, briefly (up to 5 words), unique.
- Annotation: should give the student an idea of the content of the lecture, motivate him to study the lecture. This is an integral (generalizing) characteristic of the lecture. The abstract should be as short as possible.
- Size: the optimal volume of the lecture is 3-5 paragraphs, the presence of more than 7 paragraphs is undesirable, more than 9 is unacceptable.
- Brevity and clarity: the text must be stated briefly and illustrated with visual material (figures, charts, tables, diagrams, etc.);
- Size: the size of one paragraph should not exceed 2-3 screens;
- Change of type of activity: in each paragraph of the lecture there should be a change in the type of activity. The best option is 1 interactive element in each paragraph. This element should not be just visual material, it should be aimed at involving the student in the activity;
- Validity: each animation and/or interactive tool must be used reasonably. There should be no "multimedia for the sake of multimedia".
- Accent: it is recommended to use additional formatting for examples and comments. For example:
Comment. Use sand-coloured typography in cases where the content can be used introductory words "Please note ..."
Example. Do not abuse the design of the green color. Use it in cases where the content can be used introductory word"For example,..."
- Additional material: You can adjust the size of a paragraph by moving material that is optional for study into an additional one. At the same time, there is another very important function of the additional material: building an individual educational trajectory - the student himself chooses the depth of immersion in the topic. Additional material can be presented to the student in the following way:
- Notes: used to create brief text support information. The optimal volume is 50-100 characters, the limit is 300.
- Hyperlinks: navigate by keyword to a hidden fragment of the lecture. Hyperlink "deep" allows you to structure the material of this lecture. Creating hyperlinks within a hyperlink is not recommended. Possible options hyperlinks "deep":
- this is interesting;
- primary sources;
- investigate the problem;
- excursion into history;
- video materials.
- Glossary: The glossary contains terms necessary for understanding the lecture. Possible glossary categories:
- general terms;
- abbreviations;
- special terms;
- directory of personalities.
- Quantity: the lecture must contain at least one question after the first paragraph and at least two questions after each subsequent one, one of which is on the current paragraph, and the rest on the previous ones.
- Complexity: questions should not go beyond the already studied lectures. The best option is if the answer to the question is contained in a paragraph.
- Distractor(distracting answer) - a variant of the answer to test closed type, similar to the correct, but not being such. It is desirable to select distractors that reflect typical errors.
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