Modern problems of science and education. Methodical recommendations on planning and organizing independent work of students The content of independent training is determined

Most students prefer different forms independent work and practical classes, as the strength and value of knowledge obtained independently invaluable. Independent work is the activities of the students themselves, which has a goal, task, form of expression and verification of the result. Students want and can work independently. Help them organize and stimulate this type of activity - the task and obligation of the teacher. Only a teacher can take into account the age of a student, his personal qualities, evenly distribute the load on the memory and attention of students, help form their intellect, ability in postgraduate self-study.

The concept of "independent work" is multifaceted, and despite a significant amount pedagogical studies On the problems of independent work of students, a single approach to the essence and content of this didactic process, there are currently no. Various interpretations depend primarily from what content is invested in the word "independent". Basically there are three meanings of this concept: - the student must do the work itself, without the direct participation of the teacher; - from the student requires independent mental operations, independent orientation in the educational material; - Performance of work is strictly not regulated, the student is given freedom to choose content and methods for performing the task. Professor Jested P.I. believes that "independent work in higher School is a specific pedagogical agent. "

The study of theoretical sources on the identification of various types and types of independent work brings to the conclusion about their wide variety. Diversity and frequent interpenetration of species and types of independent work give rise to an ambiguity in the question of choosing the basis of their classification. Methods, techniques, methods and means of independent work are not always constant. They can change and complicate according to the continuational complication of organizational forms and methods, which in turn depends on the individual characteristics and level of training of trainees. Independent tasks should, first of all, create the necessary conditions To form a learning need from a student to gain knowledge, accelerate the process of their assimilation, encourage him to realize the path of its own movement from ignorance to knowledge.

The initial task of independent work should carry a particle of the ultimate learning goal. Availability of this element in all types independent tasks Creates the necessary conditions for the organic combination of reproducible and creative cognitive actions of the studying in the process of independent activities, and, consequently, the conditions for the gradual change in the motivational sphere of teaching - from external stimulation to deep internal motivation, expressed in the satisfaction of the learner-learning knowledge. As a result, knowledge, skills, the skills obtained during the implementation of independent work, cognitive experience gain an effective, flexible nature, which in practical terms leads to optimizing the mental activity of students.

Independent work is a means of forming such an important features such as independence, the form of the organization of cognitive activities of students requiring the manifestation of activity, independence of thinking, creativity, perseverance and initiative when performing the task.

At different stages of independent work of students, their independence is manifested in different ways, passing the way from simple reproduction, imitation, to creativity. It originates, develops and becomes complicated as the complexity of the tasks performed. External signs of manifestation of independence of students are their planning academic work; Selection of educational literature, methodical manuals for independent study; execution of training tasks and work on samples of weapons and equipment without direct assistance and detailed instruction of the teacher; Independent performance of professional duties during trainings, games, physical training.

The effectiveness of independent work of the studying on various disciplines depends primarily on its personal qualities, discipline, motivational installations, mental qualities, such as memory, attention, volitional qualities and others, but one of the main conditions of productive independent work is the formation and development of skills and skills of independent educational labor.

The essence of the independent work of students and the role of the teacher in its organizational and managerial is as interpreted by various authors in different ways. Researchers consider the various structural links of independent work of students, therefore, in different ways formulate its signs, considering the most important one and lowering another. Summing up different points of view, you can specify the main essential signs of independent work of students of educational institutions:

• * External. Includes the presence of an educational or practical task acting in the form of an educational or other complex problem, which contributes to the development of a student as a person. This task should encourage him to self-mental and practical work, require the tension of spiritual and physical forces, as well as planning students of their work, preparing the workplace, performing tasks without detailed introductory briefing and direct assistance to the teacher. At the same time, the role of the latter is seen only through the prism of organizational and functionally related control influences.
• * Internal. Expressed in manifestation of independent independent and creative activity when solving the teaching and educational and practical tasks set in front of them, while passing all the levels of independence from playing a design task to partially search and even creative research work. Moreover, the independent work of students undergo high-quality changes and is progressively developing. Includes conducting students of self-control, self-analysis, self-correcting and improving the results of independent work performed by them.

Independent work, as part of a holistic pedagogical process, performs in its dual quality, exterior form which is a learning task, and internal (content) - informative or other educational task and independent activities of students in solving it. Here is a dialectical unity, similar to that, which exists for philosophical categories, content and form, reflecting the peculiarities of interrelated activities of teachers and students. In relation to the teacher, independent work is both a learning method and a learning tool, and a form of interrelated activity. In relation to students, independent work is both the teaching method, that is, the method of cognitive activity of the student, and the form of educational and educational activities, and educational and educational activities itself. Independent work of students of educational institutions is all their mental and practical activities By solving cognitive and practical problems. The purpose of preparing for the independent implementation of future professional tasks arising from modern specialists, carried out in all forms of the educational process, in the course of which the learners exhibit consciousness, independence and activity.

The content of independent work of students includes a set of informed objectives and tasks solved by students in the process of independent educational work on various academic disciplines, the planned positions of the sequence of their meaningful individual implementation, the scientifically informed choice of personality-oriented methods and means of independent activities. The main stages of the implementation of software installations of students on independent work with direct, specially organized targeted coordinated joint participation of heads of departments, deanants, employees of educational and scientific departments, faculty. Employees of educational units, other subjects of the educational process on the pedagogical management of independent work at all stages ensuring the creation of prerequisites for the development and self-development of the student's personality.

Independent work of students performs a number of functions to which include:

• · Developing - increasing the culture of mental labor, attachment to creative activities, enrichment of the intellectual abilities of students;
• · Educational - training activities Students at audit classes, unsuitable independent work, becomes small;
• · Orienting and stimulating - professional acceleration is attached to the learning process
• · Ripping - form and develop professional quality specialist;
• · Research - Students enter a new level of professional-creative thinking.

The basis of independent work of students is the principles: independence, targeted planning, personal activity approach.

Independent work of students are held with the goal:

• ? systematization and consolidation of the theoretical knowledge and practical skills of students;
• ? deepening and expanding theoretical knowledge;
• ? formation of skills to use regulatory, legal, reference documentation and special literature;
• ? development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;
• ? formation of independence of thinking, abilities for self-development, self-improvement and self-realization;
• ? development of research skills.

Students practiced two types of independent work:

• - audit;
• - extracurricular.

Auditor's independent work on discipline is performed on training sessions under the direct supervision of the teacher and on his task. In this case, students are provided by the teacher of the necessary educational literature, didactic material, incl. Methodological benefits and methodological developments.

Extraordial independent work is carried out by a student on the instructions of the teacher, but without his immediate participation.

Tasks for extracurricular independent work can be:

• - for mastering knowledge: reading text (textbook, methodical literature); drawing up a text plan; graphic image text structure, graphic image of a sequence of graphic work, execution of graphic works; textual aspects; statements from text; work with dictionaries and reference books; familiarization with regulatory documents; educational work; Using computer equipment, Internet, etc.
• - to consolidate the systematization of knowledge: work with the abstract lecture (text processing); Repeated work on educational material (textbook, primary source, additional literature); drawing up a work plan for compliance with the plan proposed by the teacher; study of guests; Answers to check questions; Testing, performing exercises and graphic works.
• - for the formation of skills: solving problems and exercises on the sample; solving variable tasks and exercises; performing drawings, schemes; performing decisions and graphic works; solving situational production (professional) tasks; Preparation for business games.

Upon presentation of species for extracurricular independent operation, a differentiated approach to students is used. Before being fulfilled by students of extracurricular independent work, the teacher conducts instructing to perform a task, which includes the purpose of the task, its content, execution time, indicative work, the basic requirements for the results of work, evaluation criteria. In the instruction in the instruction, the teacher warns students about possible typical errorsencountered when performing a task. The instruction is carried out by the teacher at the expense of the time allotted for the study of discipline.

Development of the complex methodical support The educational process is the most important condition for the effectiveness of independent work of students. This complex should include the texts of lectures, educational and methodical manuals, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, the bank of settlement, modeling, gym and self-control programs, automated training and control systems, information bases of discipline or groups of related disciplines and other. This will allow to organize problem learningin which the student is an equal participant in the educational process.

The effectiveness of independent work of students is largely determined by the presence of active methods for its control.

There are the following types of control:

• - Input monitoring of knowledge and skills of students at the beginning of the study of the next discipline;
• - current control, i.e., regular tracking of the level of mastering material at lectures, practical and laboratory classes;
• - intermediate control at the end of the study of the section or the coup module;
• - self-control, carried out by a student in the process of studying discipline in preparing for control measures;
• - final control by discipline as a test or exam;
• - control of residual knowledge and skills after a certain time after the completion of the study of discipline.

IN last years as well as traditional forms Controls - colloquiums, credits, exams quite widely introduced new methods. The use of the rating system allows you to achieve more rhythmic work of the student during the semester, as well as activates the cognitive activities of students by stimulating their creative activity. The introduction of the rating may cause an increase in the load of teachers at the expense of additional work on the structuring of the content of disciplines, the development of tasks of different levels difficulties, etc. But such a job allows the teacher to reveal its pedagogical capabilities And embody your ideas to improve the educational process.

It should be noted that automated training and training and control systems that allow the student to independently study one or another discipline and simultaneously monitor the level of assimilation of the material.

In conclusion, it can be noted that the specific ways and forms of organizing independent work of students, taking into account the course of training, the level of training of students and other factors are determined in the process of creative activities of the teacher, therefore these recommendations do not claim universality. Their goal is to help the teacher to form his creative system for organizing independent work of students.

2

1 State Educational Establishment of Higher Education of the Moscow Region "Moscow State Regional Humanitarian Institute"

2 FGBOU VPO "National Research Tomsk Polytechnic University"

The article reveals the concept of independent work of students. The didactic goal of organizing independent work of students was formulated. The main characteristics of independent work of students are considered. Indicated typical difficulties in organizing and conducting independent work of students with which students and teachers have to be encountered. The criteria for the effectiveness of the organization of independent work of students are determined. Named main conditions that contribute to improving the effectiveness of organizing independent work of students. Attention is drawn to the fact that the active independent work of students is possible primarily with sustainable motivation. Attention is drawn to the need to take into account the organization of independent work the level of students' prepared for independent work, their personal characteristics, such as responsibility, curiosity, the desire to achieve career growth in future professional activities.

organization of work students

independent work of students

students

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8. Mitin I.V. Credit system for assessing the content and quality of development of educational programs. - URL: www.edit.muh.ru/content/mag/trudy/07_2010/07.

9. Petrova L.A., Noscova N.V. Pedagogy: Guidelines on the organization of extracurricular independent work of bachelors in the direction of training " Teacher Education"," PSYCHOLOGICAL-PEDAGOGICAL EDUCATION. " - Orekhovo-Zuyevo: GGS, 2013. - 28 p.

10. Syllasty G.G., written E.E., Belgokova N.M. Independent work of students. - URL: http://www.fa.ru/chair/socio/pps/documents/metod_Self_work.pdf

11. Teltevskaya N.V. Optimization of independent work of students from the standpoint of a competence approach. URL: http://www.sgu.ru/sites/default/files/journals/izvestiya/pdf/2013/12/13/3-013_filosofiya_118.pdf (date of appeal 03/21/2015)

12. Management of independent work of students. URL: http: //charko.narod.ru/tekst/an4/3.html

Modern realities occurring in society change dictate a change in the model of a specialist of any profile. Socio-economic development prospects vocational education There are new enhanced requirements for the preparation of modern competitive specialists. The strategy of socio-economic development of Russia until 2020, which determines the need for a country's transition to an innovative development model, indicates the need for changes in the system of vocational education. One of the most important tasks in the transition to GEF in the system of higher education and secondary vocational education is the organization of independent work of students. Independent work as a form of educational activities in accordance with the requirements of GEF in is an essential element of the educational process. Subject and meaningful independent work of students (SRS) is determined by the state educational standard, existing curricula on educational programs of various forms of training, working programs academic disciplines, SRS tools: textbooks, teaching benefits and methodological guidelines, training and software complexes, etc.

The transition to new curriculum and programs with simultaneous reduction in hours, allocated to audit classes, predetermined the increase in the share of independent work of students in the study of many sections and those learning disciplines and led to the need to search for new approaches to the organization of their training activities, control not only their knowledge, but and the process of independent work.

Despite the difference in approaches to understanding the essence and importance of independent work, almost all researchers consider it as a multilateral and polyfunctional phenomenon that has not only training, but also personal and social importance. Increasingly, the concepts of "independence", "informative independence", "Professional Independence", "Independent Work" appear in publications, "Independent work", and drawn to the fact that independence becomes one of those personality properties that ensures the success throughout the vital Ways.

In the conditions of growing importance of independent work of students, the activities of the teacher and training is filled with new content. The role of the teacher is to organize independent work in order to acquire a student of general cultural and professional competencies, allowing to form an ability to self-evaluate, self-education and innovative activity. The role of a student is that in the process of independent work under the leadership of the teacher to become a creative person who can acquire knowledge, skills and skills, formulate the problem and find the optimal path of its solution.

Analysis of scientific and methodological literature and its own pedagogical practice Allows you to allocate typical difficulties in organizing and conducting independent work of students. The difficulties with which you have facing teachers:

1) search for ways to eliminate the lack of an audited fund, computer equipment;

2) the implementation of incredibly large work on the creation of suitable forms and methods for organizing individual work of students to successfully solve the didactic tasks;

3) the need to receive information about the real time spent time of students for homework on various academic disciplines;

4) Developing tasks that would be interesting in content and at the same time allowed students to work independently.

In turn, students also arise some difficulties in performing independent work due to:

1) a lack of self-educational skills (inability to work rationally with a book, lead lectures, analyze and generalize read, making brief records and reasonable conclusions);

2) underestimation of the role of independent work in the educational process, the perception of it as an auxiliary element, in contrast to lectures, practical and other activities. To the main reasons for such a phenomenon, there should be a lack of relevant motives, installations for serious independent work;

3) Invulsions to plan and organize their own independent work ("forget" plan all the time all the time for self-preparation, or relate to this formally, which leads to the "attachment"). Ultimately form inaccurability and inorganization in operation;

4) insufficient manifestation of mental voltage for the correct and best implementation of a particular action;

5) the lack of cognitive interest and psychological readiness to perform independent work;

6) insufficient manifestation of consciousness, independence and activity in the process of solving the tasks of the tasks, giving it a personal meaning.

Practice shows that there are a number of common problems for teachers and students: the need to optimize the combination of time for audit classes and on performing independent work on various disciplines; The significant amount of tasks assumed for self-study is not performed at all, is performed formally or simply written off.

To solve problems, the criteria for the effectiveness of the organization of independent work of students should be determined. They can serve as the following:

2) independent work is targeted, controlled both by students and teachers;

3) tasks are differentiated and variable, i.e., consider individual capabilities, needs and interests of students;

4) a credit and credit system is used, which includes a storage system for assessing independent work of students;

5) Independent work of students is provided with information and methodological means and materials.

Thus, effectively organized independent work not only contributes to the formation of professional competence, but also provides the process of developing methodical maturity, self-organization and self-control skills. educational activities. This is particularly important, as it implies the formation of a future specialist as a subject of professional activity capable of self-development, design and transformation of their actions.

In pedagogical science there are various approaches in understanding independent work of students. And, despite the difference in approaches to understanding the essence and importance of independent work, almost all researchers consider it as a multilateral and polyfunctional phenomenon that has not only training, but also personal and social importance. It is customary to share independent work on educational, scientific and social. All these species are interconnected and interdepended.

In the aspect of our study, independent work is considered as "organized by the person by himself by virtue of its internal cognitive motifs and carried out at the most convenient time, controlled by him in the process and according to the result, the activities carried out on the basis of external mediated systemic management by the teacher or training program , computer. "

The organization of independent work of students (SRS) is aimed at the conscious inclusion of students in independent work as in the process of its professional training. It should contribute to the translation of a student from a passive consumer of knowledge in their active creator who can formulate the problem, analyze ways to solve it, find the best result and prove its correctness; Teach the student is meaningfully and independently work first with educational material, then with scientific information, lay the basics of self-organization and self-education in order to instill the ability to continuously improve their qualifications.

Depending on the place and time of the SRS, the nature of the leadership by it by the teacher and the method of controlling its results this work is divided into:

• independent work during the main audit classes (lectures, seminars, laboratory work);
• independent work under the control of the teacher in the form of planned consultations, creative contacts, tests and exams;
• extracurricular independent work when executing a student of homework learning and creative character.

Independent work can be carried out individually or groups of students depending on the purpose, volume, the specific subject of independent work, the level of complexity and the level of students' skills.

The monitoring of the results of independent work of students should be carried out within the time of the time rendered to mandatory training sessions and extracurricular independent work of students on discipline, can be held in writing, oral or mixed form.

The forms of independent work of the student may vary depending on the purpose, nature, disciplines, the volume of hours determined by the curriculum: preparation for lectures, seminars, practical and laboratory classes; study tutorials; study and outlining the readstatology and collections of documents; studying in the framework of the program of the course and the problems not submitted for lectures and seminar classes; writing thematic reports, abstracts and essays on problem topics; annotation of monographs or their individual chapters, articles; implementation of research and creative tasks; Writing control and laboratory work; Drawing up bibliography and referencing on a given topic.

Analysts of the Russian Research Institute of Higher Education (NIISO) allocate the following main characteristics of the SRS.

1. Psychological conditions for the success of the SRS. First of all, this is the formation of sustainable interest in the chosen profession and methods of mastering its features that depend on such parameters as: the relationship between teachers and students in the educational process; The level of complexity of tasks for independent work; The inclusion of students in the emergence of the future profession.

2. Professional orientation of disciplines. The depth of profiling of certain disciplines should take into account the psychological patterns of multi-level division of future professionals: bachelor, specialists, masters.

3. Limited student time budget. The teacher must take into account the overall total load of students. The intensification of the educational process involves the rhythm of the SRS by reducing the routine work of the student in semesters.

4. Individualization of the SRS, which includes: an increase in the specific gravity of intensive work with more prepared students; dividing classes on the mandatory and creative parts; Regularity of consultation with trainees; Exhaustive and timely informing about the thematic content of independent work, the deadlines, the need for auxiliary means, forms, methods of control and evaluation of the final results.

The main thing in the strategic line of the organization of independent work of students in the university is not to optimize its individual species, but in creating the conditions for high activity, independence and responsibility of students in all types of training activities. KM Gerasimenko allocates a number of conditions that contribute to improving the effectiveness of the organization of independent work: ensuring a reasonable combination of species of independent work: ensuring the student necessary methodical materials to perform independent work, developing clear methodical instructions; Conducting individual consultations; knowledge of the algorithm, methods for performing independent work, methods of its implementation; Sustainable motivation of activities (the presence of interest); the use of success situations in classes that contribute to the development of confidence in their forces, the formation of adequate self-assessment, disclosure of individual abilities of the student; Development of a system of tasks for independent work based on the development of professional competencies of the student; inclusion in the task mandatory for all base parts and variable - for more prepared; Implementation of the monitoring of independent work, determining the work by the teacher and the timing of its submission. Thus, we can say that the reasonable leadership of the independent work of students in complying with these conditions allows you to achieve the necessary level of vocational training of a graduate. At the same time, the student himself learns to operate with the study content, and only in this case it is absorbed by consciously and firmly, the competences are developing, the ability to self-educate, self-education, self-organization is formed, high level search activity.

Active independent work of students is possible only with sustainable motivation. The strongest motivating factor is to prepare for further effective professional activities. Analysis of research results in this area showed that factors contributing to the intensification of independent work of students are: the usefulness of the work performed (the participation of students in creative, scientific and methodological activities under the guidance of the teacher); Participation in Olympiads on educational disciplines; the use of motivating knowledge control factors (these are cumulative assessments, rating, tests, non-standard exam procedures); encouraging students for success in studies and creative activities (scholarships, bonuses, incentive points); Individualization of all types of learning tasks, constant updating them.

The motivational factor in academic work, including independent, is the identity of the teacher. The teacher can be an example for a student as a professional as creative person. He can and should help the student reveal his creative potential, determine the prospects for its internal growth.

The formation of the cognitive independence of students will be effective when performing a number of requirements, such as:

1. diagnostics of the level of independent activity of the student and prediction of its development, taking into account the psychological and pedagogical and age characteristics of each group, the educational value of each individual included in it and other indicators;
2. teaching the self-organization of the study of the student, providing for armament by the skills independently formulate the goals and selection of its approximate framework, plan work and find ways to implement their plan, analyze their own activities and make adjustments to it.

Accounting for the factors that students have different levels of preparedness, implies the presence of various tasks in the nature of the activities that may be: reproducing (sample work); reconstructive; Heuristic (works in which non-standard situations or non-standard tasks are set), qualifying, creative tasks within the framework of the course on the choice, etc.

Thus, the pedagogical aspects of ensuring independent work of university students include not only didactic, but also the actual pedagogical objectives, such as the development of personal qualities in students. Strengthening the role of independent work of students means a fundamental revision of the organization of the educational process in a university, which should be built in such a way as to develop motivations for cognitive work, the ability to learn, to form an ability to self-develop, creative application of the knowledge gained, ways to adapt to professional activities in modern world.

Reviewers:

Ivankina L. I. , Ph.D., Professor of the Department of Management, Institute of Socio-Humanitarian Technologies of the National Research Tomsk Polytechnic University, Tomsk;

Romanenko S.V., D.Kh.n., Professor, Head of the Department of Ecology and Safety of Life. Institute natural resources National Research Tomsk Polytechnic University, Tomsk.

Bibliographic reference

Petrova L.A., Beresteneva E.V., Brigadine A.A. Organization of independent work of students in the context of the implementation of GEF in // Modern problems of science and education. - 2015. - № 2-1.;
URL: http://science-education.ru/ru/Article/View?id\u003d19211 (date of handling: 06/22/2019). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"

"Krasnodar Technical School of Management, Informatization and Service"

Approve

Director of Technical School

____ "____________ 200_.

on planning and organizing independent work of students

Considered

at the meeting of the Scientific and Methodological Council

Protocol number ___

From "___" __________ 200_g.

Chairman _________

1. General Provisions

1.2. Independent work is carried out with the goal:

Systematization and consolidation of the theoretical knowledge and practical skills of students;

Deepening and expanding theoretical knowledge;

Formation of skills to use regulatory, legal, reference documentation and special literature;

Development of cognitive abilities and activity of students, creative initiative, responsibility and organization;

Formation of independence of thinking, self-development abilities, self-improvement of self-realization;

Development of research skills.

Allocate two types of independent work on academic discipline:

Audit;

Extracurricular.

1.3. Independent audit work is performed on training sessions under the direct supervision of the teacher on his task.

1.4. Independent extracurricular work is carried out by a student on the task of the teacher, but without his immediate participation.

1.5. State educational standard A secondary vocational education in terms of government requirements for a minimum content and level of graduates in the specialty regulates the maximum amount of student learning load and the amount of compulsory training load as a whole on theoretical learning and in cycles of educational disciplines.

1.6. The educational institution independently plans the volume of independent extracurricular work In general, both on theoretical learning and for each cycle disciplines and for each discipline, based on the volumes of maximum and mandatory training load.

1.7. The volume of time allotted on independent extracurricular work is reflected:

In the working curriculum - in general on theoretical training, each of the cycles of disciplines, for each discipline;

In the working programs of training disciplines with its distribution by sections and themes.

2. Planning self-extractive work

2.1. When developing working curricula educational institution (hereinafter - OU) is determined:

The total volume of time assigned to independent extracurricular work as a whole on theoretical learning (as the difference between the maximum amount of time, allocated to theoretical training as a whole and the volumes of time assigned to the mandatory training load, optional disciplines, advice on theoretical learning);

The amount of time is allocated for independent extracurricular work on the cycles of disciplines, taking into account the requirements for the level of training of students, the complexity and volume of the material under investigation on the disciplines included in the cycle;

The volume of time assigned to independent extracurricular work on academic discipline depending on the level of development by students educational material, taking into account the requirements for the level of training of students (have an idea, know, own skills).

2.2. When developing work program According to academic discipline, when planning the content of independent extracurricular work, the teacher establishes content, the volume of theoretical educational information and practical tasks For each topic, which provides independent extracurricular work, the forms and methods of control of the results are determined.

2.4. The distribution of the time for independent extracurricular work in the student mode is not regulated by the schedule.

2.5. Types of tasks for independent extracurricular work can be:

2.5.1. for mastering knowledge:

Reading text (textbook, primary source, additional literature),

Drawing up a text plan,

Graphic image of the structure of the test,

Textual text

Work with dictionaries and reference books,

Work with regulatory documents

Educational and research work

Answers to check questions;

Analytical processing of text (annotation, review, referencing, content analysis, etc.),

Preparation of messages to the speech at the seminar, conference,

Preparation of abstracts, reports; drawing up bibliography; Testing and others;

2.5.3.to form skills:

Solving tasks and exercises on the sample,

Solving variant tasks and exercises

Performing drawings, schemes,

Execution of decisions and graphic works,

Solution of situational production (professional) tasks,

Design and modeling different species and professional activity components

4. Organization and management of independent extracurricular work of students

4.1. When issuing tasks for independent extracurricular work, it is recommended to use a differentiated approach to students.

Before performing students of independent extracurricular work, the teacher conducts instructing to perform a task, which includes: the purpose of the task, its content, the period of execution, the estimated amount of work, the basic requirements for the results of the work, the evaluation criteria.

In the instruction in the instruction, the teacher warns students about possible typical errors encountered when performing a task.

4.2. The instruction is carried out by the teacher at the expense of the time allotted for the study of discipline.

4.3. Independent work can be carried out individually or groups of students depending on the purpose, volume, the specific subject of independent work, the level of complexity, the level of students' skills.

4.4. Control of the results of independent extracurricular work of students

Can be carried out within the allotted time for mandatory training sessions on the discipline and independent extracurricular work of students on discipline,

It can be held in writing, oral or ridiculous form, with the presentation of the product or product of the creative activity of the student.

4.5. As forms and methods for controlling independent extracurricular work of students, seminar classes, colloquiums, tests, testing, self-density, test work, protection of creative works, etc. can be used.

4.6. The criteria for evaluating the results of independent extracurricular work by students are:

The level of development of the student of the educational material;

Student's skills use theoretical knowledge when performing practical tasks;

Formation of general education skills;

The validity and clarity of the response presentation;

Registration of material in accordance with the requirements.

During the execution of independent extracurricular work, the teacher can hold consultations at the expense total budget time.

4. Levels of independent work of students

4.1. It is necessary to highlight five levels of independent work of students. As the basis of each level, the ratio of reproducing and creative processes in the activities of students was taken.

The student is provided to work at the level that is currently acceptable to him.

In other words, conditions are created for the positive motivation of the process of teaching and developing abilities.

4.2. Each of the levels should be ensured as a large set of independent tasks of various forms. This avoids monotony in work, makes student work with original.

4.2.1. The first level of independent work is the literal and converting reproduction of information.

4.2.2. Second level - independent sample work. This is the compilation of issues to the texts of the lectures on the proposed samples. Different complexity, diverse in character and form, samples of questions guide the thinking of students in search of answers, and then on an independent wording of issues, which is an introduction to mental work.

Another form of independent tasks of this level - drawing up test tasks According to the proposed rules.

4.2.3. The third level is reconstructive independent work: transformation of test information into structural and logic graphs, drawing up crosswords, interviews, questionnaires, stories, typical task conversion.

The work of this type is taught to summarize the phenomena.

4.2.4. The fourth level is heuristic independent work. Such tasks are aimed at resolving the problem situation created by the teacher.

4.2.5. Fifth level - creative (research) independent work: writing work with the inclusion of forms of tasks of the second, third and fourth levels.

5. Types of independent work

5.1. In accordance with the level of independent productive activity Students can be highlighted four types of independent work.

5.1.1. Reproducing independent work on the sample form the foundation of a truly independent activity of the student. The role of the teacher is to determine the optimal amount of work for each student.

5.2. Reconstructive-variant independent work is taught to analyze events, phenomena, facts, contribute to the development of internal motives for cognizing.

5.3. Heuristic - form skills and skills to search for a response outside of the famous sample. The student himself determines the way to solve the problem and finds them.

5.4. Creative - who are the crown of the system of independent activities of students.

Learn to listen and record a lecture:

1. In a convenient position.

2. Considered, listen carefully.

3. Sign up with the plan of lectures, set the main questions of the topic.

3. Forward attention! The main thoughts allocate voice, complex questions repeat several times.

5.5 Representing the heard.

6. It is a briefly express your thoughts.

7. Remove quickly using cuts.

8.Used general rules Writing an abstract.

Learn to ask questions:

1. Up the paragraph and try to ask a question to the student, the teacher.

2. The list of questions choose those that are necessary in this situation.

3. At how correctly the content of the material is understood, for this invent the question aimed at clarifying the material.

4. Before the question in order to eliminate logical, actual and other errors.

5. Before the question in order to develop the content of the material.

7. Program of actions of the teacher on the organization of independent work of students

7.1. The program of actions of the teacher to create the necessary and sufficient conditions for independent activities of students:

Study of the qualification characteristics of a specialist;

Analysis of the curriculum, state educational standard;

Preparation of a list of skills (competencies), which should be formulated in students after studying discipline;

Preparation of written control objectives for "input" control;

Development of a form of professional-oriented tasks for independent activities;

Grouping tasks in the Task block on the semester;

Determination of qualitative and quantitative criteria for performing the task;

Definitions of periodicity of control;

Develop options test work;

Development of a system for informing students about their achievements;

Definition of an individual work system;

Implementation of a modular learning system with rating assessment Student learning activities.

Involving students in independent activities, must be considered psychological peculiarities every student and create educational and Methodical Complexescontaining:

The task is complex, intense, not new, but with new problems:

Education of the culture of independent activities of students;

Development of the professional activity of the teacher.

It is important to understand that the independent activities of students are mediated by the professionalism of teachers.

Therefore, speaking of the high professionalism of graduates, it is necessary to simultaneously solve problems on the scientific and methodological self-improvement of teachers:

Constantly update the terminological dictionary of the disciplines studied, to comprehend and master the terminological apparatus and professional language Communication with students;

Accumulate and summarize individual experience in managing independent activities of students;

Methodical work and methodical exchange with colleagues;

Engage in scientific and pedagogical self-education (read scientific literature, monograph, dissertation);

Use pedagogy cooperation with students, thoughtfully and carefully to relate to their needs and creating conditions for independent activities.

Workbook as a means of developing cognitive activity and organization of independent work of students

Improving the teaching methodology involves the introduction of the processing process of so-called working notebooks that increase productivity and contributing to the decision-making educational process Tasks.

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

Character (style) of management of cognitive activities of students;

The initial level of the preparedness of the audience;

Age features of listeners;

Learning conditions;

Creative abilities of the teacher.

Consider the model of the working notebook, which includes 4 blocks: three main (mandatory) in one optional.

The first block ("actualization of reference classes") is the so-called mobilizing principle. It contains questions and tasks to restore in memory, previously learned knowledge required for understanding, understanding and better memorization of a new material. This task unit allows you to concentrate the attention of the student on the issue studied and increase interest in the topic studied. Reproduction supporting knowledge It is assumed to state by verbal way.

The second block is a structured abstract reflecting the content of the material being studied.

Structured abstract - a kind of stencils of lectures, containing new drawings, schemes, tables, empty frames, which occurs during lectures. All drawn objects either specify, or complement the text part, that is, help to disclose the meaning of the written.

The use of such a model (structured abstract) not only saves school time, but also instills the skills of the outline (still missing for most students), it allows attention to the main issues of the topic, brings up the relevance and aesthetics of quality, (drawings in notebooks have the same dimensions; typography and The features of the structure of the organs will be depicted clearly and correctly).

The third block ("Self Control") provides for a system of didactic tasks, activating and organizing students' self-training. Performance training exercises promotes:

Improving the skills in students to work independently on the content of the topic studied;

Development of mental activity and analytical abilities of students;

Raising interest and responsible attitude to the implementation homework.

The thoughtful and appropriate use of the task system for organizing independent work of students does not create overload, but on the contrary, it causes students an increased interest in the discipline studied, helps her assimilation and consolidation.

When selecting questions and tasks, the differentiated approach is implemented: the degree of complexity of tasks increases from the control questions that require simple reproduction of a certain portion of the well-known information, to tasks requiring the establishment of interdisciplinary connections, or tasks requiring the skills to compare, to classify, analyze and make generalizations. All tasks begin in motivating words: (in the same notebook):

Image sketchy ...

Make the appropriate designations ...

Play diagrams ...

Denote the basic elements ...

Hold distinctive features ...

The fourth block (optional) includes a list of abstract reports on the discipline and recommended literature under study. This block is associated with independent work of students, a specific discipline work program.

The information intended in this part of the working notebook may be interested in students and serve as an incentive to further development Cognitive activity and creative activity.

It is possible that after the first stage of independent work with a notebook, the student learns that it refers to a weak, middle or strong on this discipline, then after the systematic, systematic work will find out that now is definitely strong.

Workbook - That assistant who gives a student landmarks that allow moving forward. The workbook disciplines the learning process, thinking, helps consistently assimilate the knowledge system planned by the curriculum.

In general, improving learning efficiency through the use of educational process The working notebooks are achieved in the conditions of active involvement of students to independently, inclusion in the process of analyzing the application of acquired knowledge, formulation of conclusions, check the results of their work with the installation for a mandatory report.

In modern conditions, changes occurring in the course of training and training of specialists involve the development of the concept of self-education.

New education system Considers the interests of the individual, adequate to modern trends in social development as a priority. If the previous concepts were calculated on such learning symbols, as knowledge, skills, public education, the symbols of a new look at education are competence, individual creativity, an independent search for knowledge and the need for their improvement.

Among the established forms and methods of training, independent work becomes increasingly important. The practice of learning confirms that only knowledge extracted by independent labor make a graduate with a productive professional specialist who can creatively solve professional tasks, confidently defend their positions.

The formation of the internal need for self-study becomes both the requirement of time and the condition for the implementation of personal potential. The ability of a person to take place at the level adequate to its complaints of a high position in society, depends entirely on its individual involvement in an independent process of mastering new knowledge.
Therefore, one of the goals of vocational training of a specialist is the need to give learning fundamental knowledge, on the basis of which they could study independently in the direction they need.

Independent work of students is one of effective tools development and activation of creative activities of students. It can be viewed as a main reserve for improving the quality of training specialists.

The methodological basis for the independent work of students is an activity approach, which is that the objectives of training are focused on the formation of the skills to solve typical and non-typical tasks, i.e. on real situationswhere students need to show knowledge of specific discipline.

The essence of self-study is determined in the didactics as a person's ability without any assistance to acquire information from different sources. No image is formed in humans without independent cognitive actions. The greatest success in the teaching is achieved when the learner is focused on independently performing pre-selected intellectual operations.

The main purpose of independent work of students is to improve the professional training of specialists aimed at the formation of a system of fundamental and professional knowledge, skills and skills that they could freely and independently apply in practical activities.

During the organization of independent work of students, the following tasks are resolved by the teacher:

1. deepen, expand professional knowledge of students and form their interest in educational and cognitive activity;
2. teach students to master the techniques of the process of knowledge;
3. develop independence, activity, responsibility;
4. develop cognitive abilities future specialists.

In modern literature, two levels of independent work are allocated - the teacher-driven independent work of students and actually independent work.
It is the first level that is most significant, because It suggests the presence of special guidelines of the teacher, following which the student acquires and improves knowledge, skills and skills, accumulates the experience of practical activity.

Depending on this, three levels of independent work distinguish:

1. reproductive (training);
2. reconstructive;
3. creative.

Independent training work is performed according to the sample: solving problems, filling in tables, schemes, etc. Cognitive activity of the student is manifested in recognition, understanding, memorization. The purpose of this kind of work is the consolidation of knowledge, the formation of skills, skills.

In the course of independent reconstructive work there is a restructuring of decisions, drawing up a plan, abstracts, and the original sources can be studied at this level, essays. The purpose of this type of work is to teach students the basics of independent planning.

Self creative work Requires the analysis of the problem situation, obtaining new information. The student must independently make a choice of means and methods of solutions (educational and research assignments, coursework and thesis). The purpose of this type of work is to teach the basics of creativity, promising planning, in accordance with the logic of the organization of scientific research.

For the organization and successful operation of independent work of students are necessary:

1. An integrated approach to the organization of independent work of students (including all forms of audit and extracurricular work).
2. Ensuring control over the quality of independent work (requirements, consultations).
3. The use of various forms of control.

A prerequisite for the effectiveness of independent work is to comply with the stratification in its organization and conduct.

You can select the following steps of managed independent work of students.
The first stage - preparatory, it should include the preparation of a working program with the allocation of topics and tasks for independent work; through its semester planning; preparation of educational materials; Diagnosis of student preparedness level.

The second stage is the organizational, at this stage the objectives of the individual and group work of students are determined; The introductory lecture is read, individually group installation advice are held, during which the forms of independent work and its control are explained; The deadlines and form of representation of intermediate results are set.

The third stage is a motivational activity. The teacher at this stage should provide a positive motivation of individual and group activities; check intermediate results; organization of self-control; Interpretation and mutual test.

Fourth stage - assessment. It includes individual and group reports and their assessment. Results can be presented in the form of diploma projects, term paper, abstract, report, schemes, tables, oral messages, reports, etc. (depending on the discipline and specialty). The control of independent work can be carried out with the help of intermediate and final testing, writing in the audience of written testing, reporting reports, tests.

When studying each discipline, the organization of independent work should be the unity of three interrelated forms:

1. Extracurricular independent work

Specific forms of extracurricular SRS can be the most different, depending on the purpose, nature, discipline, the volume of hours determined by the curriculum:

1. preparation for lectures, seminars, practical and laboratory classes;
2. refpering articles, individual sections of monographs;
3. study of teaching aids;
4. performing tests;
5. writing thematic reports, abstracts and essays on problem topics;
6. participation of students in drawing up tests;
7. implementation of research and creative tasks;
8. writing coursework and thesis;
9. creating visual benefits on the topics studied.

2. Auditing independent workwhich is carried out under the direct supervision of the teacher.

Auditing independent work can be implemented during practical training, seminars, performing a laboratory workshop and while reading lectures.
When reading the lecture course directly in the audience it is advisable to control the mastering of the material by the main mass of students by conducting test control of knowledge, the survey of students.

In practical and seminar classes, the use of various forms of independent work allows the process of learning more interesting and raise the activity of a significant part of students in the group.

3. Creative, including research work.

Independent work of students in the framework of existing training plans implies independent work on each academic discipline included in syllabus. The volume of independent work (in hours) is defined by the curriculum.

In the course of independent work, the student can use various forms of examination of the material:

1. Master theoretical material on the discipline under study;
2. Consolidate the knowledge of theoretical material using the necessary toolkit, practical way (solving problems, performing tests, tests for self-test);
3. Apply the knowledge gained and practical skills to analyze the situation and develop the right decision (preparation for group discussion, prepared work within business Game, written analysis of a specific situation, project development, etc.);
4. use the knowledge and skills to form your own position, (writing the graduation qualifications, implementation of research work).

The listed capabilities of independent work must comply with the existing four learning images:

1. Learning how to gain knowledge.
2. Formation in the process of learning understanding by a student of the subject. It can compare various ideas, form an idea of \u200b\u200bthe development trend, ideas relationships, to relate these ideas with its own ideas.
3. Ability to apply the studied ideas, the ability to simulate them if necessary in accordance with your own context and find the most relevant solutions.
4. Training as a personality development is an image of learning, in which the studying is aware of themselves as part of the world studied by him in which he is going to act. In this case, it is assumed that the learner will change its context, produce its own theories and models.

For the efficiency of independent work of students, a number of conditions must be performed:

1. The correct combination of audit and independent work volumes;
2. Methodically correct organization of the student's work in the audience and outside it;
3. Providing a student with the necessary methodological materials in order to turn independent work into a creative process;
4. The organization of independent work requires a teacher to fulfill a number of guidelines.

Decisive volume and content homework, it is necessary to take into account that the success and quality of homework students are directly dependent on the quality of the classes, on the level of learned material. The teacher must carefully prepare homework, be sure to diversify them by type of activity, according to didactic purposes, the nature of the performance and level of manifestation cognitive activity Students. They may be a logical continuation of work performed at the lesson. A positive result is given non-standard forms of homework organization ( extracurricular activities Students: Conducting thematic excursions, conferences, Olympics, Competitions, Manufacturing of educational and visual aids, circle work)

It is necessary to follow the activities of students during the lesson in 15 - 20 minutes, this is a guarantee of the attention of attention and performance of students (auditory perception, practical actions, records, output, carrying out experience. During the preparation of occupation, the sequence of structure elements and their set can be Different. Separate elements Plan of classes can be multivariates, for in different groups, the plan is implemented in different ways and provides an individual approach to students.

Independent work completes the tasks of all types of academic work. No knowledge, not supported by independent activities, can not become a genuine human property. In addition, independent work is of educational significance: it forms independence not only as a set of skills and skills, but also as a trait of character, playing a significant role in the personality structure of a modern specialist of higher qualifications.

After analyzing all the above, we can conclude that the volume increases and the organizational forms of independent work of students are expanding. It is really an increase in the share of independent work of students leads to a decrease in the load of the teacher.

Mastering technology pedagogical design - the most important condition for the effective organization of the process of forming academic competencies. It is important to take into account that not only the process itself is designed, but the environment in which it is carried out.

Design the process means, first of all, to design ways, means of implementing a given approach, since only solutions to the tasks of different levels of complexity contributes to the formation of competencies, i.e. Readiness to apply knowledge in practice.

The system-forming role in the process of the formation of competencies plays the content.

An important condition for the transformation of the content into the system-forming factor is to focus the attention of teachers, students on the development of reflexive competencies. It is on this basis that the success of the formation of educational competencies, readiness for scientific organization Intellectual activity.

The most important tool that ensures the practical orientation of training is the independent work of students. The essence of independent work is not that the student performs tasks without the help of a teacher, but that it independently manages its own academic activities.

Bibliography

1. Buryak V. K. Independent work of students. - M.: Enlightenment, 2004.
2. Fidcist PI Independent cognitive activity of schoolchildren in learning: a theoretical and experimental study. - M.: Pedagogy, 1980, 240 s
3. Serikov G.N. Self-formation: Improving the training of students / G.N. Serikov. - Irkutsk, 1992. - 227 p.
4. Smirnova N.M. Develop the skills of independent activities of students. - M.: Enlightenment, 2008.

1. Independent work of students in the system of their professional

preparation 7.

2. Formation of students in independent work skills

above lecture 14.

3. Reading as the main learning tool 19

4. Methods and techniques of writing records 21

5. The role of seminars and practical classes in the formation of students

sD Skills 24.

6. How to develop your memory 29

Independent work of university students in the system

Their professional training

Concept of independent work of a student.

Patterns and principles of the SRS

Independent work, its organization plays a large role in training, as well as in the scientific and creative work of a university student. From how much student is prepared and included in independent activities, its successes in study, scientific and professional work depends. The first skills of independent work personality is developing at school, and the result of learning, of course, depends on the level of mastering these skills. Independent work does not boil down to one homework, we include such types of classes that are held in the classroom in the presence of a teacher and under his leadership. The school uses various forms of independent work: work with textbooks and primary sources; Solution and exercise, tasks; graphic tasks; writings; Laboratory, practical and other types of work.

The schoolboy (and his learning activities) is due to its age, the features of development are under the control of teachers, teachers, parents. The wider his cognitive interests, the more stable the skills and skills of independent work, the higher his readiness for training in the university.

The organization of independent work of students is more difficult than schoolchildren.

In pedagogical science there are various approaches to the definition of independent work.

I.L. Naumchenko considers independent work "as a managed process, which serves mainly to educate the objectives (assimilation, consolidation, improve knowledge in the amount of university programs) and acquire the relevant skills and skills that make up the content of the training of a specialist" 1.

The opinions of scientists and relative to the didactic function of independent work of students were separated. Some consider the SRS method of learning, others - the admission of exercise, the third - the form of the organization of creative activities of students. P.I. The bidder determines its independent work as a "tool of organization and execution by students of certain activities in accordance with the goal" 2. He believes that "independent work is not a form of organization of training sessions and not a learning method."

We tend to divide the opinion of those scientists (S.A. Zinoviev, A.V. Ososkov et al.), Who consider independent work as a component of creative cognitive practical activities of students.

G.E. Ermilov stipulates that work can be considered independent if it includes elements of thinking and understanding the student of their activities, its results and conclusions from it 3.

L.E. Kerrtman and N.N. Pavlov the main criteria of any independent work are considered "the unity of knowledge and creativity" 4. On this basis, in their opinion, it cannot be considered an independent work aspectation of books reduced to the reduced presentation of the author's thoughts. Now, if a student, having heard a fresh thought at the lecture, will show interest to her, will write to the abstract, then in these moments it acts on its own. Undoubtedly, comprehending the knowledge is the basis of the independent labor of the student. However, it is impossible to underestimate and all that contributes to this process, including the hearing, the abstract lectures, the original sources, reading books, etc. Listening, reading, writing, the student brings the information received into the system: selects the main thing, analyzes, synthesizes, absorbs.

The results of educational activities depend on the level of independent work of the student, which is determined by personal preparedness for this work, the desire to engage in independently and the possibilities of implementing this desire.

The dialectic of independent labor is based on the relationship of the content of university programs for training a specialist and the gradual complication of the admission student and methods of independent work, which objectively puts the future specialist before the need for the resolution of the contradictions with which it faces in the process of cognitive-practical activities.

In the university training system, the organization of independent educational labor is subject to certain patterns, the main of which are:

Psychological and pedagogical validity of this work, involving the inner desire, moral and volitional readiness and the desire of the student to perform it independently, without external motivation;

The raising character of this work, consisting in the formation of a scientific worldview, the qualities of a socially active, active, modern personality;

The relationship of independent academic work with the educational process, the unity of knowledge and activities as the main means of knowledge.

The patterns of independent educational labor are implemented in specific principles of this activity. Under principles The initial provisions that determine the content and nature of the independent learning hours of students, the final goals of which, as are known, are to obtain a system of knowledge in the amount of a specialist's university training program, to form a scientific worldview, acquire the qualities of a socially active and creative personality.

The principles of independent learning activities include:

Principle of scientific relations;		The principle of visibility;
Principle of systematic, sequence, continuity in independent work;		Principle of communication of theory with practice;
The principle of consciousness and activity;		Principle of individualization of the style of independent educational labor;
The principle of affordability and the accuracy of independent work;		The principle of accounting for the complexity of educational disciplines and optimal planning of independent work.
The principle of the strength of the learning of knowledge;

Especially I would like to dwell on the principles of consciousness and activity, individualization of the style of work, accounting for the complexity of educational disciplines and optimal planning. These principles today become leading and put forward on the fore.

The principle of consciousness and activity Independent educational work eliminates the mechanical memorization of the material, orients students for a deep understanding and understanding of its content, on the free possession of acquired knowledge. Activity is primarily a manifestation of a living interest in what studied student, his creative participation in his work on the understanding of acquired knowledge. The activity and consciousness of the assimilation do not think without a high level of creative thinking, a problem-study approach to acquired knowledge.

Principle of individualization style Independent learning hours of the student suggests support on its own properties of the individual (features of perception, memory, thinking, imagination, etc.), as well as on its individual-typological features (temperament, character, ability). The implementation of this principle allows the future specialist to merge the planned independent learning work with the possibilities of its implementation, more rationally and fully use the budget of personal time. This principle is closely related to another - taking into account the objective complexity of educational disciplines and optimal planning by a student of cognitive-practical activities. The optimal planning of independent work is an important and necessary task, the solution of which will increase the culture of the student's learning hours.

The listed principles may vary and vary depending on the general tasks of training a specialist, the specifics of academic discipline, the content of independent work, etc. indicators. Knowledge of these principles, their skillful use of students in educational and educational activities contribute to mastering the knowledge system and the formation of the qualities of a modern specialist.