Organization of scientific research activities of students. Organization of student research activities in elementary school Forms of work in student research activities

Philosophers call the modern school a trap set by man in his path. By transmitting to children “nobody’s” knowledge, alienated from their own experience, the school educates a consumer, at best a know-it-all encyclopedist, and at the same time loses the creator and activist. This leads to a weakening of internal motivation among students, a lack of demand for them creativity. Hence the reluctance of children to study.

If the school will only broadcast to students the existing achievements of mankind, then who and how will learn to create new ones? How can society prepare people to solve their problems? After all, potential can only be realized in one’s own activities, in accordance with one’s goals. Does a modern school give such an opportunity to its students and teachers? State standards for general education of the new generation involve making significant changes to the structure and content, goals and objectives of education, shifting emphasis from one task - to equip the student with knowledge - to another - to develop his general educational skills as the basis of educational activities. (SLIDE 2, Appendix 1). Currently, the issue of creating conditions for improving the quality of the educational process is widely discussed. A graduate of a modern school must have practice-oriented knowledge necessary for successful integration into society and adaptation to it. (SLIDE 3).

To solve this problem, it is necessary to move away from the classical formation of knowledge, skills and abilities and move to an ideology of development based on a person-oriented model of education. The leading role must be played creative methods training. In the arsenal of innovative pedagogical means and methods occupies a special place research creative activity. Having studied the materials on this topic, I came to the conclusion that the methodology is aimed more at high school students whose subject interests have already been formed. And the elementary school still remained a little aloof, but it was precisely in primary school The foundation of skills, knowledge and skills of active, creative, independent activity of students, methods of analysis, synthesis and evaluation of the results of their activities and research work must be laid - one of the most important ways in solving this problem. Specifics research work in primary school lies in the systematic guiding, stimulating and corrective role of the teacher. The main thing for a teacher is to captivate and “infect” children, show them the significance of their activities and instill confidence in their abilities, as well as attract parents to participate in their child’s school affairs. This work becomes an interesting and exciting activity for many parents. (SLIDE 4). Together with the children, they take photographs, carry out simple research to observe the growing of plants, weather phenomena, help select information for the theoretical substantiation of projects, and help the child prepare a defense of his work. The work turns out to be very interesting, because it is a common interest and joint work of the child and parents.

The role of parents in the child’s research activities is enormous from the moment the baby is born. The most natural way of action for an infant (as below) is exploration (of the environment, sounds, objects, capabilities of his body, voice, emotional manifestations...). If parents were able to maintain interest in this research, responded to the child’s call for joint activities, did not push him away from them, shared, if necessary, their experience and knowledge, leaving children’s independent research as a priority, then such a child will develop his research interest in school and will ready to go on a “journey for knowledge.” In the preschool period, almost all healthy children show interest in everything they see and hear (an example is their endless “how?”, “why?” and “why?”). Smart parents don’t push their children away (“Leave me alone,” “I don’t know!”, “You’re so annoying with your questions!”, “When will you just keep quiet!”), but they also don’t give direct answers, but try to push the child to make independent observations, reflection, to formulate a concept that interests them, sometimes showing how it should be done. (SLIDE 5). This is the beginning of the formation of the researcher’s personality. Coming to school, faced with a certain mental load, students who are unaccustomed to intellectual work (or students with increased fatigue) quickly get tired of “thinking” and begin to “screen out” “extra” knowledge, leaving only the necessary minimum for themselves (the law of energy conservation). This is how healthy “average students” are formed who do not want to know more than what they can ask about tomorrow in class. For intellectually trained students, the knowledge and tasks given at school are not enough for a full load; they either find this load at home (with the help of their parents), or in clubs, or they begin to “get bored”, gradually lose interest in studying and go into the category of “naughty” (they are bored in class when all the tasks are completed), they distract the teacher and students, receive entries in their diary about bad behavior and can gradually move into the category of not even “good students”, but “capable, but lazy, C students” . (SLIDE 6). To prevent this from happening, it is necessary to track such an underloaded child in a timely manner and apply an individual approach to him, giving him additional tasks of increased complexity. Then interest may arise again, or it may not arise again if a lot of time has passed since the beginning of the “longing” for intellectual download. (SLIDE 7).

Therefore, from the first grade I begin to involve my students in mini-research, I include this type of activity in all educational areas of elementary school. In the first and second grades, almost all work is collective in nature, the topic is determined by the teacher, but each student contributes to general work, this teaches children to work in a team, to put common interests above their own. In the third and fourth grades, many students already know what subject they are interested in and can choose a research topic themselves. The teacher can and should only “push” them to the right choice by asking them to answer the following questions:

What interests me most?
What do I want to do first?
What do I do most often in free time?
What would you like to know more about?
What could I be proud of? (SLIDE 8).

By answering these questions, the child can get advice from the teacher on what research topic to choose. The topic could be:

fantastic (the child puts forward some kind of fantastic hypothesis);
experimental;
inventive;
theoretical. (SLIDE 9).

Research activities force and teach children to work with a book, newspaper, magazine, which is very important in our time, because from my own experience and based on the opinions of colleagues, I know that children, at best, only read textbooks. They do not want to read not only additional literature on subjects, but also fascinating works of literature and periodicals. Children are captivated by the computer, the Internet replaces friends, the street and even the real world. Through my work I try to direct the activities of my students in the right and useful direction for them. The children behave differently: some with some kind of excitement actively search for information for their research in libraries, others involve their parents in their work, but there are also those who have to be taken on as “assistants”, turning to them with a request for help. The child, feeling his importance, tries to help the teacher and gets involved in research work. We review the found material, and along the way it turns out that we need to conduct a questionnaire, survey or experiment, and select photographs. We prepare the finished material together, and the child prepares to speak during class, or we include his presentation in one of the lessons. Naturally, the topics of such work should be thought out in advance by the teacher, and the children should get a positive result.

When organizing research, I offer students the following work plan:

Research work topic. What will the name of my research be?

Introduction. Relevance of the problem. What is the need for my work?

Target. What do I want to explore?

Research hypothesis. Why do I want to conduct research?

Research objectives.

Date and location of my research.

Method of work. How did I conduct the research?

Description of work. My research results.

Conclusions. Did I accomplish what I set out to do? What was difficult in my research, what was not accomplished.

References.

The work presents theoretical basis organization of research activities of students in modern secondary school; the history of the emergence and development of research activities, its essence, goals and types, stages of organization, as well as the organization of research activities in the real educational process using the example of the experience of history and social studies teacher Irina Nikolaevna Sergeeva.

Download:

Preview:

State budgetary educational institution

Secondary school No. 535

Saint Petersburg

Organization of research activities of students in a modern educational institution.

Performed

Sergeeva Irina Nikolaevna,

teacher highest category

year 2013

Introduction………………………………………………………………………………………...3

Chapter 1. Theoretical foundations of organizing research activitiesstudents in a modern secondary school …………………..4

1.1. History of the emergence and development of the organization of research activities of students in an educational school………………..……….4

1.2.The essence, goals and types of research activities of students...7 1.3.Stages of organizing the research activities of students in a modern school………………………………………………………………………………..... .....20

Conclusions on the first chapter……………………………………………………………24

Chapter 2. Organization of research activities of students in the real educational process of a comprehensive school…………………...25

2.1. Teacher’s experience in organizing students’ research activities in the process of teaching history and social studies…………………………………..………...…………………...25

Conclusions on the second chapter…………………………………………………….…..31

Conclusion…………………………………………………………………………………32

References……………………………………………………………34

Applications…………………………………………………………………………………...3

Introduction

Over the centuries, the technology of the classroom-lesson system has proven to be the most effective for the mass transfer of knowledge, skills and abilities to young recruits. Changes taking place in public life require the development of new ways of education, pedagogical technologies dealing with individual development personality, creative initiative, the skill of independent movement in information fields, the formation in the student of a universal ability to pose and solve problems to resolve problems that arise in life - professional activity, self-determination, everyday life. The emphasis is shifted to the education of a truly free personality, the formation in children of the ability to think independently, obtain and apply knowledge, carefully consider decisions made and clearly plan actions, effectively collaborate in groups of diverse composition and profile, and be open to new contacts and cultural connections. This requires widespread introduction into the educational process of alternative forms and methods of conducting educational activities.

This determines the introduction of methods and technologies into the educational context of educational institutions based on the project and research activities of students.

The object of the study was educational and research activities.

The subject of the study is the use of the method of student research in teaching history and social studies

In this regard, the goal was determined: to study educational and research activities, their types, forms and to design a system for organizing research activities in teaching these subjects.

Tasks:

1. Determine the essence, types and goals of educational and research activities.

2. Consider the algorithm of step-by-step actions when organizing educational and research work in a modern school.

3. Design a system for organizing research activities in the real educational process of a secondary school.

Research hypothesis: if you study the essence, types and forms of educational and research activities, then you can create a system for organizing research activities in historical education, the use of which contributes to the implementation creative potential graduates, the formation of their scientific views and successful mastery of history and social studies.

The following research methods were used in the work: analysis of methodological, psychological and pedagogical literature on the implementation of educational and research activities, generalization and tabulation.

Chapter 1. Theoretical basis for organizing research activities of students in a modern secondary school

1.1.History of the emergence and development of ideas for organizing research activities of students in secondary schools.

The need to develop students' research abilities was recognized by many teachers of the past. This can be seen in the works of I.G. Pestolozzi, J.A. Kamensky, A. Disterweg. Jean-Jacques Rousseau also spoke about practice as the basis for understanding the world.Practical study of the surrounding reality became the basis of reforms carried out in the field of education in Russia throughout the 18th and subsequent centuries. It was this direction that F.I. developed. Yankovic and N.I. Novikov. Thanks to their activities, a significant number of supporters of the “excursion method” of research activity appeared among the pedagogical community. These pedagogical ideas are reflected in documents such as the “Charter of Public Schools Russian Empire"(1786) and "Charter of educational institutions subordinate to universities" (1804). The idea of ​​“visibility” is then developed further. Thus, in F. Gansberg’s book “Creative Work in School,” translated from German, it is directly stated that “every meaning has meaning only insofar as it can be applied to the present and to the future, to our life and to the development of mankind. Applicability is the touchstone for all knowledge.” The applicability of knowledge was a kind of social order in the conditions of an emerging industrial society.

In Russia, such ideas found their way much more difficult (this was due to the conditions historical development the 19th century itself). The pioneer of research activities was the teacher of the Yalutorovsky girls’ school I.D. Yakushkin.

In the post-reform period in domestic pedagogy, a lot of attention was paid to the tourist and excursion direction of research activities. Here the interests of the state, teachers and students themselves are united. At the beginning of the 20th century, about a hundred organizations were engaged in conducting excursion work. During this period, a large number of voluntary societies were created throughout Russia, the main goal of which was to get to know and study their native land, organize educational excursions and scientific trips to various parts of the country. At the same time, the participants not only contemplated the beauty of nature and historical and cultural monuments, but also carried out practical observations and conducted experiments, the results of which were published in scientific and educational publications. Undoubtedly, the emergence of such societies depended to a large extent on the passion of the teachers themselves and their awareness of the importance of their work. Much credit for substantiating the effectiveness of excursions from the point of view of obtaining scientific and practical knowledge belongs to K.D. Ushinsky, A.Ya. Gerdu, P.F. Kapterev. The latter, in his work “Didactic Essays,” wrote that the time will come when “ trip around the world, in educational forms, will be a necessary element of serious general education... the teacher needs to take serious care to ensure that, if possible, in each branch of knowledge, the basic ideas and concepts are acquired in a completely visual way, otherwise there will be a lack of thoroughness and firmness in knowledge.” Similar activity of teachers was noticed by N.K. Krupskaya and, in 1910, the Ministry of Public Education recommended the inclusion of excursions in educational programs as a type of research activity.

From the late 20s to early 30s, research activities took the form of club work. The main names here are A.I. Makarenko, S.T. Shatsky and V.N. Tersky. In the 40s - 50s, the research movement was formalized and was characterized by excessive pomp and ideologization, which is understandable, given the political situation in the country.

From the beginning of the 60s and 70s, the onset of scientific and technological revolution once again increased interest in scientific activity schoolchildren, Small Academies of Sciences appear, and non-state educational institutions, where interest in applied research prevails, come to the fore. In the 80s and 90s, work in this direction continued. The task of modern educational institutions is to develop the need and ability to independently acquire knowledge, expand one’s horizons, as well as professional guidance (choice life path). Moreover, research activities in secondary schools are carried out today, starting from the primary grades.

1.2. Essence, goals and types of educational and research activities.

The educational and research activities of schoolchildren are understood as the process of their solving scientific and personal problems, which has as its goal the construction of subjectively new knowledge.

By student independence in educational and research activities, it is meant that the supervisor consults, advises, guides, and suggests possible conclusions, but in no case dictates or writes the work for the student. Educational research retains the logic of scientific research, but differs from it in that it does not reveal objectively new knowledge for humanity.

The main feature of research in the educational process is that it is educational. This means that its main goal is the development of the individual, and not obtaining an objectively new result, as in “big” science. If in science the main goal is to obtain new knowledge, then in education the goal of research activity is for the student to acquire the functional skill of research as a universal way of mastering reality, developing the ability for a research type of thinking, and activating the student’s personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e. independently acquired knowledge that is new and personally significant for a particular student). Therefore, when organizing educational process Based on research activities, the task of research design comes first.

Before starting research with schoolchildren, it is necessary to clearly set goals and objectives. .

The main goal organizing schoolchildren's research is to develop their research position and analytical thinking skills. It follows from this that at each stage of research it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the formal protocol - otherwise research, the main meaning of which is to activate cognitive activity students, can gradually turn into the usual sequence of standard educational stages in the reproductive system of education.

In a typical educational situation, which, as a rule, determines the character educational process, the standard positional scheme “teacher” - “student” is implemented. The first transmits knowledge, the second assimilates it; All this happens within the framework of a well-established class-lesson scheme. When developing research activities, these positions are faced with realities: there are no ready-made standards of knowledge that are so familiar on the blackboard: phenomena seen in living nature purely mechanically do not fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subject paradigm of educational activity to a situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair. The second component - “mentor-junior comrade” presupposes the situation of transferring practical skills related to the mastery of reality from the teacher who possesses them to the student. This transfer occurs in close personal contact, which determines the high personal authority of the “mentor” position and the specialist, teacher, and its holder. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of participants in research activities.

The success of any undertaking depends, first of all, on the teacher, and therefore he must push the boundaries of independence. High school students need to be given the opportunity to find solutions to intractable problems themselves, in particular, to solve a research problem.

Educational and research activities are the activities of students associated with solving creative and research problems with a previously unknown solution. In contrast to a workshop, which serves to illustrate certain laws of nature and presupposes the presence of the main stages characteristic of research in the scientific field: formulation of a problem (or identification of a fundamental question), study of a theory related to the chosen topic, putting forward a research hypothesis, selection of methods and practical mastery of them, collection of one’s own material, its analysis and generalization, one’s own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm for its conduct.

The main result of research activities is smart product, establishing one or another truth as a result of the research procedure and presented in a standard form.

Educational and research activities must perform the following didactic functions:

Motivational, which consists of creating incentives for students that encourage them to study of this subject, form interest and a positive attitude towards work;

Informational, allowing students to expand their knowledge by all available methods of presenting information;

Control and correction (training), which involves the possibility of checking, self-assessment, correction of the progress and results of training, as well as performing training exercises to develop the necessary skills and abilities.

It is necessary to emphasize the intrinsic value of achieving truth in research as its main product. Often in the context of competitions and conferences one can encounter requirements for practical significance, applicability of research results, and characteristics of the social effect of the research (for example, environmental effect). Such activities, although often called research by the organizers, pursue other goals (in themselves no less significant) - socialization, development of social practice through research activities. The head of children's research work must be aware of the shift in the goals of the work being carried out when such requirements are introduced.

Tryapitsyna A.P. divided educational research into three types: single-subject, interdisciplinary and supra-subject.

1. Single-subject research is research carried out on a specific subject, involving the use of knowledge to solve a problem specifically in this subject. The results of a single-subject study do not go beyond the scope of a single academic subject and can be obtained in the process of studying it. This study aims to improve students' knowledge of a particular subject in school.

The intended purpose of single-subject educational research is the solution of local subject problems, implemented under the guidance of a subject teacher, in only one subject. An example of such a single-subject study could be historical fact: “The role of the populists in the formation of revolutionary views among the peasants.” Of course, when a student begins to conduct research work in this case, he does not go beyond the subject of history, “digging” only in one direction - historical, without touching on mathematics (algebra, geometry), biology, chemistry, and so on.

2. Interdisciplinary research is research aimed at solving a problem that requires the involvement of knowledge from different academic subjects of one or more educational fields.

The results of interdisciplinary research go beyond the scope of a single academic subject and cannot be obtained in the process of studying it. This study aims to deepen students' knowledge in one or more subjects or educational areas.

The intended purpose of interdisciplinary educational research is the solution of local or global interdisciplinary problems, implemented under the guidance of teachers of one or more educational fields.

Interdisciplinary educational research is sometimes called integrated research. For example, research work: “Ecological characteristics of St. Petersburg in systems different directions in history and geography". Here there is an intersection of four school subjects: history, geography, chemistry, ecology. But judging by the title of the research work, there are only two subjects - history and geography.

3. Over-subject research is a study that involves joint activities of students and teachers, aimed at studying specific personally significant problems for high school students. The results of such research go beyond curriculum and cannot be obtained in the process of studying the latter. The study involves student interaction with teachers in various educational fields.

The intended purpose of supra-subject educational research is the solution of local problems of a general educational nature. This educational research is being implemented under the guidance of teachers working in the same parallel classes. Example: “The Internet in our lives: its role in the formation of international economic cooperation”.

Over-subject research has a number of advantages over educational single-subject and interdisciplinary research. Firstly: they help overcome the fragmentation of students’ knowledge and develop general educational skills. Secondly: as a rule, their development does not require the allocation of additional study time, since their content is, as it were, “overlaid” on the content of linear courses. And finally, thirdly: the research process contributes to the formation of a team of teachers united by one goal.

A.P. Tryapitsyna formulated the pedagogical feasibility of cross-subject research as follows:

1. Subject research is a specific tool pedagogical activity ensuring the unity of approaches of teachers of different subjects to achieving common goals school education.

2. Due to its generality, supra-subject research allows the teacher to reveal to the maximum extent value guidelines his activities as a mediator between generations, between the past and the future by transmitting his unique individual creative attitude to the world (V.V. Abramenko, M.Yu. Kondratyev, A.V. Petrovsky).

3. Over-subject research provides the basis for the implementation of the idea of ​​​​creating conditions for “authentic life in the classroom” (L.V. Zankov, Sh.A. Amonashvili, V.A. Sukhomlinsky), when the lesson not only “prepares for life”, but is a means for the student to learn the most important problems of his or her life today.

4. Over-subject research provides content-ideological support and coordination of school education curricula through a holistic consideration of all areas of increasing the level of competence of schoolchildren: expanding the range of personally significant problems, expanding the range of means of solving problems.

5. Subject-based research enriches the curriculum without overloading students, since it can be the basis for building integrated modules and help enrich the content of individual topics in specific academic subjects.

6. Over-subject research can be considered as a way of pedagogical support for the student’s self-education process and expanding the forms of taking into account the student’s achievements in educational activities.

7. Subject-based research can act as a means of integrating school education, additional education, self-education and education through experience social activities student.

Schoolchildren often do not see the differences between abstract and educational research work. However, the title of the work already carries with it a certain statement about its character. The title of the abstract is usually quite simple, general or covers a wide range of issues, for example: “Ideas of humanism in art”, “Ural ice caves”. The title of the educational research work is complex, indicating the specificity of the issue under study, it contains such concepts as “reasons”, “modeling”, “role”, “features”, “evaluation”, “analysis”, “impact”, “characteristics” etc. For example, the topic of educational research work may sound like this: “Characteristics of state colonies in modern political map peace."

Ogorodnikova N.V. divides educational and research activities into several forms, but this division is quite conditional and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

To organize the educational and research activities of students in grades 9, 10, 11, a lesson is presented. Teachers use pedagogical technologies in the classroom based on the application of the research method of teaching.

The research method can be defined as an independent (without step-by-step teacher guidance) solution by students to a new problem using such elements scientific research, as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, a law or pattern.

The use of the research method is possible in the course of solving a complex problem, analyzing primary sources, solving a problem posed by a teacher, and more.

b) Non-traditional lesson system.

There are many types of non-traditional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - “The amazing is nearby”, lesson of a fantastic project, lesson - a story about scientists, lesson - defense of research projects, lesson - examination, lesson - “Patent for discovery”, lesson of open thoughts, etc.

c) An educational experiment allows you to organize the development of such elements of research activity as planning and conducting an experiment, processing and analyzing its results.

Typically, a school experiment is carried out on the basis of a school using school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the purpose, objectives and hypothesis of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the progress and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis obtained data, interpretation of the obtained facts, formulation of conclusions, defense of the results experimental research) .

G) Homework research nature can combine a variety of different types, and allows for educational research to be conducted over a fairly long period of time.

Extracurricular activities provide greater opportunities for educational and research activities.

1) Some schools include student research practice in their educational programs. It can be carried out at the school itself, on the basis of external educational and scientific institutions, or in the field.

2) There is a practice of passing transfer exams in the form of defending a final examination paper.

3) Educational expeditions - hikes, trips, excursions with clearly defined educational goals, a program of activities, and thoughtful forms of control. Educational expeditions provide for active educational activities of schoolchildren, including those of a research nature.

4) Optional classes that involve in-depth study subject, provide great opportunities for the implementation of educational and research activities on them.

5) Student Research Society (SRS) - a form of extracurricular work that combines work on educational research, collective discussion of intermediate and final results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc. ., as well as meetings with representatives of science and education, excursions to scientific and educational institutions, cooperation with the UNIO of other schools.

6) Participation of high school students in olympiads, competitions, conferences, including distance learning, subject weeks, and intellectual marathons requires them to carry out educational research or its elements within the framework of these events.

7) Educational and research activities as an integral part of educational projects are necessary for goal setting and diagnosing the effectiveness of the project.

Work on research topics conducted as individually and collectively . They should be called "Research Laboratories", where the work is carried out by high school students individually, or "Research Groups", where, in turn, the work is carried out in groups. The organization of work in these two cases will be somewhat different; let’s take a closer look at these areas.

1. Individual work on scientific research.

First of all, in order to organize individual work on scientific research, it is necessary to identify those who want it, and not just those who want it, but those students who will not leave their work unfinished. Next, individual work with high school students must be divided into stages:

2) Students’ choice of general directions for further work (for example, history or history + economics).

4) Final agreement “supervisor-student-researcher”; the first working meeting with the manager, at which the topic of the study is clarified (for example, “Characteristics of the economic situation in the city of St. Petersburg”).

8) Review of educational and research works by a “senior” reviewer - a subject teacher and a “junior” reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end school year).

10) Final conference on the results of the work.

2. Group work on scientific research, or let’s call it collective.

A team or group unites people not only in a common goal and in common work, but also in the general organization of this work.

Each action of one student, each of his failures against the background of a common cause, is like success in a common cause.

The sequence of group work is almost the same as the sequence of individual work, the difference is only in some points - stages:

1) Organizational meeting, which talks about educational and research activities.

2) Students select general directions for further work and unite into groups based on these directions; choosing a person responsible for the work of the group from among the students.

3) Classes in the special course “Introduction to Research.”

4) Final approval of the composition and responsibility for work in the group; the first working meeting with the manager, at which the topic of the research is clarified (for example, “The problem of the Kuril Islands in relations between Russia and Japan”)

5) Approval of the topic of educational research during classes of a special course.

6) Continuation of the special course “Introduction to educational and research activities” and parallel work on educational and research work.

7) Approbation of work - discussion of the results of educational and research work in special course classes.

8) Review of educational and research works by a “senior” reviewer - a subject teacher who did not supervise the work and a “junior” reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end of the academic year). This implies a discussion part of the study, presentation of work, as a rule, there is a discussion of the problem here.

The presentation of research, especially in modern times, is critical throughout the work. The presence of standards of presentation is a characteristic attribute of research activity and is expressed quite strictly in contrast, for example, to activities in the field of art. There are several such standards in science: abstract, scientific article, oral report, dissertation, monograph, popular article. Each standard defines the nature of the language, volume, and structure. When presenting, the director and student must decide from the very beginning about the genre in which they are working and strictly follow its requirements. The most popular genres at modern youth conferences are abstracts, articles, and reports. Moreover, these forms may not contain research works, but, for example, abstracts or descriptive works.

10) Final conference on the results of the work of the UNIO.

Analysis of works presented at conferences and competitions allows us to identify the following types:

Abstract papers are creative works, written on the basis of several literary sources, involving the task of collecting and presenting the most complete information on the chosen topic.

Example: “Modern ideas about the problem of globalization.”

Experimental - creative works written on the basis of an experiment described in science and having a known result. They are rather illustrative in nature, suggesting an independent interpretation of the characteristics of the result depending on changes in the initial conditions.

Example: “Study of the dependence of the economic state of the country on the foreign policy situation on the continent.”

Project work is creative work related to planning, achieving and describing a certain result (building an installation, finding an object, etc.). May include a research stage as a way to achieve the final result.

Example: “Establishing the place of death of the expedition.”

One of the varieties of design work is work with a socio-ecological orientation, the result of which is the formation public opinion regarding environmental pollution problems.

Example: “No to the pollution of Lake Baikal by the pulp mill!”

Naturalistic descriptive work is work aimed at observing and qualitatively describing a phenomenon using a specific method and recording the result. In this case, no hypotheses are put forward and no attempts are made to interpret the result.

Example: “Accounting for the number of historical monuments of St. Petersburg associated with revolutionary events.”

Research is creative work performed using a scientifically correct methodology, having its own experimental material obtained using this methodology, on the basis of which analysis and conclusions are made about the nature of the phenomenon being studied. A feature of such work is the uncertainty of the result that research can give.

Example: “Study of toponyms of the Leningrad region.”

The final conference is the final stage, as in individual work students and in a group, it implies summing up the results of educational and research activities. Summing up includes final reflection, which helps to assess what was planned in the study and what was not; what was the individual or group contribution of students in solving the problem; what are the prospects for the development of the topic; what we have learned and what we need to continue working on.

In organizing the activities of “Research Laboratories” it is possible to use the technology of route sheets.

Practice shows that technology is actively used in the work of research groups round table, discussion and debate are effective tools for developing scientific thinking, the ability to formulate and defend one’s point of view, listen to one’s interlocutor, analyze arguments, and handle facts.

The culmination of a student’s research activity is the defense of educational and research work. A huge role in assessing the defense of educational and research work is played by the quality of the report on its results. It often happens that a high school student has done the research work itself very well, simply excellent, but the quality of the report and its defense leaves much to be desired.

To summarize the results of activities and search for the main directions and prospects for the work of a research group, such a form of work as school work is widely used. scientific-practical conference.

The research group has great educational potential. In addition to working on educational research, children canGet experience in a group to develop your communication skills.

The intellectual energy of students, for whom the work of consuming knowledge is boring, must find a way out in their own cognitive activity and independence. Activity is determined by the need to resolve troubling issues or, at least, think about them.

1.3. Stages of organizing students' research activities in a modern secondary school.

The first block of educational and research activities includes the activities of the teacher. The functions of the teacher include the following:

1. The teacher introduces the design of the study and methods;

2. Identifies the most significant elements of the course content for students and establishes their compliance with the basic program and educational objectives of the course;

3. Organizes their study using methods in one science or another (observation, measurement, survey, interpretation of information, etc.);

4. Forms a research group from among students who have shown interest and ability to study any of the problems raised;

5. Introduces students to the methodology of conducting educational and research work (conducts instructions);

6. Summarizes the initial acquaintance with the topic based on the collection of empirical data, helps in its analysis;

7. Conducts a training session using materials from educational and research activities (discussion);

8. Evaluates the independent work of research group participants.

The second block of educational and research activities includes the activities of schoolchildren themselves. Student functions include the following:

1. Familiarization of students with the structure and methods of educational and research work;

2. Participation in a joint search for topics for research, the content of which meets their cognitive interests and value orientations;

3. Forming groups to study a problem that interests them;

4. Planning independent research work on the chosen problem;

5. Organization and conduct of research in accordance with the developed program;

6. Summing up the results of the research (conclusions and generalizations) and formulating the most pressing issues for further discussion with the whole class in class, training session or outside of school hours;

7. Participation in a discussion study of the topic;

Let us consider in more detail the structural elements of a discursive study of a problem in any science.

At the first stage, which is the introduction, the teacher names the topic, justifies the choice of this topic and its relevance, and brings to the attention of students the tasks, goals and discussion plan. If necessary, restores material from lessons learned that is related to the content of this lesson.

Then the teacher (or the leader of one of the research groups) introduces students to the main aspects of the problem, official or unofficial points of view on it, determines the tasks facing the participants in the discussion, and clarifies the conditions for the discussion.

At the second stage, speeches are given by the leaders of the research groups, who introduce everyone present to the results of the research, conclusions and proposals.

Particular attention is paid to the provisions and issues that caused the greatest disagreement in the research group. These provisions set the logic for discussing the problem and form its internal structure, which allows one to avoid the chaos (“who is talking about what”) that is characteristic of school discussions.

At the third stage, a discussion takes place - the main element is the involvement of invited teachers in the conversation.

The final stage, at which the results of studying the problem based on student research are summed up, the conclusions reached by all participants in educational and research activities are formulated.

In his final speech, the teacher evaluates both the collective and individual work of the students. Particular attention is paid to the content of speeches, the depth and scientific nature of the arguments, the accuracy of expression of thoughts, and understanding of the essence of the phenomenon. The teacher assesses the ability to answer questions, use methods of proof and refutation, and use various means of discussion.

8. Execution test work on a studied problem or topic, in order to test acquired knowledge and skills, as well as completing a written report on the research conducted.

With the help of this model of educational and research activities, research work is organized at a fairly high professional level. This model also helps students master the algorithm of scientific research - a system of constant and strictly defined actions.

Talking about structure scientific work, then we can highlight the main parts in it:

Title page– drawn up in accordance with the requirements of the conference organizers;

Introduction is the most difficult and time-consuming part of the work. It begins with a rationale for the relevance of this work. The importance of the work done is indicated, the reasons for doing this are stated. Next comes the designation of the main scope of the study, the definition of the subject and object of the study, the setting of goals and objectives, i.e. the steps that were taken to achieve the goal.

There is one goal within the work, but there may be several tasks.

The next section of the introduction could be a bibliography, listing authors, titles of works and their a brief description of, those in which the selected topic has been previously covered in one way or another. This is the foundation on which a student can build in his research.

Main part (theory, experiment, results, discussion of results)

The main part is divided into chapters and paragraphs within chapters. Their number is arbitrary. Each chapter solves one of the problems outlined in the introduction. For example, in the introduction there are three tasks to achieve the goal. Then the main part should have three chapters, no less and no more.

In each chapter, when solving a given problem, the conclusions reached during the research process must be noted at the end. In this case, the conclusion is nothing more than the sum of the above-mentioned conclusions for each chapter and paragraphs. That is, the conclusion is that part of the work where the conclusions are brought together, and in general it is stated whether there was

whether the goal of the work has been achieved or not. It is small in volume. There should be no new ideas in this part, this is a summary.

Conclusion (conclusions, recommendations) - in this section, the main results are briefly formed in the form of a statement, rather than a listing of everything that has been done. Conclusions should be brief and, correctly, consist of two to three points;

The reference list contains a bibliographic description of the literature used and should be arranged alphabetically.

A bibliographic description is a set of bibliographic information about a document, given according to established rules. It is necessary for identification and general characteristics documents. The general procedure is as follows:

1. Title information

2. Disclaimer

3. Publication area

4. Output area

Applications – include materials (tables, diagrams, graphs, drawings, photographs) that the author of the work needs to illustrate scientific research.

Conclusions from the first chapter:

There are long-standing traditions in the development of student research activities in Russia. Thus, in many regions, youth scientific and technical societies and small academies of sciences were created and functioned. The activities of many youth scientific and technical societies often boiled down to the implementation among older schoolchildren of a model for the functioning of academic research teams, the implementation in a simplified form of research tasks of laboratories of research institutes. The main goal of this activity was to prepare applicants for universities and to form a young team for research institutes. In fact, this meant the implementation of the educational process in a more individualized form in an additionally introduced subject area. IN modern conditions When the issue of reducing children’s academic workload is relevant, the meaning of the term “student research activity” takes on a slightly different meaning.

The importance of scientific novelty of research is put forward, the content associated with the understanding of research activity as a tool for improving the quality of education is increasing. And, at the same time, the educational and research activities of students are relatively self-study, students solving individual problems, creative and research tasks by various means in conditions of joint activity between teacher and students.

When designing student research activities, the research model and methodology developed and adopted in the field of science over the past few centuries is taken as a basis. This model is characterized by the presence of several standard stages present in any scientific research, regardless of the subject area in which it develops. At the same time, the development of students’ research activities is normalized by traditions developed by the scientific community, taking into account the specifics of educational research - the experience accumulated in scientific community, is used through setting a system of activity norms.

Chapter 2. Organization of research activities in the real educational process of a comprehensive school

2.1 Teacher’s experience in organizing research activities in the process of teaching history and social studies.

To study the experience of research activities, a regular secondary school was chosen. The research society is headed by a history teacher of the highest category, Irina Nikolaevna Sergeeva.

The purpose of creating a society is to develop intellectual creative abilities and support the research activities of students.

The main objectives of the society:

Creation of conditions conducive to increasing the level of education of students;

Promoting knowledge about the world around us;

Participation in scientific and practical conferences, seminars and other events.

The main activity is the organization of research activities of students (both within the curriculum and outside of it).

The organization of research activities is based on the following principles: A complex approach, search and research direction.

Methodology:

Carrying out the first direction - an integrated approach, local history and practical research work in the sections of the program should be arranged systematically to create continuity in the study of this material. A comprehensive study of their native land forms in students associative connections between the facts of their everyday observations of the environment and theoretical material. To strengthen the practical orientation of the school course on the history and culture of the native land, a complex of research practical work arrange in stages. (educational – training – final – creative). They must be interconnected and become more complex from topic to topic, from section to section, from course to course. Therefore, using research methods and techniques of a partially exploratory and creative nature in the classroom, the teacher directs students to cognitive and practical research activities. For this purpose, field practices, route surveys, observations, work on a historical site, and in an educational project are organized. History classes “on site” significantly expand the scope of educational knowledge, create a special background of emotional comfort, intensely influencing all aspects of the student’s personality, first of all, the sensual and emotional components of the teenager’s psyche. Communication with “living history” in teaching has great importance. When conducting excursions, students' attention is drawn to modern and historical objects. During the excursions, the children get acquainted with various professions, which may determine them in the future vocational guidance. The research approach to local history education, in my opinion, equips schoolchildren with the ability to use various sources historical information, integrate this information, “put” it on a map, conduct observations, correctly navigate the historical space, and predict development trends.

The search and research direction in the study of the native land contributes to the formation and development of cognitive activity and interest of students, mastery of elementary techniques of scientific research, skills and abilities for independent acquisition of knowledge, and the development of creative abilities. To achieve this goal, educational research is organized. Familiarity with the literature is necessary to identify the problem and achieve the desired result when performing subsequent search and research work. Research assignments in class and outside of class teach students not only to solve, but also to set problems, plan actions and ways to carry them out, find new, objectively valuable methods in various options, and apply them in life situations. In search, research and creative work, schoolchildren take the lead, and the teacher controls and directs their activities. Distinguish various shapes search and research activities. (Annex 1) .

Thus, in the 5th grade at the beginning of the school year, introductory forms of research activity predominate: drawing up simple plans. Then field and analytical research: excursions followed by the preparation of a report, observation of the object followed by the preparation of diagrams and essays. At the end of the school year, students can be asked to do creative work on drawing up simple projects: “My genealogy”, “The life of my family”.

In high school, the topics of search and research activities become more diverse: “My ancestry,” “National and religious composition of the region,” “National and religious composition of the class,” “The level of quality of life of my family.” Research work has a practical focus on applying the acquired knowledge and skills in everyday life. In the course of their implementation, research skills and abilities are developed: searching for information in literature, museum archives, and the Internet; observation, experimentation, scientific processing of collected data, their analysis, comparison, generalization and the ability to draw conclusions, putting forward hypotheses, making forecasts, monitoring ongoing processes. The works are distinguished by clearly defined goals, deep content, a large amount of collected and processed information, personal observations, conclusions and perspectives.

The main value of research assignments is that they develop the ability to independently pose a problem and solve it, develop projects, plan actions and methods of their implementation, find new, objectively valuable methods in various options, apply them in life situations, and educate the main human values ​​of goodness and respect for the environment.

The unifying form of search and research activity is propaganda and information. Its goal is to attract the attention of the general public to various problems: presentation at various level conferences. This form provides an opportunity to develop and express one’s own opinion.

Thus, having studied the essence, types and forms of educational and research activities, I compiled a system for organizing research activities in geographical education, the use of which will contribute to the realization of the creative potential of graduates, the formation of their scientific views and the successful mastery of socio-economic and physical geography. [Appendix 2]

History, by studying the socio-political, economic and cultural aspects of society, their changes over time, offers ways to solve society's problems. In this regard, it is so important to answer the question: “What is the purpose of teaching history and social studies to schoolchildren?” This decision is related to the development of criteria for selecting the content of history education and the relevance of the results in the life of the future generation.

The content of the disciplines “History” and “Social Studies” becomes a means of preparing an individual for life, for behavior in environment, in society. The knowledge gained should equip schoolchildren with the skills to use various sources of historical information, integrate and interpret this information, and correctly navigate the geopolitical space.

1. In order to organize research activities, first of all, it is necessary to identify students’ readiness for this type of activity.

To find exactly the child who is interested in this and who will not give up (will complete the work) it is necessary to use diagnostics both in class and outside of class time.

2. In the lesson, first of all, these are practical activities - performing practical work, drawing up projects, presentations. When checking such tasks, attention is paid to the scientific nature of the work, to the creative approach to completing tasks, if it is a project or presentation, then to the use of additional literature. During the demonstration of this work, listeners are invited to discuss what they liked about this work and what they can recommend.

3. Particular attention should be paid to what determines the setting of the goal (hypothesis), how the goal is achieved, and the ability to draw conclusions based on the work done. At the end of the discussion, a diagnosis is carried out and it is proposed to answer several questions aimed at identifying attitudes towards this type of activity. For example, questions could be:

1). Was this work interesting to you?

2). If yes, then why? If not, why?

3). Would you like to expand your understanding of this topic? – this question makes it possible to identify interest in a certain topic.

4. When analyzing questionnaires, special attention is paid to those students who show a stable interest in this type of work. In the future, these children are invited to participate in scientific research work.

5. During extracurricular hours, in elective classes, it is necessary to talk about research projects, their importance for each student, and the various levels of protection of projects. Help you decide on a topic. To do this, I propose to answer the questions:

1).Think about what objects attract you most?

2).Why and why is this particular object interesting?

3).What new things would you like to know about this object?

4).What is the reason for this interest? (Coming to relevance.)

6. Adolescence is characterized by a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and poor concentration. Excessive volume of work and its specialization, which lead to withdrawal into a narrow subject area, can be harmful general education and development, which are, of course, the main task at this age. Therefore, not every research problem brought from science is suitable for implementation in educational institutions. Such tasks must satisfy certain requirements, based on which it is possible to establish general principles designing student research tasks in various fields of knowledge.

7. To organize the educational and research work of high school students, it is acceptable to create educational and research groups in schools. The creation and further development of these groups is one of the productive ways to organize educational and research activities of schoolchildren.

The experience of different schools in this direction has allowed us to accumulate a variety of pedagogical technologies that make it possible to make each an effective organization at the same time having its own unique face.

Conclusions on the second chapter:

The contribution of the school subject of history to the organization of research activities is valuable because:

Introduces students to basic methods historical science, equips them with appropriate cognitive and practical teachings (observe, create an image, perceive and characterize historical and cultural site and so on.);

Forms a system of strong and effective knowledge for students, ensures the development of skills to independently work with various sources of historical information, navigate the map, and make historical analysis;

Contributes to the formation of historical competence by carrying out close connection theory with practice, with life; contributes to professional self-determination helps schoolchildren choose a path in life;

Develops the personal orientation of schoolchildren towards organizing the learning process and independent creative activity.

The research activities of students help to reveal the uniqueness of historical and social science education, to show its invaluable applied significance in educating a patriot, a zealous owner of his country, to formstudents' readiness to use acquired knowledge, skills and methods of activity in real life for solving practical problems.

Conclusion

The role and significance of students’ research activities in the process of teaching history and social studies at school is that with their help, the problems of forming social consciousness among the younger generation and students’ deeper study of socio-historical processes and phenomena are largely solved.

The tasks set at the beginning of the work: determine the goal, essence, types; to consider the forms of organization of educational and research work and to draw up a system for organizing research activities in historical (social studies) education have been fully achieved.

Through the use of the following research methods: analysis of methodological, psychological and pedagogical literature, practical work on designing the organization of research activities, it has been proven that the use of the method of educational and research activities contributes to the realization of the creative potential of graduates, the formation of their scientific views and the successful assimilation of historical (social science) science.

Bibliography

1. Kolesnikov L.F. School: time for change: from the experience of schools in the Novosibirsk region. - 2nd edition, revised and expanded. - M.: Pedagogy, 1987. - 144 p.

2. Kochetov A.I., Vertsinskaya N.N. Working with difficult children: A book for teachers. - M.: Education, 1986. - 160 p.

3. Leontovich A.V. Research activity as a way to form a worldview. // Public education, 1999. - No. 10. - p. - 42-47.

4. Leontovich A.V. Research activities of students: Collection of articles. M.: MGDD(Yu)T, 2002. 110 p.

5. Lerner I.Ya. Problem-based learning. - M.: Knowledge, 1974 - 197 p.

6. Lanina I.Ya. Not a single lesson: Developing interest in school subjects. - M.: Education, 1991. - 223 p.

7. Makarenko A.S. Education of a citizen / Compiled by Beskina R.M., Vinogradova M.D. - M.: Education, 1988. - 304 p.

8. Obukhov A.S. Research activity as a way to form a worldview. // Public education, 1999. - No. 10. - p. - 34-41

9. Pedagogical search / compiled by I.N. Bazhenova. - 3rd edition, corrected and expanded - M.: Pedagogy, 1990. - 560 s.

10. Pedagogical dictionary edited by Kairov I.A. and others, in 2 volumes, M.: Publishing House of the Academy of Pedagogical Sciences. 1970. - Vol.II. - 765 s.

11. Poddyakov A.N. Children as researchers: [Psychol. aspect] // Magister. - 1999.- N 1. - p. 85-95.

12. Podlasy I.P. Pedagogy: 100 questions - 100 answers: Tutorial For university students. - M.: Publishing house VLADOS - PRESS, 2004. - 368 p.

13. Development of students' research activities. Methodical collection. - M.: Public Education, 2001. - 272 p.

14. Savvichev A.S. Model of the subject content of a youth research expedition. // Public education, 1999. - No. 10. - p. - 23-29.

15. Savenkov A.I. Children's research in home education // Research work of schoolchildren. 2002. - No. 1. - With. 34-45.

16. Dictionary of pedagogical terms, edited by V.N. Berezikov, M.: Educational project, 1996. - 367 p.

17. Slutsky V.I. Elementary pedagogy or how to manage human behavior: A book for teachers. - M.: Education, 1992. - 159 p.

18. Stepanova M.V. Educational and research activities of schoolchildren in specialized education: Educational and methodological manual for teachers / Ed. A.P. Tryapitsyna. - St. Petersburg: KARO, 2005. - 96 p.

19. Tysko L.A. Research activities of students in secondary schools. // Teaching history and social studies at school. 2006. - No. 4. - With. 14-22.

20. Khutorskaya A.V. Development of giftedness in schoolchildren: Methods of productive teaching: a manual for teachers - M.: Humanitarian Publishing Center VLADOS, 2000. - 298 p.

Annex 1

Appendix 2

System for organizing research activities in history education

Purpose: to study in the literature the features of research activities in education and the features of the implementation of research activities in historical education.

Forms of search and research activities

Introductory

Research

Creative

Propaganda and information

field

analytical

The main communication between the student and the teacher takes place during the lesson. How should a lesson be structured to arouse interest in search activities? What should a teacher follow when planning research activities? Having studied the literature on the organization of research activities and relying on the arguments of scientists dealing with this problem, we will consider the issue of organizing research activities in school.

After extensive revision school programs V developed countries in the 60-70s, especially in an environment of increasing demands on secondary schools at the turn of the 80s-90s, search orientation in didactics turned out to be associated with the acquisition and development of theoretical ideas about objects and phenomena of the surrounding world. The educational process is structured as a search for new cognitive guidelines. During such a search, learning not only occurs on the basis of assimilation of new information, but also includes the organization and creative restructuring of existing concepts or initial cognitive guidelines. However, the point is not at all to replace incorrect ideas with correct ones, “unscientific” ones with “scientific” ones, as it might seem at first glance. The task of modern education is not simply to communicate knowledge, but to transform knowledge into a tool for creative exploration of the world. Data from psychological and pedagogical research show that new knowledge is not formed in an additive way (i.e., not by simply superimposing new knowledge on existing knowledge), but through restructuring, restructuring of previous knowledge, rejection of inadequate ideas, posing new questions, putting forward hypotheses.[ Clarin] Thus, the guideline for the modern educational process is not only the formation of new, but also the restructuring of existing knowledge, and in such a way that preliminary information on the topic being studied may not so much facilitate, but rather complicate educational knowledge, in any case, it will require rethinking. This, in turn, means the need to stimulate the cognitive activity of students by all means. Moreover, the teacher must obviously come to terms with the fact that the results of students’ independent “discoveries” may be clearly incomplete. As researchers note, premature presentation of “correct ideas” leads to the fact that students are unable to apply these ideas and work with them.

Modern psychological and pedagogical research outlines some guidelines for how to work with existing ones and move on to the formation of new ideas during the educational process. These guidelines can be presented as a set of the following psychological and didactic requirements.

Content requirements:

• 1. The student should have a feeling of dissatisfaction with existing ideas. He must come to a sense of their limitations and discrepancies with the ideas of the scientific community.
• 2. New ideas (concepts) must be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
• 3. New ideas must be plausible in the perception of students; they must perceive these ideas as potentially valid, compatible with existing ideas about the world. Students should be able to connect a new concept to an existing one.
• 4. New concepts and ideas must be fruitful; in other words, for students to abandon more familiar ideas, serious reasons are needed. New ideas must be clearly more useful than old ones. New ideas will be perceived as more fruitful if they help solve an unsolved problem, lead to new ideas, or have greater explanatory or predictive capabilities.

Of the listed conditions, two (second and third) approximately correspond to the known didactic requirements for the accessibility of learning and the transition from “close to distant”, from “known to unknown” (Ya. Komensky). At the same time, the first and fourth requirements - they can be briefly described as dissatisfaction with existing knowledge and as a requirement for heuristics of new knowledge - go beyond traditional didactic principles and are associated with the exploratory nature of learning.

Process requirements:

• 1. Encourage students to formulate their ideas and ideas and express them explicitly.
• 2. Confront students with phenomena that contradict existing ideas.
• 3. Encourage the making of assumptions, guesses, and alternative explanations.
• 4. Give students the opportunity to explore their assumptions in a free and relaxed environment, especially through small group discussions.
• 5. Provide students with the opportunity to apply new concepts to a wide range of phenomena and situations, so that they can evaluate their practical significance.

In fulfilling these requirements, the teacher must carefully plan his activities. A.V. Leontovich suggests following the following steps when designing and organizing research activities:

Stage 1. The teacher’s choice of educational field and subject direction for the students’ future research activity:

• -- degree of connection with the basic program of the corresponding class;
• - presence of own practice of scientific work in the chosen field;
• - possibilities of consulting assistance from specialists and its forms;
• -- a form of educational activity in terms of the institution's work.

Stage 2. Development of an introductory theoretical course program:

• -- accessibility -- compliance of the teaching load with the capabilities of students;
• - reliance on basic program(new information is based on basic subject programs, the number of new concepts and schemes introduced does not constitute the majority of the program);
• - the necessity and sufficiency of the volume of theoretical material for students to become interested in the work, choose a topic and set research objectives.

Stage 3. Selecting a topic, setting goals and objectives of the study, putting forward a hypothesis:

• - correspondence of the chosen topic to the theoretical material taught;
• -- accessibility of the complexity of the topic and volume of work to the capabilities of students;
• -- the research nature of the topic, the formulation of the topic, limiting the subject of research and containing the research problem;
• -- compliance of objectives with goals, adequacy of the hypothesis.

Stage 4. Selection and development of research methodology:

• -- methodological correctness of the technique. Compliance with the scientific prototype, validity of adaptation to the specifics of children's research;
• - compliance of the methodology with the goals and objectives, expected scope and nature of the study;
• -- accessibility of the methodology to mastering and implementation by schoolchildren;

Stage 5. Collection and primary processing of material:

• -- accessibility of the planned amount of work to students;
• -- accessibility of the research object;
• - adequacy of the methodology used to the object and conditions of the study.

Stage 6. Analysis, conclusions:

• - presence of discussion, comparison of data with literary sources;
• - compliance of results and conclusions with the set goals and objectives, the formulated goal.

Stage 7. Presentation.

• -- compliance of the format of the presented material with formal requirements;
• -- reflection of the stages of research;
• -- reflection of the student’s author’s position.

The initial stage in the practical implementation of the research approach in teaching is the teacher’s mandatory didactic analysis of the topic to be studied using the research approach. Didactic analysis of a topic means active cognitive activity teachers, aimed at isolating the main and formulating specific problems, which makes it possible to determine the possibilities of introducing methods scientific knowledge when students study a specific topic. Didactic analysis allows the teacher to determine the topics and types creative tasks, as well as organizational forms of training, the use of which is advisable when studying this topic.

It is didactically sound to inform students in advance about studying the topic using a research approach. Information must be visual, so it is advisable to create an “Information for Students” corner in the classroom dedicated to studying the upcoming topic. It is desirable that it reflect: the name of the topic, the structure of its study, the number of hours allocated for study, a list of proposed literature (both required and additional), a list of possible topics for reports and abstracts.

T.A. Fine believes that when organizing learning using a research approach, it is recommended to study the material in a large block. At the same time, schoolchildren do not remember individual paragraphs or articles from the text of the textbook, but perceive the topic holistically.

How to practically study material in large blocks? First, extensive use of lectures is a must. The content of the introductory lecture focuses students' attention on the main ideas of the topic; its problems (main and particular) are formulated, with the simultaneous use of material reflecting the history of the fact or phenomenon being studied, showing specific examples the process of scientific research in its knowledge. It is didactically justified when the teacher gives examples during the introductory lecture current state the fact (phenomenon, event) being studied, which creates the necessary mood for further research.

Secondly, an organic combination of various organizational forms of training is mandatory. Along with the lesson in its traditional sense, it is necessary to use seminar lessons, debate lessons, consultation lessons, workshops, interviews, discussions, and excursions. The use of various organizational forms of training has a positive impact on the development of students' cognitive independence as a necessary quality of a socially active personality. Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work on the subject. It is known that the lesson does not always provide the opportunity for a thorough and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on a topic can be any form of scientific, educational, search and creative activity during extracurricular time (“Science Week”, scientific and practical conference, oral journals “In the World of Science”, quizzes, competitions, olympiads, debate clubs, creative workshops, social project competitions), the material for which is the work of students, completed by them as independent research. [fine].

Without a doubt, when organizing research activities in the classroom, tensions are established between the teacher and the children. special relationship. To successfully organize this type of educational activity, a teacher requires special training. The teacher not only sets his own goals, but strives to ensure that these goals are accepted by the students, who also have their own goals, desires, and needs, and they do not always coincide with the desires and needs of the teacher. The teacher not only looks for ways to achieve the goals, but works to ensure that the methods of mastering reality are mastered by the student and become “their own” for the student. The teacher must not only have his own ideas about the object being studied, but also know what ideas the student has about this object. The teacher must be able to take the student’s point of view, imitate his reasoning, foresee possible difficulties in his activities, understand how the student perceives a certain situation, explain why the student acts one way and not another.

At the same time, the teacher needs not only to understand what, why and how the student is going to do, but to purposefully influence search activity, transform it, deepen it, develop it. However, you cannot impose your opinion on the student. [prokofieva]

The student’s activity is to implement the scientific method of cognition using subject material from various fields of knowledge. The young researcher is required to know and perform a number of procedures characteristic of the process of obtaining new knowledge, namely: 1) recognition and clear formulation of the problem; 2) collecting data through observation, working with literary sources and, as far as possible, in experiment; 3) formulating a hypothesis using logical reasoning; 4) hypothesis testing.

The researcher must formalize the results of the search activity in the form of an abstract and report on them at the conference. The presentation of the content and results of research work is subject to certain rules, which students also need to know. The student, drawing up the results of his research, performs the following procedures for organizing the knowledge gained: 1) formulates the goals of the research; 2) identifies hypotheses; 3) sets search tasks; 4) makes a literature review; 5) presents own data, compares them and analyzes them; 6) formulates conclusions.

Young researchers also need to know that writing an abstract and compiling a report on it are different types of scientific activities that are performed in different ways. Therefore, the report is the next genre scientific creativity, which is mastered by schoolchildren who participate in scientific and practical conferences.

From the very first steps, beginning researchers learn to outline a plan of action, which makes it easier for them to conduct research and develops a serious attitude towards organizing their work.

Fourth, as is known, research and project activities of schoolchildren are popular; they have become an indicator of the quality of education in an educational institution. The concept of specialized education involves including research and project activities schoolchildren as compulsory, despite the opinion that there is no need to teach research activities to all schoolchildren without exception. Moreover, there is a danger of formalizing student research activities as difficult and unattractive for most students. [Prokofiev]

Based on this, we can conclude that the objects of activity of the teacher and students in this case are generally speaking different. The student’s activity is aimed primarily at searching (for an answer to a question, a solution), while the teacher’s activity is aimed at the search activity of students. Its main task is not to find the truth, but to help schoolchildren do this by methodically competently organizing and directing their activities.

The teacher should build his management of this activity not as a direct influence, but as a transfer to the student of those foundations on which the student, as a result of active activity, could independently derive his decisions.

S.N. Pozdnyak specifies the features of the activities of the teacher and students in the process of organizing and carrying out research activities as follows:

Features of the teacher's activities

The main task of the teacher is to organize research by students. A teacher is a senior comrade who helps to overcome the difficult path to knowledge. The teacher’s actions are aimed at:

identify the capabilities of students and divide them into groups;

help them learn to act together;

awaken interest in what is being studied; monitor the dynamics of students’ interest in the problem being studied; be able to support and develop it - “to protect the spirit of exploration in children”;

reveal the diversity of the content of the material being studied and outline options for its study;

indicate ways and methods of independent individual and collective research; encourage and develop a critical attitude towards research activities;

fill in the gaps and correct errors in completed academic work and collective work.

Features of student activities

Features of students' educational activities:

Students complete all academic work independently;

research work is carried out collectively, according to the principle of division of labor;

educational work goes beyond the classroom system;

Learning occurs with constant consultation and general guidance from the teacher;

Educational work is carried out according to plans and programs developed by the students themselves based on general programs in accordance with their life interests;

Accounting for work performed, pedagogical control is carried out based on real results (reports, drawings, diagrams, etc.);

You can work on any material taken from a book or life.

Thus S.N. Pozdnyak once again emphasizes the difference between research learning and traditional learning, its heuristic essence aimed at a deeper and more conscious assimilation of knowledge.

Indeed, in research and design, schoolchildren study subject material selectively and meaningfully, and are active in setting and achieving goals. This is why research activity is valuable and this is why it differs from traditional teaching at school. But in this work, strange as it may seem, a basic set of difficulties arises that both the teacher and the student experience in project or research activities.

• - the development of students’ research skills is blocked by the predominance of reproductive methods in their education, the orientation of students to transfer, and students to assimilate ready-made knowledge;
• - the main type of research activity of students is most often abstracts, reports, essays, which do not become truly creative due to the template nature of the topic and a reduced minimum, or even not involving independent decision research problem;
• -students are not actively involved in search activities due to lack of free time and their workload;
• -research skills are developed spontaneously without taking into account their structure and development logic, which hinders the formation of creative abilities in students;
• - in order to master the techniques of research activities, a student needs special training, which often turns out to be impossible due to lack of study time.

The form of existence and development of science is scientific research. In Art. 2 of the Federal Law of the Russian Federation of August 23, 1996 “On Science and State Scientific and Technical Policy” gives the following definition: scientific (research) activities – is an activity aimed at obtaining and applying new knowledge.

In general, scientific research usually refers to activities aimed at a comprehensive study of an object, process or phenomenon, their structure and connections, as well as obtaining and implementing results useful for humans into practice. Any scientific research must have its own subject and object, which define the area of ​​research.

Object scientific research is a material or ideal system, and as subject may be the structure of this system, patterns of interaction and development of its elements, etc.

Scientific research is purposeful, so each researcher must clearly formulate the purpose of his research. The purpose of scientific research is the projected result of research work. This can be a comprehensive study of any process or phenomenon, connections and relationships using the principles and methods of cognition developed in science, as well as obtaining and implementing results useful for humans into practice.

Scientific research is classified on various grounds.

By source of funding differentiate

budgetary scientific research,

economic contracts

and unfunded.

Budgetary studies are financed from the budget of the Russian Federation or the budgets of the constituent entities of the Russian Federation. Economic contract research is financed by customer organizations under economic contracts. Unfunded research can be carried out on the initiative of the scientist, under the individual plan of the teacher.

In regulations on science, scientific research is divided according to intended purpose on

fundamental,

applied.

The Federal Law of August 23, 1996 “On Science and State Scientific and Technical Policy” defines the concepts of fundamental and applied scientific research.

Basic scientific research is an experimental or theoretical activity aimed at obtaining new knowledge about the basic laws of the structure, functioning and development of man, society, and the natural environment. For example, research on the patterns of formation and functioning of the rule of law or on global, regional and Russian economic trends can be considered fundamental.

Applied scientific research – this is research aimed primarily at applying new knowledge to achieve practical goals and solve specific problems. In other words, they are aimed at solving problems of using scientific knowledge obtained as a result of fundamental research in the practical activities of people. For example, works on methods for evaluating investment projects depending on their types or work related to marketing research can be considered as applied.

Search engines are called scientific research aimed at determining the prospects of working on a topic and finding ways to solve scientific problems.

Development refers to research that is aimed at implementing the results of specific fundamental and applied research into practice.

By deadlines scientific research can be divided into

long-term

short-term

and express research.

Depending on the forms and methods of research, some authors distinguish experimental, methodological, descriptive, experimental-analytical, historical-biographical research and mixed-type research.

In the theory of knowledge there are two levels of research : theoretical and empirical.

Theoretical level research is characterized by the predominance of logical methods of cognition. At this level, the obtained facts are examined and processed using logical concepts, inferences, laws and other forms of thinking.

Here the objects under study are mentally analyzed, generalized, their essence, internal connections, and laws of development are comprehended. At this level, cognition through the senses (empirics) may be present, but it is subordinate.

The structural components of theoretical knowledge are problem, hypothesis and theory.

Problem is a complex theoretical or practical problem, the methods for solving which are unknown or not fully known. There are undeveloped problems (pre-problems) and developed ones.

Undeveloped problems are characterized by the following features: 1) they arose on the basis of a certain theory, concept; 2) these are difficult, non-standard tasks; 3) their solution is aimed at eliminating the contradiction that has arisen in knowledge; 4) ways to solve the problem are not known. Developed problems have more or less specific instructions on how to solve them.

Hypothesis there is an assumption that requires verification and proof about the cause that causes a certain effect, about the structure of the objects under study and the nature of the internal and external connections of the structural elements.

A scientific hypothesis must meet the following requirements:

1) relevance, i.e. relevance to the facts on which it relies;

2) testability by experience, comparability with observational or experimental data (with the exception of untestable hypotheses);

3) compatibility with existing scientific knowledge;

4) possessing explanatory power, i.e. from the hypothesis a certain number of facts and consequences confirming it must be deduced.

The hypothesis from which the largest number of facts is derived will have greater explanatory power;

5) simplicity, i.e. it should not contain any arbitrary assumptions or subjectivist layers.

There are descriptive, explanatory and predictive hypotheses.

A descriptive hypothesis is an assumption about the essential properties of objects, the nature of the connections between the individual elements of the object being studied.

An explanatory hypothesis is an assumption about cause-and-effect relationships.

A predictive hypothesis is an assumption about the trends and patterns of development of the object of study.

Theory is a logically organized knowledge, a conceptual system of knowledge that adequately and holistically reflects a certain area of ​​reality. It has the following properties:

1. Theory is one of the forms of rational mental activity.

2. Theory is a holistic system of reliable knowledge.

3. It not only describes a set of facts, but also explains them, i.e. reveals the origin and development of phenomena and processes, their internal and external connections, causal and other dependencies, etc.

Theories are classified according to the subject of research. On this basis, social, mathematical, physical, chemical, psychological, economic and other theories are distinguished. There are other classifications of theories.

In modern scientific methodology, the following structural elements of the theory are distinguished:

1) initial foundations (concepts, laws, axioms, principles, etc.);

2) an idealized object, i.e. a theoretical model of some part of reality, essential properties and connections of the phenomena and objects being studied;

3) the logic of the theory - a set of certain rules and methods of proof;

4) philosophical attitudes and social values;

5) a set of laws and regulations derived as consequences from this theory.

The structure of a theory is formed by concepts, judgments, laws, scientific provisions, teachings, ideas and other elements.

Concept is a thought that reflects the essential and necessary characteristics of a certain set of objects or phenomena.

Category– a general, fundamental concept that reflects the most essential properties and relationships of objects and phenomena. Categories can be philosophical, general scientific, or related to a particular branch of science. Examples of categories in legal sciences: law, offense, legal responsibility, state, political system, crime.

Scientific term is a word or combination of words denoting a concept used in science.

The set of concepts (terms) that are used in a certain science forms it conceptual apparatus.

Judgment is a thought in which something is affirmed or denied. Principle- this is the guiding idea, the main starting point of the theory. The principles are theoretical and methodological. At the same time, one cannot fail to take into account the methodological principles of dialectical materialism: treat reality as an objective reality; distinguish essential features of the object under study from secondary ones; consider objects and phenomena in continuous change, etc.

Axiom- this is a provision that is initial, unprovable and from which other provisions are derived according to established rules. For example, at present it is necessary to recognize as axiomatic the statements that there is no crime without an indication of it in the law, ignorance of the law does not exempt from responsibility for its violation, the accused is not obliged to prove his innocence.

Law– this is an objective, essential, internal, necessary and stable connection between phenomena and processes. Laws can be classified on various grounds. Thus, according to the main spheres of reality, we can distinguish the laws of nature, society, thinking and knowledge; according to the scope of action - general, general and particular.

Pattern– this is: 1) the totality of the action of many laws; 2) a system of essential, necessary common connections, each of which constitutes a separate law. Thus, there are certain patterns in the movement of crime on a global scale: 1) its absolute and relative growth; 2) lagging social control over it.

Position– a scientific statement, a formulated thought. An example of a scientific statement is the statement that a rule of law

consists of three elements: hypothesis, disposition and sanctions.

Idea– this is: 1) a new intuitive explanation of an event or phenomenon;

2) the defining core position in the theory.

Concept is a system of theoretical views united by a scientific idea (scientific ideas). Theoretical concepts determine the existence and content of many legal norms and institutions.

The empirical level of research is characterized by the predominance of sensory cognition (study outside world through the senses). At this level, forms of theoretical knowledge are present, but have a subordinate meaning.

The interaction between the empirical and theoretical levels of research is that: 1) a set of facts constitutes the practical basis of a theory or hypothesis; 2) facts can confirm or refute a theory; 3) scientific fact always permeated with theory, since it cannot be formulated without a system of concepts, interpreted without theoretical ideas; 4) empirical research in modern science is predetermined and guided by theory. The structure of the empirical level of research consists of facts, empirical generalizations and laws (dependencies).

The concept " fact"is used in several meanings: 1) an objective event, a result related to objective reality (a fact of reality) or to the sphere of consciousness and cognition (a fact of consciousness); 2) knowledge about any event, phenomenon, the reliability of which has been proven (truth); 3) a sentence that captures the knowledge obtained through observations and experiments.

Empirical generalization is a system of certain scientific facts. For example, as a result of studying criminal cases of a certain category and generalizing investigative and judicial practice, it is possible to identify typical mistakes made by the courts when classifying crimes and imposing criminal penalties on the perpetrators.

Empirical laws reflect regularity in phenomena, stability in the relationships between observed phenomena. These laws are not theoretical knowledge. Unlike theoretical laws, which reveal the essential connections of reality, empirical laws reflect a more superficial level of dependencies.

Replacing a research paper with an abstract, i.e. review of various scientific works; replacing research with work of a compilative nature, i.e. connecting logically arranged segments from different scientific texts; lack of completeness in the work, which is due to the lack of a systematic approach to research activities. Instead of work designed for a long period of time, sometimes a text created in the shortest possible time is hurriedly submitted to the conference; the student’s inability to competently conduct a discussion to defend the results of his research and answer questions from the audience.

1. Object area, object and subject The object area of ​​research is the sphere of science and practice in which the object of research is located. In school practice, it may correspond to one or another academic discipline, for example mathematics, biology, literature, physics, etc. The object of research is a certain process or phenomenon that generates problematic situation. An object is a kind of carrier of a problem - something that research activity is aimed at. The concept of the subject of research is closely related to the concept of object. The subject of research is a specific part of the object within which the search is being conducted. The subject of research can be phenomena as a whole, their individual sides, aspects and relationships between individual sides and the whole (a set of elements, connections, relationships in a specific area of ​​the object).

2. The topic and relevance of the study are the main criteria for choosing a topic: it is desirable that the topic is of interest to the student not only at the current moment, but also fits into the general perspective of the student’s professional development, i.e. was directly related to his pre-selected future specialty; It’s very good if the choice of topic is mutually motivated by the interest in it of both the student and the teacher. This happens when the supervisor himself is engaged in research work and, within the framework of his chosen field, identifies an area that requires development for the student to study. The topic must also be implementable under existing conditions. This means that equipment and literature must be available on the chosen topic. To justify relevance means to explain the need to study a given topic in context general process scientific knowledge. Determining the relevance of the research is a mandatory requirement for any work. The relevance may be the need to obtain new data, the need to test new methods, etc.

Characteristic elements of the structure of the publication: the title in scientific literature indicates the topic; and the notation is located on the back of the title page and represents the content of the work; The chapter contains a plan for presenting the topic and is a kind of guide to the book. It introduces the problems of the work, its general structure and makes it possible to quickly search for information; n the preface sets out the tasks set by the author; characterizes the structure of the publication in more detail and orients the reader in it. It precedes the presentation of the main material and gives instructions for its perception; The afterword summarizes and reports brief conclusions of the study; c the corrective material provides commentary on concepts, terms, facts that need clarification. 3. Studying scientific literature and clarifying the topic

5. Purpose and objectives of the study The purpose of the study is the final result that the researcher would like to achieve when completing his work. Let us highlight the most typical goals: o determining the characteristics of phenomena not previously studied; to identify the relationship between certain phenomena; and studying the development of phenomena; o writing a new phenomenon; o generalization, identification of general patterns; with the creation of classifications. The research task is the choice of ways and means to achieve a goal in accordance with the hypothesis put forward. Objectives are best formulated as statements of what needs to be done for the goal to be achieved. Setting objectives is based on dividing the research goal into subgoals. The list of tasks is based on the principle from the least complex to the most complex and labor-intensive, and their number is determined by the depth of the research.

6. Definition of research methods Methods of scientific knowledge are divided into general and special. The use of special methods of solution requires the majority of special problems of specific sciences. They are determined by the nature of the object being studied and are never arbitrary. As a rule, their use requires considerable preparedness from the researcher. In addition to special methods specific to certain areas scientific knowledge, exist general methods scientific knowledge. Unlike special ones, they are used in a wide variety of sciences, from literature to chemistry and mathematics. These include: theoretical methods, empirical methods, mathematical methods.

6.1. Theoretical methods: modeling allows you to apply experimental method to objects with which direct action is difficult or impossible. It involves mental or practical actions with the “substitute” of this object - the model; abstraction consists of mental abstraction from everything unimportant and fixation of one or more aspects of objects of interest to the researcher; analysis and synthesis. Analysis is a method of research by breaking down a subject into its component parts. Synthesis, on the contrary, is the combination of parts obtained during analysis into something whole. It must be remembered that the methods of analysis and synthesis are by no means isolated from each other, but coexist, complementing each other. Methods of analysis and synthesis are used, in particular, to First stage research - study of special literature on the theory of the issue; the ascent from the abstract to the concrete presupposes two conditionally independent stages. At the first stage, a single object is dismembered and described using a variety of concepts and judgments. At the second stage, the original integrity of the object is restored, it is reproduced in all its versatility - but already in thinking.

6.2. Empirical methods: observation is active cognitive process, which relies on the work of human senses and his objective activity. This is the most elementary method of cognition. Observations should lead to results that do not depend on the will, feelings and desires of a person. This presupposes initial objectivity: observations should inform us about the properties and relationships of really existing objects and phenomena; comparison is one of the most common methods of cognition. It is not without reason that they say that everything is known through comparison. Comparison allows us to establish the similarities and differences between objects and phenomena. Identification of common, recurring phenomena is a serious step towards understanding the patterns and laws of the world around us; experiment involves intervention in natural conditions the existence of objects and phenomena or the reproduction of certain aspects of them in specially created conditions for the purpose of studying them.

II. CONDUCTING SCIENTIFIC RESEARCH Carrying out research includes two successive stages: the actual conduct (the so-called technological stage) and the analytical, reflective stage. The work plan must indicate the purpose of the planned experiments; list the equipment necessary for their implementation; forms of entries in draft notebooks. The work plan also includes the initial processing and analysis of the results of practical actions, the stage of their verification. The work plan includes all the elements identified in the preparation of the study - from determining its object and subject to choosing a method. The list of these actions constitutes the first block of the work plan. The second block describes the experimental part of the work. Following the experiment, it is necessary to reflect on the results obtained: analyze to what extent they allow us to confirm the hypothesis put forward at the beginning of the study, and clarify their compliance with the goals set. The third block includes the presentation of research results. Preparing and conducting research work takes from one to one and a half years. It is necessary to calculate the time in such a way that before the conference it is possible not only to formalize the results of the research, but also to conduct discussions on this work at the classroom and school levels. A month before the conference, the work is submitted for preliminary examination, which is carried out by university scientists. If authors wish to publish the results of their research, an abstract must be submitted along with the work.

III. FORMULATION OF RESEARCH WORK Registration of research results is one of the most labor-intensive stages of work. 1. Layout of texts 2. Editing of the entire text 3. Conclusions to each chapter 4. General conclusion 5. Introduction to the entire work 6. Compilation of a bibliography Structure of the work Title page Table of contents Introduction Main (substantive) part of the work Conclusion Bibliography Applications

IV. DEFENSE OF RESEARCH RESULTS No more than 5-7 minutes are allotted for the entire presentation. The first part briefly recaps the introduction of the research paper. Here the relevance of the chosen topic is substantiated, scientific problem, the objectives of the research are formulated and its main methods are indicated. In the second part, the largest in volume, you need to present the contents of the chapters. The commission pays special attention to the results of the study and to the personal contribution of the author to it. Therefore, after summary The content of the chapters of the abstract should emphasize the novelty of the work you are proposing; these may be the methods used for the first time in relation to this material, the research results you have achieved. When presenting the main results, you can use pre-prepared diagrams, drawings, graphs, tables, videos, slides, and videos. The materials displayed should be designed so that they do not overload the presentation and are visible to everyone present in the audience. In the third part, it is advisable to briefly outline the main conclusions from the research.