for students on organizing independent work

while studying the discipline: “Multimedia technology”

basic educational program by specialty

230201.65 Information Systems and technology

(direction of training for a certified specialist in specialty 230200 Information systems)

General provisions

Society places a fairly wide range of requirements on a modern specialist, among which it is of no small importance that graduates have certain abilities and the ability to independently obtain knowledge from various sources, systematize the information received, and make an assessment. specific situation. The formation of such skills occurs throughout the entire period of training. At the same time, students’ independent work plays a decisive role during the entire educational process.

Independent work - planned educational, educational and research work of students, carried out in extracurricular (classroom) time on the instructions and with the methodological guidance of the teacher, but without his direct participation (with partial direct participation of the teacher, leaving the leading role to the students’ work) .

Independent work of students (SWS) at a university is an important type of educational and scientific activity of a student. The main educational program in the specialty 230201.65 Information systems and technologies for independent work when studying the discipline “Multimedia Technologies” provides 34 hours of the total labor intensity of the discipline 68 hours. In this regard, studying at a university includes two parts that are almost identical in scope and mutual influence - the learning process and the self-study process. Therefore, SRS should become an effective and purposeful work of the student.

Forms of independent work for students when studying the discipline “Multimedia Technologies” include:

studying educational, scientific and methodological literature, materials from periodicals using electronic means of official, statistical, periodical and scientific information;

preparation of reports and abstracts, writing term papers;

study and systematization of reference materials using information retrieval systems and the global Internet;

participation in student conferences and complex scientific research.

Independent work introduces students to scientific creativity, searching and solving pressing modern problems.

Goals and main tasks of students’ independent work

The leading goal of organizing and implementing CDS must coincide with the goal of student training - training a specialist with higher education. When organizing CDS, an important and necessary condition is the formation of skills independent work to acquire knowledge, skills and the ability to organize educational and scientific activities.

The goal of students’ independent work is to acquire fundamental knowledge, professional skills and skills in their field of activity, experience in creative and research activities. Independent work of students contributes to the development of independence, responsibility and organization, a creative approach to solving educational and professional problems.

The objectives of the SRS are:

systematization and consolidation of received theoretical knowledge and practical skills of students;

deepening and expanding theoretical knowledge;

developing the ability to use regulatory, legal, reference documentation and special literature;

development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;

formation of independent thinking, abilities for self-development, self-improvement and self-realization;

development of research skills;

use of material collected and obtained during lectures, in laboratory classes, during independent work, when writing coursework, for effective preparation for final tests and exams.

“Organization of independent work of students”

Independent work of students plays an important role in cultivating a conscious attitude of students themselves towards mastering theoretical and practical knowledge, instilling in them the habit of directed intellectual work. It is very important that students not only acquire knowledge, but also master the methods of acquiring it.

Independent work always causes a number of difficulties for students, especially first and second year students. The main difficulty is related to the need to independently organize your work. Many students experience difficulties associated with the lack of skills in analysis, note-taking, working with primary sources, the ability to clearly and clearly express their thoughts, plan their time, take into account the individual characteristics of their mental activity and physiological capabilities, practically complete absence psychological readiness to independent work, ignorance general rules her organization.

Therefore, one of the main tasks of the teacher is to help students organize their independent work. This is especially important in modern conditions development of society, when a specialist after graduation educational institution you have to engage in self-education - increase the level of your knowledge through independent study.

Independent work of students is carried out with the aim of:

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

Deepening and expanding theoretical knowledge;

developing the ability to use regulatory, reference documentation and special literature;

development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;

formation of independent thinking, abilities for self-development, self-improvement and self-realization;

development of research skills.

Types and forms of independent work

In the educational process of educational organizations, there are two types of independent work:

Classroom;

Extracurricular.

In-class independent work on the discipline is carried out during training sessions under the direct supervision of the teacher and on his instructions. In this case, students are provided by the teacher with the necessary educational literature, didactic material, including methodological manuals and methodological developments.

Extracurricular independent work is carried out by the student on the instructions of the teacher, but without his direct participation.

Independent work includes:

Preparation for classroom classes (lectures, practical, laboratory, seminars) and completion of relevant tasks;

Independent work on individual topics of academic disciplines in accordance with long-term thematic plans;

Preparing for practice and completing tasks provided for by practice;

Completing written tests and coursework, electronic presentations;

Preparation for all types of tests, exams and tests;

Preparation for the final state certification;

Work in subject clubs;

Participation in electives, seminars and conferences, etc.

Methods of independent work of students:

Observation of single objects;

Comparative and analytical observations;

Instructional design;

Solving educational and professional problems;

Work with various sources information;

Research activities.

Observation of single objects involves more or less prolonged perception in order to find out features objects.

Comparative and analytical observations stimulate development voluntary attention for students, deepening into educational activities.

Construction forces you to penetrate deeper into the essence of the subject, find relationships in the educational material, arrange them in the required logical sequence, and draw reliable conclusions after studying the topic.

Solving problems contributes to memorizing, deepening and testing the assimilation of students’ knowledge, the formation of abstract thinking, which ensures a conscious and lasting assimilation of the fundamentals being studied.

Working with sources of information contributes to the acquisition of important skills, namely: highlighting the main thing, establishing a logical connection, creating an algorithm and working on it, independently obtaining knowledge, systematizing it and generalizing it.

Research activity is the crown of a student’s independent work. This type of activity implies high level student motivation.

Directions of independent work of students

1. To master and deepen knowledge:

Reading text (textbook, primary source, additional literature, Internet resources);

Compilation various types plans and abstracts for the text;

Taking notes of the text;

Familiarization with regulatory documents;

Working with dictionaries and reference books;

Educational and research work;

Use of computer technology, the Internet;

Creating a presentation.

2. To consolidate knowledge:

Working with lecture notes;

Repeated work with educational material;

Drawing up a response plan;

Compilation of various tables.

3. For systematization educational material:

Preparing answers to Control questions;

Analytical text processing;

Preparation of a message, report, abstract;

Testing;

Making a crossword puzzle;

Formation of a poster;

Drawing up a memo.

4. To develop practical and professional skills.

Solving problems and exercises according to the model;

Drawing and description of diagrams;

Execution of calculation and graphic schemes;

Solving situational and professional problems;

Conducting surveys and research.

Types of independent work:

Reproducing (reproductive), suggesting algorithmic activity based on a model in a similar situation;

Reconstructive, associated with the use of accumulated knowledge and a known method of action in a partially changed situation;

Heuristic (partially search), which consists in accumulating new experience of activity and applying it in non-standard situation;

Creative, aimed at the formation of knowledge-transformations and methods of research activity.

Learning tools for organizing independent work

1. Didactic tools that can be a source of independent acquisition of knowledge (primary sources, documents, texts works of art, collections of problems and exercises, magazines and newspapers, educational films, maps, tables);

2. Technical means with which it is presented educational information(computers, audio-video equipment);

3. Tools that are used to guide students’ independent activities (instructional and methodological instructions, cards with differentiated tasks for organizing individual and group work, cards with algorithms for completing tasks).

Development and application of tools teaching is that side of pedagogical activity in which individual skill, the creative search of the teacher, and his ability to encourage students to be creative are manifested.

Kinds practical tasks for independent work of students

1. Make a background summary on the topic...

2. Formulate questions...

3. Formulate your own opinion...

4. Continue the sentence...

5. Define the following terms...

6. Make a supporting outline of your answer.

7. Write an abstract.

8. Write a report on the topic...

9. Develop an algorithm for the sequence of actions...

10. Make a table to systematize the material...

11. Fill out the table using...

12. Fill out the flowchart...

13. Model a lesson summary on the topic...

14. Model homework.

15. Carry out an analytical analysis of the publication on a topic predetermined by the teacher.

16. Create a themed crossword puzzle.

17. Make a plan for the text, a synopsis.

18. Solve situational problems.

19. Prepare for a seminar, business game.

Techniques for students’ independent work

1. Working with the textbook.

To ensure maximum possible assimilation of the material and taking into account individual characteristics students, you can offer them the following techniques for processing textbook information:

Note-taking;

Drawing up a plan for an educational text;

Annotation;

Identifying the problem and finding ways to solve it;

Independent formulation of a problem and finding ways to solve it in the text;

Determination of an algorithm for practical actions (plan, diagram).

2. Basic summary.

Often, the teacher teaches from paragraph to paragraph, from point to point, and only at the end of the topic tries to connect all the material in a general lesson. It is much more expedient, even from a psychological point of view, to give students an idea of ​​the topic being studied in the first lesson, skillfully arranging its content as a small supporting summary. Everyone needs him - both the strong and the weak.

And then students will not study today, forgetting what they learned yesterday and not knowing what will happen tomorrow.

A reference summary must be given at the stage of studying new material, and then used for repetition, when organizing students’ independent work.

A basic outline allows not only to generalize and repeat the necessary theoretical material, but also gives the teacher a huge gain in time when covering the material.

3. Tests.

Students perceive tests as a kind of game. Thereby

a whole series is being filmed psychological problems– fears, stress, which, unfortunately, are typical for conventional forms of monitoring students’ knowledge.

The main advantage of the test form of control is the simplicity and speed with which the first assessment of the level of training on a specific topic is carried out, which, moreover, allows you to really assess readiness for final control in other forms and, if necessary, adjust certain elements of the topic.

Level 1 tests

They require choosing one or more correct answers to the questions below.

To check the quality of knowledge acquisition and application of knowledge in practice: choose one of the listed methods...;

For correlation: find commonalities and differences in the objects being studied;

For reflection testing: match...;

Level 2 tests

Substitution tasks: these tasks require the selection and completion of phrases, formulas, graphic images, diagrams, etc. proposed missing or components.

Tasks for constructing an answer: filling out a table, depicting a diagram, graphics, writing a formula, etc.)

Tasks to solve a specific situation.

Requirements for tests for students:

1. Assignments must be typical for the discipline;

2. The scope of the task must ensure completion of the test in limited time(no more than an hour);

3. The task in terms of complexity, structure, difficulty must be objectively feasible for students to complete at the appropriate stage of training;

4. The content of the task should be such that its correct implementation has only one standard;

5. The complexity of tasks in the test system should increase as students progress in mastering the profession;

6. The formulation of the content of the task should reveal the task assigned to the student: what he must do, what conditions to fulfill, what results to achieve.

4.Seminar.

The format of the seminar is very flexible.

The following tasks are solved at the seminars:

Deepening, specifying and systematizing the knowledge acquired by students previous stages of study;

Development of independent work skills;

Professional use of knowledge in educational settings.

Types of seminars:

Question and answer seminar;

An extensive conversation based on a plan given to students in advance, discussion of written abstracts;

Listening to oral reports from students followed by their discussion;

Seminar – debate;

Theoretical conference;

Seminar – simulation game;

Commented reading of primary sources.

5. Task-based learning.

Practice-oriented tasks: act as a means of developing in students a system of integrated skills and abilities necessary for mastering professional competencies. These may be situations that require the use of skills specific to a given profession (knowledge of the content of the subject), situations that require organizing activities, choosing its optimal structure, person-oriented situations (finding a non-standard way of solving);

Professional tasks: act as a means of developing students’ skills to determine, develop and apply optimal methods for solving professional problems. They are built on the basis of situations that arise at various levels of practice and are formulated in the form of production orders (tasks).

Task-based learning can provide targeted, step-by-step formation and control of the formation of the necessary professional competencies.

6. Preparation of a report.

A report is a message on a given topic, with the goal of introducing knowledge from additional literature, systematizing the material, illustrating with examples, developing the skills of independent work with scientific literature, and cognitive interest in scientific knowledge.

The topic of the report must be agreed upon with the teacher and correspond to the topic of the lesson. It is necessary to comply with the regulations agreed upon when receiving the assignment. Illustrations should be sufficient but not excessive.

The student’s work on the report includes practicing public speaking skills and the ability to organize and conduct a debate. During the presentation of the report, the student develops the ability to navigate the material and answer additional questions from students, develops the ability to independently summarize the material and draw conclusions in conclusion.

The student is required to prepare and deliver a report within the strictly allotted time by the teacher and on time.

7. Preparation of a multimedia presentation.

A presentation is a student’s oral report on a specific topic, accompanied by a multimedia computer presentation. A computer presentation is a multimedia tool used during reports or messages to increase the expressiveness of the speech, a more convincing and visual illustration of the described facts and phenomena. The computer presentation is created in Microsoft Power Point. When preparing a presentation, special attention must be paid to the fact that the center of attention during the presentation should be the speaker himself and his speech, and not the small print on the slides. If the entire process of working on a presentation is built chronologically, then it begins with a clearly developed plan, then moves to the stage of selecting content and creating a presentation, then comes the final, but most important stage - direct public speaking.

The student, based on the presentation plan, needs to identify about 10 main ideas and conclusions on the chosen topic that should be conveyed to the audience, and based on them, make a computer presentation.

Additional information, if any, should be placed on handouts or simply stated, but not included in the computer presentation.

After collecting the information, the student should systematize the material.

Elements that complement the content of the presentation are:

1. Illustrative series. Picture-type illustrations, photo illustrations, diagrams, paintings, graphs, tables, diagrams, videos.

2. Sound series. Musical or speech accompaniment, sound effects.

3. Animation series.

4. Color scheme. The general tone and color splashes, illustrations, lines should be combined with each other and not contradict the meaning and mood of the presentation.

5. Font series. It is advisable to choose fonts without getting carried away by their intricacy and variety. The chosen fonts should be easy to understand at first glance.

6. Special effects. It is important that in the presentation they do not distract attention to themselves, but only enhance the main thing.

Rules for organizing material in a presentation:

1. Main information - to the beginning.

2. Thesis of the slide - in the title.

3. Animation is not entertainment, but a method of conveying information with which you can attract and retain the attention of listeners.

A computer presentation should consist of no more than 10-15 slides.

Time for presentation is 15 minutes.

8. Preparation and defense of the abstract.

The abstract is summary in writing or in the form of a public report containing scientific work or the works of specialists on a chosen topic, a review of literature in a certain direction.

His task is to summarize what others have achieved, to independently present the problem on the basis of facts gleaned from the literature.

The process of working on an abstract includes the following stages:

1.Choice of the topic of the abstract. The topic of the abstract should not be too general or global, since the relatively small amount of work will not allow it to be revealed. When choosing a topic, it is necessary to analyze how it is covered in the available scientific literature.

The choice of topic should be conscious and meet the personal educational interests of the future author. In this sense, consultations and discussion of the topic with a teacher who can and should provide assistance in making the right choice topics and setting the objectives of the work.

2. Study of literature.

3. Drawing up a work plan. A correctly constructed outline of the essay serves as an organizing principle in the student’s work, helps to systematize the material, and ensures the consistency of its presentation.

The student draws up a plan independently, taking into account the design of the work.

4.The process of writing an abstract. Having chosen a topic, made extracts from the literature and drawn up a plan, you can proceed directly to writing the abstract.

It is recommended to present the material in the abstract in your own words, avoiding verbatim rewriting literary sources. The work must be written competently literary language. Abbreviations of words in the text are not allowed. Exceptions include well-known abbreviations and abbreviations. The abstract must be correctly and accurately formatted, the text (handwritten, typewritten or computer-generated) must be legible, without stylistic and grammatical errors.

5.Formation and defense of the abstract. The essay is prepared in accordance with the accepted rules and submitted to the teacher for checking 1-2 weeks before the test lesson.

The defense of a thematic essay can be carried out in one allocated lesson within the hours academic discipline or one essay each when studying a relevant topic, or by agreement with the teacher.

Defense of the abstract by the student provides

report on the abstract no more than 5-7 minutes

answers to your opponent's questions.

During the defense, reading the text of the abstract is prohibited.

Organization of independent work for students

When presenting types of tasks for independentIn this work, it is recommended to use a differentiated approach to students. Before students perform independent workyou are a teacher giving instructions on how to complete a task, whichincludes the purpose of the task, its content, deadlines, estimated amount of work, basic requirements for work results, evaluation criteria. IN During the briefing process, the teacher warns students about possibletypical errors encountered when performing a task.

The completeness of the instruction depends on the stage of training. On initial stage it is more detailed. Introductory briefing when performing laboratory and practical work includes an explanation of the task (what to do?), the order of its implementation (how to do it?), demonstration and execution of techniques (why do this?).

Written instructions are necessary for those independent works that require a strict sequence of execution. Written instructions are an educational algorithm, guided by which the student solves a problem along a strictly planned path, without allowing arbitrary steps.

While students are completing extracurricular independent
work and, if necessary, the teacher can provide consultations for
check total budget time allocated for consultation.

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

Material for students’ independent work should be designed by the teacher according to the following principles:

1. A preliminary comprehensive analysis of the material being studied is necessary with an answer to the questions: What is given? How is it given? Why is it given? Why exactly this way and not otherwise?

What and how of the material must be used directly, and what can be used in a converted form.

2. Determine methods of logical and methodological processing of the material.

3. Clarify the place of the topic in the course system and common system training.

4. Identify difficulties for students associated with individual characteristics, level of knowledge and cognitive activity.

5. Prepare to solve the following tasks:

Formation of skills to separate the understandable from the incomprehensible, to isolate the incomprehensible;

Formation of skills to identify internal connections between elements of a phenomenon;

Formation of skills to isolate the main thing.

6. When selecting and developing tasks and exercises, proceed primarily from comparative analysis, giving questions clarity target direction, determining expected student responses.

7. The structure of the material as a whole must strictly adhere to the principle - from simple to complex, from particular to general.

Needs encourage a person to look for ways to satisfy them. Formation of cognitive needs in students is one of important tasks technical school teacher.

Systematic complication of tasks for independent work stimulates cognitive interest, promotes activation and development thought processes, formation of a scientific worldview and communication skills.

Organization of control of students’ independent work

Monitoring the results of students’ independent work can be carried out within the time allotted for mandatory training sessions in the discipline and extracurricular independent work of students in the discipline, can take place in written, oral or mixed form, with the presentation of an item or product creative activity student.

Control of students’ independent work includes:

1. Correlation of the content of control with learning objectives;

2. Objectivity of control;

3. Differentiation of control and measuring materials.

The forms of independent work control are:

1. Viewing and checking the student’s independent work.

2. Organization of self-testing and mutual testing of completed tasks in a group.

3. Discussion of the results of the work performed in class.

4. Conducting a written survey.

5. Conducting an oral survey.

6. Organizing and conducting an individual interview.

7. Organizing and conducting an interview with the group.

8. Conducting seminars

9. Protection of progress reports.

10. Organization of conferences.

The criteria for assessing the results of students’ independent work are:

Level of mastery of educational material;

Level of ability to use theoretical knowledge when performing practical and situational tasks;

Level of development of general educational skills;

Level of ability to actively use electronic educational resources, find the required information, study it and apply it in practice;

Validity and clarity of presentation of the material;

Level of ability to navigate the flow of information, highlight the main thing;

The level of ability to clearly formulate a problem, proposing its solution, critically evaluate the solution and its consequences;

Level of ability to identify and analyze alternative possibilities and courses of action;

Level of ability to formulate one’s own position, assessment and argue for it;

Preparation of material in accordance with requirements.

Pedagogical support independent work of students.

When analyzing general structure disciplines, the teacher determines in advance:

Fragments of the topic that students can learn on their own;

Assignments aimed at developing general academic skills;

Reproductive and creative tasks aimed at developing special skills and individual abilities of students;

Forms of organizing collective independent activity (work in pairs, team-group).

The work program should indicate the main types of independent work, reflecting the logical sequence of studying the material.

Determining the place for independent work in a lesson means calculating the time required to complete it. This problem can be solved most effectively by using differentiated tasks that determine the load that corresponds to the individual characteristics of students.

Memo to the teacher on organizing independent work of students

1. Independent work must be organized at all levels of the educational process, including in the process of mastering new material.

2. Students must be put in an active position, made them direct participants in the learning process.

3. The organization of independent work should contribute to the development of students’ learning motivation.

4. Independent work must be purposeful and clearly formulated.

5. The content of independent work should provide a complete and deep set of tasks for students.

6. During independent work, it is necessary to ensure a combination of reproductive and productive educational activities students.

7. When organizing independent work, it is necessary to provide adequate feedback, i.e. properly organize the control system.

“Organization of independent work of students”

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

2. Basic concepts and definitions

3. On the motivation of students’ independent work

4. Organization and forms of independent work.

5. Methodological support and control of independent work.

The role of students’ independent work in the educational process

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

This presupposes a focus on active methods of acquiring knowledge, development creativity students, the transition from continuous to individualized learning, taking into account the needs and capabilities of the individual. It's about not just about increasing the number of hours spent on independent work. Strengthening the role of students’ independent work means a fundamental revision of the organization of the educational process at a university, which should be structured in such a way as to develop the ability to learn, to form the student’s ability for self-development, creative use knowledge gained, ways of adapting to professional activity V modern world.

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

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

Basic concepts and definitions

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

Independent work is realized:

1. Directly in the classroom - during lectures, practical and seminar classes, by doing laboratory work.

2. In contact with the teacher outside the schedule - during consultations on academic issues, during creative contacts, when eliminating debts, when completing individual assignments, etc.

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

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

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

On the motivation of students’ independent work

Active independent work of students is possible only if there is serious and sustainable motivation. The strongest motivating factor is preparation for further effective professional activities.
Let's consider the internal factors that contribute to the activation of independent work. Among them are the following:

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

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

2. Participation of students in creative activities. This could be participation in research, development or methodological work conducted at a particular department.

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

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

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

6. Encouragement of students for academic success and creative activity (scholarships, bonuses, incentive points) and sanctions for poor studies. For example, work submitted ahead of schedule can be given an increased grade, but otherwise it can be reduced.

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

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

Sections: General pedagogical technologies

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

New education system considers as a priority the interests of the individual, adequate modern trends social development. If previous concepts were designed for such symbols of learning as knowledge, skills, public education, then the symbols of a new view of education are competence, individual creativity, independent search for knowledge and the need to improve it.

Among the existing forms and methods of teaching, independent work is becoming increasingly important. Educational practice confirms that only knowledge acquired through independent work makes a graduate a productively thinking specialist, capable of making creative decisions. professional tasks, confidently defend your positions.

The formation of an internal need for self-learning becomes both a requirement of the time and a condition for the realization of personal potential. A person’s ability to succeed at a level adequate to his claims to high position in society, entirely depends on his individual involvement in the independent process of mastering new knowledge.
Therefore, one of the goals of professional training of a specialist is the need to give students fundamental knowledge, on the basis of which they could study independently in the direction they need.

Independent work of students is one of effective means development and activation of creative activity of students. It can be considered as the main reserve for improving the quality of specialist training.

The methodological basis for students’ independent work is the activity approach, which consists in the fact that learning goals are focused on developing the ability to solve standard and atypical problems, i.e., on real situations where students need to demonstrate knowledge of a specific discipline.

Essence self-study is defined in didactics as a person’s ability to acquire information from different sources without outside help. No image is formed in a person without independent cognitive actions. The greatest success in learning is achieved when the student focuses on independently performing pre-selected intellectual operations.

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

During the organization of independent work of students, the teacher solves the following tasks:

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

In modern literature, two levels of independent work are distinguished - teacher-controlled independent work of students and independent work itself.
It is the first level that is most significant, because it presupposes the presence of special methodological instructions from the teacher, following which the student acquires and improves knowledge, skills and abilities, and accumulates practical experience.

Depending on this, there are three levels of independent work:

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

Independent training work are carried out according to the model: solving problems, filling out tables, diagrams, etc. The student’s cognitive activity is manifested in recognition, comprehension, and memorization. The purpose of this type of work is to consolidate knowledge, develop skills and abilities.

In the course of independent reconstructive work, decisions are restructured, a plan and theses are drawn up; at this level, primary sources can be studied and abstracts completed. The purpose of this type of work is to teach students the basics of independent planning.

Independent creative work requires analysis of the problem situation, obtaining new information. The student must independently select the means and methods of solution (educational and research assignments, coursework and dissertations). The purpose of this type of work is to teach the basics of creativity, forward planning, in accordance with the logic of organizing scientific research.

To organize and successfully function independent work of students, the following is necessary:

1. An integrated approach to organizing students’ independent work (including all forms of classroom and extracurricular work).
2. Ensuring control over the quality of independent work (requirements, consultations).
3. Use of various forms of control.

A prerequisite for ensuring the effectiveness of independent work is adherence to stages in its organization and implementation.

The following stages of controlled independent work of students can be distinguished.
The first stage is preparatory, it should include drawing up work program highlighting topics and tasks for independent work; end-to-end planning for the semester; preparation educational materials; diagnostics of students' preparedness level.

The second stage is organizational, at this stage the goals of individual and group work of students are determined; an introductory lecture is given, individual and group orientation consultations are held, during which the forms of independent work and its control are explained; deadlines and forms for presenting intermediate results are established.

The third stage is motivational and activity-based. The teacher at this stage must provide positive motivation for the individual and group activities; checking intermediate results; organization of self-control; mutual exchange and mutual verification.

The fourth stage is control and evaluation. It includes individual and group reports and their assessment. The results can be presented as diploma projects, term paper, abstract, report, diagrams, tables, oral communications, reports, etc. (depending on the discipline and specialty). Control of independent work can be carried out using intermediate and final testing, writing written tests in the classroom, submitting reports, and tests.

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

1. Extracurricular independent work

Specific forms of extracurricular self-help work can be very different, depending on the purpose, nature, discipline, volume of hours determined by the curriculum:

1. preparation for lectures, seminars, practical and laboratory classes;
2. abstracting articles, individual sections of monographs;
3. studying teaching aids;
4. performing control work;
5. writing thematic reports, abstracts and essays on problematic topics;
6. participation of students in the preparation of tests;
7. performing research and creative tasks;
8. writing coursework and theses;
9. creating visual aids on the topics being studied.

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

In-class independent work can be implemented during practical classes, seminars, performance laboratory workshop and during lectures.
When delivering a lecture course directly in the classroom, it is advisable to control the assimilation of the material by the bulk of students by conducting test control knowledge, student survey.

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

3. Creative, including scientific research work.

Independent work of students within the framework of current curricula involves independent work in each academic discipline included in syllabus. The amount of independent work (in hours) is determined by the curriculum.

During independent work, the student can use various shapes studying material:

1. Master theoretical material in the discipline being studied;
2. Consolidate knowledge theoretical material using the necessary tools in a practical way (solving problems, performing tests, self-tests);
3. Apply acquired knowledge and practical skills to analyze the situation and develop the right decision(preparation for group discussion, prepared work within business games, written analysis of a specific situation, project development, etc.);
4. use the acquired knowledge and skills to form your own position (writing graduation qualifying work, carrying out research work).

The listed opportunities for independent work must correspond to the existing four modes of learning:

1. Learning is the acquisition of knowledge.
2. Formation in the learning process of the student’s understanding of the subject of study. He can compare different ideas, form an idea of ​​development trends, relationships between ideas, and correlate these ideas with his own ideas.
3. The ability to apply learned ideas, the ability, if necessary, to model them in accordance with one’s own context and to find the most appropriate solutions.
4. Learning as personal development is a way of learning in which the learner recognizes himself as part of the world he is studying, in which he is going to act. In this case, it is assumed that the student will change his context and develop his own theories and models.

For effective independent work of students, it is necessary to fulfill a number of conditions:

1. The right combination of volumes of classroom and independent work;
2. Methodically proper organization student work in and outside the classroom;
3. Providing the student with the necessary teaching materials in order to transform independent work into a creative process;
4. Organizing control of independent work requires the teacher to follow a number of methodological recommendations.

Determining the volume and content homework, It is necessary to take into account that the success and quality of homework completion by students is directly dependent on the quality of the lesson conducted and the level of material learned. The teacher must carefully prepare homework assignments, be sure to diversify them according to types of activities, didactic purposes, the nature of implementation and the level of manifestation of students’ cognitive activity. They can be a logical continuation of the work done in class. Non-standard forms of organization give positive results homework(extracurricular activities of students: conducting thematic excursions, conferences, olympiads, competitions, production of educational visual aids, club work)

It is necessary to change the types of activities of students during the lesson after 15 - 20 minutes, this is a guarantee of maintaining the attention and performance of students (auditory visual perception, practical actions, notes, note-taking, conducting experiments. During the preparation of the lesson, the options for the sequence of structure elements and their set may be different. Individual elements lesson plans can be multivariate, because in different groups the plan is implemented differently and provides an individual approach to students.

Independent work completes tasks of all types academic work. No knowledge that is not supported by independent activity can become the true property of a person. In addition, independent work has educational significance: it forms independence not only as a set of skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern highly qualified specialist.

Having analyzed all of the above, we can conclude that the volume and organizational forms of students’ independent work are increasing. In reality, it is the increase in the share of students’ independent work that leads to a decrease in the teacher’s workload.

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

Designing a process means, first of all, designing ways and means of implementing a given approach, since only solving problems of different levels of complexity contributes to the formation of competencies, i.e. willingness to apply knowledge in practice.

Content plays a system-forming role in the process of developing competencies.

An important condition for transforming content into a system-forming factor is to focus the attention of teachers and students on the development of reflective competencies. It is on this basis that the success of the formation of educational and cognitive competencies and readiness for scientific organization intellectual activity.

The most important means of providing practical orientation learning is independent work of students. The essence of independent work is not that the student completes tasks without the help of a teacher, but that he independently manages his own academic activities.

Bibliography

1. Buryak V.K. Independent work of students. – M.: Education, 2004.
2. Pidkasisty P.I. Independent cognitive activity schoolchildren in education: Theoretical and experimental research. - M.: Pedagogika, 1980, 240 pp.
3. Serikov G.N. Self-education: Improving student training / G.N. Serikov. - Irkutsk, 1992. – 227 p.
4. Smirnova N.M. Development of students' independent activity skills. – M.: Education, 2008.

The independent work of secondary vocational education students can be regarded as the basis for education in all forms of education. This type of activity involves minimizing contact with the teacher during the implementation stages.

The goal for students is to learn to acquire and use knowledge in practice independently, to show initiative in completing tasks, and to use a creative approach to work. Independent work accounts for a significant portion of the time spent studying the course, and the result of the thesis often depends on how responsibly the student treats it.

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

Extracurricular independent work of secondary vocational education students

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

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

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

But what leads to student activity? The answer is simple - motivation. Here are just some methods to increase it:

1. The benefits of the work performed.
2. Active use of the results of independent work in educational activities.

Necessary conditions for organizing independent work of students:

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

Public demonstration is very important for continued success. best works students. Practical conferences on selected topics, systematically updated works at a specialized stand, as well as the defense of creative projects will not be superfluous. Publication of works will be an incentive for the development of students’ creative abilities, will contribute to the development of self-education skills, and will arouse a desire to improve themselves. This could be the publication of scientific, research, project or methodological articles in student journals, participation in national or international conferences, or in subject Olympiads.

Regulations on independent work of secondary vocational education students

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

Assignments for independent educational activities should be aimed at developing general and professional competencies. Regulations on planning independent activities of students should be developed by professional educational organization. On its basis, students are organized to complete prepared tasks.

When a teacher works on creating educational and methodological recommendations, he must follow a certain order of actions:

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

1. Determine the type and structure of work on a given topic, assign goals, objectives, and determine the volume and content.
2. Figure out how to motivate the student.
3. Decide on the type of activities and the time the student will have to spend on them.
4. Consider how to implement systemic control with assessment of planned tasks.
5. Carry out preparatory work to collect recommendations for working with the teaching aid.
6. Conduct preparatory work to collect a list of basic and additional literature on the topic.
7. Prepare educational and methodological recommendations, not forgetting to check them with the Federal State Educational Standard.

Goals

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

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

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

How to contact students?

This point must also be taken into account. The focus should be on why the student needs to do the work. Brevity, attracting interest and motivation to do independent work are the main vectors.

How to determine the scope of work?

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

Selection of forms, means and methods of extracurricular work

At the next stage, the teacher must understand how the student will be able to achieve his goals: methods, means, forms of assignments (more about them in the last section of the article).

An auxiliary list of tasks that can be included in the regulations on independent work of secondary vocational education students:

Criteria for evaluating the work performed

Polls, test papers, test assignments, essays, defense of creative projects, essays, abstracts, etc. - all of this can be used as tools for testing students’ knowledge and skills when developing criteria for evaluating completed work.

For example, a form of accounting for a student’s extracurricular work can be a mark with the teacher’s assessment or the amount of points that the student gains in the process of completing assignments. It is imperative to notify the student of the criteria for assessing the work being performed. You can summarize the results of the SRS in the form of a mark in the journal in the section of theoretical or practical classes. For example, like this:

After the main sections of the educational plan have been compiled, you need to prepare tips for students on working with the material in the manual. It is also necessary to take care of the list of required and non-required literature and websites. The purpose of the recommendation is to provide the student with useful and up-to-date information on the topic of the lesson and set a realistic deadline for completing the work.

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

Organization of independent work of secondary vocational education students

Let us outline the key points in the organization, control and evaluation of independent work:

1. To organize independent work of students, it is necessary to ensure:

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

1. Students can carry out SR both individually and in groups. Here you need to pay attention to the goals, topics, level of difficulty of the work for students, level of knowledge and skills.
2. Masters and teachers must inform students in a timely manner about the basic requirements for the results of work, about the goals, forms of control, auxiliary means, labor intensity and deadlines for completing the work.
3. College can plan teaching consultations for students against the total budget of time allocated for consultations (100 hours per year according to the Federal State Educational Standard for Secondary Professional Education). A teacher or industrial training master must provide instructions on completing a task, based on the data specified in this task (goals, deadlines, requirements for results, etc.).
4. Monitor results possible within the time allotted for classes in an interdisciplinary course, extracurricular work of students in written, oral or mixed form and for compulsory classes in the academic discipline. For convenience, you can use computer technology and the Internet.
5. Establishment forms of control should be carried out by a subject-cycle commission. In this case, the forms must be indicated in the work program of the discipline of the main educational program:
6. Current control:

• oral answers, creative work, reports at laboratory, practical, seminar classes, messages, interviews, presentation of tables that show a comparison of data analysis, process diagrams, generalizing models, etc.;
• hand-written texts;
• solving situational problems in practice-oriented disciplines;
• self-analysis, projects, abstracts, reviews, reports, certificates, essays, reviews, conclusions, tasks, programs, plans, etc.;
• notes on a self-study topic;
• tests, term papers in text format and their protection;
• independent research;
• reports on completed practice;
• articles and other publications in popular science, educational and scientific publications based on the results of independent work;
• provision and presentation of a product or product of the student’s creative activity;
• testing;
• participation in Internet conferences, protection of electronic presentations, exchange of information files.

1. Interim certification at the end of the semester;
2. Final examination.
3. Criteria for evaluating results:

• the degree of student mastery of educational material;
• the degree of development of the student’s skills to use theoretical knowledge in practice;
• the degree of development of the student’s skills to use electronic educational resources, search for the necessary information, master it and apply it in practice;
• the degree of development of general and professional competencies;
• skills in formulating a problem, issuing solutions to it, critical assessment own decisions;
• validity of the response;
• skills in analyzing and presenting options for action in situational tasks;
• skills in designing material in accordance with requirements;
• skills in forming one’s own position, evaluating it and arguing it.

Types of extracurricular independent work of secondary vocational education students

Note that the types of independent work are determined by the requirements of the Federal State Educational Standard for Secondary Professional Education, the degree of preparedness of students, the content of the academic discipline, professional or interdisciplinary module. They must be approved by the subject-cycle commission when drawing up the work program for the academic discipline of the main educational program.

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

Levels for which assignments can be prepared:

1. Introductory (note-taking);
2. Productive. Acquiring previously unknown experience and applying it in an unusual situation. Such assignments will help students develop their ability to research and be creative.
3. Reproductive. The activity is assumed to be in the form of an algorithm based on a similar situation using familiar methods of action and theoretical knowledge of students in combination with partially modified situations.

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

1. Writing an abstract.
2. Compilation test tasks and standards of answers to them.
3. Drawing up a supporting outline.
4. Drawing up diagrams, illustrations (drawings), graphs, diagrams.
5. Preparation of an information message.
6. Drawing up a graphological structure.
7. Formation of an information block.
8. Writing a synopsis of the primary source.
9. Drawing up and solving situational problems (cases).
10. Creation of presentations.
11. Compiling a glossary.
12. Compiling crossword puzzles on the topic and answers to them.
13. Student research activities.
14. Essay writing.
15. Drawing up a summary (summarizing) table on the topic.

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