MOSCOW PEDAGOGICAL STATE UNIVERSITY
in Krasnodar
TEACHING PRACTICE
5 YEAR STUDENTS
FACULTY OF "PEDAGOGY AND PSYCHOLOGY"
SPECIALTY 050706.65 TEACHER-PSYCHOLOGIST
Shupletsova V.V.
Name of institution:
Federal budgetary educational state institution
higher professional education
"Kuban State Agrarian University"
Krasnodar, 2011
Introduction
lesson educational pedagogical
In the period from February 7 to March 4, 2011, I had a teaching practice on the basis of FGBOU VPO "Kuban State Agrarian University". Due to the fact that my future specialty is connected not only with psychological activity, but also implies the possibility of teaching psychology, the purpose of my practice was to consolidate in practice the theoretical knowledge in pedagogy and psychology that I received during my studies at the institute, and to acquire skills and qualities contributing to my professional development.
Practical work at the university opened up for me the opportunity to learn all aspects of pedagogical activity and significantly expand my understanding of the organization of the educational process, the basics of teaching various academic disciplines, get acquainted with various teaching techniques and methods.
The tasks before me were:
creation of a holistic view of pedagogical activity;
development of pedagogical abilities (communicative, didactic, creative, etc.) as the basis for the formation of pedagogical skills;
deepening and consolidating knowledge about modern psychological and pedagogical concepts and subject methods;
mastering modern technologies of training and education.
1. General information about the practice base
In February 1919, the Kuban Polytechnic Institute was opened, and later on the basis of the Agronomic Faculty - the Kuban Agricultural Institute, the first rector of which was M. E. Podtyagin.
In 1922, the university received legal independence, and in the same year the first graduation of agronomists took place in the amount of 12 people - 11 guys and one girl.
At the end of 1937, by the decision of the Council of People's Commissars of the USSR, the KSHI was reassigned to the People's Commissariat of the Food Industry of the USSR. In KSHI, the training of grain agronomists and breeders was discontinued. The name of the university has also changed. At the suggestion of Professor A. M. Frolov-Bagreev, it became known as the Krasnodar Institute of Viticulture and Winemaking (KIVIV). The institute had 3 faculties: wine industry, fruit and vegetable industry and agronomy.
KIVIV existed until 1943. During this period, he trained 964 agricultural scientists and 34 wine technology engineers.
November 1949 issued a decree "On the restoration of the Kuban Agricultural Institute." Three faculties were organized: agronomic, zootechnical, mechanization of agricultural production. By decree of January 7, 1967, "For merits in the training of agricultural specialists and the development of scientific research," the Kuban Agricultural Institute was awarded the Order of the Red Banner of Labor.
January 1991, Order No. 5-to the State Commission of the Council of Ministers of the USSR on Food and Procurement "On the organization of state agrarian universities" was issued. By this order, the Kuban Agricultural Institute was transformed into the Kuban State Agrarian University.
Kuban State Agrarian University today is one of the largest, scientifically significant and oldest universities in Russia. Kuban State Agrarian University is currently a unique academic environment in which tradition and innovation are organically combined.
The main areas of training: biological, engineering, legal and economic. In total, the university has 20 faculties.
The developments of KubGAU scientists are recognized at international exhibitions and forums. Students have the opportunity to study at European universities within their core specialty.
The beginning of the academic year 2009 was marked by an official visit to the Kuban State Agrarian University of the Minister of Agriculture of the Russian Federation E. B. Skrynnik. According to her, the Kuban State Agrarian University is the best agricultural university in the country. At present, the Kuban State AgroUniversity is a center for training specialists in the field of higher agricultural, economic and agroengineering education at the world level. However, the universal recognition of the university as a leader in its own country is a great reward.
The motto "traditions, fundamentality, innovations" reflects the history and modernity of the Kuban State Agrarian University, determines the tasks and development prospects. Preserving the traditions of higher education, we are improving the system and methods of teaching, improving the quality of education of future farmers, thereby contributing to the development of the agro-industrial complex of the Kuban.
The general management of the Kuban State Agrarian University is carried out by an elected representative body - the Academic Council of KubSAU, elected for a period of five years on October 27, 2008 by a conference of teachers, researchers, representatives of other categories of workers and university students. The activity of the Academic Council is aimed at solving the main issues of life support and development of the university as a whole and is based on publicity and democratic principles.
WORK PLAN FOR PSYCHOLOGIST STUDENTS IN PEDAGOGICAL PRACTICE
Acquaintance with an educational institution: its structure, way of life, orientation of educational activities. Getting an idea about the "staff", "environment" and "content of training programs". Acquaintance with the pedagogical, medical-physiological and socio-psychological services of an educational institution.
Acquaintance with the main areas of work of the psychological service: diagnostic, correctional and developmental, preventive, advisory. Getting an idea about the methods and methods used in each of the areas of work. Monitoring the work of the psychological service: diagnostics, correction, consultation.
Selective attendance of the lesson and its analysis in accordance with the training task: psychological and pedagogical analysis. Issuance of recommendations to the teacher and psychologist based on the results of observations - analysis of the activities of the teacher and students.
Carrying out one extracurricular educational event with a group of students. Conducting one lesson in pedagogy and one lesson in psychology.
Features of the work of a psychologist in a university
Guided by the project “Concepts for the development of the system of psychological support for education in the Russian Federation”, the psychological service center (or support for the professional training of future teachers) is implemented as the implementation of socio-psychological support for students, teachers and employees of the university, that is, as the provision of psychological, advisory, methodological assistance to participants in the educational process; approbation and implementation of effective psychological technologies, innovative and original forms and methods of psychological work; practical psychological preparation of students of the institution for professional pedagogical activity in the light of the tasks set.
The service center carries out special psychological work on the design of the activity, communication, consciousness and personality of the student, which means:
assistance to the professional and personal development of students through the disclosure of their creative and professional potential;
implementation of psychological education of students and college staff, dissemination and implementation of the achievements of psychological science in the practice of education and upbringing of students;
harmonization of the socio-psychological climate of the educational space of the college;
formation of a healthy lifestyle stereotype among students;
promoting social adaptation and increasing the competitiveness of students in the labor market;
primary prevention of students' additive behavior.
The outlined range of tasks can undoubtedly be solved only thanks to a systematic approach. The system of directions of work of the psychological support service for students in most institutions has now developed and traditionally includes:
psychological education;
psychodiagnostics;
psychological counseling and psychological prevention.
However, the content content is determined by the specifics of the future profession and is sufficiently determined by the professiogram. At the same time, such a direction as self-study (with subsequent self-report of the student) is also involved in our work.
The psychological support service, when determining the content of the work and its tools, proceeds from taking into account the age of students and their student "experience". Psychological support of the educational process provides for:
promoting the successful adaptation of first-year students to the conditions of the educational space of the college;
diagnostics of students' cognitive activity and development of recommendations for its development;
individual psychological counseling of students on the optimization of educational activities;
providing concrete assistance to students, teachers, employees in solving educational problems.
Working with first-year students during the adaptation period, the psychologist measures their psychological age to identify a group of children with adolescent characteristics and students with a high coefficient of realization, which should attract the attention of psychologists.
Determining the leading representative systems of students, the psychologist helps them organize their cognitive activity. And, of course, the value orientations of students are interesting.
The second courses, which have a reputation as a turning point, are considered by the educational psychologist for their social adaptability and professionally important qualities.
An indispensable condition is individual consultations: an explanation to each student of his results, planning of work on the development of his deficit indicators, that is, from the first year the student must form a psychological readiness for professional activity.
The form of developing work is also quite traditional - these are trainings. At the same time, I consider it an interesting discovery to involve older students in their conduct. They act as good assistants to a small staff of psychologists. Another positive result of the interaction between undergraduates and first-year students is the effect of cooperation, the formation of comradely relations, which undoubtedly form the basis of the corporatism of the institution.
An important feature of the systematic approach is the work of the psychological support service with teachers and staff of the university.
The meaning of the work is to anticipate problems - this is what the teacher-psychologist should teach students. Knowing their individual and personal characteristics will allow them to predict the consequences of actions and actions, to understand the natural connections between them. Such an understanding underlies the achievement of the psychological health and safety of the future specialist. The psychological service center sees the success of solving the problem in:
development and implementation in the university of a system of psychological support of the educational process;
studying and optimizing the psychological climate in the teaching and student teams;
teaching students practical psychological methods and techniques (including psychodiagnostics, psychocorrection, development of the intellectual and creative potential of children), focused on achieving an advanced level of psychological and pedagogical training of future educators;
formation of practical skills of professional self-knowledge and self-regulation in future specialists; skills and abilities of effective professional communication;
assistance in solving psychological problems related to adaptation to study at a university and professional development of a person, as well as personal problems;
psychological counseling on problems of professional activity;
conducting scientific research on issues relevant to education, developing and implementing active teaching methods, improving the content and methods of psychological training of future highly qualified specialists;
outreach;
behavioral therapy for students and staff;
providing a system of psychological and pedagogical patronage, consulting curators of student groups.
The activity of the service is provided by personnel potential, as well as invited highly qualified specialists.
I think that the systematic work of the psychological service in close cooperation with the administration of the university will successfully solve the problem.
Figure 2 - Functions of a teacher-psychologist
The main types of professional activities of a psychologist are shown in Figure 3.
Figure 3 - Types of professional activity of a teacher-psychologist
To solve the tasks facing him and perform the functions assigned to him, the teacher-psychologist has the right to:
The educational psychologist is responsible for:
Organization of the work of a psychologist
The working day of a psychologist is not standardized. He has to work evenings and weekends. This means that the cyclogram of his work, agreed with the administration, must take into account the peculiarities of his employment.
Finally, many areas of his activity (psychotherapeutic, correctional, counseling, training) require specific conditions.
For the normal work of a psychologist, at least, you need a combined office for 12-15 people, equipped with a telephone, a computer, a closed cabinet for storing psychodiagnostic methods and research results. You can imagine the optimal conditions for the work of a psychologist: from a noisy corridor you enter a cozy room. The cabinets are draped in soft fabric to match the furniture. Quiet music plays. Here is the equipment necessary for physiological measurements, a color and music device, video equipment, an automated workplace for a psychologist with a constantly replenishing fund of psychodiagnostic methods, an archive, the ability to view a data file, draw up certificates and the conclusion of a psychological examination. The working part of the office is hidden from visitors by a partition or a soft curtain. The overall dimensions of the cabinet are 5x6x3 m.
The weekly grid plan, which is compiled on the basis of a long-term plan, requests from the teaching staff, and administration, reflects the entire content of the psychologist's activities. For each day, a specific amount of work is determined. One day a week is set aside for self-education and processing of psychodiagnostic materials.
PSYCHOLOGIST'S WORK PLAN FOR THE DAY
(from the weekly grid plan)
10 Target visit to the lesson.
12 Psychological research
12 Group consultation for educators
13 Lecture "Pedagogy of cooperation and development".
17 Individual consultations for parents of students.
1. Characteristics of a group of students
There are 29 students in the group, the age of the students is 19 - 20 years old, the absolute majority are young men - 15 people, there are only six girls. This fact is probably due to the fact that dkvushki show less inclination to study technical sciences, they are more interested in the humanities. Students have been studying together since 09/01/2010, the curator of the group is the teacher of engineering - land management Matushkin O.I., he has been leading the group since its formation.
The interests of the majority of the students of the group correspond to the profile orientation of their education. The overall performance is good, while there are no clearly lagging behind students. For the majority of students, learning activity is decisive at this stage of their life. Common interests in educational activities unite students, classmates actively cooperate, help each other.
The active group consists of three people - 2 boys and 1 girl, they cooperate with the teaching staff, participate in solving various organizational issues, help classmates. There is one clear leader in the group, his opinions and ideas are authoritative for students, and he is also respected by teachers. He has a strong character, a loud, persuasive speech, he is charming, with a sense of humor, and what is really valuable - he has a large amount of knowledge in many areas.
There are also isolated individuals in the group - two girls. They rarely take part in public affairs and group events, are inactive in the classroom, and do not take part in group discussions and discussions. Most likely, this is due to the characteristics of the character. In the group, they are treated rather indifferently than negatively, no one allows themselves reproaches and ridicule in their direction.
There are no large groups in the group, which is explained by the general friendly and benevolent atmosphere. Active interaction occurs between students sitting at the same desk. Some of these couples are friends in life, but most are connected precisely by educational tasks, although the relationship between them can also be called friendly: they understand each other well, are able to work productively together, they rarely have conflicts.
The style of interaction between the curator and the group can be characterized as democratic. Special control over the group is not required: most of the students are already formed personalities, responsible, disciplined. Communication between students and the curator occurs mainly about any organizational issues. Relations between them are warm, in addition to leading the group, the curator also conducts classes in his discipline, enjoys respect and authority among students.
In general, a positive emotional climate prevails in the group, students are characterized by cohesion, organization and a high level of responsibility. The current atmosphere contributes to the productivity of educational activities, good academic performance, and has a positive effect on the physical and mental well-being of both students and teachers.
Psychological and pedagogical activity. Psychological and pedagogical analysis of the lesson
The literature lesson I attended was for students of the Faculty of Teaching in Primary Schools. Lecturer Laptieva L.N. has extensive teaching experience and is highly respected by students.
Theme of the lesson: "Is it possible to revive a person who has committed a crime?" (based on the novel by F.M. Dostoevsky "Crime and Punishment")
The purpose of the lesson: by analyzing various episodes of the novel, to follow the development of the fate of Rodion Raskolnikov from his moral decline to spiritual rebirth.
Educational:
-make students think about why in the novel most of the narrative is devoted to describing not the crime committed, but Raskolnikov's mental anguish;
-acquaintance with the peculiarities of the psychological skill of the writer.
Developing:
improving episode analysis skills.
-analysis of the episode as a technique for revealing Dostoevsky's psychological mastery.
Nurturing:
-Bringing students to the idea of the destructive impact on a person of the idea of a superman, the idea of permissiveness.
During the classes.
I. organizational stage. The teacher welcomes students, notes those present, prepares students for work. This stage does not take much time, but is very important for mobilizing students' attention and internal readiness to test the knowledge gained in the previous lesson and study new material.
II. The task of the second stage of the lesson is to establish the correctness and awareness of the knowledge acquired in the previous lesson. The teacher does not call anyone to the board, but gradually interrogates the entire group. If the student finds it difficult to answer, the teacher offers others to help him with the wording, add something, express his point of view, he himself helps and guides the train of thought of the students. Thus, in five to seven minutes, the students remembered, discussed and summarized the material of the previous lesson. This stage is very important, as the repetition of the past prepares students for the study of a new topic. Based on the answers received by the students, the teacher poses new questions to the students, smoothly leading them to the topic of today's lesson. This technique is very effective and significant for understanding the idea of the novel, as it allows students to study the work not just in separate episodes, but to perceive its integral idea, to penetrate into the essence of the problem described in the work. The teacher tells the topic of today's lesson. The task of this stage is to organize and direct the cognitive activity of students towards the goal. The teacher behaves actively, constantly keeping the students' attention on the problem being studied. In addition, it stimulates the mental activity of students using the method of heuristic conversation. The teacher asks questions to students, carefully listens to different points of view, leads students to important conclusions that they formulate themselves, the teacher only directs students' thoughts in the right direction. It's like a children's game "warm-cold". And as a result, they enjoy the fact that they themselves have found answers to seemingly difficult questions. The problem-based learning methods used by the teacher are very effective, as they allow the student not only to get ready-made answers, but to solve the problem himself, to consider all its aspects, to analyze. The knowledge gained in this way is solid and reliable. As a result, students have a concrete idea of what is being studied and a deep awareness of the idea of the problem under study.
From time to time, the teacher focuses the students' attention on some important facts: “Let's take a closer look here,” “This is very important, let's write it down.” Thus, he draws students' attention to some significant, key facts that are the key to resolving any issue or problem. This contributes to the development in students of the ability to highlight the main thoughts, the essential aspects of the material being studied, teaches them to think analytically, making up a complete picture from individual episodes.
It should be noted that students are actively involved in the discussion of questions asked by the teacher, do not hesitate to express their thoughts. The teacher, on the other hand, encourages such activity with approving phrases: “Well done”, “That's right”, “Yes, that's right”, etc. This contributes to the internal emancipation of students, no one feels superfluous, it is very pleasant for students to realize that their opinion is significant, that they can see some hidden patterns and facts, which means they are able to think deeply and seriously. Students behave in a disciplined manner, as everyone is included in the work and is not distracted.
The position chosen by the teacher is very effective from a pedagogical point of view. He coordinates the cognitive activity of students, giving them the opportunity to express themselves. As necessary, he activates the attention of students, reporting any information that can turn the course of the discussion in the other direction, if, for example, students deviate from the topic, or offer to look at the problem from a different angle. At the same time, the teacher is very tactful, does not interrupt students. The speech of the teacher is competent, rich in phraseological turns, convincing and clear. The teacher is emotional, actively gesticulates, intonation highlights the main thoughts in his speech, uses quotes, comparisons. It is evident that he is passionate about his subject and able to captivate students. The emotional appeal of the lesson contributes to the development of a creative approach to learning. A teacher who is able to evoke strong emotionally positive feelings helps the student to relate to learning with enthusiasm and easily accept educational material.
IV. At this stage, the conclusions of all previous discussions were formulated together with the students. Asking various questions, the teacher found out how correctly and deeply the teachers' knowledge was learned, what is their attitude to the problem, what new things they learned in the lesson and how this new knowledge is related to the previous topics studied. Summing up, the teacher drew the students' attention to the fact that the problem solved by the students in today's lesson led them to the need to pay attention to other issues related to the moral revival of the protagonist. The teacher asked the students to think at home about the problem of Christian morality, namely, what gospel motifs are used in the novel Crime and Punishment. This was homework. Then the teacher thanked the students for their attention and active participation and ended the lesson.
Evaluating the lesson in general, we can say that the plan was a success, the goals set by the teacher were achieved. The general benevolent atmosphere of the lesson allowed students to immerse themselves in the problem under study, activate their thinking and imagination. The form of organizing a lesson in the form of a discussion allows students to develop their communication skills, the ability to defend their point of view, develop speech and creative thinking. The performance of students did not decrease throughout the lesson, which indicates their passion for the topic, the ability to work in a group.
The teacher was able to create a positive motivation for the assimilation of new material, as evidenced by the attentiveness of students, questions to the teacher, the active work of students, the expression of their own judgments, and the initiative discussion of issues by students.
The students were very attentive, absorbed in the activities, answered the questions clearly, were able to quickly switch from one activity to another (listening and taking notes, etc.)
The teacher actively involved the memory and thinking of students: the presentation was clear and consistent, emotionally rich. Information intended for memorization was included in active intellectual processing. To activate the thinking of students, the teacher used the creation of problem situations; clear questions; organization of operations of analysis, generalization; encouraging students to ask questions and draw their own conclusions.
Students received high-quality, in-depth knowledge, the ability to think analytically, to highlight significant aspects in the material being studied, which indicates the high cognitive activity of students and the pedagogical skills of the teacher.
The results of the individual task. Conducting a pedagogy lesson "Types and mechanisms of memory"
Rationale for the choice of topic: memory plays a leading role in cognitive and in any other human activity and in his communication with people. Cognition of the world would be impossible if people did not have the ability to capture and retain for a long time in memory what they learned about reality in the process of perception and thinking. Memory plays an equally important role in the process of personality formation. Students do not know these relationships, they are not familiar with the types and processes of memory, few people thought about why some information is remembered easily and for a long time, and when studying complex material, it is necessary to make a lot of effort, why we remember some facts all our lives, and something falls out of memory without a trace. The lesson is devoted to the description of these mechanisms, will help students to penetrate into their essence, will allow you to look at the usual facts from life from the standpoint of a scientific explanation of the mechanisms of memory. At the same time, it is important not to overload the content of the lesson with scientific terms and complex explanations of its neurophysiological basis, but to convey to the understanding of students the essential aspects of memory processes.
Audience: 1st year students. The level of training is general education.
Form of organization: monologue statement with elements of heuristic conversation.
The purpose of the lesson: to reveal the essence of the mechanisms and patterns of memory, to talk about the types of memory, to draw students' attention to the connection of the memorization process with other aspects of the psyche (thinking, perception, will, etc.), to acquaint them with effective memorization techniques.
Lesson plan.
I. Greeting - 2 minutes
II. Explanation of new material - 30 minutes.
1. The concept of memory.
2. Types of memory.
.Basic memory processes.
III. Memory exercise - 10 minutes.
IV. Conclusion, conclusions, answers to questions - 3 minutes.
Lesson outline
1. Memory - a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning.
Memory is the basis of mental activity. Without it, it is impossible to understand the foundations of the formation of behavior, thinking, consciousness, subconsciousness. Therefore, in order to better understand a person, it is necessary to know as much as possible about our memory.
Consider the main types of memory.
) Involuntary memory (information is remembered by itself without special memorization, but in the course of performing activities, in the course of working on information). Strongly developed in childhood, weakens in adults.
) Arbitrary memory (information is remembered purposefully, with the help of special techniques). The efficiency of arbitrary memory depends on:
from the goals of memorization (how strongly, for a long time a person wants to remember).
from memorization techniques (mechanical verbatim multiple repetition - mechanical memory works, a lot of effort, time is spent, and the results are low.)
logical retelling, which includes: logical comprehension of the material, systematization, highlighting the main logical components of information, retelling in your own words - logical memory (semantic) works - a type of memory based on the establishment of semantic connections in the memorized material. Logical memory is 20 times more efficient than mechanical memory;
figurative memorization techniques (translating information into images, graphs, diagrams, pictures) - figurative memory works. Figurative memory can be of different types: visual, auditory, motor-motor, gustatory, tactile, olfactory, emotional;
mnemonic memorization techniques (special techniques to facilitate memorization).
There are also short-term memory, long-term, operative, intermediate memory. Any information first enters short-term memory, which ensures that the information presented once is remembered for a short time (5-7 minutes), after which the information can be completely forgotten or transferred to long-term memory, but subject to 1-2 repetitions of information. Short-term memory (TS) is limited in volume, with a single presentation, an average of 7 + 2 is placed in the TS. This is the magic formula of human memory, i.e. on average, at one time a person can remember from 5 to 9 words, numbers, numbers, figures, pictures, blocks of information.
Long-term memory provides long-term storage of information: there are two types: 1) DP with conscious access (i.e. a person can extract, recall the necessary information at will); 2) DP is closed (a person in natural conditions does not have access to it, but only with hypnosis, with irritation of parts of the brain, he can access it and update images, experiences, pictures of a person’s whole life in all details).
Working memory is a type of memory that manifests itself in the course of performing a certain activity, serving this activity by storing information coming from both the CP and the DP, which is necessary to perform the current activity.
Intermediate memory - ensures the preservation of information for several hours, accumulates information during the day, and the time of night sleep is given by the body to clear the intermediate memory and categorize the information accumulated over the past day, transferring it into long-term memory. At the end of sleep, the intermediate memory is again ready to receive new information. In a person who sleeps less than three hours a day, the intermediate memory does not have time to be cleared, as a result, the performance of mental and computational operations is disrupted, attention and short-term memory decrease, errors appear in speech and actions.
The main mechanisms of memory include memorization, storage, reproduction and forgetting.
Memorization is a process of memory, which results in “imprinting”, fixing new information by coding it and linking it with previously acquired experience. The most effective way of remembering is meaningful memorization (the formation of logical connections between objects of perception). The setting for memorization is very important - the goal that a person sets for himself. Purposeful, intentional memorization is a necessary condition for any activity. Memorization is influenced by the characteristics and states of the personality of the memorizer: his attitude to the material being memorized (interest, cognitive need, activity in the process of memorization, awareness of the significance of the memorized for his activity).
Preservation is the process of keeping information in memory, its processing and transformation.
Reproduction is the actualization in the mind of a previously formed psychological content. Play Forms:
recognition - a manifestation of memory that occurs when an object is re-perceived;
memory, which is carried out in the absence of perception of the object;
recall, which is the most active form of reproduction, largely dependent on the clarity of the tasks set, on the degree of logical ordering of the information memorized and stored in the DP.
Forgetting is a natural process. Like retention and memorization, it is selective. First of all, what is forgotten is that which is not of vital importance for a person, does not arouse his interest, does not correspond to his needs.
Forgetting can be complete or partial, long-term or temporary. With complete forgetting, the fixed material is not only not reproduced, but also not recognized. Partial forgetting of the material occurs when a person reproduces it incompletely or with errors, and also when he recognizes, but cannot reproduce.
The process of forgetting proceeds unevenly: at first quickly, then more slowly. During the first five days after memorization, forgetting goes faster than in the next five days. Studies of the forgetting process also revealed one interesting feature: the most complete and accurate reproduction of complex and extensive material usually happens not immediately after memorization, but after 2-3 days.
To reduce forgetting, it is necessary: 1) understanding, understanding information; 2) repetition of information (the first repetition is necessary 40 minutes after memorization, since after an hour only 50% of mechanically memorized information remains in memory). It is necessary to repeat more often in the first days after memorization, since on these days the losses from forgetting are maximum. Therefore, systematic study without overload, memorization of small volumes with periodic repetitions after 10 days is much more effective than concentrated memorization of a large amount of information in a short time, causing mental and psychic overload and almost complete forgetting of information after some time.
Now let's do a little experiment with you. Instruction: “I will now read two rows of words. Listen carefully and try to remember the first row first. When I then read the second row, think of suitable words from the first row that would make a whole sentence together. When I finish reading, write down the sentences you have composed and the words that you managed to remember separately.
I rowII rowDrum Sat on a flower Mud In the mountains There was a fire In the room Dream Metals Brought a book MoscowSunrise Bee The best rest At the factory Hung on the wall Ancient city Very hot Boy Iron and gold Cause of diseases
Each row of words is slowly read twice. After the experiment, the students read out the sentences they have selectively compiled. Analysis of the results of the experience helps students to independently conclude that the establishment of semantic connections is a necessary condition for memorization.
Conclusions: Human memory is not passive imprinting, storage and reproduction of what affects him. In the processes of memory, the inner activity of the personality is manifested, which is reflected in the selective nature of memorization and preservation, in the processing of what a person remembers, preserves and reproduces.
Conducting a psychology lesson "Character and temperament of a person"
Rationale for the choice of topic: in the domestic and foreign psychological literature, many different points of view regarding the concepts of "character" and temperament and their relationship are stated. Based on the fact that students have only superficial psychological knowledge, the material presented should be presented in an accessible and interesting way, contribute to the formation of basic psychological knowledge, develop practical skills, and stimulate interest in further study of psychology. This lesson can be included in the course "General Psychology", "Psychology of Communication".
In the development of this lesson, the works of R.S. Nemova, E.I. Rogova, A.G. Maklakov, as well as materials from educational psychological Internet sites www.flogiston.ru, www.psihology.net, www.psilib.ru, etc. The choice of these sources is due to the fact that the material in them is presented in the most complete, interesting and accessible way for students of this age category.
Audience: 2nd year students. The level of training is general education.
Lesson organization form: monologue statement.
The purpose of the lesson: to explain the essence of the concepts of "character" and "temperament", to show their relationships and differences, to give a classification, to form the initial ability to determine a person's temperament by key psychological characteristics.
Lesson plan.
I. Greeting - 2 minutes.
II. Presentation of new material - 40 minutes.
1.The concept of temperament, the history of study.
2.Psychological characteristics of temperaments
.The manifestation of temperament in various spheres of human life.
Character.
.Traits.
.The relationship of character and temperament.
III. Consolidation of the received material, conclusions, answers to questions - 3 minutes.
Lesson outline
All people differ in the peculiarities of their behavior: some are mobile, energetic, emotional, others are slow, calm, imperturbable, someone is closed, secretive, sad. In the speed of occurrence, depth and strength of feelings, in the speed of movements, the general mobility of a person, his temperament finds expression - a personality trait that gives a peculiar coloring to all the activities and behavior of people.
Temperament is the individual characteristics of a person that determine the dynamics of his mental activity and behavior. Even in ancient Greece, the physician Hippocrates discovered that temperament depends on the ratio of four body fluids and which of them predominates: blood (in Latin "sangve"), mucus (in Greek "phlegm"), red-yellow bile (according to - Greek "chole"), black bile (in Greek "melain hole"). The mixture of these fluids, Hippocrates argued, underlies the main types of temperaments: sanguine, choleric, melancholic and phlegmatic. Giving a generally correct description of the basic temperaments, Hippocrates could not give their scientific justification.
The scientific justification was given by I.P. Pavlov. He found that all traits of temperament depend on the characteristics of the higher nervous activity of a person. He proved that representatives of different temperaments change typological differences in strength, balance and mobility of the processes of excitation and inhibition in the cerebral cortex. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, I.P. Pavlov identified four types of the nervous system, which correspond to four temperaments: sanguine, phlegmatic, choleric, melancholic.
Not all people are "pure" representatives of the basic temperaments. In life there are many mixed and intermediate types of higher nervous activity, and consequently, temperaments. In most cases, there is a combination of features of one temperament with features of another. Temperament often changes somewhat with age.
Sanguine - a person is fast, agile, responds emotionally to all impressions; however, his joy, grief, sympathies and other feelings are bright, but unstable and easily replaced by opposite feelings. Sanguine quickly establishes social contact. He is almost always the initiator in communication, immediately responds to the desire to communicate on the part of another person, but his attitude towards people can be changeable and inconsistent.
Phlegmatic - a slow, balanced and calm person who is not easy to emotionally hurt and impossible to piss off; his feelings are almost never manifested outwardly. In relationships with other people, they are calm, stable in their emotions. The phlegmatic establishes social contacts slowly, shows little of his feelings and does not notice for a long time that someone is looking for a reason to get to know him. But he is stable and constant in his attitude towards a person. He likes to be in a narrow circle of old acquaintances, in familiar surroundings.
Choleric is a fast, impetuous person, with strong, flaming feelings, which are clearly reflected in expressive facial expressions, gestures, and speech. He is often prone to violent emotional outbursts. Cholerics have a rapid change of mood, imbalance, which is explained by the predominance of excitation over inhibition in higher nervous activity. Starting a business with enthusiasm, the choleric quickly cools down, interest in work disappears, and he continues without enthusiasm, and sometimes even quits it. In communication, people of choleric temperament are difficult.
Melancholic - emotionally responds far from everything. He has a small variety of emotional experiences, but these experiences are of considerable depth, strength and duration. In a familiar, calm environment, people of this type work very productively, they are distinguished by the depth and content of their emotional and moral behavior and attitude towards people around them. Melancholic people are very touchy, hard to endure failures, resentment. They are disposed to isolation, loneliness, feel uncomfortable in a new, unusual environment, often embarrassed.
Temperament is closely related to the characteristics of human communication with other people, and, therefore, to a large extent determines the psychological compatibility or incompatibility of people. Some shortcomings of temperament can be neutralized by a person in the course of his daily work on himself; using the features of your temperament, you can achieve significant success in activities and in improving your own personality.
The type of temperament cannot be "good" and "bad". Temperament gives originality to human behavior, but in no way determines either the motives, or actions, or beliefs, or moral principles of the individual. The properties of temperament are formed in human activity and are largely determined by the direction of his personality. Based on each temperament, valuable personality traits can be formulated.
Psychological studies have shown that representatives of different temperaments can achieve equally high successes in activities, but they go to these successes in different ways. So, it is easier for a choleric person than a phlegmatic person to develop speed and energy of action, while it is easier for a phlegmatic person to develop endurance and composure. Temperament has nothing to do with the talent and giftedness of people. Among the great people there are bright representatives of all four types of temperaments.
Character is an individual combination of essential personality traits that express a person’s attitude to reality and are manifested in his behavior, in his actions. Character is a unique combination of psychological qualities, individual personality traits, it is character that gives the basis for judging whether this person is good or not.
It is known that there is a close relationship between a person's behavior and his character. This is expressed in the fact that it is in behavior that the characteristics of a person's character are manifested. Words, movements, actions, individual actions and behavior as a whole make it possible to understand the character of a person, they seem to highlight his inner content, hidden from prying eyes. The most important measure, an indicator of character, is the actions and behavior of a person. Human behavior is considered, evaluated primarily from the point of view of his relationship with others - with individuals and with society as a whole. At the same time, not only the act itself is evaluated, but the motive that prompted him to act this way and not otherwise. Knowing the basic properties of a person's character, it is possible to understand, with a certain probability, to foresee his behavior.
Character traits are individual habitual forms of human behavior in appropriate situations in which his attitude to reality is realized.
There are a lot of character traits, or personality traits. Very conditionally, they can be divided into two groups, which are closely related to each other, influence each other, but still reflect a person's attitude to different aspects of life.
Group one - character traits that express beliefs and ideals, personality orientation. For example: collectivism and selfishness; sensitivity and rudeness; sociability, accuracy and irresponsibility, negligence; modesty, self-criticism and arrogance; demanding of oneself and arrogance; self-esteem and arrogance, etc. These character traits, or personality traits, are moral qualities and act as either virtues or vices of a person.
The second group is strong-willed character traits. They are expressed in the ability and habit to consciously regulate their behavior, their activities in accordance with certain principles, to overcome obstacles on the way to the goal. Speaking of someone "a person with character", thereby emphasizing, first of all, the severity of strong-willed character traits: determination, determination, self-control, endurance, patience, discipline, courage, courage.
But these character traits are valuable only when they are manifested in a moral, educated person. It is important to know what goals a person aspires to and what means he chooses to achieve them. Not only the goals, but also the means of activity must be honest and humane. Volitional traits and actions are valuable not in themselves, but only together with the moral orientation of the individual.
In the history of psychology, many attempts have been made to classify human characters or to define types of characters. However, a satisfactory classification and typology of characters has not yet been created. Therefore, when characterizing a person, one or two of the most prominent features of his character are usually indicated. Some we call people of a firm, strong character, others - modest, hardworking, others - kind, sociable, etc.
The certainty of character depends on how clearly the dominant, core features are expressed. Integral character is the unity of thoughts, feelings and behavior, actions, deeds. If the individuality of a person is devoid of internal certainty, his actions depend not so much on himself as on external circumstances, we are talking about the “spinelessness” of a person.
Character, like personality itself, is a very complex phenomenon that has not frozen once and for all. It develops and forms throughout a person's life. Character is interconnected with all aspects of the personality - beliefs, worldview, will, feelings, etc.
Character is closely related to temperament. Temperament affects the form of manifestation of character. So, persistence in a choleric person is expressed in vigorous activity, in a phlegmatic person - in concentrated deliberation.
Many character traits depend on temperament, such as balanced behavior, sociability, ease or difficulty of inclusion in a new activity, expression of feelings. However, the type of temperament does not determine the essence of character: a phlegmatic person can be active and hardworking, while a sanguine person can be fussy and fruitless. It should be noted the close interdependence of character and abilities. The development of abilities depends on such character traits as diligence, ability to work. For the development of abilities, such character traits as self-criticism, exactingness to oneself are important. Such a character trait as modesty is also very important. Confidence in one's exclusivity is often detrimental to abilities, since in this case arrogance, self-admiration, and neglect of others are often formed.
Conclusions: character and temperament are not identical concepts, but they are closely interconnected. The temperament of a person is predetermined, it cannot be changed, since it is associated with the innate characteristics of higher nervous activity. The character of a person is formed as he grows up, his manifestations are associated with upbringing, environment, and also largely depend on temperament. But you can work on character, especially if you do it in a timely manner.
Analysis of educational activities. educational event
A classroom hour is a form of educational work in which students, under the guidance of a teacher, are included in specially organized activities that contribute to the formation of their system to the outside world.
I spent a class hour in the group on the topic “Be merciful” The day of the event is March 15th. It was attended by 20 people.
The goals of the event are
talk about the best qualities of a person, show that mercy, kindness is the fundamental principle of a person, the basis of human relations;
develop the ability to reflect, to think about the actions of people;
promote the development of skills to work in a group, to lead a discussion, to defend one's point of view;
Venue: Auditorium.
The values in the communication of the system of educational work with this team: to show the children how important it is to be merciful in the modern world.
The form of holding is collective. The relevance of the topic is traced, the correspondence of educational tasks to age-old features and the interest of students.
The interaction between teacher and students was clearly visible. Responsibilities were assigned; completed tasks were adequately evaluated without causing dissatisfaction of rivals.
Educational value of events:
educating students of a non-indifferent attitude to what is happening in the circle of evil and injustice
participation of students in the event, the manifestation of initiative and independence.
friendly atmosphere during the event, broadening the horizons, developing the cognitive skills of students.
There were no problems during the extracurricular activities.
Success is achieved due to the high level of cognitive interest of students, their activity and cohesion. Events of this kind can be held within each group - this will make the children think about their attitude towards their elders and help enrich the spiritual world.
An event was also held where I met the guys - a snowball game (February 8)
During the teaching practice, I found a common language with the class, I had only positive impressions.
Plan for the analysis of educational activities
Class hour on the topic: "Class attendance, discipline and performance in the group"
The theme of the extra-curricular event: "Class attendance, discipline and performance in the group." This event is included in the plan of educational work due to its relevance: poor attendance, poor discipline and performance in the group.
The goals and objectives of the event are to find out what is the reason for poor attendance at classes, poor discipline and academic performance.
Analysis of the preparation of the event: the initiator of the event is the curator, the participation of the group's asset in the analysis of attendance in the group and academic performance, extracting information from journals and statements.
The socially useful orientation of the event is to eliminate the negative causes of poor study and student attendance, public censure of lazy people and truants.
The results of the event corresponded to the set goals - strengthening discipline, understanding the importance of attending classes, fulfilling educational tasks and improving discipline in the classroom. The curator expressed his negative attitude towards absenteeism and suggested ways to solve this problem, which consists in controlling the group's assets of absenteeism and discipline in studies. The event is important as it contributes to better learning, professionalism of students.
Conversation with a student on the issue: "Orientation to the upcoming professional activity"
A conversation on the issues of "Orientation on the upcoming professional activity" was held for 2nd year students. This event is one of the general cycle and is dedicated to the professional self-realization of students. It is held regularly in the form of class hours, the organizer and permanent leader is the curator of the class. At my request, one class hour was entrusted to me.
The main focus of this cycle of events is to help students adequately assess their inclinations and abilities, learn about their future profession, tell in detail about the content of various types of work.
Event plan.
1.Introduction, familiarization of students with the social situation of modern Russian society.
2.Professional development of students.
.Discussion of the conditions and factors influencing and ensuring professional development.
.Final part, conclusions, answers to questions.
Event progress.
In the introductory part of the event, I told students that today's unstable socio-economic conditions, characterized by a rapid change in values and goals, predetermine fundamentally new requirements for the process of socialization of the younger generation.
Among the qualities that a teenager should possess and that would allow him to successfully adapt to a certain system of social norms and values recognized in society, first of all, this is the meaningfulness of life (the presence of goals and perspectives in life).
An important characteristic of a teenager is an orientation towards the future. Among the most important decisions to be made during adolescence is the choice of profession. They have made this important choice, but it is not a complete process. Unfortunately, many teenagers do not know enough about the specific features of each type of activity and do not always take into account their professional interests and inclinations when choosing a profession. Based on this, it seems extremely relevant to consider the problem of professional development of students.
The second part of the event was aimed at familiarizing students with the main factors that must be taken into account in personal development, identifying the reasons that impede professional self-development. I familiarized students with the requirements for various specialties, suggested steps that can be taken now in order to get closer to professional self-improvement. Students got acquainted with various types of labor activity, learned many interesting facts about the upcoming labor activity. Statistical data were given on the demand for various professions in the modern Russian labor market.
The third part was devoted to an overview of educational institutions where students could continue their education in the chosen specialty. Difficulties that may arise during admission were discussed. I tried to convince my students that entering a university is a very responsible step, the first step into an adult, independent life. And in order to successfully overcome this stage, it is necessary now to direct all your efforts to educational activities, this is the key to success in the future.
In the final part of the event, I answered students' questions, asked their opinion on how the ongoing events help students in their professional development, accepted requests and wishes of students regarding future class hours.
Summing up the results of the event, it can be noted that its plan is fully consistent with the needs and interests of the group. The students showed initiative, demonstrated activity and interest in the problem under discussion. I, in turn, tried to give as many convincing facts as possible, listened to the students' opinions, and answered the questions that arose in the order in which they were received. During the lesson, students received a fairly large amount of information they needed, which they still need to carefully consider and weigh. We can say that the goals set within the framework of one lesson have been achieved, but we still have to return to this problem more than once, since many students may have questions related to this topic.
In my opinion, the benefits of the event are undoubted: it contributed to the motivation of cognitive interests and learning activities, formed the right attitude towards the formation and achievement of long-term goals, students received the missing information on issues of interest to them.
Conclusion
A very important, if not the determining factor contributing to my success, was the friendly, involved attitude of the teachers. No one refused to help me, some teachers gave valuable advice, helped in the development of lessons.
It should be noted that I also received support and approval from the students. They showed discipline, respect and interest. Naturally, this attitude greatly facilitated my task in conducting classes. Undoubtedly, in organizing lessons and managing a team of students, I was helped by the knowledge gained in the study of developmental, social, educational psychology and other disciplines.
Of great importance in the formation of both psychological and pedagogical qualities was the study and compilation of the characteristics of the student and the group of students. This task was not easy, but very interesting, it developed my conversational skills, taught me how to observe, analyze, and give explanations to various facts, events, and various manifestations of a person.
Participation in the preparation of an educational event gave me the opportunity to understand and appreciate the importance of pedagogical influence on the formation of personality, aspirations, motivation and cognitive activity of students.
In general, I rate my practice as successful. I managed to realize all the goals and objectives set, gain invaluable practical experience and skills of working with a class team, taking into account its psychological structure and level of development; deepen your knowledge in psychology and pedagogy; to form skills for organizing productive interaction with the group in the classroom and outside it (establishing personal contacts, skills of cooperation, dialogue communication, etc.); develop the ability to identify, analyze and take into account general psychological patterns when organizing the educational process; the ability to notice and analyze situations that arise in the class team that require pedagogical intervention; the ability to competently analyze (from a psychological, pedagogical and methodological point of view) lessons and educational activities conducted by teachers.
Tags: TEACHING PRACTICE. Psychological and pedagogical activity at the university Practice report Pedagogy
Groups M-TFO-14
Izetullaev Yu. L.
Simferopol 2015
INDIVIDUAL PLAN
SCIENTIFIC AND PEDAGOGICAL PRACTICE
Master student of the 2nd year, group M-TFO-14, form of education - full-time
Izetullaev Yunus
Head of Practice: Ph.D. Assoc.Suleimanov R.I.
1. Terms of internship: from October 26, 2015 to November 29, 2015.
2. Place of passage: SBEE HE RK "Crimean Engineering and Pedagogical University"
3. Plan of scientific and pedagogical practice:
kick-off conference
from 26.10.2015
to 9.11.2015
Diary entries
Drawing up an individual work schedule
The study of the structure and content of the Federal State Educational Standard of Higher Professional Education of the direction of training 44.04.04 Vocational training
Analysis of the curriculum for the preparation of bachelors and masters
Academic work
Main stage:
Passive Practice
(1-3 weeks of practice)
Active practice
(2-4 weeks of practice)
Preparation for a lecture on the discipline: "Theory of automatic control"
from 26.10.2015
to 11/16/2015
from 02.11.2015
to 11/23/2015
Diary entries
Diary entries
Text (abstracts) of the lecture, presentation
Conducting a lecture on the discipline: "Theory of automatic control"
Selection of material for the design of a working curriculum and conducting a practical lesson in the discipline "Programming the processing process on CNC machines"
Conducting a practical lesson on the discipline "Programming the processing process on CNC machines"
Selection of material for conducting a seminar on the discipline "Introduction to the professional and pedagogical specialty"
Conducting a seminar on the discipline "Introduction to the professional and pedagogical specialty"
Educational work
Active practice
(2-4 weeks of practice)
Visiting teachers' classes
from 02.11.2015
to 11/23/2015
Diary and report entries
Conducting an educational event
Analysis of the attended educational event
Preparation and defense of the report (5 weeks)
Selection of material for the report
From 11/23/2015
to 29.11.2015
Diary and report on scientific and pedagogical practice.
Preparation of a diary and report on scientific and pedagogical practice.
Preparation of a report for presentation at the final conference on scientific and pedagogical practice
Content
Introduction
1. Methodical part
2. Educational work
3.Psychological part
4.Experimental part
Conclusion
Bibliography
Introduction
Scientific and pedagogical practice is intended for further orientation of future masters to scientific and pedagogical activities inqualityteacher of economicdisciplines. The peculiarity of the practice lies in the fact that it involves the implementation of scientific and pedagogical components, each of which should be reflected in the content of the practice and reporting documents and is aimed at the formation of general cultural and professional competencies in accordance with the requirements of this Federal State Educational Standard of Higher Professional Education.
The curriculum provides for an internship in the 3rd semester for 5 weeks.
Maingoals of scientific and pedagogical practice are:
Acquaintance of undergraduates with the specifics of the activities of a teacher of economic disciplines and the formation of skills to perform pedagogical functions.
Consolidation of psychological and pedagogical knowledge in the field of pedagogy and the acquisition of the skills of a teacher-researcher who owns modern scientific tools for searching and interpreting information material in order to use it in pedagogical activities.
In accordance with the objectives of the maintasks of scientific and pedagogical practice are:
deepening and consolidating the theoretical knowledge gained during training in the academic discipline in which the undergraduate undergoes scientific and pedagogical practice;
acquisition and consolidation of sustainable work skills in the student audience;
acquisition of skills in the preparation of training materials and their use in conducting classes;
the study of modern technical and information tools that increase the effectiveness of training procedures, and their application during classes;
acquisition of educational skills.
This type of practice equips undergraduates with the necessary experience in professional and pedagogical activities and involves mastering the following professional and pedagogical skills.skills:
navigate the organizational structure and legal documentation of a vocational education institution;
didactically transform the results of modern scientific research in order to use them in the educational process;
independently design, implement, evaluate and adjust the educational process;
use modern innovations in the process of vocational training;
own methods of self-organization of activity and improvement of the personality of a teacher specializing in the field of economics and public administration;
build relationships with colleagues, students, find, make and implement managerial decisions in their scientific and pedagogical practice;
own the culture of speech, communication.
The implementation of the set goals and objectives in the process of passing scientific and pedagogical practice will prepare undergraduates for independent pedagogical activity in higher education.
Scientific and pedagogical practice took place at the Crimean Engineering and Pedagogical University.Crimean Engineering-Pedagogical University (Ukrainian: Crimean Engineering-Pedagogical University, Crimean Tatar. Qirim muendislik-pedagogika universiteti, English: Crimean Engineering-Pedagogical University) was established in 1993, taking into account the needs of peoples returning from deportation.
The university is accredited according to the IV level. Former names: Crimean State Engineering and Pedagogical University, Crimean State Industrial and Pedagogical Institute.
At the university, 7,000 students study at seven faculties in 23 specialties. More than 500 teachers work at 32 departments, including 43 doctors of sciences and professors, 226 candidates of sciences and associate professors. The Research Center of the Crimean Tatar Language and Literature was established at the University (Director - Ismail Asanovich Kerimov, Doctor of Philological Sciences, Professor).
Main scientific directions:
Development of resource-saving, environmentally friendly and adaptive technologies in mechanical engineering and automotive industry.
Scientific support of the processes of reforming economic relations and the most complete use of the resource potential of the Crimea.
Scientific support for the formation and development of professional competence of engineers-teachers.
Scientific support of the computerization of the educational process.
Development of scientific bases for maintaining ecological balance in the region, ecological education and health improvement of youth.
Improving the mechanisms of social adaptation and personality formation in conditions of polyethnicity, studying the traditions and trends of ethnopedagogics.
Development of topical problems of cultural, ethno-political and socio-economic history of the Crimea.
Scientific support of the functioning of languages in conditions of polyethnicity.
Scientific support of the processes of revival and development of the Crimean Tatar language and literature.
Scientific support for the formation and development of the Crimean Tatar artistic culture.
History reference
Department of Mechanical Engineering Technology
The department "Mechanical Engineering Technology" was organized in 1994 as a department of general technical disciplines. Its first and permanent head is Doctor of Technical Sciences, Professor, Honored Worker of Science of Uzbekistan, Honored Educator of Ukraine, Hero of Ukraine, Laureate of the Prize. T. G. Shevchenko Yakubov Fevzi Yakubovich. At the origins of the formation of the department were: Ph.D., Associate Professor Bilyalov Kyazim Bilyalovich(now deceased); Doctor of Technical Sciences, Professor Abdulgazis Umer Abdullaevich; candidate of technical sciences, associate professor Izzetov Nadir Abduramanovich: candidate of technical sciences, associate professor Bekirov Rasim Nafeevich; Art. teacher Nuriev En-Eli Abduramanovich; Art. teacher Abibullaev Edem Abibullaevich; c.f.-m. n., Associate Professor Gresko Alexander Pavlovich (now deceased), Art. teacher Menasanova Sadet Enverovna.
The department is the ancestor of four departments: "Operation and repair of vehicles" (established in 1998); Labor Protection (established in 2000); Department of Chemistry and Physics (established in 2004); Department of Professional Pedagogy and Engineering Graphics (established in 2008).
In 2001, a postgraduate school was opened at the department, which trains scientific and pedagogical personnel. The main scientific subject of the department is "Development of resource-saving and environmentally friendly technologies for the mechanical processing of materials."
The department maintains scientific relations with higher educational institutions of the Russian Federation, near and far abroad, such as:
National Technical University "Kharkiv Polytechnic Institute"
National Technical University of Ukraine "Kyiv Polytechnic Institute"
Magdeburg Technical University. Otto von Goericke. "Institute for Technology and Quality Assurance" (Magdeburg, Germany)
Institute of Superhard Materials of the National Academy of Sciences of Ukraine
Voronezh State University of Architecture and Civil Engineering (Voronezh, Russia)
Navoi State Mining Institute NavGGI (Navoi, Uzbekistan)
STANKIN Institute (Moscow, Russia)
State Technical University (Komsomolsk-on-Amur, Russia).
Active cooperation with the above educational institutions resulted in the successful defense of the dissertation of the candidate of technical sciences by the teachers of the department Yakubov Chingiz Fevzievich (2005), Dzhelyalov Server Idrisovich (2009), Dzhemilov Eshreb Shefikovich (2010).
The Department of Mechanical Engineering Technology has agreements on creative cooperation with the leading enterprises of the Autonomous Republic of Crimea:Fiolent Plant OJSC, Pnevmatika OJSC, Prodmash Plant LLC, Santekhprom OJSC, where industrial, technological, undergraduate practice of students, scientific experiments of undergraduates and graduate students are carried out. These enterprises, together with educational workshops and the research laboratory of the department, successfully instill in students production skills and introduce them to modern achievements in science and technology. The main contingent of graduates of the department, after graduation, are employed at these enterprises, where they achieve significant career growth. Our graduates successfully solve production tasks in managerial positions:
Saprin Stanislav (year of issue 1999) works as the general director of the Tavria trading house
Baklazhov Dmitry (year of graduation 1999) works as the production manager of the trading house "Tavria"
Ablyamimitov Elvis (year of graduation 2001) works as a head. tool economy of JSC plant "Fiolent"
Sergey Litvinenko (year of graduation 2001) works as the chief technologist of the Krymenergo pilot plant
Emiraliev Ruslan (year of graduation 2001) works as a deputy director of a school in the city of Sudak
Khasanov Andrey(year of issue 2002) workshead of the department of designers of the OJSC plant "Fiolent"
Balakhovsky Eduard (year of manufacture 2003) worksdirector of school No. 4
Vashchenko Valery (year of manufacture 2004) worksdeputy chief designer of OJSC plant "Fiolent"
Mukhaev Alexey (year of manufacture 2004) workshead of the department of technologists of tool production of OJSC plant "Fiolent"
Grishchenko Konstantin (year of graduation 2006) works as a teacher of drawing inSimferopol Higher Vocational School of Construction and Computer Technologies
11. Kurmanov Seyran Narimanovich (year of graduation 2002) works as the head of the technical re-equipment department of the Fiolent plant
12. Pavlikov Alexander Yuryevich (year of graduation 2006) works as a leading process engineer at LLC FESTO RF.
13. Doronenkov Nikolai Vladimirovich (year of graduation 2004) works as the head of the department for technological preparation of production at CAMOZZI PNEUMATIC LLC.
The first graduation of specialists in the amount of 18 people was carried out in 1999, and masters in the amount of 4 people - in 2004. In total, from 1999 to 2010, 384 specialists and 38 masters graduated, who work both at industrial enterprises of the country and and in the field of education.
Graduation projects of the graduates of the department Ruslan Emiraliev, Andrey Dereev, Viktor Kolokoltsev, Alexander Makarov were introduced at JSC Fiolent Plant.Graduates of the department upon graduation from the university receive the title of engineer-teacher, with the right to employment, both in industrial enterprises and in educational institutions (schools, industrial and technical schools, technical schools and universities). Some graduates choose schools, colleges and technical schools.
The quality of training of specialists and competitiveness in the labor market is ensured by scientific and pedagogical personnel with scientific, pedagogical and industrial experience:doctor of sciences, professor Yakubov Fevzi Yakubovich, doctor of sciences, professor Shmigalsky Vladimir Nikiforovich; candidates of science, associate professors: Galukh Vladimir Ivanovich, Izzetov Nadir Abdumanovich, Paderin Vladimir Nikolaevich, Yakubov Chingiz Fevzievich, candidates of science, senior lecturers Dzhelyalov Server Idrisovich, Dzhemilov Eshreb Shefikovich; Candidate of Pedagogical Sciences, Senior Lecturer Shabdinov Marlen Limdarovich; senior teachers Shabdinov Limdar Shabdinovich, who has more than 35 years of production experience (formerly the chief technologist of the Tashkent Tractor Plant), senior teacher Abibullaev Edem Abibullaevich, teacher Seitasanov Fevzi Seytumerovich - a graduate of the Faculty of Physics of Moscow State University. M.V. Lomonosov, teacher Suleymanov Reshat Ibraimovich, who has 25 years of work experience, is currently a graduate student of the Kiev Pedagogical Academy. Drahomanov; young specialists graduates of postgraduate studies at the department of TM senior lecturers: Aliev Aziz Ibrahimovich, Abdulgazis Dilyaver Umerovich, Vaniev Eldar Rustemovich.
Brief biographical information about the teachers of the department who made a worthy contribution to the creation and development of our university
1. Head of the Department Yakubov Fevzi Yakubovich is an academician of the Higher School of Ukraine, Crimean Academy of Sciences. He is also an honorary professor: Taurida National University, National Technical University "KhPI", Tashkent State Technical University, Petroshansky University (Romania). Professor Yakubov F.Ya. a well-known scientific school in the CIS and far-abroad countries was created. Under his leadership, 16 candidate and 3 doctoral dissertations were completed and defended. He has published more than 150 scientific papers, received 12 copyright certificates, and his technologies have been introduced at many enterprises in the CIS. In 2005 Yakubov F.Ya. in collaboration with d.t.s. Kim V.A. the monograph "Structural and energy aspects of hardening and increasing tool life" was published with a volume of 300 pages - the publisher "Crimean Educational and Pedagogical State Publishing House", Simferopol. He is an active participant and organizer of many international and republican conferences, seminars, round tables related to solving the problems of conflict, tolerance and integration processes in Crimea and Ukraine.
During the collapse of the education system, Fevzi Yakubovich became the initiator and organizer of the creation of the Crimean Industrial Pedagogical Institute, of which he has been the rector since its opening - since 1993.
2. Shmigalsky Vladimir Nikiforovich - Professor of the Crimean Engineering and Pedagogical University. In 1953 he graduated from the Civil Engineering Faculty of the Novosibirsk Institute of Military Transport Engineers, and in 1982 from the Chisinau Institute of Patent Science. He worked as a foreman, engineer of the PTO, head of the construction site, assistant to the mining department of the Kemerovo Mining Institute. From 1956 to 1958 he studied at graduate school, and then was sent to continue his scientific specialization in Czechoslovakia, where in 1960 he defended his thesis. In 1968 he defended his doctoral dissertation in Novosibirsk. In 1972 he received the academic title of professor at the Novosibirsk Institute of Railway Engineers. He has been living and working in Crimea since 1981. In 1990 he received the honorary title "Honored Worker of Science and Technology of Ukraine". Since 1993 - Academician of the Construction Academy of Ukraine, and since 1994 - Academician of the Crimean Academy of Sciences and a member of the Crimean Republican Association "Ecology and Peace". Prepared 21 candidates of technical sciences, six of which defended doctoral dissertations. Author of 33 inventions, 13 rationalization proposals, 22 monographs and brochures, 896 scientific articles, 13 of which were published in foreign publications (Paris, Prague, Warsaw, Bratislava), 905 newspaper publications. Participated in 152 scientific conferences, symposiums and meetings, where he made 205 reports. Co-author of 6 normative documents. A war veteran and labor veteran, he was awarded the medal "For Valiant Labor during the Great Patriotic War" and 11 other medals. In 1990 he was awarded the badge "Inventor of the USSR".
3. Bilyalov Kazim Bilyalovich – a native of Taraktash, Sudak region, born in 1940. He graduated from the Tashkent Polytechnic Institute in 1967 with a degree in civil engineering. He was awarded a medal for labor prowess. The first head of the Department of General Technical Disciplines, later the Department of Engineering Technology, Dean of the Faculty of Correspondence Education. Over 35 years of his lifeBilyalov Kyazim Bilyalovich devoted to the training of engineering personnel working inTashkent Polytechnic Institute and Crimean Engineering and Pedagogical University from the day of its foundation. Bilyalov K.B. published more than 20 articles in publications of the Higher Attestation Commission and textbooks.
STATE BUDGET EDUCATIONAL INSTITUTION
HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA
"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"
Department of Mechanical Engineering Technology
Report on scientific and pedagogical practice
Methodical part
2nd year master student
Groups M-TFO-14
Izetullaev Yu. L.
Supervisor: Ph.D., Associate Professor Suleimanov R.I.
Simferopol 2015
Annex A
Discipline: Theory of automatic control.
Lecture on the topic:
"The system "machine - cutting process" as a control object"
Lecturer: Ph.D., Associate Professor Jemilov E. W .
Group KTM-13
attended - 9
Date 10.11.2015
2 pair aud. 210
Observer: Abdurakhmanov A.
Lesson plan
1Organizing time
Explanation of new material
Fixing the material
Homework
Lesson summary
Conversation
conversation, explanation
Poll
Explanation
Conversation
2 minutes.
79 min.
20 minutes.
2 minutes.
1 min.
Lecture plan:
General information.
Control device.
Control object model.
Objectives of the lecture:
Educational:
Organization of cognitive activity of students to master the material of the discipline "Theory of automatic control" to study the system "machine - cutting process" as an object of control.
Developing:
to promote the development of professional significance of personal qualities (accuracy, responsibility, purposefulness);
Educational:
to form a conscious need for work;
to cultivate initiative and independence in labor activity;
to form a sense of teamwork and mutual assistance.
Teaching methods:
Verbal:
lecture;
Visual:
Practical:
problem;
frontal survey
Interdisciplinary connections: programming of machine tools with PU, interchangeability standardization and technical measurements, machine tools, physics.
Material and technical base:
personal computer, projector, multimedia poster;
7. E. Kamke. A Handbook of Ordinary Differential Equations / Translated from English M Nauka, 1971 576s.
Lesson progress
1. Organizational part
1.1 Checking the availability of students.
Message topics, objectives of the lecture.
2. Presentation of the main material
Lecture plan:
General information;
Control device;
Control object model
General information
The system "machine - cutting process" as a control object.
In general terms, the control system for machining on CNC machines can be structurally represented as consisting of a control object and a control device, interconnected by direct and feedback channels (Fig. 1.11). The CNC metal cutting machine, together with the processing process and the engines of the working mechanisms installed on the machine, is the object of control. The control device includes drives of working mechanisms and a CNC system, sensors of mechanical movements of the working bodies of the machine and processing modes. The machine tool with the processing process performed on it is called the dynamic system of the machine tool, which is formed by a combination of an elastic system of mechanisms and work processes in their interaction. The elastic system consists of the machine itself, fixtures, tools and parts (workpieces). Work processes are, first of all, cutting, as well as the accompanying friction processes in mechanisms and electromagnetic and hydrodynamic processes in the engines of working mechanisms.
Rice. 1.1 Structural diagram of the system "machine - cutting process" as a control object.
Let us consider a CNC machine together with the processing process on it, taking into account the fact that, on the one hand, it is a closed system of interaction between an elastic system and working processes, and, on the other hand, it is a directional action link in the automatic control system for machining. The invariable part of the control device is the CNC system, into which the control program is entered, which is a set of individual numbers, numbers and letters following in a certain sequence. The control program (CP) is recorded on the program carrier in a specific code and contains the following reference values:
movement x, y, z of the tool and the workpiece along the axes;
movement speeds dx/dt, dyldt, dzldt along each axis, representing the value of feeds Sx, Sv, Sz of the tool or part along similar axes;
rotation frequency n^, ..., n„ of the spindle, where n is the number of speed steps; parameters defining technological commands L1 ..., Am, where m is the number of commands (technological commands are commands that specify the direction of rotation of the spindle, cutting depth, tool size, tool change, turning on and off the supply of coolant, etc.).
After reading from the program carrier, the encoded NC undergoes an inverse decoding process in the CNC system, i.e., the control system is distinguished by the discrete nature of the task and the passage of signals. The coordinates of the vector of the controlled variable are the following indicators of the results of the machining process: the accuracy of the size of the manufactured part, i.e. the difference between the actually obtained and the specified (theoretical) dimensions; roughness parameters of treated surfaces; processing productivity Q, characterized by the amount of metal removed during processing per unit time; processing efficiency E, characterized by the cost of stock removal.
Deviations in the dimensions of the parts from those indicated on the drawing during processing on machines occur due to errors due to the imperfection of the mechanical part of the machine, tools and working mechanisms, as well as due to errors associated with the control system. The errors of the control device consist of the following errors: reproduction (static and dynamic errors of feed drives), programs (approximation errors and errors associated with discreteness), introduced by the noise of communication channels. The main part of the OC is the cutting process, which is a complex physical process in which elastic and plastic deformations occur, accompanied by high friction, heat release, built-up edge formation, chip shrinkage, hardening, wear of the cutting tool, etc. To the errors of the OC, which are specific both from the point of view from the point of view of the technological process, and from the point of view of the load on the drives, include: /c - dimensional wear of the cutting tool; A7\ - temperature change of the "machine-cutting process" system; A/ - change in the rigidity of the system along the coordinate of the movement of the cutting tool; Az - fluctuation of the allowance for processing; DYA - fluctuations in the hardness of the workpiece material; DG2 - fluctuations in the temperature of the blanks when they arrive for processing and during processing; Du - workpiece installation error, etc.
Consequently, the machine tool, together with the cutting process, is a complex object with random characteristics in time, depending on a large number of variables, and the presence of insufficient a priori information about the object or disturbances (Az, A7\, D7\, ...). This insufficiency of a priori information is as follows: the cutting properties of the tool are constantly changing, and it is impossible to deterministically determine the characteristics at a given moment in time; the properties of the “machine-cutting process” system are uncertain, as they are subject to a number of hard-to-detect random perturbations; a specific workpiece from a batch of blanks has fluctuations in input data (Az, DYA, metal structure, etc.). The control variables, disturbing influences and control variables characterizing the machining process are functionally interconnected. Studies have shown that the accuracy of manufacturing a part depends on the control variables and disturbing influences. Processing productivity depends on cutting parameters, which are determined by the technologist and put into the processing program.
In the process of processing, disturbing influences (/c, Az, AH, etc.) lead to deviations of the technological process parameters Q = / (t, v, S, h, z, R, ...). The values of the input variables (Fig. 1.12), which are a set of indicators characterizing the material, and the dimensions of the workpiece, the technical characteristics of fixtures, tools, machine tools, etc., are in the intervals (*„ 4) shsh< *вх« < (*Bi»)m«, задаваемых технологическими допусками на процесс резания. Управляемые процессом обработки переменные (подача S, скорость резания vt, глубина резания t(и др.) также подчинены определенным физическим ограничениям
(vibrations in the system, economic tool life, temperature in the cutting zone, etc.).
The output variables should characterize the technical and economic performance of the OS. This can be data on the rate of formation of the treated surface (productivity), on the level of vibration or values that are uniquely associated with them and characterize these indicators. Output variables are also limited in value. The considered variables are controllable quantities, their physical nature is sufficiently studied.
In addition, there is a correlation between the quality indicators of the educational institution and its output variables. Thus, analyzing the main variables involved in the technological process of processing parts, we can say that this process is characterized by interrelated variables that affect both the course of the technological and production process and its results. The machine tool in conjunction with the cutting process can be attributed to complex multi-channel control objects with the presence of mutually correlated input and output variables. The complexity of the control object is manifested in a significant number of parameters that determine the course of the cutting process, in a large number of internal relationships between the parameters, in particular, in their mutual influence, in which a change in one parameter causes a nonlinear change in others. The noted complexity is enhanced by the occurrence of feedback between the parameters that change the course of the cutting process.
Test questions.
one . What is the physical meaning of the concepts "system", "structure of the system",
"communication", "management", "object of control"?
2. List the main elements included in the structural system of the ACS.
3. What is the essence of the concept of "feedback"?
4. What are the basic principles of management?
5. What is the difference between an astatic system and a static one?
6. What is the physical meaning of the concept of stability?
Literature
1. Adaptive control of technological processes / Yu M Solomentsev, VG Mitrofanov, S P Protopopov et al M Mashinostroenie, 1980 536 p.
2. Bazrov B.M. Calculation of the accuracy of machines on a computer M Mashinostroenie, 1984 362 s
3. Denisov A.A., Kolesnikov D.N. Theory of large control systems Textbook for universities L Energoizdat, 1982 288s
4. Dumler S.A. Production management and cybernetics M Mashinostroenie, 1969 323 s
5. Egorov K.V. Fundamentals of the theory of automatic control Textbook for universities 2nd edition revised and supplemented M Energy, 1967 648s
6. Zenkevich O. Finite element method in engineering M Mir, 1975 540 s
7. E. Kamke. Handbook of ordinary differential equations / Translation from English. M Nauka, 1971 576s.
Appendix B
Discipline: programming of the machining process on CNC machines.
Practical lesson: on the topic:
Teacher. Candidate of Technical Sciences, Associate Professor Vaniev E.R.
Group KTM-12
were present - 5
Conducted by: Izetullaev Yu. L., course 2, group M-TFO-14
Date 13.11.2015
4 pair aud. 235a
Observer: Akmollaev E.
Lesson plan
1Organizing time
Knowledge update
Current briefing
Homework
Lesson summary
Conversation
Poll
Explanation, demonstration
Problem solving
Conversation
5 minutes.
15 minutes.
65 min.
2 minutes.
3 min.
Practical lesson plan:
Oral survey.
Writing a program in the simulator "CD SITRAIN Sinumerik 840D".
Simulation of the resulting program.
Subject: "Fundamentals of programming in Sinumerik 840D"
Objectives of the practical lesson:
Educational.
Formation and consolidation of practical skills in programming on CNC machines. Formation of skills and abilities obtained in the lessons of theoretical training.
Developing.
Development of cognitive activity and educational and cognitive independence in the process of practical training.
Educational.
Formation of norms and rules of conscious academic discipline, conscientiousness, responsibility, initiative, perseverance in achieving one's goal, a culture of educational work.
Material and technical support.
Compulsory literature, 1 reference manual for each student.
Personal computers with system requirements not lower than 3.06GHz/4GB/1TB/GeForce GT130 512GB/SD/ - 12 pcs.
Programs and educational electronic manuals must be installed on personal computers:
SINUMERIK 840D/840D1/810D Basics. Programming guide. User documentation 6FC5298-6ABOO-PP1
SNCEditor program
Sandvik e-catalogue "Cutting Tools", 2009
Operator's manual. Vertical machining centers.
Teaching methods:
Verbal:
conversation;
Visual:
technical training aids
Practical:
problem;
comparison of scientific and life explanations of the phenomenon;
frontal survey
Interdisciplinary connections: interchangeability standardization and technical measurements, machine tools, design of metal cutting tools.
Didactic support for the lesson:
R.I. Gzhirov, PL. Serebrenitsky.
CJSC IRLEN-engineering. SINUMERIK
CJSC IRLEN-engineering. SINUMERIK
Lesson progress
1. Organizational part
1.1 Checking the availability of students, greeting.
The message of the topic, the objectives of the practical lesson.
2. INTRODUCTION INSTRUCTIONS
Updating of basic knowledge:
Describe the concept of "CNC system"?
Answer: numerical control (CNC) machine - control of the processing of the workpiece on the machine according to UE, in which the data is specified in digital form.
What CNC systems do you know?
Answer: Sinumerik, Fanuc,Heidenhain, NTs-31.
What CNC system is equipped with the machining center "Spinn er VC750"?
Answer: Sinumerik 840D
Which machining planes does Spinn er VC750"?
Answer: X, Y, Z, B
What types of parts can be processed on the Spinner VC750?
Answer: you can process planes, shaped surfaces, cut grooves, cut gear teeth, thread, cut metal.
What command is used to set the working movement of the tool?
Answer: « G01"
7) Which of the sequences for switching on CNC equipment is correct?
Answer: main switch, hydraulic activation, emergency shutdown button of the system (“fungus”).
3. Current briefing.
Each student runs the "CD SITRAIN Sinumerik 840D" program. We select turning and turn on the machine in the simulator. Hover over the machine stand and start programming. Following the prompts, we execute the commands one by one. Using the keys, we type:
G54G90 G97 Trans Z50
T1 S2800 M4
G00 X20 Z2 M108
CYCLE G85(2, 20, 20, -19.8, 3, 5)
G00 X100 Z150 M109
T2 S3200 M4
G00 X15.96 Z2 M108
CYCLE G85 (2, 15.96, 15.96, -20, 1, 2)
G00 X100 Z150 M109
T4 S600 M4=3
G00 X0 Z3 M108
CYCLE G83 (2, 5, 13, -20, 1, 2, 0)
G00 X150 Z150 M109
M17
M30
The resulting program is launched in the "Single Block" mode.
FINAL BRIEFING AND SUMMARY
homework:repeat the steps done by yourself.
end of the lesson, evaluation of students at the end of the lesson.
Literature.
1. R.I. Gzhirov, PL. Serebrenitsky. Programming processing on CNC machines. Handbook, L. Mashinostroenie, 2006, 592 pages.
General machine building standards time and cutting conditions for standardization of work performed on universal and multi-purpose CNC machines. Part II, M., Economics, 1990, 474 pages.
CJSC IRLEN-engineering. A series of electronic books "Metalworking machines with CNC". D.Yu. Kryazhev. Milling on CNC machines with CNC systemSINUMERIK. Tutorial. St. Petersburg, Moscow, Yekaterinburg, 2005
CJSC IRLEN-engineering. A series of electronic books "Metalworking machines with CNC". G.I. Andreev "Work on CNC lathes with CNC systemSINUMERIK". Tutorial. St. Petersburg, Moscow, Yekaterinburg, 2005
Lovygin A.A., Vasiliev A.V., Krivtsov S.Yu. "Modern CNC machine tool and CAD/CAM system". Illustrated guide. -M.: "Elf IPR", 2006, 286 st;:.g
Electronic book. High performance metal cutting. M.: Publishing house "Polygraphy" ISBN 5-89479-027-1
Appendix B
Discipline: Introduction to professional and pedagogical activity.
Seminar on the topic:
"PROFESSIONAL AND PEDAGOGICAL ACTIVITIES, ITS STRUCTURE AND CONTENT"
Lecturer: Ph.D., Associate Professor Suleimanov R. And .
Group KTM-15
attended - 18
Conducted by: Izetullaev Yu. L., course 2, group M-TFO-14
Date 20.11.2015
3 pair aud. 121
Observer: Rustemov A.S.
Questions
Describe the four types of vocational schools.
What is the specificity of the work of the master of industrial training?
Describe the content of the pedagogical work of a teacher of theoretical education.
What do you understand by specialization? How are the concepts related to each other: "professional-pedagogical profession", "specialty", "vocational training" and "specialization"?
What is the specificity of the specialization "Computer technologies in mechanical engineering"?
Describe the experience of professional training of teachers abroad.
What groups of specializations are singled out today in Russia?
What are the prospects for the professional teaching profession?
The first question was answered by students Yayachik, Eredzhepov. Grade 4; 4.
The second question was answered by students Chinay, Filipenko. Grade 4; 5.
The third question was answered by students Useinov, Tul-Tul. Grade 5; 4.
The fourth question was answered by students Aliev, Ibragimov. Grade 4; 3.
The fifth question was answered by students Saliev, Mustafaev. Grade 4; 4.
The sixth question was answered by students Perov, Paniev. Grade 3; 4.
The seventh question was answered by students Ismailov, Asanov. Grade 4; 4.
The eighth question was answered by students Nechay, Gugu. Grade 4; 3.
Analysis of the class attended
09.11.2015 attended the lecture of the undergraduate of the group M-TFO-14 Akmollaev E.S. in the discipline "Technology of mechanical engineering", on the topic "Manufacturability of the product design» in the KTM-14 group. The topic of the lecture corresponds to the curriculum.
The lecture started right on schedule. First, those who were absent were noted. Then the objectives of the lesson were formulated. The teacher conducted a short frontal survey on the topic "Error, types of errors." Further, in a clear and understandable form, it was told about the manufacturability of the product design. The theoretical material was analyzed in detail, the basic concepts and necessary explanations were made by students in the notes
At the lesson, interdisciplinary connections of the material presented were noted, it was noted that the material presented is based on the knowledge and skills obtained as a result of studying the disciplines: “Technological processes in mechanical engineering” and “Industrial training”. In the future, this material will be supplemented within the framework of the discipline "Mechanical Engineering Technology", which will be studied in the 4th year. At the end of the lecture, a summary was made and the main points of the topic covered were briefly noted. In terms of the lecture, the teacher clearly regulated the stages of the lesson. The timing is correct. The course completed is in line with the objectives.
Undoubtedly, it is necessary to note the pedagogical tact, excellent knowledge of the material, adherence to the principle of scientific character and the ability to intensify the work of students.
STATE BUDGET EDUCATIONAL INSTITUTION
HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA
"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"
Department of Mechanical Engineering Technology
Report on scientific and pedagogical practice
Educational work
2nd year master student
Groups M-TFO-14
Izetullaev Yu. L.
Supervisor: Ph.D., Associate Professor Suleimanov R.I.
Simferopol 2015
educational part
1.1. Plan of educational work of the curator of the group
(for the period of internship)
Termholding
1.
National Unity Day.
04.11
2.
Curator's hour on the theme "Tolerance"
10.11
3.
international student day
17.11-
4.
Educational hour on the theme "AIDS plague of the 21st century"
27.11
5.
World AIDS Day
02.12
6.
Individual work with students.
26.11-8.12
7.
Working with documents
according to plan
Within a month
1.2. educational hour
An educational hour was held for the World AIDS Day with students of the KTM-13 group.
Teaching topic:
"AIDS - the plague of the twentieth century"
educational goal : Awaken students to analyze their hobbies and be responsible so as not to get AIDS
Development goal: Develop mindfulness and caution so as not to contract AIDS.
Learning goal: To give students an understanding of AIDS and its prevention
Material support:
1. AIDS posters
2. Cards with questions.
Plan of the event:
1. Opening remarks "What is AIDS?"
2. Student performances:
- How can you get AIDS?
- Are there methods for diagnosing AIDS?
- How to protect yourself from AIDS?
- Who has AIDS?
3. Quiz "What did you learn about AIDS?"
4. Closing remarks "AIDS Prevention".
AIDS prevention
All experts in the world now agree that the most important tool in the fight against AIDS is health education.
In 1983-1984 AIDS has been proven to be caused by a previously unknown virus that is transmitted through sexual contact and blood transfusion. While the nature of the disease was being studied, the virus quickly spread among the US population, where by 1986. the number of AIDS patients has reached 20,000, and the number of those infected with the virus has reached 200,000.
Only the costs of treating patients and their maintenance amounted to more than 7 billion dollars, and environmental ties with the loss of the patient's ability to work - 12 billion dollars. Considering that the number of patients in the US is increasing every year, it is not difficult to understand that many American researchers look at AIDS as an environmental problem. In 1990 There are 60,000 cases of AIDS in the world. The number of carriers of the virus exceeds the number of patients by dozens of times. We. Unfortunately, we do not have reliable data on the complete cure of the disease. More than half of the patients registered in 1980 died within two years from the date of diagnosis. But it is important to note that only 10-15% of those infected develop AIDS within 5 years from the time of the alleged infection. For a longer time, the patient feels well and, not knowing about his illness, can infect others by having sexual intercourse with them, donating blood for a transfusion, or using one syringe to inject drugs into a vein.
So far, effective remedies that can cure AIDS or kill the virus that has entered the human body have not been found, although encouraging information is already available from research working on this problem.
And so, the main measure to prevent AIDS should be a negative attitude towards sexual perversion and promiscuity, casual sex.
As a special preventive measure, the use of a physical contraceptive - a condom - should be highlighted.
Persons prone to homosexual relationships and drug addiction should understand that such habits become extremely harmful not only for their health, but also for the lives of those around them.
AIDS is a serious and dangerous disease. Its treatment is to prevent than to cure. And since preventive measures are in the hands of each person, they should be used for the benefit of the health of oneself and those around them.
Who has AIDS?
Analysis of data with several thousand patients registered in developed countries showed that among patients:
7.7% - homosexual men or men who have had sex with both men and women, and persons who are sexually promiscuous;
15% are intravenous drug addicts;
1% - persons who received multiple blood transfusions;
1% - children born to mothers infected with AIDS;
5% - the route of infection was clarified due to the death of the patient or refusal to provide the necessary information.
HOW TO PROTECT YOURSELF FROM AIDS?
To protect yourself from AIDS, you need to avoid casual sexual contact with homosexuals, drug addicts and promiscuous people.
The more sexual partners you have, the higher your risk of contracting AIDS. The use of a condom is the risk of contracting AIDS.
IS THERE ANY DIAGNOSIS FOR AIDS?
When the AIDS virus enters the body, a response occurs - antibodies are formed. This reaction can be detected by special methods in the study of blood. A positive reaction indicates that the person has contracted the AIDS virus. Some people who test positive will develop AIDS later on. Others may remain outwardly healthy but retain the virus in their bodies and may therefore infect other people. According to the results of the reaction, it is impossible to say who will get sick, and who will only be a virus carrier.
An AIDS response is done with every blood donation. Donor blood that gives a positive reaction is destroyed.
HOW CAN YOU GET AIDS?
AIDS is a minor disease. As a result of a study of several thousand patients registered in the world, it was found that the AIDS virus is transmitted:
- through sexual contact with a sick or infected with the AIDS virus, more often with sexual perversions. Using a condom reduces the risk of infection;
- as a result of the use of non-sterile syringes for injections, but mainly drug addiction;
- by introducing blood or blood products containing the virus;
- from a pregnant woman infected with AIDS to a newborn.
The AIDS virus is not transmitted through the air when talking, coughing, etc. When using common utensils and other household items, bathrooms, bathroom, swimming pool, etc. you can't get AIDS.
Not a single case of AIDS infection occurred through household contact or contacts at work. Not a single medical worker has contracted the virus while caring for AIDS patients.
Each person should be aware of the peculiarities of sexual behavior, which in themselves pose a real threat to the health and life of one's own and those around them.
By now, it has been firmly established that the main route of HIV transmission and the spread of AIDS in the human population is sexual. This is not surprising, because most often the causative agent is found in the blood, semen and vaginal secretions of infected people. Sexual contacts between people also play a major epidemiological role in the spread of infection. A feature of this route of transmission of the virus is that the most dangerous in epidemiological terms was the route of transmission of the virus from an infected person to a healthy person during sexual intercourse between men. Such acts are accompanied by damage (cracks, ruptures) of the rectal mucosa, which has an abundant blood supply, which greatly facilitates the possibility of the virus penetrating into the body of a sexual partner. According to the degree of potential danger of infection, such sexual acts undoubtedly take the first place.
What is AIDS?
Over the past five years, we increasingly hear the word AIDS in TV and radio programs, we meet this word AIDS on the pages of newspapers and magazines. Since the beginning of the 80s in the United States, and after 2-3 years in Western Europe and a number of other countries, a previously unknown disease began to develop. Its main feature was that it did not have its own clinical symptoms, but manifested itself in the hanging tendency of its affected persons to a number of relatively rare infectious and tumor diseases. AIDS causes anxiety and fear in some people, while others have a burning interest, who want to know everything, and not only about what and how is happening there, abroad, but also about the situation in our country.
At the first stage of research, it was found that AIDS is a deep damage to the human cellular immune system, clinically manifested by the development of progressive infectious diseases and malignant neoplasms.
AIDS (acquired immunodeficiency syndrome) is caused by a specific virus. This virus enters the bloodstream and damages a certain type of white blood cells (lymphocytes), which are an important part of the body's defense (immune) system. As a result, an infected person becomes “defenseless” against microbes and tumors. The disease develops slowly over several years. The only sign of the disease may be an increase in several lymph nodes. After that, temperature rises, long-term intestinal disorders, sweating, and weight loss begin. In the future, inflammation of the lungs, pustular and herpetic skin lesions, sengis (infection) of the blood, malignant tumors, mainly of the skin, occur. All this leads to the death of the patient.
References
1. Brochure "AIDS - a threat to humanity"
2. Brochure "Prevention against AIDS"
3. Brochure "What is AIDS?"
4. Brochure "AIDS guidelines to help the lecturer" 1989.
1.3. Analysis of the educational event conducted by a fellow student
11/13/2015 attended the conversation of the undergraduate of the M-TFO-14 group Akmollaev E.S. on the topic "Stop terrorism" at the KTM-14 group
Akmollaev E.S.had a good conversation. Wasthe topic of the conversation is disclosed, the tasks set are solved, the goal is achieved at the time set for the conversation.It is worth noting that the teacher created a favorable climate in the group. Students showed interest and interest. The meeting was held at a high level.
STATE BUDGET EDUCATIONAL INSTITUTION
HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA
"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"
Department of Mechanical Engineering Technology
Report on scientific and pedagogical practice
Psychological part
2nd year master student
Groups M-TFO-14
Izetullaev Yu. L.
Supervisor: Ph.D., Associate Professor Suleimanov R.I.
Simferopol 2015
Psychological and pedagogical characteristics of the KTM-13 group.
General information about the group.
The students of the group study in the third year of the Faculty of Engineering and Technology in the specialty "computer technology in mechanical engineering." The group consists of 9 boys. The age group is fairly homogeneous. The age difference is about 2 years, only one student is 4 years older than the rest. All students, with the exception of one - Duzhnikov Dmitry from complete families. Dmitry is brought up without a father.
The group is quite academically disciplined, but most of the group regularly skips classes. Those who are lagging behind are helped by more successful students, which characterizes the cohesion of the group. Against the background of the other four groups of the faculty, this team is one of the most successful. All have a secondary school education. In the group, three students stand out in academic performance: Dzhemilev Amet, Temendarov Ilyas and Stankevich Victor.
The headman and trade union organizer of the group is Memetov Refat. Deputy headman - Viktor Stankevich. Unofficial leaders are also: Dzhemilev Amet and Temendarov Ilyas. Assetsteamdealing with common issues and problems. The same asset organizes informal events.
Characteristics of educational activity.
The level of preparation and general development of students is above average. Sometimes there are gaps in some areas of knowledge and this is more likely due to attendance at classes. The interests of students lie in a wide area and this is due to the large number of disciplines studied. It is interesting that teachers who are more demanding of the student are more respected. Here the personal example of the teacher, his attitude to his work is also important. The disadvantage of the educational interaction of students is the borrowing of some of the works of others. If there is a sample, the work is done formally, without comprehending what is written. Often, the same error can consistently occur in the rest of the group.
The team is quite active both in educational and extracurricular activities. Dzhemilev Amet, Stankevich Viktor and Dzhunikov Dmitry distinguished themselves in the sports life of the university. Amet is actively involved in powerlifting and rugby. Victor is a member of the university's rugby team, and Dmitry is a prize-winner in arm wrestling competitions.
Characteristics of joint activities in the group.
The students of the group are not limited to communication only within their team, but also communicate with other senior students. Mutual understanding is observed in the team, the guys quickly find a common language and this is due to their same age and common interests. The team is quite cohesive and purposeful, so any events in the life of the group do not go unnoticed by anyone. In general, we can note goodwill, respect and sympathy for each other. Sometimes there are conflicts in difficult situations. But still, the joint overcoming of difficulties unites the team and conflicts exhaust themselves over time. Relationships with teachers are different. It all depends on the personality of the teacher, the manner of communicating with the children chosen by him. Discipline in pairs depends on the authority and rigor of the teacher.
Findings.
The considered group of KTM-13 is close-knit, friendly, has common positive goals and objectives. The team is quite homogeneous in terms of age and social status. Among the other groups, KTM-13 is one of the favorites for academic performance. Children are quite active both in academic and extracurricular activities. There are no established groups and closed guys in the group. Discipline in pairs depends on the authority and rigor of the teacher. At the lesson, a pleasant microclimate and normal working capacity.
STATE BUDGET EDUCATIONAL INSTITUTION
HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA
"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"
Department of Mechanical Engineering Technology
Report on scientific and pedagogical practice
experimental part
2nd year master student
Groups M-TFO-14
Izetullaev Yu. L.
Supervisor: Ph.D., Associate Professor Suleimanov R.I.
Simferopol 2015
Full name ________________________________ group _______________
1 Describe the concept of "system"?
A) A set of elements or devices that are in relationships and connections with each other and form a certain integrity, unity.
B) The subject or process to be studied.
C) The totality of the control object and the control device, the interaction of which leads to the fulfillment of the goal.
D) A parameter of a production, technological process or technical object that must be maintained constant or changed according to a certain law.
2 Describe the concept of "Management"?
A) The totality of the control object and the control device, the interaction of which leads to the fulfillment of the goal.
B) The process of organizing such a targeted impact on the object, as a result of which the object goes into the required (target) state.
C) Order, structure and way of functioning.
D) The subject or process to be studied.
3 List the main elements included in the structural system of the ACS?
A) Measuring device, setting device, summing device.
B) Control object, measuring device, setting device, summing device.
C) Control object, measuring device, master device, summing device, amplifier, actuator.
D) There is no correct answer.
4 What is the essence of the concept of "feedback"?
A) The impact of the output of the control system on its input.
B) The impact of the input of the control system on its output.
C) The impact of the control object on the actuator.
D) The impact of the control object on the master device.
5) What is included in the CNC machine control device?
Drives of the main movement and feed movement, sensors of cutting conditions and drives.
Conclusion.
Questioning is a procedure for conducting a survey in writing using pre-prepared forms. Questionnaires (from the French “list of questions”) are filled in by the respondents themselves. One of the pioneers in the use of this method was Francis Galton, who studied the origin of the mental qualities of a person from self-reports of respondents. The results of the survey were presented by him in the book "English men of science: their nature and education" (1874).
This method has the following advantages:
- high efficiency of obtaining information;
- the possibility of organizing mass surveys;
- relatively low labor intensity of the procedures for preparing and conducting research, processing their results;
- the lack of influence of the personality and behavior of the interviewer on the work of the respondents;
- the lack of expression in the researcher of the relationship of subjective predilection for any of the respondents,
However, surveys also have significant disadvantages:
- the lack of personal contact does not allow, in a free interview, to change the order and wording of questions depending on the answers or behavior of the respondents;
- the reliability of such “self-reports” is not always sufficient, the results of which are influenced by unconscious attitudes and motives of respondents or their desire to look in a more favorable light, deliberately embellishing the real state of affairs.
But due to its merits, this research method was chosen. 9 people took part in the survey. To conduct a survey, 5 questions were developed regarding "Systems "machine - cutting process" as a control object ».
Among the respondents - 21% of students learned the material passed by 3 points, 40% of students learned the material passed by 4 points, 24% of students learned the material passed by 4.5 points, 15% of students learned the material passed by 5 points. From this we can conclude that 79% of the students of the KTM-13 group learned the material covered. The average score of the whole group is 4.23 points.
CONCLUSION
During the passage of scientific and pedagogical practice:
- formed knowledge and skills to perform teaching activities in higher education institutions of different levels of accreditation on the basis of a research approach;
- improved knowledge and skills for the introduction of modern teaching technologies, didactic teaching aids into the educational process of a higher school
- improved skills in preparing for educational work in a higher educational institution;
- learned methods for organizing and managing the scientific work of students, preparing scientific reports for participation in scientific and practical seminars, pedagogical readings, scientific and theoretical conferences of the university.
During the practice, 4 classes were held, with a total duration of 8 academic hours. Attended classes taught by other teachers. Methodological support of tests for monitoring the progress of students has been developed. A method for assessing the psychological microclimate in the group was selected and carried out.
Based on the results of the practice, he made the following conclusions:
Liberal teaching methods allow you to conduct classes in a better, in terms of the level of training, environment. But excessive liberalism leads to the emergence of an anarchist attitude among unmotivated students.
More attention should be paid to student motivation.
For a quality lesson, you should have a clearly developed lesson plan, accurate to the minute, because. when free time appears, some students “drop out” of the learning process, and then slowly return, which slows down the entire learning process.
Bibliography
Mykhnyuk, M.I. Pedagogical practice / M. I. Mykhnyuk. - Simferopol: DIAIPI, 2012. - 296 p. Textbook for students. eng.-ped. specialist.
Zagvyazinsky V.I.Methodology and methods of psychological and pedagogical research: textbook. allowance for students. universities. – 2012 Tutorial
Podlasy, I.P.Pedagogy. In-depth course / I. P. Podlasy. - M. : Yurayt, 2015. - 799 p.
Yakusheva, S.D.Fundamentals of pedagogical skills and professional self-development / S. D. Yakusheva; rev.: I. V. Dubrovina, V. P. Sergeeva, V. G. Alexandrova. - M.: Forum; M. : Infra-M, 2014. - 416 p.
Yakusheva, S.D.Fundamentals of pedagogical skill / S. D. Yakusheva. - 2nd ed., stereotype. - M. : Academy, 2010. - 256 p. www.informika.ru -22.12.2015
www.mon.gov.ru;-23.12.2015
[Electronic resource] / - Access mode:www.wikipedia.org;-23.12.2015
[Electronic resource] / - Access mode:www.edu.ru;-25.12.2015
Federal Agency for Education
Balashov Institute (branch)
state educational institution of higher
vocational education
"Saratov State University named after
N.G. Chernyshevsky"
Faculty of Mathematics, Economics and Informatics
Department of Physics and Information Technology
Practice report
Type of practice: teaching practice.
Deadlines: 02/06/12 to 03/17/12
Place of internship: MOSHI L-Boarding school, Balashov
Completed: student 142 groups
Mitrafanov Alexey Alexandrovich
Methodist:
Olimov Aidar Anvarovich
Balashov 2012
Subject: "Cycles with Conditions".
1. Educational: To formulate in students a general concept of cycles with conditions.
2. Developing: Develop in students attentiveness, interest.
3. Educational: To instill in students mutual respect in the team.
During the classes
|
Lesson stages Didactic tasks |
Teacher's explanation |
Ways of learning |
Instruments |
learning |
|
|
Organizational moment (greeting, psychological attitude) |
Hello guys! Sit down! Who is on duty? Who is absent? |
greeting question- |
cool journal, pen |
collective |
|
|
Knowledge update (remembering the material covered, checking homework) |
Guys, in the last lesson we went through the topic “Cyclic algorithm. Loop statement with parameter. Questions:
|
observation |
collective |
||
|
Explanation of new material |
Cycles with parameters. Sometimes it is known in advance how many times the loop should be repeated, but it is known that it must be executed while a certain condition is true. 1. while <условие> do <оператор>; bye do condition - boolean expression operator Principle of operation:
2. Loop followed by condition repeat <операторы> until <условие> repeat until condition - boolean expression operators Principle of operation:
|
explanation |
collective |
||
|
Consolidation of the topic covered (questions) |
Questions:
|
collective |
|||
|
Reflection (practical consolidation of the topic covered) |
Guys, now take your seats, and let's jointly write a program for a cyclic algorithm with a precondition: EXERCISE: Make a block diagram, and then write a program for the expression y \u003d x 2, in which x \u003d 1 ... 8,. 1. Program: Program P1; Use crt; varx:integer; y:real; while (x<=8) do y:=sqr(x); writeln('y:=',y); |
observation |
a computer |
individual |
|
|
Homework |
alert |
collective |
|||
|
The result of the lesson (making final grades for the lesson) |
In this lesson, we got acquainted with cycles, learned their varieties. Compiled a program using loops with words. |
alert |
individual |
Subject: Loops with conditions.
Lesson Objectives:
educational: formation of knowledge and skills in the field of drawing up cycles with conditions; to formulate in students the first skills of solving problems for the preparation of programs using cycles with conditions;
educational: fostering interest in the discipline being studied; independence and responsibility, the ability to find a solution to the tasks.
developing: development of algorithmic thinking, the ability to think logically, build cause-and-effect relationships, compose information models of examples from real life.
Lesson type: Practical work
Equipment: personal computers, demonstration computer, multimedia board, files with practical work.
Lesson plan.
I. Organizing time.
II. Setting goals and objectives.
III. Repetition of the material covered.
IV. Problem solving.
V. Homework.
VI. Summarizing.
DURING THE CLASSES.
I.Organizing time.
Check the readiness of students for the lesson, the correct organization of the workplace. Mark missing in the log.
II. Setting goals and objectives of the lesson.
The topic of our today's lesson is “Loop with a parameter”
Today in the lesson we are with you:
Let's repeat the basic concepts of algorithms and methods of representation, the forms of recording commands for cycles with conditions, their general and program structure.
Learn how to create conditions for various tasks;
Learn how to write and enter a program using conditional loops.
III. Repetition of the material covered.
- 3. Loop with precondition
while <условие> do <оператор>;
bye do
condition - boolean expression
operator - any operator, including compound.
Principle of operation:
- Checking if the condition is true
- If the condition is true, the statement is executed
- The loop runs until the condition becomes false.
1. Loop followed by condition
repeat <операторы> until <условие>
repeat until
condition - boolean expression
operators - any number of any operators, including compound ones.
Principle of operation:
- All statements between repeat and until are executed
- Checking if the condition is false
- The loop runs until the condition becomes true.
IV. Problem solving.
Enter numbers from the keyboard until the number 0 is entered
Writeln('Enter a number');
while i<>0 do
Writeln('Enter a number');
Enter numbers from the keyboard until the number 0 is entered
Writeln('Enter a number');
Writeln('Enter a number');
V. Homework.
Write a program that asks for the height of the next student and calculates the average height of those who passed the examination after the completion of the medical examination. The number of students subject to medical examination is not known in advance.
VI. Summarizing.
Today in the lesson we are with you:
We repeated the basic concepts of algorithms and methods of representation, the forms of recording commands for cycles with conditions, their general and program structure.
Learned how to create conditions for various tasks;
We learned how to write and enter a program using cycles with conditions.
Self-analysis of the informatics lesson in the 9th grade of secondary school No. 7 of the city of Balashov
Completed by: Tsyplakov A.A.
Lesson topic: “Cycles. Cycles with a parameter»
Educational tasks: continue to form knowledge of the algorithmic structure "loop with a parameter", the principle of operation of the FOR operator, the skills and abilities of programming the "FOR" loop, ensure the assimilation of the work of the summation algorithm, form the skills of solving problems to find the sum.
Development tasks: development of the ability to highlight the main thing, the formation of the ability to compare, the development of independent thinking, the formation of the ability to overcome difficulties, the development of cognitive interest, intellectual abilities, attention, thinking skills, the transfer of knowledge and skills to new situations. Putting your skills into practice.
Educational tasks: carry out moral education, ensure the study of the following issues: camaraderie, ethical standards of behavior, pay attention to aesthetic education, the ability to work in pairs and in a group.
Lesson type: practical work, both at the blackboard and on the computer. We sorted out one problem near the blackboard together with the class, the class solved the other one itself. The content of the educational material corresponded to the didactic goal, the requirements of the program, the level of education in the secondary school. The material is issued in accordance with the modern level of development of science, the basic profile of education.
Teaching methods fully corresponded to the didactic purpose of the lesson, the requirements of the program, the level of education of the secondary school.
At the lesson, a situation was created for choosing the type, type, form of the task. Ensuring the optimal combination of reproductive, constructive and creative activities of students.
Forms of organization of cognitive activity: In the lesson, I combined group, pair and individual forms of organizing educational activities. He ensured the involvement of each student in active practical activities.
Means of education: a regular board was used in the lesson, which made it possible to visually show the solution to the problem of the cycle with a parameter, explain the incomprehensible to students and give them the opportunity to actively participate in the process of solving the problem.
An interactive whiteboard was also used, with which students could compare the correctness of writing a program.
The students used the computer during the lesson. Two people at one computer, which allowed them to independently create a program in Pascal.
Organization of feedback: When solving problems, I approached each student, looked at the correctness of writing the program, pointed out errors and helped at the request of the students. Thus, feedback was fully realized.
Lesson time: was poorly planned. I did not have time to give the third task from the planned ones, and not everyone managed to finish the second one. The pace of the lesson was moderate, the students reluctantly worked.
Psychological climate in the classroom: There was a friendly atmosphere among the students during the lesson. . Discipline was not violated At my request to go to the board, only one student responded, others lowered their eyes and reluctantly wrote examples in a notebook. The class was slow, not everyone listened to me. One student was arguing and copying his homework. Seeing this, I closed his notebook and put it aside. Then the student sat down at the computer.
Communicative and organizational literacy of the student:
In my opinion, the lesson was not conducted very well. The students did not immediately understand what they wanted from them.
Identified shortcomings and ways to overcome them: I did not have enough time to solve the third problem. The second task was interesting, but a bit confusing. It was hard to hear my speech from the last desk. Hence the conclusion: I need to manage the lesson time more competently and give a less complicated task for independent work. Louder and clearer to speak.
Analysis of extracurricular activities.
I chose this theme because International Women's Day was approaching. And I decided to write a script for the holiday and prepare a congratulatory presentation.
Goals:
- Creation of conditions for spiritual communication between children and parents;
- Contribute to the demonstration of the positive experience of raising children in the family;
- To form positive family values in children and parents.
Conduct form- contests.
Location- Mathematics class. The room was colorfully decorated. There was musical and multimedia accompaniment.
The students took an active part in the preparation of this event, they reacted responsibly to my instructions and their implementation. The event was scheduled for 1 hour and the time of this event did not go beyond its limits.
During the ongoing students actively participated in the events, but not in all competitions. The difficulty was caused by the competition "experts", apparently not all students knew the interests of their mothers. A tense atmosphere reigned in the hall, as everyone was worried about their teams.
The value of this event is to bring children closer to their mothers, improve their relationship and just give children and their mothers the opportunity to relax in this way.
Analysis of the work program of the teacher
- General information about the program :
1) Municipal educational institution "Secondary school No. 7 of Balashov, Saratov region"
2) Work program on informatics and ICT
4) Teacher: Chuprin Valery Vladimirovich
2. Analysis of the completeness of the representation of each structural element of the work program:
1) Title page:
Municipal educational institution "Secondary school No. 7 of Balashov, Saratov region"
Considered at a meeting of the methodological association, agreed by the deputy director for water resources management, Approved by the Director of the MOU secondary school No. 7.
Work Program in Informatics and ICT
Chuprin Valery Vladimirovich
G.Balashov
2011-2012 year
2) Explanatory note:
Municipal educational institution "Secondary school No. 7 of Balashov, Saratov region" Grade 9
Information processes, information technologies, information model, information bases of management
The relevance of the program is determined by the fact that the skills of using information technology tools, which are significant not only for the formation of functional literacy, the socialization of schoolchildren, but also for increasing the efficiency of mastering other academic subjects.
The subject "Informatics and ICT" is included in the educational area "Mathematics".
The objectives of the subject for each level of education:
1. Ability to work with various types of information using a computer
2. Raising a responsible attitude to information, taking into account legal and aesthetic aspects
3. Develop skills to use ICT tools in everyday life
The role of studying computer science is the development of thinking, the formation of the scientific worldview of schoolchildren.
- Mastering the knowledge that forms the basis of scientific ideas about information, information processes, systems, technologies and models.
- Mastering the skills to work with various types of information using a computer and other means of information and communication technologies, organize their own information activities and plan their results;
- Development of cognitive interests, intellectual and creative abilities by means of ICT;
- Raising a responsible attitude to information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
- Development of skills for using ICT tools in everyday life, in the implementation of individual and collective projects, in educational activities, and further development of professions that are in demand on the labor market;
The program is designed for 68 hours per year (2 hours per week);
Scheduled control work-6
Practical work-15;
Achievement assessment system: an integrated approach to assessing educational outcomes
The assessment system used in the school is focused on encouraging the student to strive for objective control;
3) Educational and thematic plan
|
lesson number |
Name of sections and topics |
Total hours |
||
|
Computer workshop |
Control and diagnostic materials |
|||
|
water lesson |
||||
|
1.1 Coding of graphic information 1.1.1 Spatial discretization 1.1.2 Bitmaps on the monitor screen 1.1.3 Color palettes in RGB, CMYK and HSB color rendering systems |
PR 1.1. Graphic information encoding |
|||
|
1.2 Raster and vector graphics 1.2.1 Raster graphics 1.2.2 Vector graphics |
PR 1.2. Image editing in GR |
|||
|
1.3 Interface and main features of graphic editors 1.3.1 Drawing graphic primitives in raster and vector graphic editors 1.3.2 Drawing tools of raster graphics editors 1.3.3 Working with objects in vector graphics editors 1.3.4 Editing images and patterns |
PR 1.3. Creating drawings in a vector graphics editor |
|||
|
1.4 Raster and vector animation |
PR 1.4. Animation |
|||
|
1.5 Coding and processing of audio information |
||||
|
1.6 Digital photo and video |
PR 1.6. Capturing a digital photo PR 1.7. Capturing and editing digital video |
|||
|
Test No. 1 |
Coding and processing of graphic and multimedia information |
|||
|
2.1 Encoding of textual information |
||||
|
2.2 Creating documents in text editors |
PR 2.1. Encoding of text information |
|||
|
2.3 Entering and editing a document |
PR 2.2. Insert formulas in a document |
|||
|
2.4 Saving and printing documents |
||||
|
2.5 Document Formatting 2.5.1 Character formatting 2.5.2 Paragraph formatting 2.5.3 Numbered and bulleted lists |
PR 2.3. Formatting PR 2.4. Creating lists |
|||
|
2.6 Tables |
PR 2.5. Inserting a table into a document |
|||
|
2.7 Computer dictionaries and machine translation systems |
PR 2.6. Text translation |
|||
|
2.8 OCR systems |
||||
|
Examination No. 2 |
Encoding and processing of text information |
|||
|
3.1. Encoding of numerical information 3.1.1. Representing Numerical Information Using the Number System 3.1.2. Arithmetic operations in positional number systems 3.1.3. Binary coding of numbers in a computer |
PR 3.1. Converting numbers from one number system to another using a calculator |
|||
|
3.2. Spreadsheets 3.2.1. Basic Spreadsheet Options 3.2.2. Basic data types and formats 3.2.3. Relative, absolute and mixed links 3.2.4. Built-in Functions |
IP 3.3 Creation of tables of function values in ET |
|||
|
3.3. Building charts and graphs |
PI 3.4. Diagramming |
|||
|
3.4. Databases in spreadsheets 3.4.1. Representation of the database in the form of a table and a form 3.4.2. Sorting and searching data in spreadsheets |
PR 3.5. Sorting and searching data in spreadsheets |
|||
|
Examination No. 3 |
Encoding and processing of numerical information |
|||
|
4.1. Algorithm and its formal execution 4.1.1. Properties of the algorithm and its executors 4.1.2. Human execution of algorithms 4.1.3. Execution of algorithms by a computer |
PR 4.1. Introduction to programming systems |
|||
|
4.2. Coding of the main types of algorithmic structures in object-oriented languages and algorithmic language 4.2.1. Linear algorithm 4.2.2. Branch programming in Pascal. Conditional operator 4.2.3 Solving problems with a conditional operator 4.2.4. Cycle programming. for loop 4.2.5 Solving problems using the for loop 4.2.6 Programming cycles. while, repeat..until loops 4.2.7 Solving problems using while, repeat..until loops |
||||
|
4.3. Variables: type, name, value |
||||
|
4.4. Arithmetic, string and boolean expressions |
||||
|
4.5. Functions in object-oriented and algorithmic programming languages |
||||
|
4.6. Fundamentals of Object-Oriented Visual Programming |
||||
|
4.7. Graphical features of the object-oriented programming language VisualBasic 2005 |
||||
|
Test work No. 4 |
Fundamentals of algorithmization |
|||
|
5.1. The world around as a hierarchical system |
||||
|
5.2. Modeling, formalization, visualization 5.2.1. Modeling as a method of knowledge 5.2.2. Material and Information Models 5.2.3. Formalization and visualization of models |
||||
|
5.3. The main stages of development and research of models on a computer |
||||
|
5.4 Construction and study of physical models |
||||
|
5.5 Approximate solution of equations |
||||
|
5.6 Chemical recognition expert systems |
||||
|
5.7 Object Management Information Models |
||||
|
Examination No. 5 |
Modeling and formalization |
|||
|
6.1. Information society 6.2 Information culture |
||||
|
6.3 prospects for the development of information and communication technologies |
||||
|
Test No. 6 |
Final |
|||
|
Repetition. Reserve time |
||||
|
Total: |
||||
4) Requirements for the level of preparation of students enrolled in this program
Know/Understand:
types of information processes; examples of sources and receivers of information;
units of measurement of quantity and speed of information transfer; the principle of discrete (digital) representation of information;
Basic properties of the algorithm, types of algorithmic constructions: following, branching, loop; the concept of an auxiliary algorithm;
software principle of computer operation;
the purpose and functions of the information and communication technologies used;
Be able to:
perform basic operations on objects: strings of characters, numbers, lists, trees; check the properties of these objects; execute and build simple algorithms;
operate information objects using a graphical interface: open, name, save objects, archive and unarchive information, use menus and windows, help system; take anti-virus security measures;
evaluate the numerical parameters of information objects and processes: the amount of memory required to store information; information transfer rate;
create information objects;
search for information using search rules (query building) in databases, computer networks, non-computer sources of information when performing assignments and projects in various academic disciplines;
use a PC and its peripheral equipment; follow the rules of safety and hygiene when working with an information and communication technology tool;
5) List of educational and methodological support:
The teaching of the course is focused on the use WMC, which includes:
— Informatics and ICT. Basic course: Textbook for grade 9 / N.D. Ugrinovich - 2nd ed., Rev. - M.: BINOM. Knowledge Laboratory, 2009. - 295 p.: ill. (recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions in the 10-11 academic year, order No. 822 dated 12/23/1009, recommended by the Ministry of Education of the Saratov Region for use in the educational process in the 2010-1011 academic year ; continues the continuity of the chosen line (grade 8 - the basic textbook "Informatics-8" by N.D. Ugrinovich)).
— N.D. Ugrinovich. Teaching the course "Informatics and ICT" in elementary and high school: A guide for teachers. - M., 2008.
Windows CD. Electronic manual on CD.
Equipment and devices:
- Personal Computer
- Projecto
I like
REPORT
in teaching practice
students of the Faculty of Philology
specialist. "Russian language and literature"
MGPI them. M. E. Evsevieva
I, .., in the period from October 18 to December 25, 2010 was in teaching practice at MOU No. 26 in 10 "a" class. This is a school with a humanitarian bias, so the teaching of philological disciplines is given the closest attention here.
The meeting with the school administration and the teaching staff brought me only positive impressions. The subject teacher and class teacher tried to provide me with all possible assistance in conducting lessons of the Russian language and literature, as well as two extra-curricular activities, and to carry out a psychological study of the group of students.
Of particular importance to me was a conversation with a subject teacher, during which she spoke about the peculiarities of preparing Russian language and literature lessons: for example, in Russian language lessons she distributes theoretical material into blocks, “diluting” with practical tasks; Literature lessons abound in clarity and are built on a problem-based basis. Attendance at the teacher's lessons was also productive. It was noticeable that the students were already accustomed to such a construction of classes, and it was easier for me to prepare such lessons in which they would be comfortable working.
I completed the teaching practice plan in full: I conducted a total of 20 training sessions (6 lessons of the Russian language and 14 lessons of literature), extracurricular activities, and also replaced the class teacher and carried out research activities to identify the socio-psychological characteristics of the group of students entrusted to me class. For each lesson, I carefully prepared, studied the work program in subjects, the best practices of language teachers and scientific literature on a specific topic; she made a script for extra-curricular activities and prepared for them together with schoolchildren. I consider the quality of the classes I conducted to be quite high: this is evidenced by the cognitive interest that the students of the class showed in them, and the feedback from the teachers who attended them. There were no particular problems with discipline in the lessons either, since I tried to select interesting educational material and use a variety of methods and techniques for working with it in the classroom.
The main difficulties in preparing for the lessons were related to the breadth of their topics, which were formulated by the teacher. It turned out to be difficult to pack all the planned material in 45 minutes, especially since, as a rule, the texts of works of art were not read by the children. Therefore, part of the material always “disappeared”, and I had to leave it for independent acquaintance. In the preparation of extracurricular activities, when I put all the emphasis on the independent work of students working in groups, there were many inconsistencies and even conflicts, because schoolchildren repeatedly showed inertia, indiscipline, lethargy in extracurricular work. They turned out to be absolutely unaccustomed to group, collective activity. I didn't get much help from the teachers either. Therefore, I did not manage to achieve coherence in the work of the team. In the future, more attention should be paid to the motivational component in the organization of any student activity.
Methodists from the Institute provided invaluable support to me. It was they who told me what educational and methodological and reference literature to use, what methods and techniques to choose, what the children would like, and what, on the contrary, would spoil the lesson.
As part of the lessons, I often used creative tasks (mini-essays, creating illustrations for a work of art, verbal drawing, etc.), which the students were always very happy about and responded to well. A creative approach in working with students, in my opinion, increases their cognitive interest in the subject and learning in general.
Throughout the practice, I tried to show myself exclusively as a thoughtful, responsible teacher, with a broad cultural outlook, high speech culture and a solid theoretical knowledge base, as an attentive, responsive, disciplined person. I also tried, first of all, to find emotional contact with the students, so that our interaction within the framework of the educational process would be as comfortable and effective as possible. In addition, learning more and more about each student, I tried to find an individual approach to each of them, I always paid attention to their speech culture, the level of which in the future will become the “calling card” of each of them as a professional and a person. It was possible to find an approach to the "difficult" students, although there was still relatively little time. With the parents of the students, except for the announcement of the results of the current performance at the meetings, I did not do any work.
I have no special comments on the organization of teaching practice. I emphasize that teaching practice has become an important stage in my professional self-determination. She showed me that I was not mistaken in choosing my profession, that the hard work of a teacher is close to me and that I am ready in the future, after graduation from the university, to continue my professional and personal growth in this area, striving to become a highly qualified specialist. Working with a children's team is quite difficult, but the joy of communicating with children, their willingness to meet the needs of a person who puts a lot of effort and work into their development is enormous. If I have to connect my future with pedagogical activity, I will definitely take into account the mistakes that I made in the framework of this practice, and I will try to correct them.
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REPORT ON PEDAGOGICAL PRACTICE
I, ..., had a teaching practice at the Municipal Educational Institution No. 26 in Saransk.
This educational institution has two ninth grades, 23-26 students each. The Russian language is taught according to the traditional programs of the authors M. T. Baranov, T. D. Ladyzhenskaya and others and the textbooks of the named authors, literature is taught according to the program edited by V. Ya. Korovina (grades 5-11). This gymnasium is characterized by an in-depth study of the subjects of the humanities cycle in certain classes. For this purpose, additional teaching aids are used.Pedagogical practice took place from October 18 to December 25, 2010.
During my teaching practice, I taught a total of 20 lessons (6 lessons of the Russian language and 14 lessons of literature). Extra-curricular activities were also held during the internship. In addition, I performed the duties of a class teacher at 9 "a": I spent the planned class hours, checked notebooks in Russian language and literature, diaries and graded.
My first impressions of the educational institution, school administration, teachers were only positive. Throughout the practice, both teachers and methodologists provided me with significant assistance in preparing lessons, events, helped with educational and methodological literature, advised how best to build lessons, what assignments should be trusted to the children. Methodists from the institute were also always there and suggested how best to proceed in this or that case. The language teacher provided me with invaluable help: she carefully edited all the lesson notes, made the necessary critical remarks, and told a lot about the features of the class entrusted to me. The necessary documentation and manuals were issued to our group of trainees, requests for the technical equipment of the lessons were also not left without attention.
The first impressions of the class were also positive: the guys seemed to me cheerful, active, proactive, responsible, disciplined. First impressions were not deceptive: the guys answered well at almost every lesson, carefully completed my assignments, always offered something new, something of their own. There were no "difficult" students in this class. Contact with the class was established almost immediately. I think that this is due to my desire to make friends with the guys, to become their helper and friend.
The main goal that I set for myself was to gain experience in teaching the Russian language and literature to middle-level students, to attract students' attention to the lessons of the Russian language and literature, to develop the necessary language and speech skills in them, to develop thinking, attention and memory, to cultivate a culture of communication , interest in the topics studied, broadening one's horizons. The goals set helped to implement the methods and techniques of developmental learning, problem-based learning: heuristic conversation, creating problem situations, using diagrams and tables, drawing on information from popular science literature. Of the creative tasks, I most often used mini-compositions, as well as thinking over the scenery for a particular film based on a work of art. Students always respond well to such forms of work with them.
I tried to follow student-centered learning, use an individual and differentiated approach: I offered individual and variable tasks, additional tasks for students who showed interest and quickly coped with the work.
However, there were many difficulties. As for the lessons, it was difficult for me to guess how long it would take to complete each exercise, so often the lesson script turned out to be crumpled. I wanted to include as many students as possible in extracurricular activities, but some of them turned out to be helpless in this regard: for example, by the class hour devoted to career guidance, they picked up too difficult tests, which made the class hour long and seemed too tiring to the students. However, the tasks of team building were implemented: after all, most of the students wanted to help and helped each other, feeling personal responsibility for the common cause.
Extracurricular activities included not only the preparation and holding of events, but also the organization of school duty, holding parent-teacher meetings. Since this is not my first teaching practice, I did not experience any particular difficulties in this.
Teaching experience has taught me a lot. Thanks to the friendly atmosphere in the teaching staff of the school, I felt free, I wanted to try and implement a lot of what we were taught in the classroom at the university. Thanks to the help of methodologists and teachers, I managed to overcome shyness and constraint, to be more attentive in the classroom, to combine different forms of work in order to achieve my goals. I have no special comments on the organization of practice. Wish: to ensure the passage of all pedagogical practices for a student in one educational institution, this will greatly facilitate the fulfillment of such a responsible task for us.
Time always flies by unnoticed, especially when a person is busy with interesting work. So my teaching practice in the fifth year has imperceptibly come to an end. Am I satisfied with the quality of my lessons? In general, yes. Of course, these were my first literature lessons, I still lacked experience, but with each lesson I felt more confident in the place of the teacher, I always tried to give the children all the material that was planned by the literature program, I tried to introduce new and original into the structure of each lesson teaching methods that enhance the cognitive interest of students and contribute to easier assimilation of the material.
It is important for each teacher to work on himself, on the methodology of teaching his subject, to analyze every detail in teaching. Only by constantly analyzing your professional activities, correlating the goal and the result, evaluating the integrity of each fragment of the educational process, you can increase the effectiveness of lessons and become a successful teacher.
For two months, I became very friends with the guys 11 "A". Together with their class teacher, we kept order in the classroom, the fulfillment of the instructions of the children, supervised the duty, helped the children prepare for extra-curricular school-wide activities. Periodically, I checked student diaries. Together with the class teacher, I held a parent meeting on the beginning of the new school year, preparing the class for the graduation ball, as well as paid excursions to museums, going to the cinema, and so on. On my own, I held a career-guidance conversation in the classroom “Time to Choose a Profession”, during which I spoke about the right strategy for choosing a future profession, and also briefly spoke about my university and the faculty where I study. I also held an event for grades 10-11 "Computer: enemy or helper?" I believe that with a certain level of computerization of the life of modern society, this event turned out to be very useful for children of this age. As a result, they made the right conclusions for themselves about the dangers of the computer. My recommendations for working with 11 "A" class: work on the cohesion of the team in the class, on the development of cognitive interest, creative abilities of children, to focus on a healthy lifestyle.
In conclusion, I would like to express my gratitude to those who organized the possibility of my internship at school No. 30. And also my big thanks to the teacher of Russian language and literature Bevzenko Irina Viktorovna and class teacher of class 11 "A" Elena Vladimirovna Gorokhova, who helped me, taught me and directed my activities in the right direction during these two months! I was very pleased to work with them. Thus, at School No. 30, I not only got a good experience in teaching literature and class management, but also met interesting people. Memories of teaching practice in the fifth year will remain with me for a long, long time.