Main tasks high school is to improve the quality of training of specialists, develop their creative abilities, initiatives and the need for constant updating and expanding their knowledge.
Concerning great importance in the improvement of educational, educational and research processes has a research work (R&D) of students.
The purpose of the course is to introduce students to the basics of research in history, develop research skills and prepare them for writing essays, term papers and theses, as well as for further independent research activities.
Course objectives.
As didactic material in this discipline, the educational and methodological complex itself, recommended lists of basic and additional literature, lecture notes act.
Upon completion of the course, the student must:
- to master: means and methods of performing research work;
– know: methods and procedures for working with diverse arrays of scientific information, with scientific literature; current standards and rules for preparing scientific manuscripts for publication
– to develop: the skills to correctly present the results of their own scientific research and the ability to reasonably defend and justify the results obtained.
To qualify for a course, a student must:
– competently answer questions during seminars, complete tasks formulated by the teacher, defend the abstract, taking into account the requirements for its design.
Types of educational work: workshops
offset
AGE PSYCHOLOGY
Subject, object and methods of psychology. The place of psychology in the system of sciences. The history of the development of psychological knowledge and the main directions in psychology. Individual , personality, subject, individuality. Mind and body. Mind, behavior and activity. Basic functions of the psyche. The development of the psyche in the process of ontogenesis and phylogenesis. Brain and psyche. The structure of the psyche. Relationship between consciousness and the unconscious. Main mental processes. The structure of consciousness. cognitive processes. Feeling. Perception. Performance. Imagination. Thinking and intelligence. Creation. Attention. mnemonic processes. Emotions and feelings. Mental regulation of behavior and activity. Communication and speech. Psychology of Personality. Interpersonal relationships. Psychology of small groups. Intergroup relations and interactions.
Types of educational work: lectures, seminars
The study of the discipline ends offset
REGIONAL STUDIES
The total complexity of studying the discipline is 3 credit units (108 hours).
Goals and objectives of the discipline
The purpose of studying the discipline is to give the general theoretical foundations of knowledge about regional studies as a science, to form an idea of the patterns of development of integral territorial entities that have a socio-cultural code at the macro-regional, country and sub-regional levels.
The tasks of studying the discipline are to give a systematic vision of the modern problems of regional development in the context of globalization and localization.
Basic didactic units (sections):
Section 1 - "Theoretical foundations of regional science" involves the study of general theoretical ideas about regional studies and the role of various factors in the regional differentiation of the world;
Section 2 is devoted to the specifics of the main cultural and historical macro-regions of the world and regional policy in these regions.
As a result of studying the discipline, the student must:
know: the main characteristics of the multi-level content of the concept of "region", its structural and functional parameters from the standpoint of systemic, interdisciplinary, multi-paradigm approaches; features and results of the socio-economic and socio-cultural development of the regions;
be able to: understand, critically analyze and present historical information; navigate in the regional source base and historiography; apply scientific methods in the study of objects of professional activity; analyze socially significant problems and processes; to analyze works on domestic regionalism from the point of view of not only specific content, but also conceptual settings
possess: the skills of regional studies analysis, the ability to treat historical heritage and cultural traditions with respect and care, tolerantly perceive social and cultural differences; the ability and willingness to understand the driving forces and patterns of the historical process, the place of the individual in the historical process, the political organization of society; own humanistic values for the preservation and development of modern civilization.
Competences of the student, formed as a result of mastering the course: OK-1, OK-2, OK-5, OK-6, OK-8, OK-9, OK-10, OK-11, OK-12, PC-1, PC -4, PC-5, PC-6, PC-7, PC-10, PC-12, PC-14, PC-15 Federal State Educational Standards in the direction of preparation History, qualification (degree) "Bachelor".
Types of educational work: lectures, seminars
The study of the discipline ends exam
HISTORY AND THEORY OF WORLD CULTURE (CULTUROLOGY)
Structure and composition of modern cultural knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and history of culture. Theoretical and applied cultural studies. Methods of cultural research. Basic concepts of cultural studies: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communications, cultural values and norms, cultural traditions, cultural picture of the world, social institutions cultures, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and mass culture. Eastern and Western types of cultures. Specific and "middle" cultures. local cultures. The place and role of Russia in world culture. Tendencies of cultural universalization in the world modern process. Culture and nature. Culture and Society. culture and global problems modernity. Culture and personality. Enculturation and socialization.
Types of educational work: lectures, seminars
The study of the discipline ends offset
JURISPRUDENCE
State and law. Their role in society. Rule of law and normative-legal acts. The main legal systems of modernity. International law as a special system of law. Sources of Russian law. Law and regulations. The system of Russian law. Branches of law. Offense and legal responsibility. Importance of law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the fundamental law of the state. Features of the federal structure of Russia. The system of public authorities in the Russian Federation. The concept of civil law. Individuals and legal entities. Property rights. Obligations in civil law and responsibility for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Family law liability. Employment contract (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative responsibility. The concept of crime. Criminal liability for committing crimes. Environmental law. Features of legal regulation of future professional activity. Legal basis protection state secret. Legislative and normative-legal acts in the field of information protection and state secrets.
Types of educational work: lectures, seminars
The study of the discipline ends offset
POLITICAL SCIENCE
Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, socio-cultural foundations, historical dynamics. Modern political schools. Civil society, its origin and features. Features of the formation of civil society in Russia. Institutional aspects of politics. Political power. Political system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. political technologies. Political management. Political modernization. Political organizations and movements. political elites. political leadership. Sociocultural aspects of politics. world politics and international relationships. Features of the world political process. National-state interests of Russia in the new geopolitical situation. Methodology of cognition of political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting.
Types of educational work: lectures, seminars
The study of the discipline ends offset
HISTORY OF SIBERIA
Goals and objectives of studying the discipline
Siberia is a huge region that plays a significant role in the history of Russia, attracting the attention of the world community. Therefore, the study of the history of Siberia is a necessary component in the preparation of a bachelor of history. Knowledge of the history of Siberia is necessary for both a teacher and a scientist, especially if he will live and work in Siberia. the purpose of studying the discipline is the formation of theoretical knowledge about the historical process of the development and development of Siberia, as an integral part of the History of Russia from antiquity to the present day. The material of the discipline allows you to deeply work out, consider from new positions and consolidate previously acquired knowledge. On the other hand, when studying the course, students receive a significant amount of special knowledge that can be useful in many areas of teaching, research, cultural and educational, organizational, managerial, sightseeing and tourism activities.
The purpose of teaching discipline
In area learning
Preparation of a special professional (at the bachelor's level) in the field of fundamentals of humanitarian, social, economic knowledge, education, which allows the graduate to work successfully in the chosen field of activity, to possess universal and subject-specialized competencies that contribute to his social mobility and stability in the labor market.
In area personality education the purpose of teaching the discipline is:
Education of morality, development of a general culture, creative abilities, organization, diligence, communication, tolerance, independent thinking, citizenship, purposefulness, social adaptation.
The tasks of studying the discipline
Obtaining an idea of the source, historiographical and material base of the discipline and consolidating the skills of working with it;
Development of skills in working with databases and information systems, in the preparation and processing of analytical information
Study and consolidation of understanding of the main trends of the historical process in Siberia;
Expanding the students' historical horizons, identifying regional features of the manifestation of the general patterns of the Russian historical process;
Developing the skills of a scientific approach to learning historical processes and research activities, mastering the methods of scientific knowledge, analysis and generalization of the results of scientific research based on modern interdisciplinary approaches;
Contributing to increasing the efficiency of mastering by students of an integrated block of related disciplines;
Assimilation by students of the main methods and approaches in teaching the discipline;
Formation of value orientations in the course of acquaintance with historically established cultural, religious, ethno-national traditions;
Education in students of personal humanistic qualities, patriotism, respect for the history and traditions of our country, for human rights and freedoms, democratic principles of public life.
Interdisciplinary communication
To study this discipline, students need to take the following courses: "Ethnography", "History of the peoples and regions of Russia", "History of Russia". "History of Siberia" is a special course that complements and develops the knowledge gained in the above disciplines. The basic course for studying the "History of Siberia" is the "History of Russia"
Types of educational work: lectures, seminars
The study of the discipline ends test/exam
INFORMATICS
The concept of information, a general description of the processes of collecting, transmitting, processing and accumulating information; technical and software tools for the implementation of information processes; models for solving functional and computational problems; algorithmization and programming; high-level programming languages; Database; software and programming technologies; local and global computer networks; basics of information security; information security methods; computer practice.
Types of educational work: workshops
The study of the discipline ends offset
INFORMATION TECHNOLOGY
Goals and objectives of the discipline
The purpose of the course is to provide a sufficient and necessary level of theoretical knowledge and skills of their application in solving practical problems of working with information technology.
The objectives of the course are to study the theory and practice of applying information technologies, developing students' skills independent work with modern office technologies.
The place of discipline in the structure of the OOP
The discipline "Information Technology" is intended for students of higher educational institutions studying in the specialty 034700.62 "Documentation and Archiving" undergraduate
The discipline "Information Technology" refers to the basic part of the Mathematical and natural science cycle of disciplines. It is studied in II and semesters in the amount of 108 hours (3 credits).
To study the discipline, students must have theoretical knowledge and practical skills in the field of computer science, have basic skills in handling computer equipment.
Logistics of discipline
Computer class equipped with a projector for electronic presentations and a screen connected to the Internet. All computers must be connected to each other in a single internal network and equipped with specialized software.
1. Introduction
2. Classification of information and information technologies
3. Technologies for entering information into the communication process
4. Technology for organizing and supporting computer networks
5. Information technologies for information transfer
6. Technologies of analytical information processing
7. Technology of organizing information and reference systems
8. Demo (multi-media) tools
9. Specialized information technologies
10. Information storage technologies
11. Methods for calculating technical and economic efficiency and justification for the choice of software and hardware
As a result of studying the course, the student must:
know:
professional terminology, legislative and regulatory framework governing the use of information technology in the activities of organizations;
types of information technologies;
operating principles and design features various technical controls, their technical and operational characteristics;
the basics of the feasibility study of the technical equipment of the workplaces of managerial personnel;
principles of organization of work with the use of information technology.
be able to:
organize a workplace to perform work using the latest software and hardware;
own:
skills of independent work with information technologies used in the activities of modern organizations.
Competences of the student, formed as a result of mastering the course: (OK-1); (OK-2); (OK-4); (OK-6); (OK-7); (OK-9); (OK13); (OK-15); (PC-1); (PC-2); (PC-3); (PC - 4); (PC-5); (PC-7); (PC-8); (PC-9); (PC-10); (PC-11); (PC -12); (PC-13); (PC-14); (PK-15); (PC-17); (PC-19); (PK-21); (PK-23); (PK-25); (PK-26); (PK-36); (PK-37); (PK-38); (PK-41); (PK-43); (PK-44); (PK-47).
Types of educational work: lectures, practical classes
The study of the discipline ends offset
MATHEMATICS
Geometry of Euclid as the first natural science theory; axiomatic method; the main stages of the formation of modern mathematics; the structure of modern mathematics; main features of mathematical thinking; mathematical proofs; elements, sets, relations, mappings; numbers; combinatorics; finite and infinite sets; basic structures on the set; non-Euclidean geometries; geometry of micro- and macroworld; basic ideas of mathematical analysis; differential equations; general setting decision making tasks; mathematical methods in purposeful activity; random mathematics; elements of probability theory; basic concepts of mathematical statistics; mathematical methods for testing hypotheses; the role of mathematics in the humanities.
Types of educational work: lectures, seminars
The study of the discipline ends offset
Scientific discoveries, new theoretical knowledge, based on the needs of their commercialization, move into the phase of applied research, including the stages of exploratory research and research work. This is preceded by strategic decisions of a special generation, thanks to which the latest generation of innovative processes develops. Somewhere in the middle stage of R&D, there is a watershed line between scientific thought and market and social needs. Innovation, on the other hand, ensures a shift of embodied scientific knowledge to the right, during which the R&D project is transformed into an investment and innovation project.
History of the development of scientific activity
Any kind human activity associated with the implementation of a productive or reproductive function. A productive function is realized through an activity aimed at obtaining a subjectively perceived or objectively evaluated new result. Examples are an innovative project, invention, scientific discovery etc. The reproductive function is associated with the reproduction of a person, copying his own activities or the activities of other people. Examples of this type can be: the function of procreation, the performance of production operations, business processes and processes of the social and social structure.
Research activity (R&D) is inherently productive and also has the features of a project-organized system. Consequently, it is characterized by all the significant features of the organization and a certain methodology and implementation methodology are inherent. With this in mind, your attention is invited to the model of the two-component structure of the NIA, presented below. In connection with the design type of the NID device, it, like any project, goes through the following phases.
- Design. The result here is a scientific hypothesis, a model of a system of new knowledge, a work plan.
- Conducting research in order to test the proposed scientific hypothesis.
- Summing up and rethinking the results obtained to build the following hypotheses and test them in the course of setting new design tasks.
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The current state of culture and the level of development of scientific research did not arise from scratch, it was preceded by a long genesis of scientific creativity. Science arose along with other forms of perception, comprehension of reality, and even much later. We are talking about the religious outlook on the World, art, aesthetics, ethics and philosophy. It can be assumed that in the history of mankind, science originated about 5 thousand years ago. Sumer, Ancient Egypt, China, India - these are the civilizations where protoscience was formed and gradually began to develop, so to speak. The great names of the titans of thought have reached contemporaries and are personified with major milestones of this thorny path, among them:
- ancient Greek thinkers Aristotle, Democritus, Euclid, Archimedes, Ptolemy;
- scientists of the early Middle Ages of Persia and Asia Biruni, Ibn Sina and others;
- the scholastics of the Middle Ages in Europe Eriugen, Thomas Aquinas, Bonaventure, etc.;
- alchemists and astrologers of a later era of the period of the Great Inquisition.
Since the XII century, universities began to emerge as scientific and educational centers, known to this day, in such European cities like Paris, Bologne, Oxford, Cambridge, Naples. Closer to the end of the Renaissance, during the Late Renaissance, geniuses appeared in Italy and England, raising the "banner of scientific craft" to new heights. Bright "diamonds" sparkled on the scientific Olympus: Galileo Galilei, Isaac Newton and others. The replacement of the feudal system by the bourgeois one led to an unprecedented development of science. In Russia, the same processes went on as usual, and the names of Russian scientists are deservedly inscribed in the World Chronicle:
- Mikhail Lomonosov;
- Nikolay Lobachevsky;
- Pafnuty Chebyshev;
- Sofia Kovalevskaya;
- Alexander Stoletov;
- Dmitry Mendeleev.
From the middle of the 19th century, the exponential growth of science and its role in the social structure began. In the 20th century, one scientific breakthrough began to be replaced by another; scientific and technological revolution began in the 1950s. At the current moment, during the transition of world civilization to the 6th technological order, it is customary to talk about the symbiosis of science and business, expressed in a mature innovative type of development of the economy of Western states and some countries of the 3rd World, although in fact the 2nd World is no longer over 25 years.
The essence of the concept of research
Research activities are divided into three large sequential and parallel blocks: fundamental research, applied research and development. The purpose of fundamental research is to discover, study new laws, natural phenomena, expand scientific knowledge and establish its suitability in practice. These results, after being theoretically consolidated, form the basis of applied research, which is aimed at finding ways to use laws, finding and improving the ways and means of human activity. In turn, applied scientific research is divided into the following types of research and work:
- search;
- research;
- experimental design.
The goals and objectives of research work (R&D) are specific results expressed in the creation of new pilot plants, models of equipment, instruments, fundamentally new technologies. The formulated problem is the central source of R&D. A problem is understood as a contradiction (uncertainty), which is established in the process of cognition of a particular phenomenon. Elimination of this contradiction or uncertainty is not possible from the standpoint of existing knowledge. Based on the scientific method and from the point of view of the dialectical approach in philosophy, the problem is formed as a contradiction that has arisen within the framework of the whole.
Taking into account the direction of research, several types of problems can be distinguished, which serve as one of the grounds for classifying the types of research work.
- The scientific problem is the contradiction between knowledge about the needs of society and ignorance of the ways and means of satisfying them.
- A social problem is an established contradiction in the development of social relations and individual elements of the social system.
- A technological problem is a contradiction (uncertainty) that arises during the creation of technologies, which cannot be eliminated on the basis of the current technological concept.
By analogy with the problems mentioned above, it is quite simple to formulate the concept of managerial and market problems, which, together with the technological problem and a number of difficulties social character allows innovation. Innovative inventions serve to eliminate such problems, and the first step innovation process perform R&D. GOST 15.101-98 is the basic regulatory document that defines the essential characteristics of research and development and their content, requirements for organization, sequence of implementation, related workflow and reporting. An extract from this standard with the basic concepts of R&D is given below.
Extract from GOST 15.101-98, entered into force on 01.07.2000
The key document for launching research work is the TOR for research and, if the customer is present, the contract for the performance of work concluded between the customer and the contractor. In chapter " General provisions» standard describes what requirements must be included in the terms of reference for R&D without fail. The document "Terms of Reference" or the corresponding Annex to the contract is prepared on the basis of the following information elements:
- description of the object of study and requirements for it;
- functional composition of a general technical nature in relation to the objects of study;
- a list of theories, regularities, physical and other effects that make it possible to formulate the principle of operation of the subject of study;
- proposed technical solutions;
- information about the resource components of R&D (potential of the contractor, required production, material and financial resources);
- marketing and market information;
- expected economic effect.
Methodological aspects of research
Before we move on to the analysis of the structure of research work, we will once again return to the question of the classification of R&D. Classification features can be:
- the nature of the connection with production;
- importance for the country's economy;
- sources of financing;
- type of research worker;
- level of problem with associated types of scientific management units;
- the degree of involvement in the innovation process.
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Although, from the position of innovation, R&D is not often used in fundamental research, nevertheless, this practice is also gaining ground, including in large corporate research centers of the Russian Federation. Take, for example, pharmaceuticals, the automotive industry, which is actively moving towards the creation of unmanned crews and electric vehicles that can compete with internal combustion engines, etc. Let us turn to the consideration of the sequence of research activities and outline the main stages of research. They differ in composition from the stages of the R&D process and consist of eight stages of research work.
- Formulation of the problem, topic, purpose and objectives of research.
- The study of literary sources, the implementation of research, preparation for technical design.
- Carrying out work on technical design in several versions.
- Development and feasibility study of the project.
- Implementation of working design.
- Creation of a prototype with subsequent production tests.
- Development of a prototype.
- Tests with the participation of the state acceptance committee.
In turn, the R&D process consists of six typical stages.
- Clarification of the problem, choice of research direction, formulation of its topic. Start of work on planning research work, drawing up technical specifications, preliminary calculations of economic efficiency.
- Formulation, setting goals and objectives of research based on selected literature, bibliography, patent research, annotations and abstracting of sources, analysis of the information received. At this stage, the terms of reference for R&D are finally agreed and approved.
- The stage of theoretical research, during which the essence of the phenomenon under consideration is studied, hypotheses are formed, models are created, their mathematical justification and analysis.
- Experimental studies with their own structure of methodological development, planning and execution. The direct conduct of a series of experiments ends with the issuance of a conclusion based on the processing of the results of experimental studies.
- Analysis and presentation of research results, preparation of a report on research work. The analysis involves: terms of reference for research, theoretical conclusions, models, experimental results. Hypotheses are confirmed or refuted, formulated scientific findings as the most important aspect research report, the theory is being developed.
- The stage of introducing the results of research into production, the formation of prerequisites for the commercialization of the innovation being created, the transition of an innovative project to the R&D stage.
Stage of experimental studies
The theoretical stage of research is a separate subject area with its own specifics. And it is obvious that the formulated theoretical conclusions must be confirmed by experiment, which is one of the key parts of scientific research. It is understood as a set of actions aimed at creating necessary conditions, allowing to reproduce the studied phenomenon in the purest undistorted form. The purpose of the experiment is to test the hypotheses under consideration, to test the properties of the objects of study, to test the conclusions of the theory.
The methodology of experimental research is determined by the purpose of this stage of research and the type of experiment used. Experiments differ in many ways: goals, methods of forming the conditions for execution, types of organization of the conduct. The grounds for their classification can also include the nature of external influences on the object of study, the type of model studied in the experiment, the number of variable factors, etc. Among the specific types of experimental studies, the following stand out.
- Natural and artificial types of experiments.
- Ascertaining experiment.
- Search experiment.
- control experiment.
- Decisive experiment.
- Laboratory and full-scale types of experiments.
- Mental, informational and material types of experiments.
- Technological and computational experiments.
Appropriate experimental methods are applied to each of the above species. But whatever method is chosen, due to the uniqueness of each such work, in any case, it is necessary to clarify or even re-develop the methodology for its implementation. In doing so, it is necessary to provide:
- resources for preliminary observation of the object under study;
- selection of objects for the experiment with the exclusion of the impact of random factors;
- ensuring systematic monitoring of the development of a process or phenomenon;
- selection of measurement limits;
- systematic registration of measurements;
- creating situations that complicate the experiment;
- creation of conditions for the transition from empirical experience to analysis, logical generalizations and synthesis in support or refutation of theoretical assumptions.
At this stage of research, among the work performed, the following stages of experimental research are distinguished.
- Formulation of the purpose and objectives of the experiment.
- Choice of experimental area, variable factors, mathematical model of data presentation.
- Planning of experimental activities (development of a methodology for conducting, justification of the scope of work, number of experiments, etc.).
- Description of the experiment and organization of its implementation (preparation of models, samples, equipment, measuring instruments, etc.).
- The actual experiment.
- Checking the prerequisites of a static nature to obtain the correct data and the primary processing of the results.
- Analysis of the results and comparison with the hypotheses of the theoretical stage.
- Preliminary conclusions and correction of theoretical generalizations.
- Appointment and conduct of additional experiments.
- Formulation of final conclusions and recommendations on the use of the information obtained.
We conclude this article on the basics of research work - the first stage of a fully deployed innovation project. It is high time for a modern project manager to turn "Terra Incognita" R&D into a completely understandable and clear process. This is due to the fact that this is an inevitable global trend. And although not every company is able to afford its own science, but to imagine how a scientific product arises, it becomes more and more important for business and its representatives every day.
Municipal budgetary educational institution
Lyceum No. 1, Kostomuksha, Republic of Karelia
"Agreed" "Accepted" "Approved"
At a meeting of the Ministry of Education of the Pedagogical Council, order for school No.
Minutes No. Minutes No. dated "__" _______ 2012
"__" ______ 2012 "__" ______ 2012 Director
Head of the Ministry of Defense Director Shemyakina T.P.
WORKING PROGRAM of the elective course "Fundamentals of research work"
Grade 9
for 2015 - 16 academic year
Teacher: Nerobova Maria Sergeevna
Explanatory note
In the conditions of modernization of the education system, one of the main tasks of the school is the formation of key competencies of students. The competence-based approach involves the formation of the intellectual and research culture of schoolchildren, the creation of conditions for self-determination and self-realization of the child's potential in the learning process.
In accordance with the directions of the school's work, determined by the Concept of profile education, the elective course "Introduction to Research Activities" allows students to get acquainted with the theory and practice of organizing research activities in the educational process and in extracurricular activities, equip them with methods of knowledge and form cognitive autonomy.
Every child is gifted by nature with a propensity to learn and explore the world around him. The implementation of the course program allows you to improve this inclination, contributes to the development of relevant skills, instills in schoolchildren a taste for research, involves the active participation of schoolchildren in research activities in the chosen profile in order to expand their knowledge and deeper assimilation educational material.
Program goal: to acquaint schoolchildren with the theory and practice of organizing research work, to promote creative development budding researchers.
Program objectives:
· to form in students a sense of the significance of scientific research, an understanding of the role and significance of domestic science and the scientific school;
equip students with theoretical knowledge about various forms organization of research activities of students;
· to form the basis of practical skills in the organization of research work.
Organization of the educational process
The program of the elective course is designed for 35 hours. It consists of two sections: "Methods of scientific research" - 18 hours and "Organization of scientific research" - 17 hours. The program has a practice-oriented orientation, the forms of classes are varied: seminars, workshops, trainings, etc. The number of hours and the volume of the studied material allow us to adopt a pace of progress along the course that corresponds to the age of 9th grade students. Development and consolidation of basic skills and abilities is carried out in the performance of practical tasks.
The formation of the most important skills and abilities takes place against the background of the development of mental activity, as schoolchildren learn to analyze, notice the essential, notice the general and make generalizations, transfer known techniques to non-standard situations, and find ways to solve them.
Attention is paid to the development of speech: students are invited to explain their actions,
out loud, express your point of view, refer to known rules, facts, express
guessing, suggesting solutions, asking questions, speaking in public.
In order to introduce students to work with literary sources, catalogs, principles of compiling a bibliography, etc. a visit to the library is organized. There is a development not only of practical skills in organizing research activities of students, but also general educational skills. Abstracting and research activity of students allows satisfying their individual needs and interests, identifying their individual capabilities, i.e. personalize learning as much as possible.
The final form of control, bringing the study of the course to its logical conclusion,
students are expected to complete their research, write a research paper, abstract, project and subsequent presentation of students at a scientific and practical conference.
The program contains a list of literature on the proposed topics.
Requirements for the level of assimilation of educational material
As a result of studying the program "Fundamentals of Research Work", students should know and understand:
— the role of science in the life of society;
- the teachings of V.I. Vernadsky about the noosphere;
- outstanding Russian scientists in various fields of science and their achievements;
— principles of scientific thinking;
– methods of scientific research and knowledge of natural and humanitarian sciences;
- the main types of research papers, the components of their content and writing rules.
Be able to:
— plan and conduct observations and experiments;
- write a review, review, annotation;
— organize and conduct research work;
- to draw up research work;
- be able to work with popular scientific literature.
« Introduction to scientific- research activities of students» (35 hours)
Scientific research methods(18 h)
1. Science and scientific outlook. The difference between science and other phenomena of the spiritual life of man. The difference between scientific knowledge and ordinary, pseudoscientific, parascientific. View of V.I. Vernadsky. The place of science in the spiritual life of society. Principles of scientific thinking. Explanatory and descriptive in science. Can there be two theories explaining the same facts. Facts and their interpretation. criterion of truth. Proof of. Scientific
2. Humanitarian and natural Sciences. Rapprochement of sciences. Teachings of V.I.Vernadsky about the noosphere.
3. The main types of research work: annotation, report, synopsis, abstract, review, research work, theses, review. Components of the content of each type of work, content requirements, stages of work on the abstract, design requirements, evaluation criteria.
Workshops: “Make an annotation of an article, a book; write a review on the abstract"; "Prepare an abstract of the article."
4. Methods of scientific research: theoretical and empirical. Induction and deduction. Analysis and synthesis. Comparative analysis. Comparative analysis rules. Synectics. Method of analogies: types of analogies direct analogy, personal, fantastic, symbolic. Basics of modeling: mathematical and technical modeling. Static and dynamic models. Graphic methods: types of graphs, methods and rules of use. Diagrams and their types. Method of expert assessments. Organization and implementation of the method of expert assessments. Content - analysis. Scaling. Types of measurement scales. Brainstorming method: the history of the method; options, main stages, rules for brainstorming.
5. Observation. The main tasks of observation. Observation conditions. Disadvantages of the observation method. Classification of observations. Organization and conduct of scientific observation.
Practical lesson:
6. Experiment. The role of experiment in science. Types of experiment. Experiment planning. The main tasks of observation. Experiment and observation, their difference. Requirements for the preparation of the experiment. Methods for registering the results of an experiment.
7. Work with literary sources. Principles and methods of working with directories. Principles of compiling a bibliography. Methods of studying literary sources using rational methods of working on the text. Rules for the design of bibliographic references.
(17 h)
1. Scientific research. Types of research work: abstract, practical, experimental. Choosing a topic and justifying its relevance.
Object and subject of research.
The concept of the goals and objectives of scientific research. Hypothesis in scientific research.
Practical lesson:"Selecting a topic and justifying its relevance"
2. The structure of the research work: introduction, main part, conclusion. Examination of samples and familiarity with the structure of scientific papers.
Practical lesson: Prepare the structure of your research.
3. Introduction: an introduction to the problem, the main tasks of the work, the argumentation of relevance and a description of the general state of the problem by the time the research began. Problems with sources. Retrospective analysis of literary sources studied by the researcher.
Practical lesson: "Prepare an analysis of literary sources on the topic of your research."
4. Work on the main part of the study: material and methodology, description of the place and conditions of the study, main results of the study, generalization and conclusion. Drawing up an individual work plan. Collection of primary information. Presentation style. Acquaintance with different styles of presentation of scientific works.
Practical lesson:
5. Conclusion: summarizing the most important results of the study and perspectives of the study. Results in scientific research and their processing. Methods of information processing and presentation. Findings.
Practical lesson:
6. Requirements for the design of scientific papers. Citation. Links and link rules. Schemes and illustrations.
7. Compilation of research abstracts and components of their content. Report, components of the content of the report. Preparation of a research report. Requirements for abstracts and reports.
Workshops: “Compose the thesis of your research in accordance with the requirements”; "Preparation of a report for a scientific and practical conference."
| Name of sections and topics | Total hours | Including | educational product |
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| practices |
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| Scientific research methods | ||||||
| Science and scientific outlook. Explanatory and descriptive in science | Abstract |
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| Humanities and natural sciences | Abstracts |
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| The main types of research work and components of their content | Annotation, review, synopsis, review, TV work, report |
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| Methods of scientific research (theoretical and empirical) | Synopsis, models, problem solving |
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| Observation | Lecture, workshop | Plan, report |
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| Experiment | Lecture, workshop | Plan, schedule, table, diagram |
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| Working with literary sources | Library visit | Rules of work, bibliography |
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| Organization of scientific research | ||||||
| Scientific research | Lecture, workshop | abstract |
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| Research work structure | Lecture, workshop | Study Structure |
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| Introduction (statement of the problem, explanation of the choice of topic, its significance and relevance, definition of goals and objectives). Analysis of literature sources | Lecture, workshop | Source Analysis |
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| Work on the main part of the study | Lecture, workshop | Plan, collection of information |
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| Conclusion (generalization of the results, research perspective). Conclusions. | Lecture, workshop | Results, conclusions |
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| Requirements for the design of scientific papers | Lecture, training | Title page, bibliography, appendices |
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| Drafting research abstracts. Preparing a research report | Lecture, workshop | abstract report |
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| TOTAL: | ||||||
| Speech by students at a scientific and practical conference with abstracts, with scientific research reports |
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Literature
1. Aleksandrova T.K. Regulations on the work of students of the Lomonosov gymnasium on individual research topics. // head teacher. 2002. No. 2.
2. Hans Y. Eysenck, D. Evans. How to test your child's abilities. Moscow: AST,
3. Braginsky I.L. Youth research. Scientific societies of students in Russia. History and modernity. M.: Education, 1997.
4. Belov A. On the organization of educational and research work in the field of mathematics // Vneshkolnik. 1997. No. 7-8.
5. Brudnova A. Educational and research work of schoolchildren. // Education of schoolchildren. 1996. No. 3.
6. Vasiliev V. Design and research technology: the development of motivation. // Public education. 2000. No. 9.
7. Vinokurova N.K. Development of creative abilities of students. / M.: Educational center "Pedagogical search", 1999.
8. Research work of schoolchildren: Scientific, methodological and informational
publicity magazine. 2002. No. 1.
9. Krivolapova N.A. Organization of research activities of students: Program of elective courses for profile education classes / Institute
advanced training and retraining of workers formed the Kurgan
areas. - Kurgan, 2003.
10. Leontovich. A.V. Educational and research activities of a schoolchild as a model
pedagogical technology //People's education. 1999. No. 10.
11. Plykin R. Scientific creativity of schoolchildren: myth or reality? // Out-of-school student. 1997. No. 7-8.
12. Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2000. No. 12.
13. Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2001. No. 1.
14. Razumovsky V.G. Development of creative abilities of students. A guide for teachers. M.: education, 1975.
15. Development of research activities of students: Methodical collection. M.:
Public Education, 2001.
16. Salamatov Yu.P. How to become an inventor: 50 hours of creativity: Book. for the teacher.
Moscow: Education, 1990.
Expanded thematic planning(35 hours)
| Section name (number of hours) | Topic of the lesson | the date of the |
|
| Scientific research methods (18 hours) | 1. Science and scientific outlook. Explanatory and descriptive in science. 2. "Humanities and natural sciences". 3. The main types of research work and components of their content. 4. Practice No.1: Write an abstract for an article or book. 5. Practice No.2: “Write a review on the abstract; prepare a summary of the article. 6 "Write a review of an essay, creative work." 7. Practical lesson number 3."Prepare a report on the topic." 8. Methods of scientific research (theoretical and empirical). 9 “Brainstorming method. Application of the method of comparative analysis to the description of events, phenomena. 10. "Using the modeling method to study phenomena." 11. "Application of the method of analogies to the solution of various problems." 12. Observation. 13. Practical lesson number 4."Planning and Conducting Surveillance". 14. Experiment. 15 "Conducting thematic experimental studies". 16. “Representation of the results of the experiment in various forms: tabular, graphical, schematic, etc. 17. Work with literary sources. 18 "Rules of work in the bibliographic department, compiling a bibliographic list of references." | ||
| Organization of scientific research (17 hours) | 19. Scientific research. 20.Practice #5. “Choose your research topic; substantiation of its relevance; formulation of goals and objectives his research." 21. Structure of research work. 22.Practice #6. Prepare the structure of your research. 23. Introduction (statement of the problem, explanation of the choice of topic, its significance and relevance, definition of goals and objectives). Analysis of literature sources. 24. Practical lesson number 7.“Prepare an analysis of literary sources on the topic of your research” 25. Work on the main part of the study. 26. Practical lesson number 8.“Creating an individual work plan. Collection of primary information. 27 "Conducting your research." 28. Conclusion (generalization of results, research perspective). Findings. 29. Practical lesson number 9."Preparing the results of your research." 30. Requirements for the design of scientific papers. 31. "Design of the title page, bibliographic references, rules for the design of applications." 32 - 33. Practical lesson number 10. Drafting research abstracts. Preparation of a research report. 34. Practice #11. "Compose the thesis of your research in accordance with the requirements." 35.Practice #12. "Preparation of a report for a scientific and practical conference". |
Result: speeches of students at a scientific-practical conference with abstracts, reports on scientific research, research papers.
transcript
1 BASICS OF SCIENTIFIC RESEARCH ACTIVITIES Toolkit for independent work Krasnodar KubGAU 2014
2 UDC:004.9(075.8) LBC 72.3 B91 Reviewer: V.I. Loiko Honored Worker of Science of the Russian Federation, Doctor of Technical Sciences, Professor, Head of the Department of Computer Technologies and Systems of FGBOU VPO KubGAU Burda A.G. B91 Fundamentals of research activity: teaching aid for independent work / A. G. Burda; Kuban. state agrarian un-t. Krasnodar, p. The manual is aimed at providing methodological assistance for independent work in the discipline "Fundamentals of Research Activities", contains assignments for an independent study program, a list of Internet resources and a list of recommended literature, assignments for independent work, including test assignments. The publication is intended for students in the areas of training "Informatics and Computer Engineering" and "Economics" (the level of training of highly qualified personnel). UDC:004.9(075.8) LBC 72.3 ISBN Burda A. G., 2014 Kuban State Agrarian University,
3 TABLE OF CONTENTS The purpose and objectives of the discipline 4 Formed competencies 6 Independent work program 8 List of questions for independent work 9 List of literature recommended for independent work on specific issues 13 Normative literature 14 Basic literature 14 Additional literature 14 Information and telecommunication resources of the Internet 15 Abstracts (reports) 15 Control (independent) work 17 Case-tasks 18 Test tasks 19 Final control. Credit questions 24 3
4 Purpose and tasks of the discipline experimentation, data processing, obtaining reasonable effective solutions using information technology. As a result of studying the discipline, the student should: a) know: the meaning and meaning theoretical foundations scientific research; the main types of scientific research, their goals, distinctive features, approaches aimed at explaining and understanding the ongoing processes of informatization of society; the essence and structure of research programs, to understand their significance for the implementation of the tasks of informatization of enterprises and organizations; methods of organizing scientific search and scientific research; methods of searching for sources containing scientific and technical information on the topic of research and in their specialty; the evolution of scientific methods, technologies, operations, tools used by modern researchers; methods of organizing and conducting experiments, surveys of respondents; methods for assessing the level of development of science in different states; features of dissertation preparation procedures, options for the composition of a scientific work; the main types of documentary sources of information, the organization of reference and information activities for the search scientific sources; basic methods of working with classifiers, catalogs and file cabinets; methodology for working on the manuscript of the study, the features of the preparation and design of scientific and literary material; b) be able to: apply the principles of the theoretical foundations of scientific research; to systematize the main methods of collecting and processing information in the course of scientific research; formulate goals and objectives, correctly select the evidence base confirming the reliability of the conclusions and recommendations; c) have an idea: about the features and methods of forming research programs; about the general logical scheme of the course of scientific research and its structural elements; about the existing levels of knowledge in the methodology of scientific research; about general scientific and concrete scientific (private) methods of scientific knowledge; on methods and technologies for conducting empirical research; about 4
5 axiomatic method of scientific knowledge of its features; about system analysis as a method of scientific knowledge and the possibilities of its use; on Russian legislation focused on the development of science and its branches; about the universal decimal classification (UDC) and methods of its use, about the library and bibliographic classification (LBC) and its main features, about bibliographic indexes and the sequence of searching for documentary sources of information; about the main versions of the rubrication of the text of a scientific work, about the possibilities of presenting narrative and descriptive texts of a scientific work, about the main procedures for dividing the materials of a scientific work into chapters and paragraphs, about the main methods of presenting scientific materials in a manuscript, strictly sequential, selective and parallel, about the methods of working on manuscript; about the language and style, phraseology of scientific prose, grammatical features, syntax of scientific speech, about the stylistic features of the scientific language and its specificity, about the need for accuracy, clarity, brevity of the scientific presentation of the work materials. Types and tasks of professional activity in the discipline: research activities in the field of economics; teaching activities: conducting research work in an educational organization. When studying this discipline, the following tasks are solved: the formation of students' general ideas about the need for research activities, its features and impact on social progress; disclosure of the progressive essence of science, scientific directions and scientific results, its necessity for the progressive development of any civilized society as a single whole of all its processes; familiarity with the basic theoretical provisions, laws, principles, terms, concepts, processes, methods, technologies, tools, operations for the implementation of scientific activities; acquaintance with the main directions of scientific research in the Russian Federation and abroad, the study of promising scientific directions in the field of professional activity; acquaintance with the possibilities of conducting scientific research in the Krasnodar Territory, Russia, the international community; acquaintance with the general methodology of scientific design, creativity, the general scheme of organization of scientific research, the practice of using the methods of scientific knowledge; study of the traditional mechanism of scientific research, analysis, experiments, organization of surveys, questionnaires, etc. ; mastering the skills of conducting the initial stages of scientific research and work in the field of professional activity; 5
6 mastering the skills of choosing a scientific research topic and selecting the necessary bibliographic publications and information materials on the research topic; study of the main methods of scientific research; study of methods of planning and organization of scientific research; the study of scientific problems arising in the study of applied and information processes, the study of procedures for setting and solving scientific problems of automation of information processes and informatization of enterprises and organizations; familiarity with application procedures systems approach, methods of formalization and algorithmization of information processes, methods of managing information resources; consideration of the methodology for assessing the economic efficiency of research activities; consideration of procedures for searching in global networks for information necessary for novice researchers on scientific developments, opportunities for scientific contacts, applications for scientific grants of various levels; study of standards and regulations for the presentation of scientific research results, preparation of scientific reports, publications for seminars and conferences; the study of methods of presenting scientific materials and the formation of a manuscript of a scientific work, the design of a dissertation; familiarization with the procedures for processing scientific papers and documents for successful participation in competitions for various scientific grants; familiarization with the procedures for approbation of the results of scientific research, preparation of publications based on the results of scientific research. Competencies being formed in the direction of Economics The process of studying the discipline is aimed at forming the following competencies: a) Universal (UK): the ability to critically analyze and evaluate modern scientific achievements, generate new ideas when solving research and practical problems, including one); the ability to design and carry out comprehensive research, including interdisciplinary research, based on a holistic, systematic scientific worldview using knowledge in the field of the history and philosophy of science (UK-2); 6
7 willingness to participate in the work of Russian and international research teams to solve scientific and educational problems (UK-3); the ability to follow ethical standards in professional activities (UK-5); the ability to plan and solve problems of their own professional and personal development(UK-6). b) General professional (OPK): the ability to independently carry out research activities in the relevant professional area using modern research methods and information and communication technologies (OPK-1); willingness to organize the work of the research team in the scientific field corresponding to the field of study (GPC-2). in the direction of Informatics and Computer Engineering a) Universal (UK): the ability to critically analyze and evaluate modern scientific achievements, generate new ideas in solving research and practical problems, including in interdisciplinary areas (UK-1); the ability to design and carry out comprehensive research, including interdisciplinary research, based on a holistic, systematic scientific worldview using knowledge in the field of the history and philosophy of science (UK-2); willingness to participate in the work of Russian and international research teams to solve scientific and educational problems (UK-3); the ability to follow ethical standards in professional activities (UK-5); the ability to plan and solve problems of one's own professional and personal development (UK-6). b) General professional (GPC): - possession of the methodology of theoretical and experimental research in the field of professional activity (GPC-1); - possession of a culture of scientific research, including the use of modern information and communication technologies (OPK-2). 7
8 The program of independent work of the topic of the lecture Form of independent work Development of lecture notes and questions submitted for independent study, study of basic and additional literature, preparation for testing Study of basic and additional literature, study of lecture notes and questions submitted for independent study, preparation for testing Study abstracts of lectures and questions submitted for independent study, work with reference literature, preparation for testing Elaboration of questions submitted for independent study, study of basic and additional literature, preparation for testing Preparation of abstracts on topical issues of scientific creativity Elaboration of questions submitted for independent study, study of basic and additional literature, note-taking of materials, work with reference literature, participation in scientific and scientific-practical conferences Form of control passing tests, performing control work, performing a case task passing tests, performing a case task, performing control work passing tests, performing a case task passing tests, performing tests, performing a case task checking essays passing assignments, a report at a scientific conference, preparing a scientific work for an internal or external competition, preparation for publication of abstracts of speeches and scientific articles. eight
9 List of questions for independent work Names of sections, topics List of theoretical questions and other tasks for independent work Development of scientific research in Russia and abroad science in various countries peace. Methodological foundations unclamp level determination. Methodological apparatus of dissertation research. Methodology and methodology of scientific research The main components of the research methodology. Procedures for formulating a scientific hypothesis. Basic requirements for a scientific hypothesis. Basic methods of information retrieval for scientific research Formation of scientific search skills and development of methods and procedures for information retrieval for scientific research. Formation of skills for working on the manuscript of scientific materials Universal Decimal Classification (UDC). Library and Bibliographic Classification (LBC). State rubricator of scientific and technical information (GRNTI). The main procedures for the formation of a bibliographic list Organization of reference and information activities in libraries methodological approaches to reading a scientific literary work. Rubrication of the text of scientific work. Basic procedures for breaking down the main part of a scientific work into chapters and paragraphs. nine
10 List of literature recommended for independent work on specific issues Topic (question) for independent study Features of scientific work and ethics of scientific work Varieties of scientific search Methodological apparatus of dissertation research Methodological foundations for determining the level of development of science in various countries of the world. The procedure for defending a dissertation Literature legislative acts of the Russian Federation". Fundamentals of scientific research / B.I. Gerasimov, V.V. Drobysheva, N.V. Zlobina et al. activities: study guide (lecture course) / A. G. Burda, Kuban State Agrarian University Krasnodar, pp. [electronic resource] Kozhukhar V. M. Fundamentals of scientific research: tutorial/ V.M. Kozhuhar. - M. Publishing and Trade Corporation "Dashkov and K" p. Lipchiu N.V. Methodology of scientific research: textbook / N.V. Lipchiu, K.I. Lipchiu. Krasnodar: KubGAU, p. Regulations on the council for the defense of dissertations for the degree of candidate of science, for the degree of doctor of science (approved by order of the Ministry of Education and Science of the Russian Federation dated 7). Decree of the Government of the Russian Federation of September 24, 2013 N 842 "On the procedure for awarding academic degrees." GOST R SIBID. Dissertation and dissertation abstract. Structure and rules of registration. - Approved and put into effect by Order of the Federal Agency for Technical Regulation and Metrology dated December 13, 2011 N 811-st. Introduction date
11 Normative Literature 1. Federal Law No. 127-FZ (ed. dated, as amended) "On Science and State Scientific and Technical Policy". 2. Federal Law No. 253-FZ "On the Russian Academy of Sciences, reorganization of state academies of sciences and amendments to certain legislative acts of the Russian Federation". 3. Federal Law No. 273-FZ (ed. dated) "On Education in the Russian Federation". Article 72. Forms of integration of educational and scientific (research) activities in higher education. 4. Regulations on the Higher Attestation Commission under the Ministry of Education and Science of the Russian Federation (as amended by Decree of the Government of the Russian Federation of December 10, 2013 1139). 5. Regulations on the Council for the defense of dissertations for the degree of Candidate of Sciences, for the degree of Doctor of Science (approved by order of the Ministry of Education and Science of the Russian Federation dated 7). 6. Decree of the Government of the Russian Federation of September 24, 2013 N 842 "On the procedure for awarding academic degrees." 7. GOST R SIBID. Dissertation and dissertation abstract. Structure and rules of registration. - Approved and put into effect by Order of the Federal Agency for Technical Regulation and Metrology dated December 13, 2011 N 811-st. Date of introduction Main literature 1. Fundamentals of scientific research / B.I. Gerasimov, V.V. Drobysheva, N.V. Zlobina and others - M .: Forum: NIC Infra-M, p. 2. Fundamentals of research activities: account. allowance / S.A. Petrova, I.A. Yasinskaya. - M.: FORUM, p. 3. Kozhukhar V.M. Fundamentals of scientific research: textbook / V.M. Kozhuhar. - M. Publishing and Trade Corporation "Dashkov and K" p. 4. Lipchiu N.V. Methodology of scientific research: textbook / N.V. Lipchiu, K.I. Lipchiu. Krasnodar: KubGAU, p. Additional reading 1. Volkov Yu.G. Dissertation: preparation, defense, design: Practical guide/ Ed. N.I. Zaguzov. Moscow: Gardariki, p. 2. Kozhukhar, V. M. Workshop on the basics of scientific research: textbook. allowance / V. M. Kozhukhar. - M.: ASV, p. 3. Kuzin F.A. Dissertation: Methodology of writing. Design rules. Protection order. A practical guide for doctoral students, graduate students and undergraduates. M.: "Os-89", p. 4. Kuzin F.A. Master's thesis: Writing methodology, design rules and defense procedure: A practical guide for undergraduate students. M.: "Os-89", p. 11
12 5. Kuznetsov, I. N. Scientific research: methodology and design / I. N. Kuznetsov. - Ed. 3rd, revised. and additional - M.: Dashkov i Kº, p. 6. Mazurkin, P. M. Fundamentals of scientific research: textbook. allowance / P. M. Mazurkin; Mar. state un-t. - Yoshkar-Ola, p. 7. Maidanov, A. S. Methodology of scientific creativity / A. S. Maidanov. - M.: Publishing house LKI, p. 8. Morozov, V. E. Culture of written scientific speech / V. E. Morozov; State. in-t rus. language them. A. S. Pushkin. - 2nd ed., - M.: IKAR, p. 9. Fundamentals of scientific research: Uch.pos./ Comp. Yashina L.A. Syktyvkar: Publishing House of SyktGU, Syktyvkar, p. 10. Papkovskaya, P. Ya. Methodology of scientific research: a course of lectures / P. Ya. Papkovskaya. - 3rd ed., erased. - Minsk: Informpress, p. 11. Ruzavin, G. I. Methodology of scientific knowledge: textbook. manual for students and graduate students / G. I. Ruzavin. - M.: UNITI, p. 12. Ryzhikov, Yu. I. Work on a dissertation in technical sciences / Yu. I. Ryzhikov. - Ed. 2nd, rev. and additional - St. Petersburg. : BHV-Petersburg, p. 13. Safonov, A.A. Fundamentals of scientific research. Educational methodical manual. Vladivostok: Ed. VGUES, p. 14. Teplitskaya, T. Yu. Scientific and technical text: rules for drafting and formatting / T. Yu. Teplitskaya. - Rostov n/a: Phoenix, s. Information and telecommunication resources of the Internet network 1. Educational portal KubGAU [Electronic resource]: Access mode: 2. Scientific electronic library elibrary.ru: 3. Information system "Map of Russian Science": 4. Official website of the Ministry of Education and Science of the Russian Federation: 80abucjiibhv9a.xn--p1ai/ 5. Electronic library RSL systems, Rukont (KolosS), Rukont + Rostekhagro, Lan Publishing House, IPRbook, Garant, VINITI RAS, TsNShB Abstracts An abstract is a summary in writing of the content and results of individual educational and research activities, has a regulated structure, content and design. Its tasks are: 1. Formation of skills of independent work with literature sources, their systematization; 2. Skill development logical thinking; 3. Deepening theoretical knowledge on the research problem. The text of the abstract should contain a reasoned presentation of a particular topic. The abstract should be structured (by chapters, sections, paragraphs) and include sections: introduction, main part, conclusion 12
13, list of sources used. Depending on the subject of the abstract, appendices containing documents, illustrations, tables, diagrams, etc. can be drawn up. The criteria for evaluating the abstract are: the novelty of the text, the validity of the choice of literature sources, the degree of disclosure of the essence of the issue, compliance with the design requirements. Grade "excellent" all the requirements for writing an abstract are met: the problem is identified and its relevance is substantiated; an analysis of various points of view on the problem under consideration was made and one's own position was logically stated; conclusions are formulated, the topic is fully disclosed, the volume is sustained; external design requirements are met. Rating "good" the basic requirements for the abstract are met, but there are some shortcomings. In particular, there are inaccuracies in the presentation of the material; there is no logical sequence in judgments; the volume of the abstract is not maintained; there are omissions in the design. Grade "satisfactory" there are significant deviations from the requirements for referencing. In particular: the topic is covered only partially; there are factual errors in the content of the abstract; there are no conclusions. Rating "unsatisfactory" the topic of the abstract is not disclosed, a significant misunderstanding of the problem is found, or the abstract is not presented at all. Recommended topics for essays on the course 1. The role of science in the development of society 1. Science as a productive force in modern society 2. Intellectual property and problems of its implementation 3. The problem of "brain drain" and ways to solve it 4. Features and stages of a scientific experiment 5. The main types of regulatory and technical information 6. State system of scientific and technical information 7. Fundamental and applied research 8. Typology of scientific research 9. The concept of scientific research 10. Procedural and methodological scheme of scientific research 11. The history of the dissertation as a qualifying scientific work 12. Varieties dissertation papers and requirements for them 13. Scientific and technological progress and scientific and technological revolution 14. Information and technological revolution 15. Legal protection of scientific creativity 16. Scientific foresight as a type cognitive activity 17. Preparation and design of a scientific text 18. Requirements for the language and style of a scientific text 13
14 19. Fundamentals of the organization of mental work 20. Scientometrics: problems and prospects Control (independent) work Task 1. Give an example of a specific scientific research that can be carried out in modern information systems. Justify its relevance. Name the resources that are needed to conduct such a study and the result that can be obtained. Task 2. Select and formulate a problem. State why it is a problem and not a task. Justify its relevance. Conduct its analysis in accordance with the requirements for its designation and formulation. Task 3. Select and formulate the topic of scientific research. Justify the relevance of the chosen topic, formulate the purpose and objectives of scientific research, determine the object and subject of research. Task 4. Make a bibliographic description of the source. Books: 1. Author I.N. Kuznetsov, title “Abstracts, term papers and theses: Methods of preparation and design: Teaching aid”, the city of publication Moscow, published by the Dashkov and K Publishing and Trade Corporation in 2002, the book contains 352 pages. 2. Author G.V. Baranov, title "Problems of the scientific method", city of publication Saratov, publishing house Berator-Press, year 1990, the book contains 318 pages. 3. Authors I.N. Bogataya and N.N. Khakhonova, title "Audit", Phoenix publishing house, city of publication Rostov-on-Don, 2003. 4.Author A.A.Ivin, title “Fundamentals of the theory of argumentation. Textbook”, city of publication Moscow, publishing house Izd. Center VLADOS, in 1997, includes 116 pages. 5. Author O.Ya. Goykhman and T.M. Nadeina, title "Fundamentals of speech communication", St. Petersburg, INFRA-M publishing house, published in 1997, contains 186 pages. 6. Title “Tax control: Educational and practical. allowance”, publishing house Yurist, published in 2001 in Moscow, edited by Professor Yu.F. Kvasha. fourteen
15 Task 5. Write a bibliographic description of the source. Journals: 1. The author of the article is F.E. Vasilyuk, the name of the journal is “Moscow Psychotherapeutic Journal”, the title of the article is “From Psychological Practice to Psychological Theory”, journal 1 was published in 1991, the article is from 15 to 21 pages. 2. The author of the article V.B. Ivashkevich, the name of the journal is "Auditorskie Vedomosti", the title of the article is "The Ethics of the Auditor's Behavior", magazine 3 was published in 2003, the article is located from 22 to 27 pages. 3. The authors of the article A.V. Gazaryan and G.I. Kostyuk, the name of the journal is "Accounting", the title of the article is "Auditor's check of financial results and their use", journal 5 was released in 2001, the article is located on the page. 4. The author of the article G.A. Knyazev, the name of the journal is “Issues of Archiving”, the title of the article is “How to Organize a Personal Ancillary Archive”, journal 3 published in 1962, the article is from the page. 5. The authors of the article I.I. Ilyasov and A.O. Orekhov, the title of the journal is “Questions of Psychology”, the title of the article is “On the Theory and Practice of Psychology”, journal 4 was published in 1989, the article is from the page. 6. The authors of the article L.V. Klimnkov and O.Yu Khokhlova, title of the journal “Accounting, taxes, law”, title of the article “Closing reserves”, journal 4 issued in 2004. Evaluation criteria: The mark "excellent" is given to the student if he correctly completed the task and made the design in accordance with the necessary requirements, the conclusions on the task are detailed, formulated in literary language, without errors. Mark "good" the task was completed correctly, taking into account 1-2 minor errors or 2-3 shortcomings, corrected independently at the request of the teacher. Mark "satisfactory" the task was completed correctly by at least half, 1-2 errors or one gross mistake were made. Mark "unsatisfactory" two (or more) gross mistakes were made in the course of work, which the student cannot correct even at the request of the teacher, or the task is not completely solved. fifteen
16 Case-tasks Task 1. Using the materials, determine the h-index of the scientific organization indicated by the teacher. Task 2. Using the materials, determine the Hirsch index of universities in Krasnodar. Task 3. Using the materials, conduct a comparative analysis of the publication activity of two universities. Task 4. Build a ranking of universities in the Krasnodar Territory by the number of foreign publications. Task 5. Build a rating of universities in the Krasnodar Territory by the number of publications in foreign journals and Russian ones from the list of the Higher Attestation Commission. Task 6. Build a rating of universities in the Krasnodar Territory by the number of authors who have publications in journals included in Web of Science or Scopus. Task 7. Using the materials, determine the Hirsch index of the author indicated by the teacher. Task 8. Using the materials, find a list of articles that refer to the work of the author indicated by the teacher. Task 9. Using the materials, determine the percentage of self-citations of the author indicated by the teacher. Task 10. Using the materials of the scientific electronic library, search for literature on the topic of your master's thesis. Task 11. In the dissertation work proposed by the teacher from those posted on the KubGAU website, evaluate the compliance of the design of the literature with modern requirements. Task 12. Evaluate the originality of the text proposed by the teacher using the Antiplagiarism program. Task 13. Evaluate the originality of the text of the dissertation abstract proposed by the teacher using the Anti-Plagiarism program. Task 14. Evaluate the originality of the dissertation text proposed by the teacher using the Antiplagiarism program. Task 15. Determine the list of cited sources in the dissertation text proposed by the teacher using the Anti-Plagiarism program. Criteria for evaluating the implementation of case tasks Mark "excellent" the task was completed in full in compliance with the required sequence of actions; in the answer correctly and accurately performs all records, tables, figures, drawings, graphs, calculations; correctly performs error analysis. Mark "good" the task was completed correctly, taking into account 1-2 minor errors or 2-3 shortcomings, corrected independently at the request of the teacher. Mark "satisfactory" the task was completed correctly by at least half, 1-2 errors or one gross mistake were made. sixteen
17 Mark "unsatisfactory" two (or more) gross mistakes were made in the course of work, which the student cannot correct even at the request of the teacher, or the task is not completely solved. Test tasks From the proposed answers, you must select one or two correct statements. 1. Scientific research begins 1. with the choice of a topic 2. with a literature review 3. with the definition of research methods 2. How the object and subject of research relate 1. are not related to each other 2. the object contains the subject of research 3. the object is part of subject of research 3. The choice of research topic is determined by 1. relevance 2. reflection of the topic in the literature 3. interests of the researcher 4. The formulation of the research goal answers the question 1. what is being studied? 2. What is researched for? 3. who is researching? 5. Tasks are stages of work 1. to achieve the goal 2. complementing the goal 3. for further research 6. Research methods are 1. theoretical 2. empirical 3. constructive 7. Which of the proposed methods are theoretical 1. analysis and synthesis 2. abstraction and concretization 3. observation 8. The most common methods in economic research are 1. factor analysis 2. questioning 3. the method of graphic images 9. The state system of scientific and technical information includes 1. All-Russian NTI bodies 2. libraries 3 archives 10. The main functions of the NTI bodies are 1. collecting and storing information 2. educational activities 3. processing information and publishing publications 11. The main bodies of the NTI humanitarian profile are 1. INION 17
18 2. VINITI 3. Book Chamber 12. Mark the correct statements about INION 1. monothematic NTI organ 2. All-Russian NTI organ 3. depository organ 13. INION publishes 1. secondary editions 2. books 3. journals 14. The INION fund has 1. domestic and foreign journals, books, 2. abstracts of dissertations and deposited manuscripts 3. algorithms and programs 15. The INION Foundation contains 1. only published sources 2. only unpublished sources 3. published and unpublished sources 16. VNTICenter 1. NTI polythematic body 2. NTI grassroots body 3. repository of unpublished NTI sources 17. VNTICentre has a fund of 1. dissertations and scientific reports 2. translations of foreign articles 3. published articles 18. VINITI 1. regional NTI body 2. NTI body with a fund of information on natural, exact sciences and technology 3. Depositary body 19. VINITI publishes 1. Abstract journals and reviews “Itogi Nauki i Tekhniki” 2. Bibliographic index “Deposited Scientific Works” 3. Encyclopedias and reference books 20. VINITI has a fund 1. of domestic and foreign books and journals 2. dissertations and translations of foreign articles 3. deposited manuscripts 21. Published sources of information include 1. books and brochures 2. periodicals (magazines and newspapers) 3. dissertations 22. Unpublished sources of information include 1. dissertations and scientific reports 2. translations of foreign articles and deposited manuscripts 3. brochures 23. Secondary editions include 1. abstract journals 2. bibliographic indexes 3. reference books 24. Deposited manuscripts 1. are equated to publications, but not published anywhere 18
19 2. Designed for a narrow circle of professionals 3. Prohibited for publication 25. Operational search for scientific and technical information is helped by 1. catalogs and file cabinets 2. thematic lists of references 3. police officers 26. On the title page, you must indicate 1. the name of the type of work (abstract, term paper, thesis) 2. title of the work 3. number of pages in the work 27. Not printed in the middle of the title page 1. stamp "Admit for defense" 2. performer 3. place of writing (city) and year 28. The page number is put on the sheet 1. in Arabic numerals at the top in the middle 2. in Arabic numerals at the top right 3. in Roman numerals at the bottom in the middle page spacing from and to 3. titles of headings of sections only, indicating page spacing from and to 30. The introduction should reflect 1. relevance of the topic 2. received results 3. sources on which the work was written 31. A scientific text is characterized by 1. emotional coloring 2. consistency, reliability, objectivity 3. clarity of wording 32. The style of a scientific text assumes only 1. direct word order 2. strengthening the informational role of the word k the end of the sentence 3. expression of personal feelings and the use of figurative writing 33. Features of the scientific text are 1. in the use of scientific and technical terminology 2. in the presentation of the text from the 1st person singular 3. in the use of simple sentences 34. The scientific text must 1. be presented in the form of sections, subsections, paragraphs 2. lead without division in one continuous text 3. compose in such a way that each new thought begins with a paragraph 35. The components of the scientific text are indicated 1. by Arabic numerals with a dot 2. without the words “chapter”, “ part" 3. in Roman numerals 36. Formulas in the text 1. stand out in a separate line 2. are given in continuous text 3. numbered Xia 19
20 37. Conclusions contain 1. only final results without evidence 2. results with substantiation and argumentation 3. briefly repeat the entire course of work 38. The list of references 1. is drawn up from a new page 2. has independent page numbering 3. is compiled in such a way that domestic sources are at the beginning of the list, and foreign ones at the end 39. In appendices 1. page numbering is continuous 2. “Appendix” is printed on the top right sheet 3. “APPENDIX” is printed on the right sheet 40. Table 1. may have a heading and number 2 . is placed in the text immediately after the first mention of it 3. is given only in the appendix 41. Numerals in scientific texts are given 1. only in numbers 2. only in words 3. in some cases in words, in some cases in numbers 42. Single-digit cardinal numbers in scientific texts are given 1. words 2. numbers 3. both numbers and words words 3. At the beginning of a sentence - in words 44. Ordinal numbers in scientific texts are given 1. with case endings 2. only in Roman numerals 3. only in Arabic numerals 45. Abbreviations in scientific texts 1. are allowed in the form of compound words and abbreviations 2. are allowed up to one letter with a dot 3. not allowed 46. Abbreviations “and others”, “etc.” allowed 1. only at the end of sentences 2. only in the middle of a sentence 3. anywhere in a sentence 47. Illustrations in scientific texts 1. may have a heading and number 2. are drawn in color 3. are placed in the text after the first mention of them 48. Citation in scientific texts it is only possible 1. with the indication of the author and the name of the source 2. from published sources 3. with the permission of the author 49. Citation without the permission of the author or his successors is possible 1. for educational purposes 2. as an illustration 20
21 3. not possible under any circumstances 50. Bibliographic descriptions of published sources 1. use punctuation marks "dot", /, // 2. do not use "quotes" 3. do not use "colon" Criteria for assessing knowledge during testing Evaluation " excellent” is set subject to the correct answer of at least 85% of test items; The grade "good" is given if the correct answer is not less than 70% of the test items; The grade "satisfactory" is given if the correct answer is at least 51%;. The grade "unsatisfactory" is given if the correct answer is less than 50% of the test items. results current control used in the interim assessment. Final control The final control (intermediate attestation) sums up the results of the study of the discipline "Fundamentals of Research Activities". Questions for credit 1. Organization of scientific research in the Russian Federation 2. Subject, goals and objectives of the course of the academic discipline "Fundamentals of Scientific Research". 3. The development of science in various countries of the world. 4. Methodological bases for determining the level of development of science in various countries of the world. 5. Resource indicators and indicators of the effectiveness of science. 6. The level of development and the main directions of scientific research in various countries of the world. 7. Methodology and methodology of scientific research. 8. Scientific research, its essence and features. 9. Methodological design of the study and its main stages. 10. Procedures for formulating a scientific hypothesis. 11. Basic requirements for a scientific hypothesis. 12. Program of scientific research. 13. The main components of the research methodology. 14. General rules for the design of scientific materials. 15. Logical scheme of scientific research. 16. Scientific problem. 17. Formulation of the purpose of the study and specific tasks. 18. Procedures for describing the object, subject and choice of research methodology. 19. Procedures for describing the research process. 20. Scientific methods of knowledge in research. 21
22 21. The essence of the processes of creation scientific theory. 22. Essence, content and types of experiment. 23. Specific scientific (private) methods of scientific knowledge. 24. Methods of knowledge in the study of economic activity. 25. Abstraction as a method of economic research. 26. Basic methods of information search for scientific research. 27. Documentary sources of information. 28. State system of scientific and technical information. 29. All-Russian Scientific and Technical Information Center 30. All-Russian Institute of Scientific and Technical Information 31. Main published and non-published sources of scientific and technical information. 32. Secondary editions: purpose, types, methods of use 33. Organization of reference and information activities in libraries. 34. Basic conditions and forms of reference and bibliographic services in libraries. 35. Interlibrary loan (MBA) and correspondence loan. 36. Bodies of scientific and technical information. 37. Methods of working with catalogs and file cabinets. 38. Alphabetical and systematic catalogs of scientific and technical information. 39. Universal Decimal Classification (UDC). 40. Library and bibliographic classification (LBC). 41. State rubricator of scientific and technical information (GRNTI). 42. An example of the presentation of the form of scientific information in the list of SRSTI. 43. Subject catalog, auxiliary catalogs and file cabinets. 44. Bibliographic indexes of scientific and technical information. 45. Bibliographic indexes of new Russian literature scientific direction. 46. Bibliographic description of electronic sources of information. 47. All-Russian consolidated catalog of foreign periodicals. 48. The sequence of searching for documentary sources of information. 49. Work with scientific and literary sources, reading technique, recording technique, drawing up a book plan. 50. Basic methodological approaches to reading a scientific literary work. 51. Methods of work on the manuscript of scientific research, features of preparation and design. 52. Composition of a scientific work. 53. Basic requirements for the introduction, main part, conclusion of the manuscript of a scientific work. 54. Rubrication of the text of scientific work. 55. Basic procedures for breaking down the main part of a scientific work into chapters and paragraphs. 56. Methods of presentation of scientific materials. 57. Basic procedures for working on the manuscript of scientific research. 58. Language and style of scientific work. 22
23 59. The most important means of expressing logical connections in the manuscript of a scientific work. 60. Phraseology of scientific prose. 61. Grammatical features of scientific speech. 62. Nouns and adjectives in scientific speech. 63. Verb and verb forms in the text of scientific works. 64. Syntax of scientific speech. 65. Stylistic features of the scientific language. 66. The established standards for the presentation of the material of scientific work. 67. The main qualities that determine the culture of scientific speech in the manuscript. 68. Basic procedures for the formation of a bibliographic list. 69. Features of the procedures for preparing, designing, defending a dissertation. 70. Organization of mental work 71. Financing of scientific research 72. Implementation of scientific research on grants 73. System of grant support for scientific research 74. Organization of scientific research under contracts 75. Organization of scientific research on grants. 23
24 Educational publication BURDA Aleksey Grigorievich BASICS OF RESEARCH ACTIVITIES Educational and methodological manual for independent work In the author's edition Design and layout by VV Osenniy Signed for printing Format / 8. Conv. oven l. 3.02. Uch.-ed. l. 1.77. Circulation copies. Order. Printing house of the Kuban State Agrarian University, Krasnodar, st. Kalinina, 13 24
Distribution of study time of the discipline The total labor intensity of the discipline is 3 credits, 108 acad. hours. Types of teaching load, hours Semester number III IV V Total hours Lectures
MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher vocational education"KUBAN STATE AGRARIAN UNIVERSITY"
Milestone control and verification activities for the current monitoring of progress in the discipline Control points Block 1 Block 2 Block 3 Type Control tests (certification 1) Cases (certification 2) Control
MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "KUBAN STATE AGRARIAN UNIVERSITY"
Ministry of Health of the Russian Federation Federal Medical and Biological Agency Federal State Budgetary Institution "State Scientific Center of the Russian Federation Federal
State Budgetary Educational Institution of Higher Professional Education "Stavropol State medical University» Ministry of Health of the Russian Federation
FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "RUSSIAN STATE ACADEMY OF INTELLECTUAL PROPERTY" STATE EVALUATION FUND
1. The purpose of the research work The main goal is to acquire the skills to conduct independent research work, which requires broad fundamental
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Vyatka State University" College
1. GOALS AND TASKS OF THE DISCIPLINE, The purpose of teaching the discipline: the formation of the worldview of a scientist, researcher, mastering the methodology of scientific knowledge, mastering the principles of formulation and organization
Name Types, forms and methods of conducting practice Competences Brief attestation Name Types, forms and methods of conducting practice Competences PROGRAMS OF PRACTITIONERS (annotations) Production (pedagogical)
1. The content and purpose of the state final certification The state final certification consists of a state exam and a scientific report on the main results of the prepared scientific qualification
NOU HPE "INTERNATIONAL INNOVATIVE UNIVERSITY" WORK PROGRAM OF THE DISCIPLINE "INTRODUCTION TO SCIENTIFIC RESEARCH" Direction of training: 030900.62 "Jurisprudence" Training profile: general Qualification
1. Purpose and objectives of the program research results,
ANO VPO CA RF "RUSSIAN UNIVERSITY OF COOPERATION" INSTITUTE OF ACCOUNTING, ANALYSIS AND AUDIT DEPARTMENT OF THEORY AND PRACTICE OF COOPERATION 2007 CURRICULUM OF THE BASIS OF SCIENTIFIC RESEARCH for specialties:
2 Contents I. ORGANIZATIONAL AND METHODOLOGICAL SECTION ... 5 RESEARCH OBJECTIVE IN THE SEMESTER ... 5 LEARNING TASKS ... PLACE IN THE STRUCTURE OF THE OPOP VO (BASIC PROFESSIONAL EDUCATIONAL PROGRAM OF HIGHER EDUCATION) ...
1 GENERAL PROVISIONS 1.1 The goals of the state final certification, types of certification tests for graduates of the direction of training 09.06.01 Informatics and computer technology (level of training
In accordance with the requirements of the Federal State Educational Standard for postgraduate programs in the field of study 06.06.01 "Biological Sciences" in the state final
1. GOALS AND TASKS OF THE DISCIPLINE The purpose of teaching the discipline: the formation of the worldview of a scientist, researcher, mastering the methodology of scientific knowledge, mastering the principles of formulation and organization
STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "STAVROPOL STATE MEDICAL UNIVERSITY" OF THE MINISTRY OF HEALTH OF THE RUSSIAN FEDERATION Department
Appendix Federal Agency for Scientific Organizations (FASO of Russia) Federal State Budgetary Scientific Institution "All-Russian Research Institute of Tobacco, Shag and Tobacco Products"
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Autonomous Educational Institution higher education"Moscow Institute of Physics and Technology (State University)"
CONTENT. PASSPORT OF THE BASIC PROGRAM OF THE EDUCATIONAL DISCIPLINE 3. STRUCTURE AND EXAMPLE CONTENT OF THE EDUCATIONAL DISCIPLINE 4 3. CONDITIONS FOR THE IMPLEMENTATION OF THE EDUCATIONAL DISCIPLINE 7 4. CONTROL AND EVALUATION OF THE RESULTS OF MASTERING THE EDUCATIONAL
2 1 GENERAL PROVISIONS 1.1 Objectives of the state final certification, types of certification tests for graduates of the direction of training 09.06.01 Informatics and computer technology (level of training
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION National Research Tomsk State University
1. General Provisions
MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education "Saratov State Agrarian University named after N.I. Vavilov
1. General provisions 1.1. This Regulation defines the requirements for the content, volume and structure of the scientific and qualification work (dissertation) of a postgraduate student (hereinafter referred to as the NKR), and its defense in the Nizhny Novgorod
Ministry of Education and Science of the Russian Federation (MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA) Federal State Budgetary Educational Institution of Higher Professional Education "STATE UNIVERSITY
1. OBJECTIVES OF MASTERING THE EDUCATIONAL DISCIPLINE The objectives of mastering the academic discipline "Fundamentals of Scientific Research" are:
1. Goals and objectives of research, its place in the system of postgraduate training, requirements for the level of mastering the content of the discipline 1.1. Goals and objectives of postgraduate research
LIST OF SUMMARY: 2 .DV.01.01 B1.V.DV.01.02 Name of discipline (module) History and philosophy of science Foreign language Foreign
1. GENERAL PROVISIONS Practice for obtaining professional skills and experience of professional activity (research) is a component of professional training for research
Federal State Budgetary Institution of Science Baikal Institute of Nature Management of the Siberian Branch of the Russian Academy of Sciences (BIPSORAN)... APPROVED: Director of BIP SB RAS, prof.
MINISTEPCTBO OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Autonomous Educational Institution of Higher Education "NORTH CAUCASUS FEDERAL UNIVERSITY" Service Institute,
"APPROVED" Dean of the Faculty of Bioengineering and Bioinformatics of Moscow State University Academician V.P.
1. OBJECTIVES OF MASTERING THE DISCIPLINE The purpose of the discipline is to form a system of knowledge for masters about the place and role of science in the development of the national and world economy, about the main stages in the formation of science in Russia,
Federal Agency for Scientific Organizations Federal State Budgetary Institution of Science Institute for Integrated Development of the Subsoil of the Russian Academy of Sciences
FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "ALL-RUSSIAN STATE UNIVERSITY OF JUSTICE (RPA MINISTRY OF JUSTICE OF RUSSIA)" scientific work VSUYU
Developed in the Postgraduate Department of the Federal State Budgetary Educational Institution of the Moscow State Institute in accordance with the following regulatory documents: The procedure for organizing and implementing educational activities on educational programs of higher
Master's degree Ministry of Education and Science of the Russian Federation Vladivostok State University of Economics and Service
Ministry of Education and Science of the Russian Federation Vladivostok State University of Economics and Service RESEARCH WORK DURING THE SEMESTER Training program disciplines in the direction
Ministry of Education and Science of the Russian Federation Federal Agency for Education of the Russian Federation Vladivostok State University of Economics and Service E.G. FLIC RESEARCH BASICS Educational
STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "STAVROPOL STATE MEDICAL ACADEMY" OF THE MINISTRY OF HEALTH AND SOCIAL DEVELOPMENT OF THE RUSSIAN
1. PURPOSE AND OBJECTIVES OF RESEARCH ACTIVITIES
Ministry of Education of the Ryazan region OGBPOU "Novomichurinsky diversified technical school" METHODOLOGICAL INSTRUCTIONS for WRITING SUMMARY For the specialty 23.02.03 Maintenance and repair of automobile
1 Contents Introduction. 3 1 General provisions 4 2 The purpose and objectives of the research work of the undergraduate ... 5 3 The content of the research work of the undergraduate .. 8 4 Deadlines and main
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Kemerovo State University" Novokuznetsk
Federal State Budgetary Educational Institution of Higher Education RUSSIAN ACADEMY OF THE NATIONAL ECONOMY AND PUBLIC SERVICE UNDER THE PRESIDENT OF THE RUSSIAN FEDERATION
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION Tambov State University named after G.R. Derzhavin"
Ministry of Education and Science of the Russian Federation VORONEZH STATE ARCHITECTURAL AND CONSTRUCTION
Structure of the annotation to work program discipline (module) Annotation to the work program of the discipline Innovative technologies road construction Goals and objectives of the discipline The purpose of studying the discipline
FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "DAGESTAN STATE MEDICAL UNIVERSITY OF THE MINISTRY OF HEALTH OF THE RUSSIAN FEDERATION
Ministry Agriculture Russian Federation (Ministry of Agriculture of Russia) Federal State Budgetary Educational Institution of Higher Education "Altai State Agrarian University"
1. Goals and objectives of scientific research, their place in the postgraduate training system, requirements for the level of mastering the content of the program In accordance with the Federal State educational standard
FEDERAL STATE BUDGETARY SCIENTIFIC INSTITUTION "RESEARCH INSTITUTE OF VACCINES AND SERUM I.I. MECHNIKOV (FGBNU NIIVS named after I.I. Mechnikov) postgraduate department ABSTRACT OF THE WORK PROGRAM
Federal State Budgetary Educational Institution of Higher Professional Education "Vyatka State University" (FGBOU VPO "Vyatka State University") COLLEGE APPROVED Acting college directors
Federal State Educational Institution of Higher Professional Education “Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Ya. Kikotya" I approve
SUMMARY OF THE PROGRAM OF PEDAGOGICAL PRACTICE Direction of training - 40.06.01 "Jurisprudence" Orientation - " Civil law; business law; family law; international private law»
WORKING PROGRAM P.3.V.1 Research work in the semester (Block 3. Research work) in the direction of 38.06.01 economics (level of training of highly qualified personnel) Total 4536
Passport of the fund of evaluation tools for the discipline "Using the methods of system analysis in scientific" Models of controlled competencies: Competences formed in the process of studying the discipline (2 semester).
Regional State Autonomous Educational Institution
secondary vocational education
Regional College of Entrepreneurship
Course of lectures on discipline
"FUNDAMENTALS OF RESEARCH ACTIVITIES"
Compiled by: N.V. Mulina
teacher of the highest category
Perm, 2011
SECTION 1. BASIC CONCEPTS OF SCIENTIFIC RESEARCH ACTIVITY 3
Topic 1.1. Research and their role in practical
Human activities 3
Topic 1.2. Research structure 13
Topic 1.3. Main stages of the research process 17
Topic 1.4. Methods of scientific knowledge 23
Topic 1.5. Accumulation and processing of scientific information 27
Topic 1.6. Language and style of research work 38
Topic 1.7. Ways to present results
Research activities 51
^ SECTION 2. LOGICAL LAWS AND RULES IN THE PRACTICE OF SCIENTIFIC RESEARCH 56
SECTION 1. BASIC CONCEPTS OF SCIENTIFIC RESEARCH ACTIVITIES
Topic 1.1. Research and their role in human practice
In life, each of us every minute is faced with gigantic information flows. But far from all information is assimilated, only an insignificant part of it turns into knowledge.
Information becomes knowledge only when it comes into contact with a person's previous experience, while rebuilding all existing knowledge. Figuratively flew in, into another - flew out!
Traditional teaching assumes that students act as passive people whom the teacher tries to “stuff” with a standard set of ready-made knowledge. This method is fast and efficient, but it is applicable in relatively simple situations. Very often, the learning process turns into a heavy duty, difficult, unattractive work.
Man was born to know this world. And the more a person knows, the more comfortable he will live.
The task is to ensure that students not only obediently swallow and assimilate the “portions of knowledge” prepared by someone, but also obtain this knowledge on their own in the course of a research search.
The Council of Europe on Education in 1996 developed 5 key competencies that a 21st century graduate should possess:
Teamwork skills;
Ability to communicate orally and in writing, knowledge of a foreign language;
Ability to work with information (find, critically treat, process, save, transfer);
Tolerance (be tolerant of other opinions, allow others to think differently from me);
Learn all your life.
One of the first, at the beginning of the twentieth century, began to promote and actively apply the ideas research learning American educator and philosopher John Dewey.
When a problem is solved, learning is connected with life, independence, activity, the ability to communicate, cooperate with people in various activities develop.
In the course of numerous experiments, it has been repeatedly proved that exploratory behavior should be considered as an integral manifestation of the vital activity of any living being. Exploratory behavior performs an important function - the function of development. Exploratory behavior appears to be stronger in both humans and animals than feeding or defensive behavior.
The results of the experiment are a clear confirmation of this statement. For a long time, the rats participating in the experiment lived in conditions of complete comfort, all their needs were met. Animals received enough food, they did not need protection from predators, they did not need to solve other problems. However, despite this, the rats sought to explore the nearby and nothing particularly unattractive room. Animals tried to get into it, although no one forced them to do so, and even more than that, this room was dangerous for them. The exploratory behavior of animals is a natural part of the struggle for survival.
Exploratory behavior is characteristic of all living beings, this feature is most clearly manifested in humans. The main difference between human research activity is manifested not so much in the struggle for survival as in creativity.
A person is able to experience pleasure not only from the result of creativity, but also from the very process of creative, research search.
American students investigated the problem of differences in the behavior of people and animals. They built a large, complex maze for humans and a smaller one for rats. For the successful passage of the maze, a man was given five dollars, a rat - a piece of cheese. No special differences in the passage of the maze by humans and rats were noticed. After they stopped giving cheese to rats and money to people, the rats, after making several attempts, stopped running, and people continued to break into the laboratory and try to improve their result.
For the rats, the only thing that pushed them to complete the maze was a piece of cheese. And for a person, the process of the task itself was more important than the reward. People understood that by optimizing the process of moving through the maze, they could improve the result.
Scientists argue that the unmet need for creative (exploratory) behavior in humans can lead to severe diseases of the nervous system. A person from an early age is a researcher, and what small children sometimes hear - don’t bother, don’t touch, leave me alone, it’s too early for you to know about it. For the elders, this is a dismissive attitude towards their own conclusions, conclusions made by them on the basis of own experience: observations and experiments.
Experiments show that research activities are led by the right hemisphere, while the left hemisphere is responsible for processing the information received and obtained during the research search. Thus, exploratory behavior activates the work of both hemispheres.
The research reflex is one of the basic unconditioned reflexes. The need for research is the driving force behind the development and self-development of a person.
To explore, to explore, to discover means to take a step into the unknown and the unknown.
The activity of a researcher is a creative activity, and it does not matter what a person does: paint pictures, develop new computers, or study the movement of heavenly bodies.
Each new information, turning into knowledge, makes them completely different. And a person is sometimes afraid, not sure of himself. At school, only the correct answer is required, and if you allow yourself to express original, unexpected solutions, then you can become an object of ridicule. Although the criticism of ideas is unacceptable, as it holds back the flight of fantasy.
In childhood, children often compose various stories, invent non-existent events. This phenomenon is closely related to research activity. The child's need for such activity is great, the flow of information received is large, and the age-related possibilities for its processing and assimilation are still small. This contradiction creates a conflict between the excess of incoming information and the lack of means necessary to understand and explain the environment.
After all, information becomes knowledge when it enters with previous experience. And this requires the skills and abilities necessary in solving research problems. These include skills: to see problems, ask questions, put forward hypotheses, define concepts, classify observations and experiment skills, draw conclusions and conclusions, structure material, work with text, etc.
Science and its role in the development of society
The concept of "science" has several basic meanings:
The sphere of human activity aimed at the development and theoretical schematization of objective knowledge about reality;
Science acts as a result of this activity - a system of acquired scientific knowledge;
The term "science" is used to refer to certain branches of scientific
Science can be viewed as a branch of culture that did not exist
At all times and not among all peoples.
The immediate goals of science are obtaining knowledge about the world around us, predicting the processes and phenomena of reality on the basis of the laws it discovers. Science was created to directly reveal the essential aspects of all phenomena of nature, society and thinking.
The main tasks of science include:
Discovery of the laws of motion of nature, society, thinking and knowledge;
Collection, analysis, generalization of facts;
Systematization of acquired knowledge;
Explanation of the essence of phenomena and processes;
Forecasting of events, phenomena and processes;
Establishment of directions and forms of practical use of acquired knowledge.
Not all knowledge can be considered scientific. It is impossible to recognize as scientific the knowledge that a person receives only on the basis of simple observation. This knowledge plays in people's lives important role, but they do not reveal the essence of phenomena, the relationship between them, which would make it possible to explain why this phenomenon proceeds one way or another, and to predict its further development.
The correctness of scientific knowledge is determined not only by logic, but, above all, by its mandatory verification in practice. Revealing the regular connections of reality, science expresses them in abstract concepts and schemes that strictly correspond to this reality.
Science can be viewed as a system consisting of: theory; methodology, methods and techniques of research; practice of implementation of the obtained results.
The development of science proceeds from the collection of facts, their study and systematization, generalization and disclosure of individual patterns to a coherent, logically coherent system of scientific knowledge, which makes it possible to explain already known facts and predict new ones.
The process of cognition includes the accumulation of facts. No science can exist without systematization and generalization, without logical comprehension of facts. But although the facts are necessary material for a scientist, they are not science in themselves. Facts become integral part scientific knowledge when they appear in a systematic, generalized form.
Facts are systematized and generalized using the simplest concepts, which are important structural elements of science. The broadest concepts are called categories. An important form of knowledge is principles (postulates), axioms. Under the principle understand the initial provisions of any branch of science. They are the initial form of systematization of knowledge (the axioms of Euclidean geometry, Bohr's postulate in quantum mechanics, etc.).
The most important component link in the system of scientific knowledge is scientific laws that reflect the most essential, stable, repetitive objective internal connections in nature, society and thinking. Usually laws act in the form of a certain correlation of concepts, categories.
The highest form of generalization and systematization of knowledge is theory. The theory is understood as the doctrine of generalized experience (practice), which formulates scientific principles and methods that allow one to generalize and cognize existing processes and phenomena, analyze the effect of various factors on them and offer recommendations for using them in people's practical activities.
Scientific disciplines, which in their totality form the system of sciences as a whole, can be very conditionally divided into 3 large groups (subsystems) - natural, social and technical, differing in their subjects and methods. There is no sharp line between these subsystems - a number of scientific disciplines occupy an intermediate position. So, for example, at the junction of technical and social sciences there is technical aesthetics, between natural and technical sciences - bionics, between natural and social sciences - economic geography. Each of these subsystems, in turn, forms a system of individual sciences coordinated and subordinated by subject and methodological connections in a variety of ways, which makes the problem of their detailed classification extremely complex and not completely resolved to this day.
Along with traditional research carried out within the framework of any one branch of science, the problematic nature of the orientation of modern science has brought to life wide deployment of interdisciplinary and complex research, carried out by means of several different scientific disciplines, the specific combination of which is determined by the nature of the problem. An example of this is the study of environmental problems, located at the crossroads of technical sciences, biology, earth sciences, medicine, economics, mathematics, etc. Such problems that arise in connection with the decision of large farms, and social tasks are typical of modern science. According to their orientation, according to their direct relation to practice, individual sciences are usually divided into fundamental and applied.
The task of the fundamental sciences is the knowledge of the laws governing the behavior and interaction of the basic structures of nature, society and thinking. These laws and structures are studied in their "pure form", as such, regardless of their possible use. So fundamental sciences sometimes referred to as "pure".
The immediate goal of the applied sciences is the application of the results of the fundamental sciences to solve not only cognitive, but also social and practical problems. Therefore, here the criterion of success is not only the achievement of truth, but also the measure of satisfaction of the social order. At the intersection of applied sciences and practice, a special area of research is developing - developments that translate the results of applied science into the form of technological processes, structures, industrial materials, etc.
Applied sciences can develop with a predominance of both theoretical and
practical issues. For example, in modern physics a fundamental role is played by electrodynamics and quantum mechanics, the application of which to the knowledge of specific subject areas forms various branches of theoretical applied physics - metal physics, semiconductor physics, etc. Further application of their results to practice gives rise to a variety of practical applied sciences - metallurgy, semiconductor technology, etc., the direct connection of which with production is carried out by the corresponding specific developments. All technical sciences are applied.
As a rule, fundamental sciences are ahead of applied sciences in their development, creating a theoretical reserve for them. AT modern science Applied research accounts for up to 80-90% of all research and funding. One of the urgent problems of the modern organization of science is the establishment of strong, systematic relationships and the reduction of the time of movement within the framework of the cycle "fundamental research - applied research - development - implementation".
In the Classifier of directions and specialties of higher professional
Formations developed by scientific and methodological councils - departments of the UMO in the areas of education are highlighted:
- natural sciences and mathematics (mechanics, physics, chemistry, biology, soil science, geography, hydrometeorology, geology, ecology, etc.);
- humanities and socio-economic sciences (culturology, theology, philology, philosophy, linguistics, journalism, book science, history, political science, psychology, social work, sociology, regional studies, management, economics, art, physical culture, commerce, agroeconomics, statistics, art, jurisprudence, etc.);
- Technical science (construction, printing, telecommunications, metallurgy, mining, electronics and microelectronics, geodesy, radio engineering, architecture, etc.); agricultural sciences (agronomy, zootechnics, veterinary medicine, agroengineering, forestry, fisheries, etc.).
The concept of research
Many people think that research is the task of a scientific worker in their daily work. This is a deep delusion. In today's world, research is the main success factor, and, scientifically speaking, the main factor in improving management efficiency.
Research allows you to see where the reserves are and what hinders development, what should be feared and what should be supported.
The development of professionalism in various fields of activity leads to an understanding of research as a natural element of its practical effectiveness. In this case, research is no longer associated only with scientific activity and even with a scientific approach. This is a factor of professionalism.
In this regard, we can construct a definition of the concept of "research" as follows. Research is a type of human activity, consisting in:
Recognition of problems and situations;
Determination of their origin;
Identification of properties, content, patterns of behavior and development;
Establishing the place of these problems and situations in the system of accumulated knowledge;
Finding ways, means and opportunities to use new ideas or knowledge about a given problem in the practice of resolving it.
In real practice, these signs of research are in a certain ratio, characterizing both the degree of professionalism and the specific goals and objectives of the activity.
The study of a problem or situation includes a wider range of methods than analysis or design. This is observation, and evaluation, and conducting an experiment, and classification, and building indicators, and much more. Of course, the study includes analysis, but is not limited to it. The study is more high level human creative activity.
Research typology
^ According to the purpose, practical and scientific-practical (educational) research can be distinguished. There are studies designed simply to develop effective solutions and achieve the desired result, but there are studies focused on the future, updating knowledge, raising the educational level.
It is possible to build research involving, to one degree or another, the apparatus of scientific analysis, scientific methodology. Research can be of an empirical nature, i.e., rely primarily on accumulated experience and the immediate, immediate result.
Studies differ in the use of resources and the timing of their implementation. There are small studies resource-intensive and, conversely, resource-intensive. And in time - long-term and short-lived.
An important criterion for the typological choice of research is the criterion information support. Can be built research only on inside information, but more profound are, of course, studies with the involvement of extensive external information. This allows you to draw more informed conclusions and develop more effective recommendations.
Finally, studies differ in the degree of organization and participation of staff in their conduct. They can either be individual or collective, spontaneous or organized.
Study Characteristics
Any study has a set of characteristics that must be taken into account when conducting and organizing it. The main of these characteristics are the following:
Research methodology - a set of goals, approaches, guidelines, priorities, means and methods of research.
Organization of the study - the procedure for conducting, based on the distribution of functions and responsibilities, enshrined in regulations, standards and instructions.
Research resources - a set of tools and capabilities (for example, information, economic, human, etc.) that ensure the successful conduct of research and the achievement of its results.
Object and subject of research. The object is a management system belonging to the class of socio-economic systems, the subject is a specific problem, the resolution of which requires research.
The type of research is its belonging to a certain type, reflecting the originality of all characteristics.
The need for research is the degree of severity of the problem, professionalism in approaches to its solution, management style.
The effectiveness of the study is the proportionality of the resources used to conduct the study and the results obtained from it.
1.1.5. Requirements for a modern specialist
In the past, it was very characteristic for leaders to strive for precise performance. A good leader was considered to be one who knew how to execute orders from higher authorities or instructions, standards, and who corresponded to accepted types of business behavior. Subsequently, the independence of the leader began to be valued. Self-reliance is good quality, but it can also manifest itself in different ways. There is independence in execution and independence in purposeful development, there is initiative independence and independence limited by a certain concept of business behavior, there may be independence of experience and independence of search.
Today, the concept of a research type specialist is being born. What is its feature?
In a more detailed presentation, the following features of a research type specialist can be distinguished:
Problematic vision of the world, the ability to recognize problems where everything is clear for others;
The ability to preventively, i.e., in advance, in advance, to pose problems when they are still in their infancy;
Systemic and panoramic perception of reality, processes of functioning and development of a controlled object;
Antinomy - the ability to perceive, understand, accept and use points of view that are different from one's own or even opposite to them;
Expresence - the ability to make correct and successful conclusions with a lack of information.
Developed psychological self-regulation, which determines the attitude to problems and their assessment;
The ability to imitate the functions of various members of the team;
Psychological insight that allows you to see more in people than they show in their activities or demonstrate. The compensator of insight is psychodiagnostics;
Innovative and inertialess thinking, the ability to go beyond the boundaries of the formal, familiar, proven, traditional;
Attractiveness - the ability to attract people to joint activities without resorting to means of material or administrative coercion.
The ability to quickly reorganize psychologically when the conditions of activity change or the transition to solving fundamentally new tasks;
The ability to delegate not only power and responsibility, but also your authority as a leader;
The ability for latent (hidden) leadership, involving the inclusion of people in activities not on a formal subordination basis, but by "going into the shadows", the ability to seek advice and help.
All these properties exist not each by itself and not in a disparate chaotic aggregate, but in a system of interaction. This is what characterizes a research specialist.
Topic 1.2. Structure of the research work
Research work is evaluated not only by theoretical scientific value, but also by the level of general methodological preparation of scientific material, which, first of all, is reflected in its composition.
The structure of the research work is the sequence of the location of its main parts, which include the main text (i.e. chapters and paragraphs), as well as all parts of the reference and accompanying apparatus (tables, graphs, programs).
The student's research work must contain the following elements:
- title page;
– list of symbols (if necessary);
– introduction ( general characteristics work);
- the main part, represented by chapters;
- conclusion;
– list of used literature;
– applications (if necessary).
^ Title page is the first page of the work and is filled out according to strictly defined rules. The title page must contain the following information:
- the full name of the educational institution in which the research work is carried out;
- the title of the work, which should define the area of research, be as short as possible and exactly match the content of the study;
– surname, name, patronymic of the student;
- number and name of specialty;
- genre of work, for example, final qualification work;
– surnames, initials, scientific degrees and titles of the supervisor and reviewer;
- the city in which the educational institution is located;
– year of defense of research work.
After the title page is placed table of contents, which lists all the titles of the research paper and indicates the pages from which they begin. Headings in the table of contents should exactly repeat the headings in the text. Headings may not be abbreviated or given in a different wording or sequence. The table of contents should be placed at the beginning of the work, as this makes it possible to immediately see its structure.
List of conventions, symbols, units and terms.
If specific terminology is adopted in the work, as well as rare abbreviations, new symbols, designations, etc. are used, then their list can be presented in the form of a separate list placed before the introduction.
The list usually has the form of a column, in which the abbreviation is given on the left (in alphabetical order), and its detailed transcript is on the right.
If special terms, abbreviations, symbols, designations, etc. are repeated less than three times in the work, the list is not compiled, their decoding is given in the text at the first mention.
Introduction. In this part of the work, the relevance of the chosen topic, goals and objectives are briefly formulated. They formulate the object and subject of research, indicate research methods, the theoretical and practical value of the results obtained, the possibility of their use (where, when, by whom). After defining the goal, a working hypothesis is formulated - a scientific assumption put forward to explain any factors, features, characteristics and anticipating the result of the study.
The introduction notes the signs of novelty of the study, its practical, theoretical and social significance. Scientific novelty can be determined in the study by the difference between the obtained results and the known ones, in this case, the degree of novelty should be classified (first obtained, improved, further development provided, etc.), reveal the essence of new results.
The novelty of the results of research work is determined by the extent to which they develop ideas about a particular phenomenon, systematically clarify the essence of phenomena, processes, and how they contribute to the development of science and practice.
Scientific novelty is determined, for example, by the absence of similar studies, novelty of the topic, methodological solution, originality of setting goals, tasks, hypotheses.
At the end of the introduction, it is desirable to reveal the structure of the research work, list the main structural elements and justify the sequence of their location.
in chapters the main part of the research work an analysis of the theoretical material obtained from the literature on this issue is given, the methods and techniques of the study are considered in detail, the practical part is highlighted, and the results are summarized. The main part of the research work is divided into chapters, paragraphs, paragraphs. Each element of the main part is a complete fragment of the work in terms of meaning.
The main part of the work (represented by chapters) contains:
– a review of the literature on the topic and the choice of research direction;
– description of information sources;
– presentation of the general concept and basic research methods;
– analysis and generalization of research results.
The main part begins with a review of the literature on the issue under study (Chapter I) and is defined as a theoretical section in which the student reveals the main stages in the development of scientific thought on the issue under consideration.
The purpose of the theoretical section is to demonstrate orientation in the research problem, to substantiate the research hypothesis and the choice of ways to prove it.
The literature review begins with a presentation of the ideas of those authors who have made a significant contribution to the development of the problem. Then it is advisable to analyze and compare the different points of view of the authors. Literary review should not turn into a continuous quotation.
In the theoretical section, it is necessary to briefly, but rather deeply, systematize the state of the problem at the moment, to characterize the subject of research: to determine the main categories and concepts, to classify them, to evaluate the achievements of domestic and foreign science on the problem under study. Referring to scientific publications, it is necessary to briefly state the debatable points of view on various issues and give them their own assessment with a clearly expressed position of the student.
At the end of the review, one should briefly characterize the state of the problem and point out insufficiently studied, debatable issues. This will make it possible to determine the relevance of the study;
It is advisable to end the review with a brief summary of the need for research in this area and define the subject of your research.
Thus, the text of the analytical review must meet the following requirements:
- reliability and completeness of information;
– consistency of the structure;
- clarity, clarity of presentation;
– compositional integrity;
- reasoned conclusions.
In the first part practical section(Chapter II) outlines the general concept and basic research methods, gives a theoretical justification for the proposed methods, algorithms for solving problems, outlines their essence, gives a scientific and theoretical justification for choosing the direction of research, describes the organization and content of the study: characteristics of the subjects, specific methods, research procedures, criteria for evaluating the results of the study.
In the second part of the practical section (Chapters III, IV) the data of the ascertaining (forming) experiment are given. The author's own research is presented with the identification of the new that he introduced into the development of the problem (results of study and training). The author needs to give his own assessment of the achievement of the goal and the completeness of the solution of the tasks, an assessment of the reliability of the results obtained, their comparison with similar results of domestic and foreign authors, the rationale for the need for additional research, negative results leading to the need to stop further research on a specific issue.
The order of presentation of the material should be subordinate to the purpose of the study, formulated by the author. The logical construction and purposefulness of the presentation of the main content is achieved only when each chapter has a specific purpose and is the basis for the next one.
When writing a paper, the student is obliged to indicate the authors and sources from which he borrows materials. Quotations must be enclosed in quotation marks. Free presentation of the borrowed text is allowed only with reference to the source of the borrowing.
At the end of each chapter, brief descriptive conclusions should be given, which makes it possible to clearly formulate the results of each stage of the study, making it possible to “free” the main results from secondary details.
Conclusion is not just a list of the results obtained, but a synthesis of the information accumulated in the main part. Here it is important to consistently, logically coherently present the results obtained and their relationship with the goal and objectives set in the introductory part of the work. The conclusion assumes the presence of a generalized assessment of the work done. At the same time, it is important to indicate what its main meaning is, what important side scientific results have been obtained, what new tasks arise. In some cases, it becomes necessary to indicate the ways of further research, as well as specific tasks that will have to be solved in the first place. Practical suggestions greatly increase the value of theoretical material.
^ List of used literature. After the conclusion, it is customary to post a list of references - this is a list of information sources on the basis of which the work was done (cited, mentioned in the text, used in the research process, but not reflected in the main text of the work). The list is in alphabetical order.
If the author makes a reference to any facts or cites the works of other authors, then he must indicate in the subscript where the materials are taken from. Works that have not actually been used should not be included in the list. It is not recommended to place reference books, encyclopedias, popular scientific publications in the list. If there is a need to use such publications, then they should be given in subscripts in the text of the research paper.
All materials that are not essential for understanding the scientific problem, auxiliary and Additional materials, which clutter up the text of the main part, are taken out in applications and notes.
Topic 1.3. Main stages of the research process
Usually research consists of three main stages.
^ First stage work includes:
Choice of problem and topic;
Definition of the object and subject, goals and objectives;
Development of the research hypothesis.
^ Second stage work contains:
Choice of research methods;
Hypothesis testing;
Direct research;
Formulation of preliminary conclusions, their testing and clarification;
Substantiation of final conclusions and practical recommendations.
^ Third stage(final) is based on the implementation of the results obtained in practice. The work is written in writing.
The logic of each study is specific. The researcher proceeds from the nature of the problem, the goals and objectives of the work, the specific material that he has, the level of research equipment and his capabilities. What is characteristic of each stage of work?
First stage consists of choosing a field of study, and the choice is due to both objective factors (relevance, novelty, prospects, etc.) and subjective ones - the researcher's experience, his scientific and professional interest, abilities, mindset, etc. - a necessary requirement for any job. To substantiate relevance means to explain why this particular topic is currently of interest, what are the reasons for addressing it, what prevented it from being done earlier.
An indicator of the relevance of the topic is the presence of a problem in this area of research.
There is a methodological regularity in the formulation of research topics and a fairly quick change in one or more problematic aspects of the research topic. The topic lives for a long time, and its problematic aspects change both under the influence of scientific, technical and social progress, and under the influence of changes in worldview views on the nature of the phenomenon under study.
^ Research problem is understood as a category meaning something unknown in science, which is to be discovered, proved. The problem is created by contradictions that need to be resolved. The research problem must be relevant, meet the needs of practice, and have an appropriate scientific solution. The substantiation of the relevance of the problem makes it possible to specify the research topic, which, in turn, must be carefully thought out and correctly formulated.
Subject- it reflects the problem in its characteristic features. A successful, semantically clear formulation of the topic clarifies the problem, outlines the scope of the study, concretizes the main idea, thereby creating the prerequisites for the success of the work as a whole.
^ Object of study - this is a set of connections, relationships and properties that exists objectively in theory and practice and serves as a source of information necessary for the researcher. This is what the research activity is aimed at (finding out what exactly is being considered in the study). The object of study is a process, phenomenon, etc., which is being studied, and the subject is a part of the object that can be transformed so that the object changes. In other words, the subject of the study indicates what it is devoted to.
^ Subject of study is more specific and includes only those connections and relationships that are subject to direct study in this work, set the boundaries of scientific research. In each object, several subjects of study can be distinguished. It is the subject of research that determines the topic of the work (i.e., to indicate how the object is considered, what relationships in it, properties, aspects, functions it reveals).
For example:
The object area is Russian and German.
The object of the study is the mutual influence of languages on each other.
The subject of the research is Borrowings in Russian from German.
Research topic - The influence of the development of science and technology in Germany on the Russian language.
I.e subject research - a narrower scope within the object of study in which the problem is considered.
From the subject of the study, its purpose and objectives follow.
Target is formulated briefly and extremely precisely, in a semantic sense expressing the main thing that the researcher intends to do. One goal of the work and several tasks that need to be solved to achieve this goal are formulated. When formulating a goal, it is necessary to write it down in several versions, and then determine the most suitable one. The goal indicates what needs to be done, and the tasks are built in the form of statements aimed at achieving the goal. The goal is concretized and developed in the objectives of the study. It is not recommended to formulate the goal as “Research ...”, “Study ...”, as these words indicate a means to achieve the goal, and not the goal itself.
^ First task, as a rule, it is associated with the identification, clarification, deepening, methodological justification of the essence, nature, structure of the object under study (collection and analysis of information ...).
Second - with an analysis of the real state of the subject of research, dynamics, internal contradictions of development (selection of material for ...).
Third- with the ability of transformation, modeling, experimental verification (development ....).
Fourth- with the identification of ways and means of increasing the efficiency of improving the phenomenon, process under study, i.e. with the practical aspects of work, with the problem of managing the object under study.
After defining the goal, a working hypothesis- a scientific assumption put forward to explain any factors, features, characteristics and anticipating the result of the study. It is formulated on the basis of a literature review and is the organizing and guiding factor of the initial stage of the experiment, from the standpoint of which the study will be carried out. Within the framework of the hypothesis, the data of the experiment are summarized, it directs the study and predicts its result. A project for solving the problem follows from the hypothesis.
A hypothesis should not be obvious and reflect explicit assumptions, since testing, and even more so researching them, does not make sense.
As a result of the research, the hypothesis can be confirmed or refuted. It is necessary to put forward a hypothesis in such a way that it covers various aspects and aspects of the studied phenomena and processes.
In order for the hypothesis to be confirmed, and the work to be practically significant, the author must have a good theoretical background, awareness of the research problem.
The hypothesis is considered reliable only after practical verification and confirmation of its relevant facts.
The first part of the hypothesis is descriptive, the second is explanatory, and the third is prognostic. However, such a construction is not strictly required.
When formulating a hypothesis, constructions of the type are usually used: “if ..., then ...”, “provided that ...”, i.e. those that focus on the problem and how to solve it.
Hypotheses are:
Descriptive (the existence of a phenomenon is assumed);
Explanatory (revealing the reasons for it);
Descriptive and explanatory.
There are certain requirements for the hypothesis:
It should not include too many provisions: as a rule, one main one, rarely more;
It should not contain concepts and categories that are not unambiguous, not clarified by the researcher himself;
When formulating a hypothesis, value judgments should be avoided; the hypothesis should correspond to the facts, be testable and applicable to a wide range of phenomena;
It requires impeccable stylistic design, logical simplicity,
Second phase research has a pronounced individualized character, does not tolerate rigidly regulated rules and regulations.
In the course of the study, a program is drawn up. It should reflect:
What phenomenon is being studied;
By what indicators;
What evaluation criteria are applied;
What research methods are used;
The order of application of certain methods.
The organization and conduct of the experiment begins with a test check of the experimental documentation: questionnaires, questionnaires, conversation programs, tables or matrices for recording and accumulating data.
Preliminary theoretical and practical conclusions must meet the following methodological requirements:
Be comprehensively reasoned, summarizing the main results of the study;
To follow from the accumulated material, being a logical consequence of its analysis and generalization.
When formulating, it is important to avoid two common mistakes:
A kind of marking time, when very superficial, partially limited conclusions are made from a large and capacious empirical material;
Unreasonably broad generalizations, when unreasonably broad conclusions are drawn from insignificant factual material.
Third stage - implementation of the obtained results into practice. The work is written in writing.
^ Literary design of research materials - a labor-intensive and very responsible business, an integral part of scientific research.
Isolate and formulate the main ideas, provisions, conclusions and recommendations in an accessible, sufficiently complete and accurate manner - the main thing that a researcher should strive for in the process of literary design of materials.
This is not possible immediately and not for everyone, since the design of the work is always closely related to the refinement of certain provisions, the clarification of logic, argumentation and the elimination of gaps in the justification of the conclusions drawn, etc. Much here depends on the level of general development of the researcher's personality, his literary abilities and the ability to shape their thoughts.
In the work on the design of research materials, the following general rules should be followed:
The title and content of chapters, as well as paragraphs, should correspond to the topic of the study and not go beyond it. The content of the chapters should exhaust the topic, and the content of the paragraphs - the chapter as a whole;
Initially, having studied the material for writing the next chapter, it is necessary to think over its plan, leading ideas, a system of argumentation and fix it all in writing, without losing sight of the logic of the whole work. Then carry out clarification, polishing of individual semantic parts and sentences, make the necessary additions, rearrangements, remove the excess, carry out editorial, stylistic corrections;
Check the design of references, compile a reference apparatus and a list of references (bibliography);
Do not rush with the final finish, look at the material after a while, let it "lie down". At the same time, some reasoning and conclusions, as practice shows, will appear unsuccessfully designed, unproven and insignificant. They need to be improved or omitted, leaving only what is really necessary;
Avoid scientism, games of erudition. Bringing a large number of references, the abuse of special terminology makes it difficult to understand the thoughts of the researcher, make the presentation unnecessarily complicated. The presentation style should combine scientific rigor and efficiency, accessibility and expressiveness;
The presentation of the material should be reasoned or polemical, critical, brief or detailed, detailed;
Before issuing a final version, conduct an approbation of the work: reviewing, discussion, etc. Eliminate the shortcomings identified during the approbation.
^ The logical relationship of the goal, objectives, results and conclusion
