A study guide is a tool you can use to remove the element of stress from your learning process. When you have a textbook, a folder full of lecture notes, and a mountain of homework and workbooks, it can be difficult to know where to start. But by learning a few formatting tips, looking for information in the right places, and using the study guide to the best of your ability, you can make studying much more effective. Interesting? Start with Step 1 to learn more about it.
Steps
Part 1
Structuring your study guide- If you find it easier to learn visually, consider using color-coded blocks in your study guide, or use idea mapping techniques to highlight information and make it easily accessible.
- If you have a linear mind, organize information chronologically or alphabetically so you can learn one thing in a series and then move on to the next.
- If you need an emotional connection with the material To understand it, give your notes a narrative form; this way it will be easier to teach them. Translate the concepts from the language of mathematics into the language of a story, a story you can feel a sense of belonging to, then organize your study guide as a short story that you can spell out in detail to remember the application of the formulas.
- If you can remember information quickly, use a format that helps you memorize effectively, such as recording vocabulary words and definitions in your voice, then listen again on your player all day or create animated flash cards and test yourself regularly.
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Draw cognitive maps to connect main ideas and prioritize information. When creating cognitive maps, write each important idea in a separate rectangle, which you then connect according to their chronology and importance. Then link threads of related information that are derived from the main ideas. This method of creating a study guide provides a good visual diagram of how the material being taught fits together into an overall concept.
Use comparison charts to highlight differences in key concepts. Create teaching aids using comparison charts or tables when you need to compare and show differences in a related group of ideas. You can use tables to create clear parallels in history or biology, or to compare different writers in literature.
- For example, in the column names of the feature comparison scheme different types plants will most likely be kingdom, family and genus. This will help organize the information for quick comparison and review.
- You can also benefit from comparison charts when studying literature by writing the names of the characters in the story in different column headings under which you write them. distinctive features or other information. Likewise, information from two different novels can be conveniently structured into a table like this.
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Use flash cards or concept cards to help you remember terminology. Flash cards are usually made from blank 13 x 18 cm index cards, and they can contain as much or as little information as you want, making them one of the most effective techniques for remembering individual words, or definitions of individual concepts. Thanks to this, they are most effective in studying foreign languages and history.
- Write 1 key concept on the front of each card, and on the back write the facts and key concepts associated with that fact. Review the cards yourself or have someone randomly ask you questions using the cards. To make sure you really remember what you need, go back and forth, starting with the front of the card and then the back. This works especially well when memorizing new foreign words.
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Write your own sample test for study purposes. Writing a sample test can be an exceptional way to analyze the information you will be asked about from two perspectives: if you think about what is worth including in the test, you will think like a teacher, and if you can anticipate these questions, you will be one step ahead. ahead.
- Try to figure out whether you will be given a multiple choice test, a fill-in-the-blank test, or written answers to questions. Prepare accordingly by writing out the type of questions that will test you.
- Many teachers will be willing to provide you with older versions of the test, if available, so that you can use them as a teaching aid. Textbooks often include sample tests, which are an excellent way to study. While taking the test more than once can be extra stressful, it can be a great way to study and can even guide you toward the types of questions that will be on the test.
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Learn using many tutorials at once. Create a combination study guide using the basic concepts and supporting information you selected from the study materials. You can write a draft of the manual on paper, by hand, or on a computer, using a word processor, spreadsheet, or specialized study guide program to organize your information.
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Study on a schedule. Do your study guides as early as possible, and set aside enough time to study from them before the test comes your way. In the weeks leading up to the test, divide up your time to study all the different subjects and allocate your space to each subject you study to make sure you have enough time for each individual piece of information. Don't leave everything to the last minute.
- If you suffer from stress, anxiety, and tend to panic before tests, it may be an especially good idea to set deadlines for studying individual chapters or topics. If you know that you need to get through the first two paragraphs this week before tackling the third and fourth paragraphs next week, then you can dedicate the entire week to that, and during that time you won't have to worry about the third and fourth paragraphs. 4 chapters
- Allocate different periods of time to study, and focus on one subject at a time. No need to switch back and forth between five different objects until you have learned everything from the first one.
Let the form match the content. There are many different types of study guides, and each one has a format to suit a specific purpose and learning style. Whatever you use it for, there are tutorials suitable for more than just that. academic subject, but also a specific learning goal when studying this subject. Structure the information into a study guide that is most convenient for you to use.
- Highlighted words and definitions from a textbook are often key points and good indicators of material for a study guide.
- Remember that each type of teaching aid has its strengths and weaknesses and there are many different learning styles. Therefore, choose the right type of teaching aid for the desired subject or for different learning styles, which may require using more than one type of teaching aid. For example, visual learners may benefit best from maps and diagrams, while listeners may benefit from cards that they can read aloud from.
- Try to be as concise as possible. Avoid unnecessary information.
FOR COMPILATION AND DESIGN
EDUCATIONAL AND METHODOLOGICAL PUBLICATIONS
Kineshma 2015
Ogoreltseva M.G. Guidelines on the compilation and design of educational and methodological publications. Toolkit for teachers of FCPOU "KTTI" of the Ministry of Labor of Russia.
These guidelines have been compiled to help technical school teachers develop educational and methodological materials for the disciplines taught. The recommendations include uniform requirements for the structure, content and design of educational publications. - Kineshma, FCPOU "KTTI" Ministry of Labor of Russia, 2015. - 46 p.
CONTENT
Explanatory note................................................... ...........................................4
Types and types of educational publications.................................................... .................................5
Requirements for educational and methodological publications....................................15
General requirements ......................................................................................15
Content requirements ..........................................................................15
Structure requirements .............................................................................16
Requirements for the text part ..................................................................20
Performance individual species text material ......................22
Bibliography................................................................ ....................................35
Applications........................................................ ........................................................ .......36
Explanatory note
The need to ensure high-quality implementation of public educational standard average vocational education intensified the search pedagogical science and practice ways to improve efficiency educational process and quality of specialist training. The content of secondary vocational education, teaching technologies, and forms of organizing the educational process are being intensively updated. The problem of educational and methodological support for the educational process has become important for teachers of the technological boarding school. Teaching practice convincingly proves that the quality and effectiveness of the educational process are significantly increased if this process is provided comprehensively.
In light of the requirements of the educational standard, technical school teachers must know the methodological foundations for designing complexes of didactic teaching aids, be able to develop these complexes and adapt them to the real conditions of the educational process.
The purpose of these guidelines is to assist teachers in developing educational materials that are a necessary condition ensuring the educational process in the technical school. Give teachers some specific recommendations, advice that will be useful and will to some extent facilitate his difficult quest, will warn against many typical mistakes. Along with this, it is necessary to acquaint teachers with educational and methodological support as such: its composition (structural structure), content (documents, technical objects), requirements for their development.
Any work done by a teacher acquires real significance only when other people (teachers, students) have the opportunity to become familiar with its results. That's why important stage activity is its design.
If a teacher wants his colleagues to know about his experience, he must keep in mind that in this case he acts in a new capacity - as an author. Author's development is a purely individual thing, a product creative activity teacher, therefore his activities are subject to slightly different laws and requirements. It is necessary to explain clearly to colleagues what changes his experience in traditional practice, what is the effectiveness of his pedagogical activity. What are his ideas and approaches?
The requirements for the design of teaching materials increase if the teacher intends to submit them for examination. This is due to the fact that experts evaluate the work in absentia and, not being able to ask questions that interest them personally, look for answers in the text itself. Therefore, it must be extremely clear and contain answers to all possible questions from experts. One of the tasks set in these methodological recommendations is to give teachers generalized and systematized ideas about the organization of the activity of creating teaching materials.
The condition for the successful use of the proposed recommendations is the individual’s desire for self-improvement: it is necessary to constantly report to oneself in order to determine one’s future prospects.
Types and types of educational publications determined by the Ministry of Education and Science of the Russian Federation
System of educational publications
Educational publications
Textbook - This educational publication, containing a systematic presentation of an academic discipline or its section, part, corresponding to the state educational standard and standard curriculum and officially approved as this type of publication.
The only opportunity to become the author of a textbook is to obtain the stamp of the Ministry of Education and Science Russian Federation, and for this, the textbook must be created at a high scientific and methodological level, fully comply with the federal component of the discipline of the state educational standard of the specialty, determined by the didactic units of the standard.
Tutorial - This is an educational publication that partially or completely replaces or supplements a textbook and is officially approved by a higher authority as this type of publication for a certain category of educational institutions.
To obtain the status of a teaching aid, the work must undergo the appropriate examination and receive the stamp “Approved” or “Recommended” for use in the State Educational Institution of Secondary Professional Education.
The textbook must correspond to the course program (section), contain new material, expanding the content of the main textbook, reflecting new actual problems and trends and be intended to expand, deepen and improve the absorption of knowledge.
Separate lecture - educational publication containing the text of one lecture. Reflects the content, volume and form of presentation of a lecture given by a specific teacher.
Lecture texts - an educational and theoretical publication that fully or partially covers the content of an academic discipline or goes beyond the scope of the curriculum. Reflects material taught by a specific teacher.
Lecture course - an educational publication (a set of individual lectures) that fully covers the content of the academic discipline. Reflects material taught by a specific teacher.
Lecture notes - an educational publication that reflects in a compact form the material of the entire course taught by a specific teacher.
Educational and methodological publications
Educational and methodological manual is an educational and methodological publication containing systematized information of a scientific, practical and applied nature, presented in a form that is accessible and convenient from a methodological point of view for self-study and mastering the academic discipline.
Distinctive feature educational and methodological The manual is the comprehensive nature of the presentation of the material, i.e. theory in logical combination with practice.
Educational and methodological manualmay contain, in addition to theoretical material, guidelines, recommendations, tasks, tasks for self-testing and self-analysis of the student’s work or samples of their solutions, etc.
Thus, ifthe course of lectures has methodological support , i.e. answers the question:"How to use lectures in educational process?» , - then it can be attributed toeducational and methodological aids.
The same applies toworkshop . If in itincluded standards and algorithms for solving practical problems and exercises , facilitating the assimilation, consolidation, testing of knowledge, then the work isteaching aid .
Guidelines - an educational and methodological publication containing materials on the methods of self-study or practical mastery by students of an academic discipline and preparation for testing knowledge. Methodological recommendations may include requirements for the content, design and defense of coursework and dissertations.
Guidelines - educational and methodological publication containing general characteristics discipline (goals, objectives of its study, complex of subjects on which it is based), as well as forms and methods and types independent work students (studying literary sources, lecture notes, preparing for practical classes, writing reports, etc.).
How do methodological recommendations differ from methodological instructions?
The term “instructions” is used in cases where the content suggests a certain algorithm of actions, which must be strictly followed to obtain a result, i.e. This is an instruction that explains the nature and sequence of actions when students perform a specific educational task.
Recommendations often suggest possible stages of completing a task and describe the specifics of carrying out individual parts of the work. In this case, the student has the right to independently determine the algorithm for completing the task.
Types of guidelines
methodological instructions for seminar classes;
methodological instructions for practical classes;
guidelines for laboratory work;
methodological instructions for studying individual sections (topics) of the course, etc.
Methodological development - this is a set of educational and methodological materials that determine the content, order, methods and means of conducting classes on a topic or individual educational issues.
Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties
Methodological development may be
developing a specific lesson;
developing a series of lessons;
development of the topic of the academic discipline;
development of extracurricular activities;
development of a general methodology for teaching subjects;
Development of new forms, methods or means of training and education
Methodological developments for training sessions or course topics are clearly structured and reflect all components of the educational process.
Methodological developments of lessons (lessons) - a type of educational and methodological publication to help the teacher, training master, in a systematic way reflecting the content and course of the lesson or lesson. Among the methodological developments of lessons (lessons), a distinction is made between lesson (lesson) plans and lesson (lesson) notes.
Lesson plan - a logically ordered list of questions to be studied in the lesson, succinctly reflecting the sequence of presentation of the material and the course of the lesson.The most important requirement for a lesson plan - accuracy, meaningful brevity, i.e. the ability to reflect the content and course of the lesson as fully and accurately as possible in a minimum amount of text.
Lesson summary - a combination of a plan and a brief written record of the content and sequence of stages of a lesson, which has an author’s, individualized character. Designed for subsequent restoration educational information with varying degrees of completeness during the lesson. It is characterized by multi-address: teachers, teaching assistants, administration and/or representatives of educational authorities. Unlike the lesson plana lesson plan or lesson summary contains not only a list of issues discussed in the lesson and stages of the lesson, but also fragments of the teacher’s speech or full text new material.
Methodological developments summarizing teaching experience.
This is the most complex look methodological developments, requiring experience in research activities, a creative approach to creation and design.
The main features of advanced teaching experience are:
high quantitative and qualitative indicators of the results of the educational process according to the main criteria of secondary vocational education;
professional and labor experience of the teacher, i.e. desire and availability of necessary skills in various types your professional activities;
the ability to analyze the process and result of professional pedagogical work;
self-control, self-analysis of the work done, connection between theory and practice;
rationalization approach to business;
correction in the organization of the teacher’s work;
optimality of teaching experience (achieving the best results in educational work with the least, economical expenditure of effort and time of teachers and students);
stability, stability of experience, its long-term functioning;
possibility of repetition and creative use by other teachers;
prospects of experience;
scientific validity of experience (scientific interpretation of pedagogical phenomena).
To design a methodological development for generalizing pedagogical experience, it is necessary to study this experience.
There are several stages in the study and generalization of advanced pedagogical experience.
First stage - detection of a contradiction between the existing forms and methods of work of a teacher or teaching staff, on the one hand, and the needs to increase its effectiveness, on the other. This contradiction is recognized, comprehended, and the problem is formulated in terms, concepts and categories of pedagogical science.
Second phase - identification of finds, novelties in the work of individual teachers or entire teams that have certain achievements in educational work. The object of research, study and generalization of experience is determined.
Third stage - drawing up a comprehensive program for studying and summarizing experience. To do this, the topic and goal are formulated, the object, subject of study and generalization are clarified. Research methods are outlined and specified, i.e. it is determined which issues will be studied and by what methods. Stages of work and calendar dates for studying specific objects are established. Under development diagnostic techniques, allowing for the collection and analysis of information about teaching experience.
Onfourth stage Work is underway to collect pedagogical facts and other empirical and informational material (based on the program). The received material is clarified and its accuracy is checked. For further study and generalization, the pedagogical experience must be described (name the authors, define the problem, consistently retell the content of the experience, describe the specific conditions and time in which it is implemented, show the successes of educational work related to the described experience.
Onfifth stage the described experience is comprehended: facts are compared, compared, analyzed, relationships are identified, the nature of the dependence between them is determined, the nature of the dependence of the pedagogical process on specific conditions is determined. Specific conclusions follow from this.
Sixth stage - preparation of methodological development. The structure of such development cannot be strictly regulated. However, it is advisable to reflect the following components:
Explanatory note (justifies the reasons why the author proposes to organize the learning process in one way or another, characterizes the conditions for creating the development, determines the scope of its application).
The main part (the content may include several sections and should answer the questions: What does the author propose? Why does he propose to do this? How should it be done to get a guaranteed result? What are the conditions for using the development?).
Literature.
Applications.
Auxiliary publications
Workshops - publications designed to consolidate the material covered and test knowledge using various methods. Contain practical tasks and exercises that facilitate the assimilation of the material covered and the formation of the necessary competencies.
The workshops are aimed at:
To consolidate knowledge and skills
To develop practical work skills
To master the forms and methods of cognition
Reflect the main aspects of the training course with a more detailed consideration and consolidation
May consist of:
Questions and assignments
Additional guidelines for their implementation
Clarifications of the most difficult questions
Workshops include:
collection of tasks (exercises);
laboratory workshop;
collection of seminar lesson plans;
collection of control tasks (tests), etc.
Workbook - this is a methodological development for independent (classroom or extracurricular) work of students, which allows them to generalize, consolidate and systematize knowledge in the discipline, develop skills in applying acquired knowledge, and check the results of their work with the goal of a mandatory report.
The structure of the workbook may be different, which, in turn, is due to:
the content of the discipline being studied, the degree of its complexity;
the nature (style) of managing students’ cognitive activity;
the initial level of preparedness of the audience;
age characteristics of listeners;
learning conditions;
creative abilities of the teacher.
Let's consider a workbook model that includes 4 blocks: three main (mandatory) and one optional.
First block (“Updating support activities”) represents the so-called mobilizing principle. It contains questions and tasks that allow you to recall previously acquired knowledge in your memory, which is required for understanding, comprehension and better memorization of new material. This block of tasks allows you to concentrate the student’s attention on the issue being studied and increase interest in the topic being studied. Reproduction of basic knowledge is proposed to be presented verbally.
Second block is a structured summary reflecting the content of the material being studied.
A structured outline is a kind of stencil for a lecture, containing silent drawings, diagrams, tables, empty frames, which are filled in during the lecture. All drawn objects either specify or complement the text part, that is, they help reveal the meaning of what is written. The use of such a model (structured notes) not only saves study time, but also instills note-taking skills, allows you to focus attention on the main issues of the topic, and cultivates accuracy and aesthetic qualities.
Third block (“Self-control”) provides a system didactic tasks, activating and organizing self-training of students. Performance training exercises promotes:
improving students’ skills to independently work on the content of the topic being studied;
development of mental activity and analytical abilities of students;
fostering interest and a responsible attitude towards doing homework.
When selecting questions and tasks, a differentiated approach is implemented: the degree of complexity of tasks increases from control questions that require simple reproduction of a certain portion of known information, to tasks that establish interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations. All tasks begin with encouraging words:
draw a diagram...
make the appropriate notations...
reproduce the diagrams...
identify the main elements...
highlight the distinctive features...
Fourth block (optional) includes a list of abstract reports on the studied section of the discipline and recommended literature. This block is associated with independent work of students, determined work program disciplines.
The information offered in this part of the workbook may interest students and serve as an incentive to further development cognitive activity and creative activity.
The distribution of tasks in the notebook according to the principle “from simple to complex” allows the student to determine his level of mastery of knowledge and skills.
If, after the first stage of independent work with a notebook, a student finds out that he is classified as weak, average or strong in a given discipline, then after systematic, systematic work he will discover with satisfaction that now he is definitely classified as strong.
The workbook is the assistant that gives the student guidelines that allow him to move forward. The workbook disciplines the process of learning and thinking, and helps to consistently master the knowledge system outlined by the curriculum.
Dispensing didactic material has methodological value if the teacher approaches its creation systematically, drawing up methodological recommendations for its use in the educational process.
Requirements for educational publications
General requirements
1. Educational and methodological publications must have a current focus:
contain elements of analysis and comparison, generalization of pedagogical experience, taking into account the achievements of modern pedagogical science;
ensure the connection of the studied material with modern pedagogical science;
meet the requirements of educational standards.
2. The material must be systematized and presented as simply and clearly as possible.
3. The language of methodological development should be concise, competent, and convincing. The terminology used must correspond to the pedagogical (industrial) thesaurus
4. Educational and methodological publications must be reviewed by the cyclic methodological commission and approved by the Deputy Director for educational work and are recommended for teachers to use.
Content requirements
Contenteducational publicationmust be clearly relevant to the topic and purpose.
Contenteducational publicationshould be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, forms of presentation educational material, the use of modern technical and information teaching aids.
Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues presented in general pedagogical literature.
The material should be systematized and presented as simply and clearly as possible.
Educational and methodological publicationshould take into account the specific material and technical conditions of the educational process, orient the organization of the educational process towards the widespread use of active forms and methods of teaching.
Educational and methodological publicationshould reveal the question “How to teach.”
Educational and methodological publicationshould contain specific materials that the teacher can use in his work (task cards, lesson plans, instructions for conducting laboratory work, cards-schemes, tests, multi-level tasks, etc.).
TOeducational publicationA multimedia presentation may be attached.
The presentation should reflect:
relevance of the chosen topic;
compliance of the content of the presentation with the topic of the educational publication;
compliance of the material with the modern level of development of science and technology;
correct use of scientific, technical, methodological and other terminology;
illustrative presentation material;
readability and text design;
presentation color scheme;
optimal number of slides;
effectiveness of animation.
The presentation is attached to the educational publication in electronic form or on paper. The presentation is printed in the form of 2 slides per A4 sheet. It must be taken into account that a color image enhances the effectiveness of perception. The presentation is performed in programs installed on the technical school computers.
Structure requirements
General structure:
1. Cover
2. Title page
3. Reverse side of the title page
4. Contents
5. List of symbols (if necessary);
6. Introduction
7. The main part, divided into chapters (if necessary, into paragraphs and
subparagraphs)
8. Conclusion
9. Dictionary /if required/
10. Bibliography
11. List of electronic resources
12. Application
The cover is not a required element.
Title page is the first page of the publication, is filled out according to strictly defined rules and includes:
the full name of the educational institution is at the top;
name of the topic, type of material (methodological development, description of experience, program, etc.) - in the middle part;
place and year of the job description - at the bottom
Title reflects the object of the educational publication (name). The name is printed in capital letters.
Subtitle is a type of document or type of publication. Printed in lowercase letters, except for the first capital. It is allowed to first indicate the type of document (methodological instructions, teaching aid, methodological development or others), and then academic discipline or the course it belongs to. Other necessary, in the opinion of the author, data may also be provided.
Reverse side of title page in order it contains: the surname and initials of the author(s), title of the work, place of publication, year of publication, number of pages.
Below is summary work (abstract), consisting of three to five sentences, which indicates what problem the educational publication is devoted to, what issues it reveals, who may find it useful. Next, the cycle commission is indicated at whose meeting the work was considered, a recommendation for its application is given, the date of the commission meeting, the protocol number, and the signature of the commission chairman. Also below is the last name and initials of the reviewer(s) (if there is a review).
An example of the design of the title page and the reverse side of the title page is given inAppendix 1 .
After the title page the table of contents is placed.
Content
The concept “CONTENT” is written as a heading symmetrically to the text in capital letters. Content headings should exactly match the headings in the text. They cannot be shortened or given in a different wording, sequence or subordination compared to the headings in the text. Headings of the same categories of categories must be placed one below the other. All headings begin with a capital letter without a period at the end. The last word Each heading is connected by an ellipsis to its corresponding page number in the right column of the table of contents. The contents also include a list of appendices.
The table of contents can be placed at the beginning of the educational publication - after the title page, or at the end of the educational publication - after the list of references.( Appendix 2 ).
Introduction (preface, explanatory note - no more than 0.1% of the development volume).
The function of this section is to justify the reasons why the author proposes to act in one way or another, to reveal the logic of the presentation, to argue for an approach to solving a problem situation in pedagogical process etc. In essence, this is an introduction to the main part, so here it is necessary to clearly say about its key points, to present in more detail the argumentation of the author’s main positions. So, the task of the introduction is to explain and justify.
The introduction should show:
1) the relevance and significance of this educational publication;
2) the degree of development of this problem in scientific, pedagogical and methodological literature;
3) educational, practical or scientific value;
4) an explanation of the place this publication occupies (proposed goal and objectives) in this course of study and system vocational training;
5) Special attention The introduction focuses on the educational purpose of the work, that is, an explanation of what knowledge, skills and abilities should be acquired by the user as a result of working with the proposed educational publication.
The introduction may also include in brief the logical structure of the educational publication or the general principle of working with it is presented.
Main part.
The main part should be devoted to solving the problems posed in the introduction and fully reveal the essence of the educational publication.
Conclusion (1-2 pages) of the educational and methodological publication is not just a list of the results obtained, but their final synthesis, i.e. formulating what is new that the author has introduced to solve the problem. The conclusion should not be replaced by a mechanical summation of conclusions.
Dictionary (if required) - special words (characteristic of any type of activity) and their meaning are indicated that the author uses when writing an educational publication in order to explain their meaning to readers.
Bibliography constitutes one of the essential parts and reflects an independent creative work author. It indicates the entire list of literature (printed, periodicals) used by the author to write an educational publication.Quotes and data must have links to sources.
The content of information about sources must correspond to the examples according toAppendix 3.
List of electronic resources - a list of electronic sources is indicated (Internet addresses, video, audio disks, electronic encyclopedias, etc.).
Application (technological documents, drawings, tables, etc.) - this is a part of the main text that has an additional (usually reference) value, but is necessary for a more complete coverage of the material.Applicationsare drawn up on separate sheets.
Review
Availability of external review necessary for working training programs, which are approved by the deputy director for academic work of the technical school. External reviews are carried out by leading teachers of technical schools, colleges, specialists from universities, and enterprises of the relevant profile. The presence of internal reviews is necessary for all other types of educational publications in case of their submission to competitions, for publication in periodicals, i.e. for further widespread use. This type of review can be performed by experienced technical school teachers.
The review must contain: the name of the topic and the author of the educational publication; mention of the quantitative volume of the text part and the number of appendices; a short list of the main issues presented in the work being reviewed; mandatory characterization of the content in terms of its relevance; a list of positive aspects and main disadvantages, assessment of the real significance of the educational publication; conclusion about the innovation of the work performed and the possibility of using it in the educational process for teachers or students; position and place of work of the reviewer, his signature.
The review is attached to the educational publication.
Requirements for the text part
The text of the work is performed on a PC.
All pages of text must correspond to the same A4 or A5 format. The volume of the educational and methodological publication must exceed 15 pages.
The text should be placed on one side of a sheet of paper with the following margin sizes: A4 format - left - 3.0 cm, right - 1.5 cm, top - 2.0 cm, bottom - 2.0 cm in a text editorWordfont number 12TimesNewRoman, line spacing 1.15 or 1.5, aligned to page width.
Page numbering: pages of text are numbered in Arabic numerals, observing continuous numbering throughout the text; the title page, as well as the table of contents, are included in the overall page numbering of the text. However, the page number is not placed on either the title page or the table of contents; Page numbers are numbered starting from the “Introduction”, which is located on the third (fourth) page.
Chapters, paragraphs, paragraphs, subparagraphs of the text are numbered in Arabic numerals with a dot, for example: 1., 1.1., 1.1.1. etc.
The introduction, main chapters, conclusion, bibliography, auxiliary indexes and appendices should start on a new page and have a title printed in capital letters. Paragraphs, paragraphs and subparagraphs are arranged in order one after another.
Headings of structural elements of the text should be placed in the middle of the line without a period at the end, without underlining.Word hyphens are not allowed. The distance between headings and text should be at least 2-3 spaces. Fonts for headings of structural elements at different levels (chapters, paragraphs, paragraphs, subparagraphs) must be of the same type.
The most common errors:
dots are placed after headings, names of tables and appendices;
A3 format can only be used for applications.
Application design
In cases where graphs, tables and other material are too voluminous and also inappropriate in the text, but carry additional semantic information, they must be placed in appendices.
Applications are intended to make the content of the work easier to understand and may include:
materials supplementing the text; supporting illustrations;
characteristics of materials and tools used to perform the work;
questionnaires and methods (including instructions; stimulus material, answer forms, keys and interpretation materials);
test reports, answer sheets and forms filled out by test takers, etc.;
auxiliary data tables; intermediate formulas and calculations.
Application Submission Rules
Applications are placed at the end of the methodological development.
Each application must start on a new page and have a meaningful title.
Applications are numbered in Arabic numerals and sequential numbering.
The application number is placed in the right top corner There is no dot after the word “Appendix” above the title.
Appendices must have continuous page numbering in common with the rest of the educational publication.
All applications in the main part of the methodological development should have the same type of links.
In applications containing stimulus material, the use of color printing and the use of various fonts is permitted.
Federal state professional educational institution
"Kineshma Technological College-Boarding School"
Ministry of Labor and social protection Russian Federation
JOB TITLE
Methodological development open lesson by discipline: ______________________________________________________
code and name of discipline
Considered at the meeting of the Central Committee
___________________________
name of the commission
Chairman of the Central Committee:
_______ / __________________ /
signature Full name
Developed by the teacher:
__________________________
Full name
Kineshma 20__ .
REVERSE SIDE
REVIEWED
At the meeting of the Central Committee _________________________________
Protocol No._____ dated “___”_______________20__
Chairman of the Central Committee ________ / Full name /
Author's full name."Job title". Methodological development of an open lesson on the discipline ""
annotation (3-4 sentences)
Federal state-owned professional educational institution
"Kineshma Technological College-Boarding School"
Ministry of Labor and Social Protection of the Russian Federation
JOB TITLE
Methodological development class hour
Developed a cool one
team leader ____
__________________________
Full name
Kineshma 20__ .
REVERSE SIDE
REVIEWED
Deputy Director for VR
_______ / ________________ /
"___"_______________20__
annotation (3-4 sentences)
.......................................................................................................................................................................................................................................................................................................................................................................................................................... - Kineshma, FCPOU "KTTI" Ministry of Labor of Russia, 20__.
Appendix 2
CONTENT
Application................................................. ........................................................ .............
Appendix 3
Examples of source design
Ioffe, I.L. Design of processes and apparatus of chemical technology: a textbook for secondary educational institutions / I.L. Ioffe. – L.: Chemistry, 1991. – 352 p.
Baranov, D.A. Processes and devices: a textbook for secondary educational institutions / D.A. Baranov, A.M. Kutepov. – 2nd ed., stereotype. – M. ACADEMIA, 2005. – 304 p.
Scobley, A.I. Processes and devices of the oil refining and petrochemical industry: a textbook for universities / A.I. Skoblo, I.A. Tregubova, Yu.K. Molokanov. – 2nd ed., revised. and additional – M.: Chemistry, 1982. – 584 p.
Installation technological equipment oil refineries and petrochemical plants: textbook. manual for technical schools / I.S. Goldenberg, L.Ya. Byzer, V.M. Ashmyan et al. - M.: Chemistry, 1967. - 380 p.
Edited by
Calculation and design of machines and apparatus for chemical production. Examples and tasks: study. manual for technical colleges/Under general. ed. M.F. Mikhaleva. – L.: Mechanical Engineering; Leningrad department, 1984. –
302 pp.
Multi-volume edition
Anuriev, V.I. Handbook of mechanical engineering designer. In 3 volumes / V.I. Anuriev; edited by I.N. Tough. – 8th ed., revised. and additional – M.: Mechanical Engineering, 2001.
A separate volume in a multi-volume edition
Oil equipment. In 6 volumes. T.4. Equipment and equipment for oil refining: directory catalog / Ed. volume D.D. Abakumovsky, F.P. Smurov. – M.: State. scientific-technical Publishing House of Oil and Mining Fuel Literature, 1959. – 294 p.
Digest of articles
Improving methods of hydraulic calculations of culverts and wastewater treatment facilities: interuniversity scientific collection/Responsible. edited by L.I. Vysotsky. – Saratov: SSTU, 2002. – 98 p.
Standard. Under the heading
STB 5.3.-2003. National certification system of the Republic of Belarus. Procedure for certification of dry cleaning and dyeing services. – Enter. 01.11.03. – Minsk: BelGISS; State Standard of Belarus, 2003 – 20 p.
Collection of standards
System of occupational safety standards. – M.: Standards Publishing House, 2002. – 102 p. – (Interstate standards). – Contents: 16 documents
Rules
Rules for the design and safe operation of pressure vessels: approved. Gosgortekhnadzor of the USSR 11/27/87: obligatory. for all estates, departments, enterprises and organizations. – M.: Metallurgy, 1989. – 154 p. – In the back: State. USSR Committee for Supervision of Safe Work in the Industry and Mining Supervision (Gosgortekhnadzor of the USSR).
Magazine article
Makarov, V.M. New cars and devices. Research. Calculations [Text]/ V.M. Makarov // Chemical and petroleum engineering. – 1992. - No. 12. – P. 2 – 5.
Newspaper article
Bely, S. Electric power industry of Belarus: present and future / S. Bely // Republiclika. – 2005. - No. 126. – p.6.
Abstracts of reports and conference materials
Modern methods machine design. Calculation, design and manufacturing technology: collection of works of the first International conference, Minsk, December 11-13, 2002 / Under general. ed. P.A. Vityaz. – Minsk: Technoprint, 2002. – 123 p.
First you need to figure out what exactly you want to write. I mean whether it will be a methodological guide on the subject or a teaching aid, or maybe an educational methodological one. It seems that the words are almost the same, but there are different concepts behind them. It's not difficult to figure it out. Today we will provide you with a simple guide: how to write a manual. First, let’s learn more about its types.
A methodological manual is a document detailing the optimal sequence in the study of certain educational or scientific material. The methodological manual is based on reliable scientific works on the subject, as well as on practice and experience gained. The methodological manual can be called a statement of the author’s opinion about effective ways implementation of assigned tasks.
Teaching aids contain in their structure material that differs from traditional textbooks and works of scientists. The main objective of such a manual is to provide information about the algorithm for completing tasks in a given discipline, an idea of the tasks that this discipline studies.
The textbook is a partial and complete addition to the textbook. It may not be devoted to the entire discipline, but only to certain topics. The difference from a textbook is the presence of not only officially approved, tested knowledge and provisions, but also various controversial opinions. This publication is usually recommended to help students understand the topic better.
How to write a teaching manual?
How to write a teaching aid?
- Study materials on the topic of the manual.
- Choose quality, reputable sources.
- Connect the theory presented to your own practice.
- Make a plan, think over theses and short remarks.
- Think it over Control questions on the topic you raised.
- The text should be supplemented with illustrations, diagrams and photos.
- Give examples of how to correctly use the described methodology.
- Present the material in simple and understandable language.
- Please indicate the list of references used at the end. Recommend other literature for additional reading.
- Carefully study the working curriculum, which is used for training.
- Make sure that the structure of your future manual matches the program and covers the topics contained in it.
- Assembled theoretical material should be well structured, logical and understandable for students.
- Since the manual will not be read by professors, but by students, try not to write in complex, long phrases or large paragraphs. If you use terms, be sure to provide footnotes or explanations.
- Include various diagrams, graphs, pictures, tables in the manual.
- For each topic, think through practical tasks, questions for self-control, topics for essays.
- Make a complete list of references, supplement it with textbooks and original works of scientists.
- Study the program and topics. Your allowance must strictly comply with them.
- Having chosen a topic, look at the goals of the training course for a particular specialist.
- Structure your study guide clearly.
- Write for ordinary people to help, not to confuse.
- Explain all foreign concepts and terms.
- In addition to self-test questions and essay topics, end each chapter with conclusions.
- Prepare each study guide in accordance with the requirements, pay attention to footnotes, diagrams, etc.
- Carefully compile a bibliography, which includes complete information about the authors, title, publication date and publisher.
Toolkit
Toolkit- a type of educational and methodological publication that includes extensive systematized material that reveals the content, distinctive features of teaching methods for any educational course as a whole, or a significant section(s) of the course, or in the area of educational work. In addition to theoretical material, it may contain lesson plans and notes, as well as didactic material in the form of illustrations, tables, diagrams, drawings, etc. It is characterized by a pronounced practical orientation, accessibility, and is intended to help the teacher in his daily work.
Toolkit is a publication intended to help teachers for practical application in practice, in which the main emphasis is on teaching methods. Any manual is based on specific examples and recommendations.
A methodological manual differs from methodological recommendations in that it contains, along with practical recommendations, also theoretical provisions that reveal existing points of view on the issue being presented in pedagogical science. In the methodological recommendations, the theory of the issue is given minimally.
The authors of methodological manuals are, as a rule, experienced teachers and methodologists who are able to systematize the practical material of their own work and the work of professional colleagues, take into account and use theoretical developments of modern pedagogy in justifying the proposed methods.
The task methodological manual is to provide practical assistance to teachers and methodologists of an educational institution in acquiring and mastering advanced knowledge of both theoretical and practical nature.
Requirements for teaching aids
Information content, maximum saturation (there should be no general phrases).
Clarity and clarity of presentation (popularity).
Clarity of structure.
Availability of original ways of organizing relevant activities.
The presence of either new methodological methods of forms of activity, or their new combination.
Availability of confirmation of the effectiveness of the proposed approaches with examples, illustrations, or experimental testing materials.
Structure of the manual includes:
Introduction or explanatory note– up to 15% of the text, where the history of the issue is revealed, the state of science on this problem is analyzed, the presence or absence of similar methods and technologies that justify the need for this manual. The features of the construction of the manual, the purpose, and to whom it is addressed are described.
Main part– up to 75% of the text; in the main part of the manual, depending on the purpose and goals, there may be various sections (chapters). Their name, quantity, and sequence are determined and logically arranged depending on the author’s intention.
For example:
Chapter 1 - outlines the theoretical material being studied;
Chapter 2 - describes the main methods, technologies used or recommended for successfully resolving the issue;
Chapter 3 - list and description of practical work with recommendations for their implementation;
Chapter 4 - control tasks to check your understanding of the material.
The theoretical part sets out in brief form (with reference to relevant works, if necessary) the scientific and pedagogical rationale for the content of the manual, and characterizes the author’s own methodological position in relation to the children’s education system, which has its own specific features.
The practical part systematizes and classifies factual material, contains practical recommendations, and provides typical examples certain forms and methods of work in an educational institution.
The didactic part contains didactic materials (diagrams, tables, drawings, etc.) illustrating practical material.
Conclusion– up to 10% of the text, sets out brief, clear conclusions and results that logically follow from the content of the methodological manual, in which direction it is planned to work further.
Literature– the list of references is given in alphabetical order, indicating the author, full title, place of publication, publisher, year of publication.
Applications include materials necessary for organizing the recommended type of activity using this manual, but not included in the main text. The applications may include various necessary regulatory documents, including those of an educational institution, the use of which will allow the teacher or methodologist to organize their work in accordance with existing requirements.
Applications are located at the very end of the work in the order they are mentioned in the text. Each application starts on a new page and has its own name. In the upper right corner of the page write the word “Appendix” and put its number (for example, “Appendix 1”). The appendices have continuous page numbering (methodological recommendations end with page 16, the appendix starts with 17).
Toolkit must contain all the components that are included in the publication, and in addition to the main text, the manuscript must include a cover, title page and back of the title page.
On cover in the center is the title of the work, I.O.F. the author is placed above the title. You should remember that the initials are written first, and then the last name. At the bottom, in the center of the sheet, the name of the city or region and the year are indicated. There are no punctuation marks.
Drawings and photographs on the cover must correspond to the content of the manuscript.
On title page the title is written above the title I.O.F. author. At the top center is written the name of the organization on whose behalf the publication is published, with the name of the parent organization. At the bottom, in the center of the sheet, the name of the city or region and the year are indicated. There are no punctuation marks.
Back of title page contains the surname, first name, patronymic of the author, position, place of work, qualification category or academic degree, as well as an abstract to the work. The abstract contains the following concise information:
It is indicated what this manual is devoted to;
The purpose of this teaching aid, i.e. what kind of help this work is intended to provide and to whom;
possible areas of application of the proposed type of methodological products (where this manual can be used).
Technical requirements for the design of the methodological manual
The text part of the manuscript must be typed on a computer (A4: 210X297), format A 4. The spacing between lines is 1 or 1.5. To type text, formulas and tables you must use an editor Microsoft Word for Windows. Font - Times New Roman, size 14. If it is necessary to highlight a word or sentence in the text, highlight it in bold or italics, but always in 14 font. Underlining is not allowed. Paragraphs begin with a red line. Red line – 1.27. Hyphenation and alignment in width are not allowed in the text. Words in headings and subheadings are not hyphenated. Underlining them is not allowed, and a period is not placed at the end of the title. The texts of structural elements - sections - should begin with a new paragraph. It is necessary to remember the importance of dividing (categorizing) the text using paragraphs - indenting a line when starting a new semantic part. Page numbers are in Arabic numerals, at the bottom of the page, centered, the title page is included in the overall numbering. Numbering begins with the main text.
Constant fields:
Top margin – 2 cm. Bottom margin – 2.5 cm.
Left margin – 3 cm. Right margin – 1 cm.