Organization of independent work of students. Organization of independent work of students in classes in economic disciplines Organization of independent work of students in the learning process

There are various kinds independent work:

Preparation for seminars, tests, exams;

Completing abstracts, preparing reports, individual assignments, note-taking, annotating, analytical literature reviews, critical reviews, etc.

Writing term papers, business plans and projects;

at the final stage of training, completing a diploma project or master's thesis.

In addition, in universities there are two generally accepted forms of independent work:

traditional, i.e. actual independent work of students, performed independently in an arbitrary time mode at hours convenient for the student;

classroom independent work under the supervision of a teacher, from whom you can get advice during the completion of the task, the so-called advisory independent work.

Independent work promotes:

Deepening and expanding knowledge;

Formation of interest in cognitive activity;

Mastering the techniques of the cognition process;

Development of cognitive abilities.

That is why it becomes the main reserve for increasing the efficiency of specialist training.

Independent work of students under the guidance of a teacher takes place in the form of business interaction: the student receives direct instructions, recommendations from the teacher on organizing independent activities, and the teacher performs the management function through accounting, control and correction of erroneous actions.

Independent work should be systematically supervised by teachers . The basis for independent work is scientific-theoretical course, a complex of knowledge acquired by students. When assigning tasks, students receive instructions on how to complete them, guidelines, manuals, and a list of required literature.

Let's look at the main directions for organizing independent work. The existing educational forms of educational activity of students at a university - lectures, seminars - determine the forms of independent work and types of homework. The control system also lays the foundation for its orientation.

At the introductory and orientation lectures, literature is recommended to students and methods of working with the textbook and primary sources are explained, the problems of the topic are revealed, the logic of mastering it, a description of the list of references is given, and sections are highlighted for independent study. Seminar assignments should be designed to improve the ability to find optimal answers.

Independent work is performed using support educational materials, contributing to the adjustment of students’ work and improvement of its quality.

For proper organization independent work self-study is crucial for the development of independence as one of the leading personality traits of a specialist with higher education and acts as a means of providing students with:

Conscious and strong assimilation of knowledge on the subject;

Mastering the methods and techniques of self-education;

Development of the need for independent replenishment of knowledge.

It develops in students such qualities as a) organization, discipline, initiative, will; b) develops thinking skills and operations (analysis, synthesis, comparison, juxtaposition, etc.); c) teaches independent thinking, allows you to form your own style of work, which best suits the student’s personal inclinations and cognitive skills.

One of the important tasks of teaching students the technology of cognitive activity is to develop their ability to independently monitor and evaluate the results of your academic work and on this basis manage the process of acquiring knowledge. Self-control (self-test) is one of the most valuable personality qualities.

Checking yourself includes:

The ability to take care of yourself: your behavior, speech, actions and deeds, while understanding the full extent of responsibility for them;

The ability to control the degree of understanding and the degree of strength of assimilation of knowledge and skills learned in educational institution, in a team, at home;

The ability to critically evaluate the results of one’s cognitive activity, in general – one’s actions, deeds, and work (self-esteem).

Methods of self-control may be as follows:

Rereading the written text; comparing it with the text of an educational book;

Repeated re-reading of the material and thinking through it in parts;

Retelling what you read;

Drawing up a plan, theses, formulations of key provisions of the text from memory;

Storytelling based on illustrations, supporting positions;

Participation in peer review (analysis and evaluation of oral answers, practical work of their comrades; additional questions to their answers; review essays, etc.).

This teaching aid is intended to assist students in studying the course traditional, or whatever it is also called formal logic, to facilitate the development of their skills and abilities in practice to use its main provisions. The teaching aid briefly outlines the basic topics of the “logic” course, basic logical concepts, the most important structural and logical diagrams, as well as the basics of control.

The importance of studying logic for a student is extremely great. This is, first of all, determined by the need for conscious application of logical laws and increasing the level of logical culture of thinking.

Studying the course seems useful for students of any specialty, since the study of logic forms a person’s culture of thinking, contributes to the development of natural capabilities of mental activity, and increases his creative potential.

1.2. SPECIFICS OF STUDENTS’ INDEPENDENT WORK IN THE “LOGIC” COURSE

Independent work on logic at the initial stage may occur in different sequences.

The first stage Introduction to logic is the study of classical or formal logic. This section of science is devoted to the study of forms of mental activity, basic logical laws. Knowledge in this area is basic for further study of symbolic logic and the theory of argumentation.

Mastering theoretical issues of logic is necessary, but not sufficient.

Second phase- learn apply logical laws, techniques and operations in practice, in the process of reasoning, defending one’s point of view. Decision making plays an important role in acquiring these skills. logical problems and performing exercises and various tasks. According to the form of presentation of the result tasks can be oral, written, graphic, practical .

This educational manual presents only those topics that pose the greatest difficulty in mastering during educational process.

What is logic?

Logic is one of the most ancient sciences. Its rich history began in Ancient Greece and Ancient India. Initially, logic was subordinated to rhetoric (the study of eloquence). In ancient times, in Greece and India, oratory competitions with large crowds of spectators were very popular. But logic in such competitions was used more for opportunistic purposes of persuading listeners than to achieve the truth.

The systematic development of formal logic was first carried out by the Greek philosopher Aristotle in the 4th century. BC. He researched, generalized and systematically presented everything that before him had been fragmentarily and fragmentarily studied in the field of logic by Democritus, Heraclitus, and Plato. Therefore, Aristotle is considered the founder of logic.

Logical science today is complex (structural), systemic knowledge, which includes many branches: logical semiotics, symbolic logic, dialectical logic, etc.

Logic is the science of forms, techniques and methods theoretical knowledge at the stage of abstract thinking, having a general scientific nature, about the laws that form the basis of these methods, as well as about language as a means of cognition. Logic studies such techniques and methods of cognition that are associated with the specific content of certain sciences. In logical science, forms of expression of knowledge are analyzed: possible types and logical structures of concepts, statements, theories, as well as operations with concepts and statements.

Logic, first of all, is not interested in how a person thinks, but in how he should think (correctly, that is, correctly) to solve problems of a cognitive nature, to achieve the truth. Thus, logic is the historically established forms and methods of cognition, on which the truth of the result of cognition depends.

Related information.

Organization of independent work

students in economics classes

disciplines

teacher of special disciplines

BOU CHR SPO "Cheboksary"

College of Communications and Informatics»

Ministry of Education of Chuvashia

Introduction

Formation of independent, proactive and creative personality has always been considered one of the main objectives of education. This social task was set by advanced teachers and public figures already more than a hundred years ago (K.D. Ushinsky and his followers).

The centuries-old practical experience of people proves that only knowledge acquired in independent creative activity, are the deepest, most durable and turn into beliefs. Education should not only provide a certain amount of knowledge, but also provide high level cultural development of the future specialist, independent thinking, develop the ability to constantly replenish knowledge, improve skills, adapt to changes in work in the course of scientific and technological progress, teach young people to learn.

The teacher’s organization of student’s independent work should proceed, as experience suggests, from a number of prerequisites.

It is necessary, first of all, to clearly understand the purpose of education, i.e. understand where to direct efforts and will in the educational process. In this case, one should proceed from the fact that in modern conditions The nature of education is changing qualitatively. Currently, instead of a teacher who is a “transmitter of knowledge,” there is a special demand for a teacher with a pronounced creative character, capable of educating another creative person. This determines the change in attitude towards the student: from an object of learning, he turns into a subject of learning, or more precisely, into an active participant in the educational process. The teacher must set himself and the student up to the fact that he (the student) learns on his own rather than being taught. Thus, the teacher helps the student learn, and the student, in turn, helps the teacher to optimally implement this help.

When talking about developing students’ independence, it is necessary to keep in mind two closely related tasks. The first of them is to develop students’ independence in cognitive activity, teach them to independently acquire knowledge, and form their own worldview; the second is to teach them to independently apply existing knowledge in learning and practical activities.

The relevance of the work is due to the fact that independent work is a means of fighting for deep and lasting knowledge of students, a means of developing their activity and independence as personality traits, developing their mental abilities, and developing general and professional competencies.

Purpose of the work: to systematize the experience of organizing independent work of students in the process of studying economic disciplines.

Tasks:

1) Reveal the essence of students’ independent work, determine the place and functions of independent work in the educational process.

2) Consider the didactic requirements and principles of organizing independent work.

3) Familiarize yourself with the classification of types and forms of independent work.

4) Identify the features of organizing students’ independent work when studying economic disciplines.

1 Place and functions of independent work

in the educational process

Independent work is the activity of students planned within the framework of the curriculum to master the content of the main (or additional) professional educational program, which is carried out according to instructions, with the methodological guidance and control of the teacher, but without his direct participation.

The effectiveness of students’ independent work during the learning process directly depends on the conditions that ensure its organization, planning, management and control. The organization of independent work refers to the actions of the teacher and students aimed at creating the pedagogical conditions necessary for the timely and successful completion of the task. Creating such conditions requires the teacher to have knowledge of the psychological and pedagogical specifics of methods for managing the cognitive activity of students, the ability to timely and correctly formulate and transform goals, motives, guidelines and values for educational activities.

In the educational process, students’ independent work performs various interrelated functions. The most important of them are: cognitive, educational and educational. Their organic connection and interdependence are realized in educational activities aimed at the formation of a creative personality, and in the latter’s activities aimed at their own life creativity. Independent work in the discipline should become the basis for the formation of a creative personality, a means of struggle for deep and lasting knowledge of students, a means of developing their activity and independence, and developing their mental abilities. Independent work contributes to the gradual formation of general competencies prescribed in the Federal State Educational Standard for Secondary Professional Education:

OK 1. Understand the essence and social significance of your future profession, show a steady interest in her.

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and take responsibility for them.

OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Own information culture, analyze and evaluate information using information and communication technologies.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

OK 9. To navigate the conditions of frequent changes in technology in professional activities.

2 Didactic requirements and principles of organizing independent work

A competency-based approach to ensuring and assessing the quality of education requires active cognitive activity of the student, and the organization educational process should be aimed at creating conditions for the formation of experience among students independent decision problem-oriented and production tasks.

When studying economic disciplines (“Fundamentals of Economics”, “Economics of an Organization”, “Economics of an Industry”, etc.) through various types of independent work, students can acquire knowledge, skills and abilities. All this work only gives positive results when they are organized in a certain way, i.e. represent the system.

A system of independent work is understood, first of all, as a set of interconnected, mutually conditioning types of work, logically following from one another and subordinate to common tasks.

Every system must satisfy certain requirements or principles. Otherwise, it will not be a system, but a random set of facts, objects, subjects and phenomena.

When building a system of independent work, the following were put forward as the main didactic requirements:

The system of independent work should contribute to solving the main didactic tasks - the acquisition of deep and lasting knowledge by students, the development of their cognitive abilities, the formation of the ability to independently acquire, expand and deepen knowledge, and apply it in practice.

The system must satisfy the basic principles of didactics, and, above all, the principles of accessibility and systematicity, the connection of theory with practice, conscious and creative activity, and the principle of teaching at a high scientific level.

The work included in the system should be varied in educational purpose and content to ensure that students develop a variety of skills and abilities.

The sequence of performing independent work should logically follow from the previous ones and prepare the ground for performing subsequent ones. In this case, between separate works not only “short-range” but also “long-distance” communications are provided.

However, one system does not determine the success of a teacher’s work in developing knowledge, skills and abilities in students. To do this, you also need to know the basic principles, guided by which you can ensure the effectiveness of independent work, as well as the management methodology certain types independent work.

The effectiveness of independent work is achieved if it is one of the integral, organic elements of the educational process, if it is carried out systematically and systematically, and not randomly and episodically.

Only under this condition will students develop sustainable skills in performing various types of independent work and increase the pace of its implementation.

When selecting types of independent work, when determining its volume and content, one should be guided, as in the entire learning process, by the basic principles of didactics. The most important principles in this matter are the principles of accessibility and systematicity, the connection between theory and practice, the principle of gradual increase in difficulties, the principle of creative activity, as well as the principle of a differentiated approach to students. The application of these principles to the management of independent work has the following features:

Independent work must be purposeful. This is achieved by clearly stating the purpose of the work. The teacher's task is to find a wording of the task that would arouse students' interest in the work and the desire to do it as best as possible. The task for independent work must be formulated through activities. Students must be clear about what the task is and how its completion will be verified. This gives students a meaningful, purposeful character and contributes to their more successful implementation.

Underestimation of this requirement leads to the fact that students, not understanding the purpose of the work, do the wrong thing, or are forced to repeatedly turn to the teacher for clarification during its implementation. All this leads to wasted time and a decrease in the level of independence of students in their work.

Very often, in the work programs of academic disciplines or professional modules, teachers indicate only the topics of independent work, without complying with the requirement to formulate tasks for independent work through activities.

Example 1 – CDS Topic: Organizational and Legal Forms commercial organizations.

With this formulation, the student does not have a clear idea of what exactly he should do on this topic: read the textbook? Make notes? Prepare a message to present in class? Do an essay?

Example 2 – Topic “Organizational and legal forms of commercial organizations.” Study, using the reference and legal systems “Garant” or “Consultant Plus”, the Civil Code of the Russian Federation (Part. I, Chapter 4, §1-4), draw up a diagram “Classification of legal entities” and fill out the layout of the table “Comparative characteristics of organizational and legal forms of commercial organizations.”

In this case, the assignment for independent work will be clearly understood by the student.

“The formulation of independent work should determine the topic and type of activity (describe what the student should do on this topic), be clearly understood by teachers, students, parents, and administration.”

Very often, teachers use independent work in the process of consolidating and monitoring educational material, and they formulate tasks at the reproductive level. E.A. Tupichkina and I.V. Kryuchkova in her research argues that sometimes teachers forget about the possibility of organizing independent activities of students for various didactic purposes. These authors tried to identify the following goals for conducting independent work:

updating the knowledge of students;

gaining new knowledge;

consolidation and repetition of knowledge and skills;

testing knowledge and skills.

Independent work should be truly independent and encourage the student to work hard when completing it. However, extremes should not be allowed here: the content and volume of independent work offered at each stage of training must be feasible for students, and the students themselves must be prepared to perform independent work theoretically and practically.

Working curricula for vocational education specialties determine the total volume of independent work of students in academic discipline, an interdisciplinary course. As a rule, it is about 30% of the maximum load. The teacher’s task is to most optimally distribute this amount of hours in the work program across sections and topics of an academic discipline or interdisciplinary course.

At first, students need to develop the simplest skills of independent work (working with text, preparing small messages, compiling glossaries, making notes, filling out ready-made table layouts, etc.). In this case, students’ independent work should be preceded by a visual demonstration of the teacher’s work techniques, accompanied by clear explanations and notes on the board.

Independent work performed by students after demonstration of work techniques by the teacher is in the nature of imitation. It does not develop independence in the true sense of the word, but is important for the formation of more complex skills and abilities, a higher form of independence in which students are able to develop and apply their own methods for solving problems of an educational or industrial nature.

The gradual increase in the difficulty of independent work in economic disciplines occurs mainly in the following areas:

a) by complicating the content of the task (independently develop a table layout to systematize the studied material, develop tests, crosswords for mutual control, etc.);

b) by changing the methods of instruction and gradually reducing the amount of assistance from the teacher.

For independent work, you need to offer tasks the implementation of which does not allow you to follow ready-made recipes and templates, but requires the application of knowledge in a new situation. Only in this case, independent work contributes to the formation of initiative and cognitive abilities of students (home study of cases - specific problem situations, with the aim of further discussing them in class and expressing one’s way of solving the problem).

When organizing independent work, it is necessary to take into account that in order to master knowledge, skills and abilities, various students need different time. This can be done through a differentiated approach to students (develop several versions of cases of varying difficulty).

The tasks offered for independent work should arouse the interest of students. This is achieved by the novelty of the tasks put forward, the unusualness of their content, and the disclosure to students practical significance a proposed task or method to be mastered. Students always show great interest in independent work, in the process of which they explore new functions, objects, “discover” new methods, apply ICT knowledge (Working in micro groups, prepare a computer presentation on one of the topics: “Factors generating inflation”, “Anti-inflationary state policy"; independent work during the preparation and conduct of a business game, etc.)

Independent work must be systematically and systematically included in the educational process. Only under this condition will students develop solid skills and abilities.

When organizing independent work, it is necessary to carry out a reasonable combination of the presentation of the material by the teacher with the independent work of students to acquire knowledge, skills and abilities.

When students perform independent work of any kind, the leading role should belong to the teacher. The teacher thinks through a system of independent work and their systematic inclusion in the educational process. He determines the purpose, content and scope of each independent work, teaches students methods of self-control and exercises quality control, studies the individual characteristics of students and takes them into account when organizing independent work.

The most significant, interesting independent works in the form of abstracts, research papers, projects, as well as documents confirming the student’s success, achievements in the field of studying a given discipline or mastering a professional module (diplomas, diplomas, certificates, gratitude for participation in subject Olympiads, weeks specialties, scientific and practical conferences, exhibitions of creative works, etc.) students accumulate in their portfolio.

Portfolio is a set of documents representing the totality of a student’s individual educational achievements. Portfolio creation – creative process, which allows taking into account the results achieved by the student in various types of activities (educational, creative, social, communicative) during his studies at the technical school. A portfolio is not only a modern effective form of assessing the results of a student’s mastery of professional and general competencies, but also contributes to:

Motivation for educational achievements;

Gaining experience in business competition;

Reasonable implementation of self-education;

Increasing the competitiveness of the future specialist.

The portfolio complements the main control and assessment tools adopted at the technical school and allows us to take into account the level of comprehensive self-realization of the student in the educational environment.

The teacher analyzes the student’s portfolio during intermediate certification (test, exam), and uses it when assessing general competencies.

Thus, the effectiveness of students’ independent work directly depends on the conditions that ensure the organization and planning, management and control of the system of independent work, which allows, within the framework of an integral educational process, to simultaneously use methods of indirect guidance of students’ educational activities, and methods of managing their acquisition of conscious self-organization skills .

“The methodology for organizing and conducting independent work should take into account the need for a gradual, strictly regulated and taken into account in a unified system of independent work changes in their particular didactic goals, the types of cognitive tasks presented, the degree of their difficulty and complexity. Such changes at different stages of training contribute to the development of students’ intellectual capabilities and their preparation for continuous self-education in the future. .

3 Classification of types and forms of independent work

By independent work of students we mean work that is carried out by students on instructions and under the supervision of a teacher, but without his direct participation in it, at a time specially provided for this. At the same time, students consciously strive to achieve their goal, using their mental efforts and expressing in one form or another (graphically constructing a diagram, describing the order of execution, systematizing the material and tabulating its results, writing an abstract, preparing a report, etc.) the result mental and physical actions.

Independent work involves active mental actions of students associated with the search for the most rational ways to complete the tasks proposed by the teacher, with an analysis of the results of the work.

In the process of teaching economic disciplines, various types of independent work of students are used, with the help of which they independently acquire knowledge, skills and abilities. All types of independent work used in the educational process can be classified according to various criteria: by didactic purpose, by the nature of students’ educational activities, by content, by the degree of independence and element of creativity of students, etc.

Types of independent work didactic purpose can be divided into five groups:

Acquiring new knowledge and mastering the ability to independently acquire knowledge(task for SRS: find information in recommended additional sources, including on the Internet and prepare short texts of messages for presentation in class on the topics: “Land as a factor of production”, “Labor as a factor of production”, “Capital as a factor of production” and etc.; study using the reference and legal systems “Garant” or “Consultant Plus” of the Tax Code of the Russian Federation (Part. I, Ch.8, art.53-57; Part II, Section VIII, Ch. 21-26, Section IX, Ch. 27-30, Section X, Chapter 31) and fill out the layouts of the tables “Types and characteristics of taxes paid by organizations”, “Types and characteristics of taxes paid by individuals” and so on.; find information and prepare the text of a speech (up to 5 minutes) on the topic: “Production infrastructure of an enterprise,” etc.).

Consolidation and clarification of knowledge(task for SRS: conduct a self-test in section 1 “Basic economic concepts”; solve a sample problem on the topic “Fixed capital”, etc.).

Developing the ability to apply knowledge in practice carried out by solving practical calculation problems various types, analysis of specific production situations, etc.

Formation of creative skills is achieved by searching for new ways to solve problems, new options for solving problem situations, preparing for and participating in business games, etc.

Each of the listed groups includes several types of independent work, since solving the same didactic task can be carried out in different ways. These groups are closely related to each other. This connection is due to the fact that the same types of work can be used to solve various didactic problems.

The pedagogical value of independent work also depends on how the students’ activities are organized. The form of organization is a certain arrangement of participants in the educational process, ways of interaction between the teacher and students, and the students themselves among themselves.

Forms of organizing independent activities have important educational value. But positive results are achieved if the teacher knows the capabilities of each form, its specifics and pedagogical conditions of use. Let's look at them.

1) Individual independent work – Job, which involves the implementation of individualized tasks and excludes the cooperation of students. However, it opens up enormous opportunities for student-teacher collaboration. The responsibilities of a teacher are no less complex and responsible than those of a student. A thorough analysis of the content of the educational material is necessary, on the basis of which the teacher can identify those issues that are available to individual students for independent study and are important for the development of cognitive interest. In economic disciplines, this could be preparation for a lesson on advanced tasks that require search activity: messages, reports. During lessons, 5-10 minutes are allocated for them in the process of learning new material.

Also, this can be long-term individual work of a creative nature, performed by those students who have developed a cognitive or professional interest in the process of studying economic disciplines. Individual independent work also includes extracurricular work related to students’ self-education, aimed at satisfying their interests and cognitive needs.

2) Group form of organizing independent work(work in pairs, work in small groups, frontal work). Why does it attract teachers? First of all, favorable conditions for cooperation of the trainees themselves, for collective interaction. At group form By organizing independent work, students develop general competencies:

OK 6. Work in a team and team, communicate effectively with colleagues, management, and consumers.

OK 7. Take responsibility for the work of team members (subordinates) and the result of the task.

Before conducting group work, the teacher can organize special training for consultants to perform the functions that he performs. The consultant distributes responsibilities among group members after preliminary familiarization with the material, breaks down the overall task into parts, decides how much time needs to be spent, in what order (according to what plan) to organize the work, and how to draw up a report for the entire group. Along with this, he leads the discussion of put forward hypotheses, makes decisions, directs the activities of group members and controls them. Thus, the functions of pedagogical leadership are partially transferred to the students themselves, and this has not only educational, but also educational significance.

Independent study of the material by a group is justified when this material has broad connections with previously studied (preparing and conducting a lesson on generalizing and consolidating knowledge in the form of a business game, a lesson using CASE technology; a knowledge control lesson in the form of a competition between teams, a KVN lesson and etc.;)

The use of group work options not only gives rise to various methods and mechanisms of cooperation between students and requires self-organization, but also has an impact on motivational sphere teachings. However, a comprehensive solution to educational tasks is achieved under the condition that individual, group and frontal forms of organizing independent work are combined in training.

Variants of this combination may be different.

Students individually work through the material, which is then discussed in pairs and in a group-wide frontal conversation.

Individual creative assignments are completed by individual students at home. Their review is organized by two classmates (classmates), followed by a discussion of the work and reviews in the group.

The general task performed by the microgroup is divided into individual tasks, on which each member of the microgroup works individually.

The results of each student’s work are discussed first in a microgroup, and then in a group of students under the guidance of a teacher.

4 Features of organizing independent work

students when studying economic disciplines (examples)

4.1 Preparation and conduct of the seminar

A seminar (from the Latin Seminarium - seedbed of knowledge) is one of the main methods of discussing educational material. Seminars are held on the most complex issues (topics, sections) of the curriculum with the aim of in-depth study of the discipline, instilling in students the skills of independent search and analysis of information, the formation and development of scientific thinking, the ability to actively participate in a creative discussion, draw the right conclusions, argue and defend their opinion.

The main goal of the seminar is to develop creative thinking and independence in overcoming cognitive difficulties.

Based on the fact that the seminar is a group lesson under the guidance of a teacher, it main goals are to:

deepen and consolidate the knowledge acquired at lectures and during independent work;

check the effectiveness and efficiency of students’ independent work on educational material;

to instill in students the skills of searching, summarizing and presenting educational material in a student audience;

develop the ability to formulate, justify and present one’s own opinion on the issue under discussion, the ability to defend one’s views.

A deep, comprehensive and interested analysis of the issues raised at the seminars teaches students to think independently and logically, to debate with reason, and forces students to take work on textbooks, study guides, lecture notes, and recommended additional sources of information more seriously. Thus, seminars and systematic preparation for them give regular and systematic character to independent work.

Student participation in the seminar broadens his horizons, develops communication culture and speech skills. public speaking. Seminars are an effective means of instilling hard work in students. At the same time, this is one of the forms of quality control of students’ assimilation of educational material. Such control makes it possible to detect gaps in students’ knowledge during the seminar and correct the situation in a timely manner.

It’s good when every student works with passion, strives to prove his point of view, and knows how to defend it during discussion. However, all this is not achieved by itself, but is the result of the work of the teacher preparing and conducting the seminar. Preparing students for seminar classes is one of the main and most labor-intensive types of educational activities. In its organization, the teacher plays a decisive role. It is known that the basis for preparing students for a seminar is a developed seminar lesson plan, which contains a list of questions for discussion, questions for self-control, topics for essays, methodological recommendations on this topic, a list of required and additional literature. The effectiveness of students’ independent work largely depends on the quality of the plan.

Active participation of students in the discussion of the issues under consideration presupposes the ability to listen carefully to the speeches of their comrades, analyze the substantive and formal aspects of these speeches, evaluate the knowledge of the speaker, supplement him or argue with him.

A seminar is an active teaching method, the application of which should be dominated by the productive and transformative activities of students. It should develop and consolidate in students the skills of independent work, the ability to draw up plans for theoretical reports, their theses, prepare detailed reports and speak With them in front of an audience, participate in discussion and discussion.

4.2 Independent work when preparing abstracts

The word “abstract” has Latin roots and comes from the word “referre”, which literally means “to report, report”. An abstract is a report on a specific topic, including a review of relevant literary and other sources.

There are two types of abstracts: productive And reproductive. A reproductive abstract reproduces the content of the primary text. Productive – contains a creative or critical understanding of the referenced source.

Reproductive abstracts can be divided into two more types: abstract And abstract-resume. The abstract contains factual information in a generalized form, illustrated material, various information about research methods, research results and the possibilities of their application. The abstract-summary contains only the main provisions of this topic.

In productive abstracts there are abstract report And abstract review. The review abstract is compiled on the basis of several sources and compares different points of view on this issue. In the abstract-report, along with the analysis of the primary source information, there is an objective assessment of the problem; This essay is extensive.

Collection of material and writing, oral presentation of what has been written and discussion of abstracts contribute to the development of skills in scientific research work, the ability to independently analyze, generalize and systematize material, compare different points of view, find one’s own position on controversial issues and argue for it. As a result, the student’s knowledge becomes stronger, and its acquisition is accompanied by satisfaction from the work done, which serves as a powerful incentive to intensify students’ independent work in future activities. Preparation of abstracts develops the ability and skills of written presentation of thoughts, contributes to the informative provision of oral presentation to a mass audience.

When presenting an abstract in a lesson or conference, the student is required to clearly and clearly express his thoughts, fit within the allotted time (no more than 10-12 minutes), defend his views and positions with reason, use visual aids, etc. When evaluating an abstract, one takes into account its scientific level, the ability to highlight the main grain of the topic under consideration, independence of presentation, and novelty of solutions. The best abstracts, after revision, are submitted to a student work competition.

Sample topics for essays in economic disciplines:

“Technical preparation of production”;

"Information logistics systems";

“Logistics service and its tasks”;

“Ways to improve the use of working capital of an enterprise”;

“Reserves for growth of labor productivity”;

“Ways to reduce the cost of products (services)”;

"Pricing Methods";

“The impact of income taxes”;

“Factors for increasing the level of profitability” and others.

4.3 Organization of independent work of students

using the case method

A successful and very interesting form of organizing students’ independent work is the Case Method.

The case method (case method, case study, method of specific situations, method of situational analysis) is a teaching technique that uses a description of real economic, social and business situations. Students must analyze the situation, understand the essence of the problems, propose possible solutions and choose the best ones. Cases are based on real factual material or are close to a real situation.

The new Federal State Educational Standards (FSES) provide for the widespread use of active, including situational teaching methods (case method).

To achieve the goals of subject teaching in the secondary system vocational education The most suitable are mini-cases used in combination with other teaching methods and technologies. General requirements to cases used in teaching economic disciplines are: the plausibility of the description of the situation; completeness of facts sufficient to understand the situation; minimal description of the situation, absence of redundant information and tips.

Technology for developing assignments for CDS using the Case Method and organizing discussions (defending projects):

Statement of the general problem.

Formulation requirements:

A clear and precise statement of the question, which should not allow for ambiguous interpretation;

The search for an answer should cause certain mental efforts of the student;

The wording should be such that the student wants to think about the question or problem);

highlighting a problem situation within the framework of a general problem;

creation of teaching materials for organizing independent work, which should include the following documents: handouts, list of basic and additional literature, instructions for developing a project, description of the situation, students’ work schedule, duration of each stage, visual material, criteria for evaluating students’ work;

creating microgroups, motivating them, issuing tasks for work. The group is divided into microgroups, each of which receives a task (to solve a particular problem based on the proposed situation). Each microgroup is given a teaching aid;

organizing independent work of students in accordance with assigned assignments - independent work with a case. A certain amount of time is given to work on solving the problem ( at least two weeks). The problem must be resolved and the situation examined from all sides;

organizing discussions and defending developed projects. Evaluation criteria can be very different, but, as a rule, they are assessed:

depth of problem solving,

the activity of each member of the microgroup,

originality in resolving the situation,

variety of forms and methods,

quality of design of visual material used in defense, etc.

“When using the Case method, students along with professional knowledgeacquire interaction skills, collegiality, the ability to lead and obey. Besides,the consciousness of belonging to a team is formed woo, and collective discussion of general issues creates criticality, restraint, respect for the other menyu, attention to colleagues;logical thinking develops,ability to find answers to questions, speechAnd speech etiquette.» .

With this method of organizing independent work in economic disciplines, students’ general competencies are formed, and students are prepared for mastering professional competencies (PCs are formed when studying professional modules).

Conclusion

Independent work has a significant impact on the depth and strength of students’ knowledge in the discipline, on the development of their cognitive abilities, and on the pace of learning new material.

The practical experience of teachers shows that:

Systematically conducted independent work, when properly organized, helps students obtain deeper and more lasting knowledge.

Organizing students’ performance of independent work that is varied in didactic purpose and content contributes to the development of their cognitive and creativity, development of thinking.

The idea of cooperation between participants in the educational process, the humanization of their business and interpersonal relationships. This, first of all, contributes to the formation of sustainable motives for independent activity of students.

The process of developing a set of skills is accelerating, in which self-regulation of students plays an important role. Purposeful implementation of mutual control and self-control not only activates learning, but also stimulates student responsibility.

The general competencies of students and preparation is underway for students to master professional competencies.

List of sources used

On education in the Russian Federation: [federal. Law of December 29, 2012 No. 273-FZ: adopted by the State. Duma 12/21/2012].

Federal state educational standard of secondary vocational education in specialty 080104 Economics and accounting (by industry): [approved on 04/06/2010 by order of the Ministry of Education and Science Russian Federation No. 282; Reg. No. 17241 dated 05/17/2010].

Vilensky M.Ya., Obraztsov P.I., Uman A.I. Technologies of professionally oriented training in higher school. M., 2005.

Gretsov A.G. Workshop on teaching technologies for modern students. St. Petersburg, 2007.

Russian management: Training case studies. Book 2. General and strategic management. Marketing. Financial management. Organizational behavior and personnel management/Scient. ed. and compiled by: A. M. Zobov, B. N. Kiselev. M.: State University of Education, 1998.

Situational analysis, or Anatomy of the case method / Ed. d.s. Sc., prof. Yu. P. Surmina. Kyiv: Center for Innovation and Development, 2002.

Semushina L.G., Yaroshenko N.G., Content and technology of education in secondary specialized educational institutions: Proc. manual for teachers institutions prof. education. – M.: Masterstvo, 2001.

Derkach A.M. Case method in teaching // Specialist. – 2010. - No. 4 – p. 22-23.

Zavgorodnyaya A., Yampolskaya D. Method of specific situations in adult education // New knowledge. – 2001. – No. 2 – p. 24-27.

Nikitina E.K., Kovalenko O.A. The research situation is one of the conditions for the formation leadership qualities. // Elementary School. – 2013. – No. 12. – p. 42-47.

Pilyugina N.A. The project method is one of the ways to implement competency-based learning. // Elementary School. – 2014. – No. 1. – p. 44-47.

Popovich I.Yu. Technology for creating competency-based tasks. // Elementary School. – 2014. – No. 1. – p. 47-54.

Tupichkina E.A., Kryuchkova I.V. Types of independent work in the conditions of developmental education // Primary school. – 1996. – No. 5. – p. 10.

Yamaltdinova D.G. Organization of independent activities of students // Elementary school. – 2008. – No. 2. – p. 8.

Internet resources:

http://www.mbastrategy.ua/content/view/1350/198/lang,Rus/

http://www.profobrazovanie.org/

UDC 378.14

E. A. Kasatkina, G. N. Akhmetzyanova, V. P. Barabanov

MAIN STAGES OF ORGANIZING INDEPENDENT WORK OF STUDENTS UNDER THE CONDITIONS OF A COMPETENCE-BASED APPROACH

Key words: competency-based approach, professional competence, independent work, stages of organizing independent work.

The article attempts to highlight the main stages of organizing independent work of students in a higher educational institution in the context of a competency-based learning model.

Keywords: competence approach, professional competences, independent work, stages to organizations of the independent work.

In the article, an attempt was made to select the main stages to organizations of the independent work students in high educational institutions in condition of competence to models of the education.

The competency-based approach is the basis of the current reform of higher professional education, which, among other things, requires a redistribution of teaching time, namely, increasing the share of independent work by students by reducing the classroom load. In this regard, a course is being set to increase the role of independent work of higher education students, which, in turn, requires its special organization.

Organization of independent work, being an effective means vocational training students, contributes to the formation and development of their professional competence, which is the most important criterion for the effectiveness of the educational process.

The main stages of organizing independent work in the cognitive approach, according to V.I. Andreev, are: firstly, setting goals and objectives for students, providing tasks with instructions and explanations for their implementation; secondly, the stage of self-organization of students, their direct activity in completing tasks proposed by the teacher and, thirdly, self-monitoring of students’ knowledge acquisition, as well as assessment and summing up of independent work by the teacher.

We are making an attempt to supplement this V.I. Andreev’s step-by-step division of guidance for independent work, taking into account the task, the peculiarities of organizing independent work in a higher educational institution and the main components of guiding students’ independent work in the context of a competency-based approach.

The task of independent work in a competency-based approach, in our opinion, is to teach students how to learn, to lay the foundations for self-organization and self-education in order to instill in them the ability to continuously improve their qualifications in the future.

To successfully complete the task, it is necessary that independent work be continuous and individualized as much as possible.

The main features of organizing independent work in a higher educational institution include the individual characteristics of students; connection with trends and patterns of social development; federal government requirements educational standards higher professional education (FSES VPO) to the competencies of future specialists; conditions of vocational training; methodological support of the educational process.

For timely and successful completion of independent work, it is also necessary to create pedagogical conditions that are a necessary component of the process of professional training of students and are taken into account when building the entire educational process of the university.

The main components of guiding students’ independent work in the context of a competency-based approach are organizational, methodological and pedagogical components.

The organizational component involves the creation of control textbooks that should help the student understand the logic of constructing the course being studied; in addition, it is very important that these manuals contain criteria for assessing students’ knowledge as guidelines for self-control.

The development of tasks for independent work may relate to the methodological component of guiding independent work under the conditions of a competency-based approach.

One of the features of organizing independent work in higher education is that it should be included in absolutely all forms of professional training for students (lectures, practical, seminar and laboratory classes, individual consultations, etc.). In this regard, we can say with a high degree of confidence that tasks developed for independent work should be used in various forms of organizing the educational process of students.

Special attention here it is necessary to pay attention to the organization of extracurricular independent work as an activity performed by students on the instructions of the teacher and within the time frame established by him, but in production

free, convenient time for the student, which requires them to be organizationally independent.

Pedagogical component Guiding independent work at a university involves organizing forms of cooperation that stimulate students’ independence and their creative activity.

The component under consideration, in our opinion, has a very great importance in the process of guiding the independent work of university students in the conditions of a competency-based approach, since professional development in higher education can only be carried out if the teacher is ready to design open to creativity, dynamically restructuring joint intellectual and communicative activities with students in a specific educational situation. Only in this case can management of independent work in higher education be considered successful and effective.

Taking into account the listed features of organizing independent work at a university and the main components of guiding students’ independent work in a competency-based approach, it is possible to create an effective system of students’ independent work that activates them individual processes self-knowledge, self-determination, self-education, self-government, self-development and self-realization and contributing to the formation and development of their professional competence.

Taking into account all of the above, we identify the following five stages of organizing students’ independent work in a higher educational institution in the context of a competency-based learning model: planning; Preparation; direct organization and self-organization; self-control and control; system adjustment.

Let us consider in detail each of the listed stages.

By planning we mean the process of determining the place of independent work in the structure of the educational process, its role in the process of professional training of students, as well as the relationship between classroom and extracurricular independent work at a university, which, in turn, requires an in-depth analysis of the budget of students’ teaching time, which is especially relevant in light of the ongoing education reform. In our opinion, the planning stage should also include studying the features of organizing students’ independent work at a university.

Effective organization of independent work at a university is impossible without taking into account interdisciplinary connections at the planning stage, analyzing the labor intensity of the educational program as a whole and its specific discipline.

Planning for independent work should also include the process of developing teaching materials that take into account the specifics of organizing students’ independent work in a higher educational institution, and the level of preparation and development of students’ independent work skills in each course of their study, and the readiness of students (mo-

mental, emotional, psychological, etc.) to perform certain tasks.

The task of the teacher at the first stage of organizing students’ independent work is, among other things, to analyze, select and prepare educational material allocated for students’ independent study, determine the optimal time spent on independent work, as well as to develop effective forms and methods of its control.

It seems to us that the preparatory stage of organizing independent work in higher education should include, first of all, setting the main goals and objectives for students to carry out independent work, which will allow them to determine their own goals and ways to achieve them in the course of the proposed activity, and draw up a plan independent work.

As part of the second stage, students should be provided with teaching materials and instructions for them, tasks for performing independent work with detailed instructions and explanations for their implementation.

In addition, we consider it necessary already at preparatory stage organizing students’ independent work to provide them with clear information about the forms and methods of quality control of work with the obligatory indication of evaluation criteria, which will allow students to conduct self-control and identify their results as they complete tasks.

The third stage of organizing independent work in a higher educational institution in the context of a competency-based approach, in our opinion, is the direct organization of students’ independent activities and their self-organization, the students’ activities in completing the tasks proposed by the teacher.

The greatest interest at this stage is the activity of students, and it can be argued that achieving the goal of organizing independent activity of students is possible if students understand it and accept the learning task. When completing tasks proposed by the teacher, students need, in addition to understanding their goals, to determine ways to achieve them and draw up a plan for independent work. This requires students to self-organize, internally cognitive motivation, activity, creativity, responsibility, self-realization and reflection.

The next stage in organizing independent work in higher education is, in our opinion, students exercising self-control and teacher control.

Self-monitoring of acquired knowledge by students implies assessment of intermediate and identification of final results of their activities, while in order to adequately assess their results, students must be aware of the accepted criteria for assessing knowledge in advance, even at the preparatory stage.

We consider it important to note here that self-control carried out on students’ own initiative helps to increase the awareness of their assimilation and application of knowledge and is directly related to the manifestation of their activity.

At this stage of organizing students’ independent work, the teacher monitors the completion of tasks proposed to students, conducts checks and evaluations, indicating typical mistakes and sums up the results of students’ independent work.

At the same time, control by the teacher must be comparable with self-control of students, which will avoid the emergence of an internal conflict in the student’s personality and his dissatisfaction with the educational process, and will also allow students at this stage to adequately assess their own knowledge.

In addition, at the considered stage of organizing independent work in higher education, the teacher takes into account the results of students’ work and analyzes them in order to determine the effectiveness of the independent work of university students, which is one of the tasks of the process of monitoring the completion of assignments on the part of the teacher.

The results of the analysis carried out in the process of self-control by students and control of their independent work by the teacher make it possible to determine its effectiveness and ways to improve it existing system independent work at the university and make its adjustments. Thus, we have come to the last, in our opinion, stage of organizing students’ independent work - the stage of adjusting the system of independent work at the university itself.

Students' objective assessment of their own knowledge gives them the opportunity to make changes in their actions to achieve compliance of the results of their independent work with the requirements. A student’s ability to adjust their own actions to achieve the best results is an indicator of self-regulation and already presupposes a certain level of competence of the future specialist.

The results of monitoring the assignments completed by students by the teacher at the last stage of organizing independent work in higher education make it possible to make changes to the system of independent work of the university itself, to all components of the management of independent work in order to further increase its effectiveness, and, thus, further contribute more to the formation of professional competencies of future specialists.

In our opinion, we can limit ourselves to the listed stages of organizing independent work.

bots in higher education in conditions of a competency-based approach, since the independent activities of students, organized in this sequence, will allow achieving optimal results in the process of forming the basic competencies of future specialists, including professional ones.

In addition, the effective organization of all these stages will improve the quality of the entire educational process. It is also important to note that in order to improve the educational process at a university, the organization of students’ independent work should not be targeted, but should be systematic and permanent.

Creating an effective system of independent work for students will activate their individual processes of self-knowledge, self-determination, self-education, self-government, self-development and self-realization and will contribute to the formation and development of their professional competence.

Literature

1. Alkhanov, A. Independent work of students / A. Alkhanov // Higher education in Russia. - 2005. - No. 11. - P. 86-87.

2. Andreev, V.I. Pedagogy: Training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p.

3. Akhmetzyanova G.N. Competence-based approach to the system of continuous professional education in training workers for the automotive industry / G.N. Akhmetzyanova // Vestnik Kazan. technol. un-ta. - 2009. -№4. - pp. 349-355.

4. Akhmetzyanova G.N. Theoretical basis design and implementation pedagogical system continuous professional education for the training of automotive personnel / G.N. Akhmetzyanova // Vestnik Kazan. technol. University - 2008. - No. 5. - P.235-238.

5. Prokhorova, N.A. Competence-based approach to improving students’ independent work / N.A. Prokhorova. - Kazan: Center for Innovative Technologies, 2005. - 62 p.

6. Razumova, L.N. Features of independent work of students // Problems of organizing independent work of cadets and ways to enhance it: Sat. abstract report inter-university scientific method. conf. - Chelyabinsk: CHVVAKIU (VI), 2006. - P.103-106.

7. Rubanik, A. Independent work of students / A. Rubanik, G. Bolshakova, N. Telnykh // Higher education in Russia. - 2005. - No. 6. - pp. 120-124.

8. Trushchenko, E.N. Independent work of students as a component of the process of developing the competence of a future specialist at a university / E.N. Trushchenko // Innovative approach to the development of educational systems: collection of materials of a scientific and methodological seminar. - M.: Publishing house. ASOU. - 2006. - 64 p.

© E. A. Kasatkina - ass. department higher mathematics NHTI KNRTU, [email protected]; G. N. Akhmetzyanova - Ph.D. ped. Sciences, Associate Professor department transport systems service Kama State. ing.-econ. acad., [email protected]; V. P. Barabanov - Dr. Chem.. sciences, prof. department physical and colloid chemistry KNRTU.

Sections: General pedagogical technologies

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

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

Among the existing forms and methods of teaching, independent work is becoming increasingly important. Educational practice confirms that only knowledge acquired through independent work makes a graduate a productively thinking specialist, capable of creatively solving professional problems and confidently defending his positions.

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

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

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

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

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

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

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

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

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

reproductive (training);
reconstructive;
creative.

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

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

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

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

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

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

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

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

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

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

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

1. Extracurricular independent work

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

preparation for lectures, seminars, practical and laboratory classes;
abstracting articles, individual sections of monographs;
study of textbooks;
performing control work;
writing thematic reports, abstracts and essays on problematic topics;
participation of students in the preparation of tests;
performing research and creative tasks;
writing coursework and dissertations;
creating visual aids on the topics being studied.

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

In-class independent work can be carried out during practical classes, seminars, laboratory workshops and while giving lectures.
When delivering a lecture course directly in the classroom, it is advisable to monitor the assimilation of the material by the bulk of students by conducting knowledge tests and questioning students.

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

3. Creative, including scientific research work.

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

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

Master theoretical material in the discipline being studied;
Consolidate knowledge theoretical material using the necessary tools in a practical way (solving problems, performing tests, self-tests);
Apply the acquired knowledge and practical skills to analyze the situation and develop the right solution (preparing for a group discussion, prepared work as part of a business game, written analysis of a specific situation, project development, etc.);
use the acquired knowledge and skills to form your own position (writing a final qualifying thesis, performing research work).

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

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

The SRS organization focuses on active methods mastery of knowledge, development of creative abilities of students, transition from continuous to individualized learning, taking into account the needs and capabilities of the individual.

The entire educational process from the beginning of the study to the completion of the course is designed for the student’s independent work under the guidance and assistance of the teacher.

Independent work is realized:

· directly in the classroom - in lectures, practical and seminar classes;

· in contact with the teacher outside the schedule - during consultations on educational issues, during creative contacts, when eliminating debts, when completing individual assignments, etc.;

· in the electronic educational environment of SPbUUE;

· in the library, at home, in the dormitory, at the department when the student performs educational and scientific tasks.

· Independent work of students involves the following types of reporting:

· preparation and writing of reports, messages, abstracts, essays and others written works on given topics,

· Doing homework of a variety of nature;

· search and selection of information on individual sections of the course on the Internet;

· current and final testing online.

Assignments for independent work are issued at the beginning of the semester, and deadlines for their completion are determined. Assignments for independent work consist of compulsory and optional parts, threshold and advanced levels. One of the types of creative work is writing a creative work on a given topic or on a topic agreed upon with the teacher. A creative work (essay) is an original work of up to 10 pages of text (up to 3000 characters) devoted to a philosophical problem. Creative work is not an abstract and should not be descriptive in nature; a large place in it should be given to students’ reasoned presentation of their point of view, critical assessment of the material and issues under consideration, which should contribute to the development of creative and analytical abilities.

The scientific report is the result of students’ independent work and summarizes the results of an in-depth study of specialized literature. The topic of the report is agreed upon with the teacher. The text of the report must contain an introduction, a content-analytical part, a list of used literature and sources.

The Introduction substantiates the relevance of the topic, its significance, and provides a brief overview of the literature used.

In the Conclusion, the student draws general conclusions about the work. It is necessary to show the key aspects of the problem under consideration and identify the possibility of applying the acquired knowledge.

The written report should not exceed 12-15 pages in A4 format, 1.5 spaced, 14 pt.

The speaker receives 3 points if, in addition to justifying the relevance of the problem, analyzing the positions of the authors of the studied works, the student conducted a comparative analysis of the situation, expressed his point of view on the problem, argued and substantiated it, and made convincing philosophical and methodological conclusions.

The report is assessed with two points when it substantiates the relevance of the topic and reveals the main content of the problem, but at the same time there are errors in the coverage of the topic and negligence in the design of the text.

The report is rated 1 point if it substantiates the relevance of the problem, reveals the points of view of the authors of the studied works, but does not define its own attitude to the problem, does not draw convincing and deep conclusions, or studies an insufficient number of sources.

An integral part of the educational process is the preparation of an abstract. It involves achieving broader and deeper theoretical goals in comparison with the report. Preparation of an essay helps to deepen, systematize and consolidate the theoretical knowledge acquired by students, the ability to independently apply it to solve problems provided for in the course program, and provides the ability to work with primary sources, scientific and periodical literature, including statistical materials.

Preparation of an essay is one of the forms of independent student work. As a result of a creative approach based on a deep study of literature, the student must demonstrate his understanding of the chosen topic, the ability to independently reveal it, highlight the main thing, and draw informed conclusions.

The department is developing the topics of the essays, and students can make suggestions to clarify the topic or invite the teacher to prepare an essay on an initiative topic.

Having chosen a topic, the student selects literature using subject and systematic library catalogs. When studying literature, the main attention should be paid primarily to those chapters, paragraphs of books or those articles that are directly related to the outline of the abstract.

In this case, the student should pay attention to the discrepancies and features of interpretations of the same issues by different authors. When getting acquainted with the literature, it is necessary to take note of the technical methods of analysis (forms, methods of grouping data) that the author uses to prove his points.

In the work of collecting, studying and processing material, you can use all sources related to the topic: textbooks, monographs, articles, collections of diagrams, materials sociological research, scientific and practical conferences, decisions of authorities.

When preparing an essay on philosophy, it may be necessary to refer to materials on history. Special reference books and indexes of published works will help you find previously published and unpublished archival documents.

Particular attention must be paid to maintaining records. It is recommended to do them in a notebook, on separate sheets of paper or on cards. It is better to keep records on one side, which will allow you to consistently use them during the preparation of the work. The collected material must be systematized and distributed in accordance with the work plan, which is a list of the main issues of the content of the abstract. It can be either simple or detailed, multi-level, when each issue is detailed and broken down into its component parts. The plan reveals the internal structure of the work; it must be strictly followed logically, therefore drawing it up is an important stage in the preparation of the abstract.

The usual detailed plan presents a detailed list of issues and sub-issues that are consistent with each other, and if necessary, then additional points and sub-points to them. This is the “framework” of the abstract, which is then filled with relevant content.

If, when selecting material, a student goes beyond the established volume, editing and reduction are necessary. To do this, you should carefully read the text, remove unimportant phrases and insufficiently convincing evidence, and replace lengthy figures of speech with more concise ones. At the same time, cuts should not distort the content of the work. The use of various dictionaries, primarily on philosophy, etc., helps in the work.

An important element of the abstract is bibliography, which is compiled according to the following scheme:

the full title of the work (textbook, monograph, article, collection of articles, documents) in capital letters without quotation marks;

volume number, if multi-volume edition, place and year of publication.

The method of writing abstracts requires: sequence of work on the text; compliance with the rules of design, use of sources and scientific reference apparatus, literary editing.

The abstract must include:

1) title page;

2) outline of the abstract;

3) main text (introduction, main questions, conclusion);

4) list of used literature.

One of the important elements of writing an abstract is the correct formatting of sources. The author of the abstract must demonstrate the ability to use sources and correctly format scientific reference material. The student must state all the most important points in the essay in his own words. However, often the substantiation of one or another position is done with the help of quotes. In this case, it is necessary to understand the basic requirements for the formatting of citations and footnotes. They are as follows:

The quote is taken from the original source; its text is translated accurately, preserving the existing punctuation;

Quoted words are enclosed in quotation marks;

The quotation is accompanied by a footnote containing an indication of the source and formatted in accordance with the standard.

The author of the quoted words and the works from which they are taken can be indicated at the end of the quotation on the same line with it in brackets or in footnotes. Rules for writing reference footnotes are mandatory when preparing abstracts.

Writing an essay begins with Introductions. It substantiates the relevance of the topic under consideration, provides an assessment of the quality and completeness of the collected material, the sources used, and formulates the goals and objectives of the work. The approximate volume of the Introduction is 1.5 - 2 pages.

Main part the work is presented sequentially, and all elements of the abstract must be organically interconnected and subordinated to the disclosure of the topic. About 80% of the total volume of work is allocated to the main part. The abstract may cover two or three questions, depending on how the outline is structured.

When revealing a topic in the course of presenting the content of an essay, the student must, based on a thoughtful study of the history of philosophy and modern philosophical problems, demonstrate mastery of the material, show the significance of the original theoretical and methodological provisions, characterize existing positive or negative experiences, trends and unresolved problems.

The conclusion of the abstract is Conclusion. It contains brief conclusions reflecting the degree and quality of fulfillment of the task set by the author. The conclusions drawn after the disclosure of each issue in the main part should not be repeated in the Conclusion. Conclusions and generalizations Conclusions should synthesize everything previously done and have general character. The volume of the Conclusion, as a rule, should not exceed 1-2 pages.

The work should be about 15 pages of computer text, printed at 1.5 intervals with 34 point size on A4 paper, with margins. The prepared abstract is stitched along the left edge.

The abstract is checked by the supervisor.

Abstracts are assessed similarly to reports.

When starting to study the discipline, the student must register in the Hypermethod SDO, sign up for distance course. This opens up access to electronic educational resources: EUP, various materials, and a test database. The student can receive prompt online advice from the teacher, ask him questions and get answers, and discuss problematic topics in the academic discipline.

Serious assistance in SRS is provided by constant work with electronic teaching aid on the discipline, available in full text format in Electronic library SPBUUE. EUP "Philosophy" contains lists of basic and additional literature for the course, including those available in the university library, in addition, links to recommended Internet resources are provided. In the process of studying the discipline, it is necessary to pay attention to self-control of knowledge. To this end, each student, after studying each individual topic and then the entire course using the textbook and additional literature, must check the level of his knowledge using test questions, which are placed both at the end of each topic and at the end of working with the EUP.

An important component of independent work is the preparation of an abstract, scientific communication for seminar classes. The abstract requires a deep study of primary sources, the ability to connect their theoretical positions with modernity, conduct a deep analysis, draw practical conclusions, and finally, teach how to conduct discussions.

To effectively organize SRS it is necessary:

Consistent complication and increase in the volume of self-report work, transition from simple to more complex forms (speech at a seminar lesson, ongoing testing, report on the topic of a problem seminar, creative work, etc.).

Constantly increasing the creative nature of the work performed, actively including elements of scientific research in them, strengthening their independent character;

Systematic management of independent work, implementation of a well-thought-out system of control and assistance to students at all stages of training.