The initial stage of experimental search work. Experimental and search work on the problem of logical thinking

Smirnova Svetlana Valerievna, teacher of the Sharapovo-Okhotsk school, Serpukhov district.

Organization and conduct of an experimental search research activities elementary school students

Introduction.

When choosing the forms of organization of research work, the following points should be taken into account:

The level of development and readiness of students;

Interest of students in certain sections of the subject

One of the main requirements for forms and methods is that they stimulate active work children's thoughts, developed the independence of their thinking, contributed to creative versatile activities. Years of experience shows that the sooner students learn the basics of research, its technology and methodology, the sooner they will become young researchers; will take place as creative individuals who are able to think independently, summarize the material in the course of research, compose abstracts based on the data of research work and speak with them at scientific and practical conferences.

Where to start research.

Choose the right topic that must meet the conditions:

Be based on past or current material;

Correspond to the direction in which the association works;

Arouse student interest.

2. Based on the forms and methods of teaching, we can offer several areas of research work with students:

a) Observations:

For pets;

For wintering birds;

For animals;

For plants in parks, squares, on the streets of the city;

For indoor plants.

b) Carrying out and further description of experiments, experiments:

On indoor plants;

Plants of educational and experimental plots;

Animal living corner;

Animal vivariums or exotariums, etc.

v) Conducting a population survey in the form of a questionnaire and draw conclusions based on the results.

G) Independent work of a practical nature:

Description of the object (for example, anthills):

Research work as one of the types of independent work.

Research areas can be different:

On behalf of universities:

For communication projects:

According to the methods described in the literature;

For international, regional, regional and city projects…

What can be explored.

Everything can be investigated, that is, any objects of animate and inanimate nature, using various methods of biological or physico-chemical analyzes in the study. It is desirable to conduct research in a complex.

What gives the implementation of research activities to students?

It allows, in addition to educational, to solve a number of the following problems:

To acquaint students with the methodology and methodology of objective scientific research;

To instill skills in collecting, analyzing and processing information;

Obtain specific data on the state of local ecosystems and use them in further work based on the results obtained;

Interact with stakeholders, the media, expand the competence in the field of activities of UDO associations.

Rules for registration of the results of research work of students.

The presentation of the results of the work should show the ability of students to independently conduct research using modern methods, analyze the results obtained, comparing them with literature data, and draw correct and reasonable conclusions.

Section "Introduction"

This section gives a brief description of the current state of the problem, substantiates the relevance of the work, its scientific and practical significance.

The "Main Part" section consists of subsections:

-"Targets and goals";

- "Material and methods";

- "Characteristics of the study area";

-“Research results”

Section "Literature".

This section lists all the works used in alphabetical order. Works published abroad are also recorded in alphabetical order after works published in Russian. All works are numbered consecutively.

Research work is carried out on white standard sheets of writing paper arranged vertically. Margins are left on each sheet: 1 cm on the right, 3 cm on the left, 2 cm on top and bottom. Margins are not circled!

The text can be typed on a typewriter or computer with a line spacing of 1.5 characters or, in extreme cases, handwritten in blue or black ink. The text on each sheet is written on one side only.

Pages are numbered starting from 4. The title page is considered the first page. At the first mention of an animal, plant or microorganism, indicate in brackets the specific name in Latin.

A herbarium must be attached to the botanical work.

Structure of research work and design

Work structure:

1st sheet - title;

2nd sheet - the content of the work;

3rd sheet - introduction

the main part begins from the 4th sheet, etc. according to the text.

Each subsection should have a title, it should be written from a new sheet.

Tables are consecutively numbered and can be placed vertically or horizontally on the sheet. On the right or in the middle is written "Table No", below - the name of the table. Notes are provided below the table, if necessary.

If the table does not fit on 1 sheet, then it is transferred to the next one, etc.

Figures, graphs, diagrams, photographs, diagrams, etc. have continuous numbering

When participating in a scientific conference, the participant is given a position on the design of the work.

Here is the research work prepared by a student of class 4B Kristina Leonidova.

Literature:

M.V. Suvorov "Experience of ecological work with schoolchildren", "Teacher" 2009.

Domoshenko T.M. "Organization of research activities of elementary school students".

Panina I.V. "Organization of research activities of students", a message for the Department of Primary School Teachers MOU LSOSH No. 1

The organization of the study depends on many factors, but most of all - on its type, that is, on whether it is collective, complex or individual. Collective research is associated with the development of a common theme by a group of participants in the work, when each of the researchers performs some part of the common work. Comprehensive research is a kind of collective research. It is multi-subject (several subjects of research) and multi-aspect, for example, it includes psychological, socio-pedagogical, technological, managerial aspects, and its results are integrated and expressed in the form of pedagogical or organizational-pedagogical conclusions, models and recommendations. Individual research is carried out by one researcher, and its organization is a self-organization of activity.

Let us dwell on the most difficult type of research from the point of view of organization - a collective comprehensive study.

The first stage is indicative. It involves an objective analysis and assessment of the educational situation in the country, region, city (district) or microdistrict, the study of the social order of society and the state to education, the demands of the population, the saturation and demands of the educational services market, the search for possible "social niches" for offering educational services, the assessment successes, achievements and problems facing the team or management bodies.

This stage is carried out by the initiator and potential leader of the collective search with a group of his assistants-activists, among whom it is very desirable to have representatives of the main areas of the planned comprehensive research: a sociologist, demographer, psychologist, scientist-teacher, subject teachers, teacher-technologist, valeologist, etc. (there are different options).

The second stage is diagnostic (if the necessary diagnostics have already been carried out, then at this stage its results are ordered and updated). The level of development of pedagogical processes and phenomena of interest to researchers, historical and modern experience in solving similar (or close) problems are studied. At this stage, a wider range of specialists is involved in the study, mainly already known (standard) methods and techniques are used.

The third stage is staging. The initial theoretical positions, goals and objectives of the search are determined, a model of the future, the transformed state of the process, institution, system, their new “face” is designed. There is a generation of leading ideas and a plan for transformation, the selection of "carriers" of innovations, ways to introduce new things and monitor the effectiveness of innovations are outlined (for more details, see Chapter II "Logical structure of the study"). At this stage, the individual creative activity of the initiators of the search, responsible for its individual directions, and collective mental activity (discussions, defense of projects, brainstorming, discussions) are combined. Concepts and a kind of scenario project (program, research project) of the search are being drawn up.

After the preliminary definition of the main parameters of the study, it is useful to decide organizational issues if they have not been resolved before.

At this stage, care should be taken to improve the moral and psychological climate, to motivate teachers to conduct a pedagogical search, as well as to personnel, logistical, financial (i.e. resource), managerial, psychological and pedagogical support for the search. The main task of this stage is to optimize the conditions for creative search.

The fourth, transforming, the main stage of the study in terms of time and volume of work. The planned work is being carried out (experiment, creation and implementation of copyright programs and projects, introduction of advanced technologies, management models, etc.). Of particular importance is the training of personnel in the methodology of research work, the implementation of scientific and scientific and methodological support for transformations (stage-by-stage analysis, scientific and scientific-methodological seminars, examination of completed fragments of the work). Departments, sections, research problem laboratories, creative groups should work actively, there should be an intensive exchange of work experience, a joint search for the best solutions (meetings, consultations, expert advice, etc.).

The fifth, final stage includes the final diagnostics, generalization, interpretation and evaluation of the results, presentation of the final analytical report on the work done, publications in the pedagogical press, promotional documents (curricula, programs, recommendations, regulations, etc.). Materials are prepared by performers, heads of directions, and summarized and presented by the head of the research

The pre-thought-out logic of the research is reflected, fixed in the main documents that determine the content, direction and methodology of the search, in the concept and in the research project.

Pedagogical concept contains a substantiation of the problem and a detailed presentation of the initial provisions, main ideas, and prognostic studies.

Main content research project - disclosure of the content of the links of the future research. Along with this, the project should reflect the issues of organizational, material and staffing search, risk factors and ways to compensate for possible omissions, the form of presenting the result, as well as the content and methods of managing experimental experimental work.

The project can be replaced research program. The difference of the latter is that the content of the work is presented not according to the main logical blocks, but according to the areas of work with the allocation of stages and measures for their implementation.

It is advisable to develop individual blocks of the logical study of the project or program in more detail in other documents, which, together with the research project (program), constitute a package of documents that support the research process and are first submitted for examination, and then for approval to the district, city or regional authorities or administrations. The package of documents usually includes:

concept;

research project (program);

charter of institutions of a new type, exemplary regulations on their divisions and services;

curricula and programs (primarily original, author's);

staffing, regulation on remuneration, on the procedure for staffing;

estimates of necessary expenses, new construction projects and other documents justifying the requested funds.

Depending on the goals and nature of the search, other documents can be developed and submitted (regulations on admission, on the teacher-researcher, on departments, laboratories, etc.). All of them, after internal and external testing and subsequent approval, acquire legal force and form the documentary basis for the ongoing research, as well as licensing, certification and subsequent accreditation of the educational institution 1 .

The work of researchers in programming is specific education development, comprehensive programs of social and pedagogical protection of the family and childhood for the region, city, municipal association.

To create such programs for the development of education, it is necessary to attract the most competent and interested people, and not only teachers and specialists in the field of education. To do this, it is expedient to announce competitions for drafting education development programs, and to determine the winners on the basis of an expert evaluation of projects by a group of highly qualified specialists. The authors of the winning project become the core of the group of program creators.

The organization of drawing up a development program roughly includes the following elements (steps).

1. Development (by the customer or together with the customer) of techno
logical task for performers.

2. Creation of a group of programmers. This stage starts
comes from the selection of analysts (sociologists, economists
comrades, political scientists, historians, demographers, lawyers, psychologists,
teachers, etc.) and familiarize them with the terms of reference.

1 Licensing- issuance of a license, a document for the right to carry out certain types of activities (including educational, medical), fixed in the Charter of the institution. Certification - official assessment of the level of work, compliance with state requirements. Accreditation - official approval of the status of the institution (gymnasium, college, socio-pedagogical complex). All of the above procedures are carried out by state authorities.

The group discusses the conceptual foundations of the program until they are accepted by all involved specialists. In the course of this work, the concept is refined, the members of the group are updated (the departure of those who disagree, the attraction of new ones, etc.), the distribution of tasks, the clarification of deadlines

execution.

3. Collection of material, diagnostic, ascertaining
ing study of the state of affairs.

4. Analytical work of the group. Based on the statistical
historical and other research materials
a comprehensive analysis of the state of the education system in the region and
the main trends of its development in the context general development
region and outlines the first recommendations on the content and
directions of changes in the education system.

5. Constructive work of the group. The concept is being worked out
and the design of the study, the development of an invariant
section structure, instruction cards for each section
(for orientation and general discussion). For example, based on
recommendations, the members of the group highlight the main directions
(target blocks) of the program, for each development block
in structural and substantive aspects, projects are
aimed at the implementation of the target blocks of the program (“Leisure”,
"Family", "Education", etc.). Each of the projects is developed
is determined according to the scheme: a) guidelines for project activities; b) conch
specific activities for the implementation of the project; c) responsible
event performers; d) deadlines for the implementation of activities.

6. Development of each direction and section, including ana
liz, forecast, design, programming.

7. Bringing together individual sections, their coordination and
generalization, coordination of all provisions, elimination of duplication
ing, consistent implementation of the main ideas of transformation
vany, primary editing.

8. Discussion of the first version of the program. After compiling
of the first version of the program, it is desirable to replicate
to engage and involve in the discussion as many teachers as possible
gov-professionals, members of the public, independent
my experts. During the discussion, the content of the program may
change significantly, up to the rejection of some options and
development of others, new ones.

9. Finalization of the project, taking into account the comments and suggestions, re
text dubbing.

10. Acceptance of the program. An updated version of the program
is worn for discussion of the meeting of practical pedagogical
workers (competent teachers, children's preschool workers,
school, out-of-school educational institutions,
teachers of educational institutions) and is accepted by them. After that, pro-

gram of development of education is submitted for examination. Approved by the department of education and the administration (or authority), it becomes the main document regulating the course of updating the education of the region.

Of course, the provisions of the program should be regularly clarified; it should not turn into a dogma. For successful monitoring and correction of the implementation of the program, it is desirable to retain the group of its creators as analysts and consultants.

The next organizational task is the scientific and methodological support for the implementation of the program (search and selection of existing methods and the development of new ones) and the provision of scientific and methodological support for the program (training of personnel, development of subprograms, phased analysis and correction of its sections, exchange of experience, etc.).

Program activities Thus, it should proceed from taking into account both the general and the specific, from stimulating amateur performance, initiative, activity of the participants in the educational process, and from not strictly, but softly regulating indirect managerial influences. In the programs, it is advisable to develop the authors' own approaches to those important positions that are not reflected in national documents or are not sufficiently specified in them.

Programs for the development of education with this approach are not directive programs (the time of directives has passed, and even in conditions of social instability and a market economy, the directive approach is unpromising), but they do not become only forecast programs. These are rather science-based benchmark programs that indicate strategic goals, stages of updating all levels of education, requiring further specification in work plans, individual targeted programs, projects and specific events and stimulating initiative, extensive search work in educational institutions, practical verification of projects, their improvement .

Let us dwell a little more on ways to optimize the conditions of psychological and pedagogical search in the team as an important area of ​​organizational work.

Search success is largely predetermined conditions, that is, those external and internal circumstances in which the search is made. Therefore, before starting experimental and search work, it is necessary to analyze the conditions and try to optimize them. Of course, not everything depends on the experimenters themselves, but many conditions can be adjusted to enhance the positive and reduce the negative impact of the conditions on the process and results of work. If their totality is clearly unfavorable or there are no defining (mandatory) conditions, one should refrain from deploying experimental and search work and work on co-

building favorable or at least acceptable conditions. Some of the conditions are enough to understand and take into account, others can be changed and adjusted.

Let's start with conditions of a broad socio-political plan. They are generally quite favorable. The society and its official bodies give the go-ahead to the pedagogical search, the public demand for socio-pedagogical innovations has manifested itself quite clearly, but at the same time, the real socio-economic conditions for pedagogical creativity are still very incompletely provided. The society and the state do not realize the decisive role of education for the destinies of the country, the pedagogization of the environment is slow, the school remains alone with its needs. The narrow departmental approach to the problems of education, family, unemployment, and rehabilitation has not been overcome. State appropriations for the development of education and the social sphere are completely inadequate. It should be noted, however, that it is institutions striving for something new that find public support much faster, receive state subsidies and sponsorship funds.

Now let's talk about organizational and methodological conditions, many of which, to one degree or another, are subject to the organizers and are amenable to regulation. We only want to warn that some of them are mandatory, and some are desirable. In the latter case, the presence of conditions facilitates, and the absence or incompleteness makes it difficult, reduces the efficiency of the search. We identify four mandatory conditions: the presence of a "leader" (individual or collective - a group of leaders and teachers), armed with ideas of transformation and capable of generating them;

comprehension of real difficulties, contradictions, development prospects; adequate assessment of the situation, own achievements, problems and opportunities;

the availability of qualified personnel who own the leading types of activities (teachers-masters, qualified educators and psychologists);

a sufficiently high general cultural level of the teaching staff (it is also called the cultural or intellectual "background" of the search). Only the general culture of a specialist can be the basis of his creative activity, and the general culture of the team can be the key to the success of a collective and even more complex research.

The desirable conditions for creative search include

the following:

sufficiently high prestige of the institution, trust in it by parents, students, the public, clients;

favorable psychological climate in the team;

not a very large number of students (up to 500-700) or pupils (up to 100-150); then there is an opportunity to study everyone, to create an atmosphere of mutual trust, and in the history of pedagogy, it is relatively small schools and educational institutions that most often act as centers of innovation and excellence; if there are more than a thousand students in the school, then for an experimental search it is useful to take a relatively independent unit, say elementary grades or senior level;

classes at school in one (first) shift, which makes it possible to plan work with students for a full day;

availability of material conditions (premises, equipment, literature, financing, etc.); the availability of funds, which makes it possible to replicate programs, methodological documentation, questionnaires, carry out mathematical data processing, attract specialists, pay for additional work of teachers, improve their qualifications, etc.;

a reserve of free time for the participants of the experiment, which makes it possible to think, draw up projects, analyze, search for and correct errors;

highly desirable contacts with research teams (departments of universities, subdivisions of research institutes, etc.).

If the desired search conditions do not fully satisfy the requirements, this creates additional difficulties, but does not exclude the possibility of a successful search.

The article describes the organization and content of experimental research work, reveals the features of the implementation of the developed methodology for developing creativity in future composers in the process of studying at a music university, and presents the results of the study. Creativity is interpreted as a professionally important quality of a future composer, which makes it possible to find non-traditional ways of solving creative problems, to carry out non-standard combinations of various musical elements, to generate various artistic ideas, to create new images and to implement them in original products of composer activity. The criteria for the development of creativity (motivational, intellectual-creative, emotional-personal), the levels of development of creativity (low, medium, high) were determined, and the selection of pedagogical diagnostic tools was made. Particular attention is paid to testing the methodology for the development of creativity, which consists of four stages: imitation, experimentation, transformation, individualization.

experimental search work.

music university

methodology for developing creativity

composer activity

creation

creativity

1. Ilyin E. P. Psychology of creativity, creativity, giftedness / E. P. Ilyin. - St. Petersburg: Peter, 2011. - 448 p.

2. Methods of psycho-pedagogical diagnosis of giftedness in children / ed. E. N. Artsiman, A. A. Kardabnev. - Grodno: GrGU, 2007. - 102 p.

3. Sergienko P. G. Creativity as a professionally important quality of the personality of a future composer / P. G. Sergienko, E. R. Sizova // World of science, culture, education. - 2011. - No. 6 (31). - Part 2. - S. 190-192.

4. Sergienko P. G. Methodology for the development of creativity among future composers in the process of learning at a music university / P. G. Sergienko // World of science, culture, education. - 2013. - No. 3 (40). - S. 161-164.

5. Stolyarenko L. D. Fundamentals of psychology: textbook. allowance / L. D. Stolyarenko. - Rostov-n / D .: Phoenix, 1997 . – 736 p.

Introduction

The system of classical music education, which trains performing musicians, composers, musicologists, is a specific area of ​​educational practice, since the subject of development here is artistic and creative musical activity. In a row various kinds musical activity, composer creativity is distinguished by a pronounced specificity, which consists in synthesizing various artistic and life experiences with the imagination in order to create new artistic images and embody them in an original creative product using individual authorial means of the musical language. This determines the manifestation of creativity as a professionally important personal quality of a composer and determines the relevance of the search for methods and means of its development in the process of professional training of future composers in a music university.

Purpose of the study

Consider the features of the organization and content of experimental and search work to test the effectiveness of the methodology for developing creativity among future composers in the process of studying at a music university, and present the results of the search work.

Material and research methods

The study used a set of methods: analysis of the state of the problem in pedagogical theory and practice; observation, surveys and questioning of students, the method of peer review, experimental and search work on the basis of the South Ural State Institute of Arts. P. I. Tchaikovsky "and FGBOU VPO" Chelyabinsk State Academy of Culture and Art ".

Research results and discussion

In scientific research, creativity is interpreted as a general ability to be creative, as well as "a person's ability to generate unusual ideas, find original solutions, deviate from traditional patterns of thinking" . In relation to the professional activity of a composer, creativity is an integral personal quality that contributes to the manifestation of creative activity, which allows one to find extraordinary, non-traditional ways to solve creative problems, to carry out non-standard combinations of various musical elements, to generate a variety of artistic ideas, to create new images and implement them in original products of the composer's work. activities.

In our previous publications, the structure of the composer's creativity was substantiated and the methodology for developing creativity in future composers in the process of studying at a music university was presented. Briefly summarizing our research, we note that the structure of a composer's creativity includes three interrelated components: motivational (a person's focus on mastering professional values ​​and self-realization in creativity, striving for new knowledge, motivation for success); intellectual (divergence and associativity of thinking, flexibility and fluency of mental operations); personal (synesthesia sensitivity, emotional reactivity, a tendency to fantasize, the ability to improvise).

The methodology developed by us for the development of creativity in future composers in the process of studying at a music university reflects the consistent development of an individual composer's style and includes four stages: imitation, whose task is the primary development of the means of the musical language and their use in the practice of composing; experimentation whose task is to develop the skills to choose and adapt the necessary means of the musical language in one's own composing activity; transformation, the task of which is the formation of skills to embody non-musical images in musical thematics; individualization, whose task is to develop the skills to create original artistic images and embody them by individual means of the musical language.

Verification of the effectiveness of the developed methodology required the organization of experimental and search work, which was implemented in three stages: ascertaining, forming, final. Before the start of the search work, a preliminary survey and surveys of students were conducted in order to identify their general knowledge about creativity and methods of its development, determine their predisposition to the development of creativity, find out how they assess the importance of creativity in composing, etc. For this, we used specially designed questionnaires, as well as well-known questionnaires of creativity D. Johnson and J. Renzulli.

Students of the South Ural State Institute of Arts named after A.I. P. I. Tchaikovsky, Chelyabinsk State Academy of Culture and Art, Saratov State Conservatory. L. V. Sobinov, Ural State Conservatory. M. P. Mussorgsky, Kazan State Conservatory. N. G. Zhiganova. The generalization of the data obtained showed that future composers consider creativity an important personal and professional quality, they would like to develop it in themselves, but do not know how to do it and with what methods. Most students are initially predisposed to creative activity and have good starting opportunities for its development in the professional field. At the same time, students are convinced that insufficient attention is paid to the development of creativity in the process of training composers.

Appropriate diagnostic tools were developed to carry out experimental and search work. Criteria for the development of creativity are determined based on its structural components: motivational (motivation to master new means of composing technique, interest in finding non-standard solutions, striving to create new artistic products; the importance of social recognition of the results of creativity); intellectual and creative (speed of solving creative problems, independence in performing creative tasks, originality and diversity of the results of solving creative problems); emotional and personal (brightness of emotional and sensory reactions, variety of associations, activity of the imagination, a tendency to improvise).

Based on these criteria, the levels of development of creativity among future composers were established: low, medium, high.

Low level Creativity in a future composer is stated if the motivation to master new means of composing technique is not expressed, there is no interest in finding non-standard solutions, the desire to create new products of creativity is weakly expressed, public recognition of the results of creativity has no personal significance (1); solving creative problems is not carried out quickly enough and, as a rule, with the help of a teacher, does not differ in originality and variety of results (2); emotional and sensory reactions are not bright, associations are stereotyped, imagination is passive, there is no tendency to improvise (3).

Average level creativity in a future composer is stated if the motivation to master new means of composing technique is not sufficiently expressed, and therefore the use of previously found techniques and methods of writing prevails, interest in finding non-standard solutions is manifested sporadically and depends on the complexity of the task, the desire for the creation of new products of creativity is not expressed clearly and is mainly associated with a didactic need, the focus on public recognition of the results of creativity is not stable (1); the solution of creative problems is carried out, as a rule, independently and quickly enough, but not always original and diverse (2); emotional and sensory reactions are manifested quite clearly, but the associations are not diverse, the imagination does not always produce new imagery, the tendency to improvise is fragmentary and is determined by the technical capabilities of the student (3).

High level Creativity in a future composer is stated if he has a stable motivation to master new means of composing technique, an interest in finding non-standard solutions and a desire to create new artistic products, a pronounced focus on public recognition of the results of creativity (1); solving creative problems is characterized by speed, independence, originality and variety of results (2); emotional and sensory reactions are manifested vividly, associations are diverse, the imagination actively produces new figurative rows, a tendency to improvisation is clearly observed (3).

Each criterion was evaluated using several methods. To determine the level of development of creativity according to the motivational criterion, we used the methodology for calculating the index of value-motivational unity of R. S. Nemov, adapted by us to composer activity, as well as a number of author's questionnaires specially designed to diagnose the motivational sphere of student composers. Diagnostics according to the intellectual and creative criterion was carried out by the method of expert assessment, using a 5-point scale with an accurate description of each point, as well as specially designed expert sheets with an accurate indication of the estimated indicators and scoring methods. To assess the level of creativity according to the emotional-personal criterion, the method of expert assessment and the adapted scale of J. Renzulli - L. V. Popova were also used.

The processing of empirical data was carried out using the methods of mathematical statistics and involved the calculation of average values ​​of assessments, coefficients of correspondence between reference and actual values, determination of the relative and absolute dynamics of the development of creativity, an increase in average values ​​for all criteria, the ratio of respondents who are at different levels of development of creativity at the beginning and at the end of the experimental work. The low level of creativity development was expressed by medians of estimates in the range of 1.0 - 2.99; the average level - by medians of estimates in the range of 3.0 - 4.49; high level - median scores in the range - 4.5 - 5.0.

Diagnostic sections carried out at the ascertaining stage of experimental and search work revealed a significant predominance of the average level of creativity development in most students (about 70%), high and low levels amounted to about 15%, respectively. The main problems were associated with the predominance of didactic motivation to create new creative products, a weakly expressed interest in finding non-standard creative solutions, an insufficient degree of originality and diversity of the results of creative tasks, the inability to think in broad artistic images, to attract extra-musical associations and synesthesia ideas, and the lack of a stable tendency to improvise. .

The formative stage of experimental and search work was carried out on the basis of two educational institutions: the South Ural State Institute of Arts. P. I. Tchaikovsky (search group) and the Chelyabinsk State Academy of Culture and Art (control group). In the educational process of the Faculty of Music of the SURGII named after. P. I. Tchaikovsky, we introduced a methodology for the development of creativity, which covered classes mainly in a special class in composition and was implemented in stages.

At the first stage of the implementation of the methodology for the development of creativity (imitation), methods were used imitation and styling. Students were offered creative tasks to recreate in their own compositions typical features of certain musical genres, models of specific musical forms, features of individual composer styles, styles of various national schools and historical eras:

Composition of musical structures that imitate various genre models (waltz, nocturne, tango, etc.), compositional forms (expositional period of repeated structure, period of through development, period of deployment type, etc.);

Composing musical etudes that reproduce individual genre and style features of different eras, for example, writing melodies in the style of a baroque fugue, in the style of a classical sonata, Russian everyday romance of the 18th-19th centuries, etc.;

Composing musical miniatures that reproduce the integral features of styles, for example, composing a piano miniature in the style of F. Chopin (author's style), composing a choral scene in the style of a Russian opera of the 19th century (national style), composing a piano diptych in the style of a baroque prelude and fugue (epochal style) ).

At the second stage of the implementation of the methodology for the development of creativity (experimentation), methods were used compiling and combining. Unlike imitation and stylization, these methods are not aimed at recreating "foreign" composer means and writing techniques, but at the organic interaction of "one's own" and "alien" in the context of one's own compositions, at enriching one's musical language using the means found by other composers. . At the same time, it is important that the use of “foreign” material be aesthetically justified and have the goal of creating a certain artistic effect that evokes the necessary associations and artistic analogies in the listener. At this stage, students performed creative tasks related to composing musical works on the themes "Musical Baroque", "Classical Kaleidoscope", "Classics in the 20th Century", "Russian Holiday Divertissement", "Russian Romansiade", "French Chansonnier", "Baroque mosaic”, etc., focused on the extensive use of musical quotations in the context of their own musical material.

At the third stage of the implementation of the methodology for the development of creativity (transformation), methods were used associative parallels and transfer of language structures, suggesting the composition of musical etudes based on the proposed visual, plastic, literary and other artistic samples using both borrowed and author's composer's means. Students were offered rows of paintings depicting pictures of nature, united by a single emotional state or embodying a close artistic image (for example, A.K. Savrasov’s paintings “Early Spring”, “Rooks Have Arrived”, “Thaw”, made in cold, gloomy gray tones conveying a feeling of "stiffness", emptiness and sadness); drawings, caricature sketches, literary portraits that depict various characters and human "types" (for example, a description of landowners from N.V. Gogol's poem "Dead Souls", where each character has its own unique character). To characterize the images and establish associative parallels, students were asked to select the maximum number of epithets, comparisons, metaphors, build the widest possible associative array with other types of art, and then embody the artistic image in a musical composition using adequate means.

At the fourth stage of the implementation of the methodology for the development of creativity (individualization), methods were used conceptualization of ideas and author's improvisation. These methods involve working with the conceptual program of the composition in two directions. In the first case, the student himself must create an artistic concept and implement it practically in his own musical composition. In the second case, the concept is proposed by the teacher, and the student must translate it into a composition or author's improvisation. The students were offered the following generalized topics: “Life after a global catastrophe”, “A holiday of all times and peoples”, “Space fireworks”, etc. Future composers had to not only write an essay on this topic, but submit a conceptual composition program in which to describe the artistic the idea of ​​the work, the author's content, to substantiate the musical means of embodiment. When performing the task, it was important to avoid spontaneity, to consciously find original idea, artistic intent, to understand and comprehend why the work is created, what it should embody, what information to convey to listeners.

The data of the control sections carried out at the final stage of experimental and search work recorded an increase in quality indicators for all established criteria. Diagnostics showed that most of the students search party reached a high level of creativity development (52.1%), while in the control group the majority of students remained at the average level (66.7%). Mathematical data processing showed that the positive dynamics in the development of creativity is much more pronounced in the search group and amounts to 25.0% versus 13.9% in the control group.

Conclusions. As a result of using the developed methodology, the students of the search group increased their motivation to create new artistic products and wide social recognition of the results of creativity, an interest began to appear in the search for non-traditional, extraordinary ways to solve creative problems; the work of artistic imagination and fantasy became more active, the associative field of artistic perception expanded, thinking became more flexible and inventive, which made it possible to achieve significantly greater originality and diversity of the results of creative tasks, to show a tendency to create authorial improvisations.

Thus, the results of experimental and search work confirmed the effectiveness of the proposed methodology for the development of creativity in future composers in the process of studying at a music university and proved the hypothesis of the study.

Reviewers:

Sizova E.R., Doctor of Pediatric Sciences, Professor, Professor of the Department of History, Theory of Music and Composition, SBEI HPE “South Ural State Institute of Arts named after I.I. P.I. Tchaikovsky, Chelyabinsk.

Volchegorskaya E.Yu., Doctor of Pedagogy, Professor, Head of the Department of Pedagogy, Psychology and Subject Methods, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic link

EXPERIMENTAL-SEARCH, EXPERIMENTAL WORK AND PEDAGOGICAL EXPERIMENT IN DISSERT RESEARCH

BUKHAROVA G.D.

The article analyzes the concepts of "ex-perimental-search work", "experimentalresearch work" and "pedagogical experiment", provides possibilities of their use while carrying out a dissertational research on pedagogical sciences, and considers the criteria, indicators and levels that should be the basis for the research.

Work with graduate students and applicants shows that often such concepts as experimental search, experimental work and pedagogical experiment are used by them without taking into account the fact that these concepts carry a different semantic load and should be separated. Let's try to understand the content of the designated concepts.

Experimental search work is one of the research methods that involves making changes to the pedagogical process only taking into account previously obtained positive results. In the course and according to the results of experimental and search work, one can judge whether it makes sense to introduce changes in the pedagogical process, whether success will be achieved and the effectiveness of introducing, for example: changes in the content of the subject being studied, the practice of education, etc. will be achieved.

The results of experimental and search work are most often evaluated according to qualitative criteria and indicators; levels of achievement in this case can be classified as low, medium, high. At the same time, it should be noted that the formation of experimental and control groups is allowed, appropriate measurements are carried out and their mathematical processing at the level of comparison of the results obtained, as a rule, in percent.

In the course of experimental and search work, researchers receive approximate results, which, nevertheless, have quite convincing evidence due to the massive nature of the research results. Each of the above methods assumes the presence of experimental and control groups.

Control groups are groups of subjects in which nothing changes in the process of conducting experimental search, experimental work, as well as a pedagogical experiment.

Experimental groups are groups of subjects in which new content, new methods, new techniques, technologies, pedagogical conditions, etc. are introduced.

Experimental work is a method of introducing deliberate changes in the pedagogical process, designed to obtain an educational effect, with subsequent verification. Experimental work is a means of testing a hypothesis. This method of research acts as a kind of pedagogical experiment.

The experimental work is based on an experiment in which the researcher not only provokes or creates conditions for observing the expected patterns, but organizes special control in the form of managing variables that affect the course of a particular process.

Distinguish between traditional and factor plans for experimental work. In traditional planning, only one independent variable changes; with factorial - several. If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of pilot experimental work, the results of which can help clarify the direction of further research.

The theoretical basis of experimental work is the works of Yu.K. Babansky, M.A. Danilova, V.I. Zagvyazinsky, V.V. Kraevsky, A.Ya. Naina, A.M. Novikova, A.V. Usova.

The functions of experimental work, according to V.V. Kraevsky, consist in obtaining reliable knowledge, and not in the experimental recreation of the pedagogical process itself. The introduction of changes in the pedagogical process on the basis of trends and patterns identified in the experimental work is the subject of research.

IN AND. Zagvyazinsky defines experimental work as a scientifically delivered experience in the field of educational or educational work in order to find new, more effective ways to solve a pedagogical problem.

A.M. Novikov understands experimental work as a general empirical method of research, the essence of which is that phenomena and processes are studied under controlled and controlled conditions.

When organizing experimental work, it is necessary to take into account such conditions for the effectiveness of its implementation, such as:

Analysis of the state of the problem in the theory and practice of the work of an educational institution;

Concretization of the hypothesis based on the study of the state of the problem in theory and practice;

The need to exchange information between the subject and object of the pedagogical process.

The planning of experimental work should be carried out taking into account the purpose, subject, hypothesis, research objectives and the main provisions of the project-oriented approach.

In accordance with this, a program of experimental work is being developed, which includes the main components of the pedagogical goal, the goal and objectives of the experimental work, the hypothesis, criteria, indicators, levels and means of evaluating the expected results.

Conducting experimental work involves the following organization:

Development of a program of experimental work;

Determination of the stages of experimental work;

Development of a criterion-level scale;

Formation of experimental and control groups;

Analysis and generalization of the results of the work carried out.

The basis for the experimental work should be based on the following principles:

Objectivity;

The adequacy of research approaches and means to obtain true knowledge about the object of study;

Accounting for continuous change, development of the studied elements;

The principle of systematic study of the process, phenomenon, object under study.

Pedagogical experiment (from Latin experimentum - “test”, “experience”, “test”) is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what exists, the experiment in

Dagogy has a constructive character. Experimentally, for example, new techniques, methods, forms, systems make their way into practice. pedagogical activity.

A pedagogical experiment in modern pedagogy is understood as a research method that is used to determine the effectiveness of the application of individual methods and means of education and upbringing. The objective of the experiment is to find out the comparative effectiveness of technologies, methods, techniques, new content, etc. used in pedagogical activity.

V.V. Kraevsky, sees the role of the experiment in identifying the objectively existing connections of pedagogical phenomena, in establishing trends in their development, and not in the experimental recreation of the pedagogical process itself.

Yu.K. Babansky considered the pedagogical experiment as a kind of complex of research methods, which provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study.

According to N.O. Yakovleva, a pedagogical experiment is a set of research methods designed for an objective and evidence-based verification of the validity of the hypothesis put forward.

I.P. Podlasy considers the pedagogical experiment as a scientifically staged experiment in the transformation of the pedagogical process under precisely taken into account conditions.

For Yu.Z. Kushner, the experiment in question represents the active intervention of the researcher in the pedagogical phenomenon he is studying in order to discover patterns and change the existing practice.

From the above definitions of a pedagogical experiment, we can conclude that a pedagogical experiment is a method of active, purposeful study of certain aspects of the educational process. The indicated definitions reflect all the main features of the pedagogical experiment identified in the scientific literature, namely:

Creation of special experimental situations for the formation of a given quality;

The active influence of the researcher on the course of the phenomenon under study;

The possibility of repeating the results of the experiment in different conditions;

Approbation of the obtained experimental data in mass educational experience.

Types of pedagogical experiment depending on the scale: local, modular, systemic, large-scale.

Local - private experiments that are not related to each other, for example: new program by subject.

Modular - a complex of private, interconnected innovations, for example: a block of new programs, the development of new learning technologies, the creation of a new creative team or association.

Systemic - innovations covering the entire educational institution. An educational institution development program is being developed, for example: restructuring the entire school for some idea, concept, or creating a new educational institution on the basis of the former one (gymnasium, lyceum).

A large-scale experiment is, for example: an experiment to improve the structure and content of education of a certain level and direction.

Conducting both experimental work and a pedagogical experiment should be carried out in accordance with the characteristics inherent in the experiment: deliberate changes in the activities of the experimental groups, taking into account the goal and the hypothesis put forward.

The pedagogical experiment must meet certain requirements.

First, the means introduced into the experiment must be clear and unambiguous;

Second, the experimental conditions must be strictly fixed;

Thirdly, these conditions must be systematically changed, combined, varied.

The pedagogical experiment is carried out as a comparison of the results of the activities of the experimental and control groups.

The main requirements for the pedagogical experiment are as follows:

Precise determination of the purpose and objectives of the experiment;

Accurate description of the experimental conditions;

Definition in connection with the purpose of the study of the contingent of subjects;

Description of the research hypothesis.

Before the start of the experimental work and the pedagogical experiment, the researcher needs to identify the criteria for evaluating the process and determine the indicators.

Criteria are the qualities, properties, signs of the object under study, on the basis of which one can judge its state and level of functioning.

For example, the criteria can be learning motivation, activity, independence, self-management, the quality of knowledge, the degree of formation of self-educational skills, etc.

Indicators are quantitative or qualitative characteristics of each quality, property, attribute of the object under study, which is a measure of the formation of a particular criterion.

To implement this task, indicators that make up their substantive basis can serve:

In terms of social and moral - the attitude of students to economic culture as a value, a positive personal emotional reaction and an assessment of the significance of economic knowledge and relations in society, the degree of involvement in them;

According to the activity-reflexive criterion - readiness for economic activity for one's own benefit, society and the state, the ability to make adequate decisions and evaluate one's actions in the conditions of the new Russian economy.

On the basis of a set of criteria and their indicators, the levels of formation, education, upbringing, etc. of students, students, future specialists are revealed. Adhering to the three-level scale adopted in most countries of the world - minimal (minimal), general (general), and advanced (advanced) levels, high, medium and low levels of formation of properties or qualities of students, students, future specialists are distinguished. Let us give as an example an assessment of the economic level of education of students (Table 1).

Table 1. Criteria and indicators for assessing the level of economic education of students

Socio-moral Students' attitude to economic culture as a value, positive personal emotional Observation, analysis of oral answers, participation in discussions, business games, decisions

Criterion Indicator Evaluation method

reaction and assessment of the importance of economic knowledge and relations in society, the degree of involvement in them of economic tasks and situations, protection of projects; expert review

Activity-reflexive Readiness for economic activity, the ability to make adequate decisions and evaluate one's actions in the new Russian economy Observation, survey, self-assessment, analysis of participation in business games, discussions, situational seminars, expert assessment, questioning

Criteria for assessing the quality of knowledge must meet the requirements (Table 2).

Table 2. Requirements for the criteria for assessing the quality of knowledge

Requirement Requirement characteristic

Objectivity The criterion should not be a function of the individual, the characteristics of the subject using it, if the criterion does not meet this requirement, then in pedagogy it not only loses its meaning, but is also harmful

Efficiency The criterion should most fully reflect the factors influencing the estimated parameter of the educational process

Reliability This requirement is ensured by sufficient statistics of estimates for this criterion.

Orientation The criterion is aimed at managing one or several types of activities simultaneously.

Effective criteria and their correct use stimulate the improvement and intensification of the pedagogical process.

In pedagogical research, methods are usually applied in combination. Only under this condition the task will be solved correctly, the scientific laws of this or that pedagogical process will be revealed.

The methods discussed in this chapter are often called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subjected to theoretical analysis.

The success of a pedagogical experiment, experimental work is determined by the fulfillment of a set of organizational and pedagogical conditions.

Among the organizational and pedagogical conditions should include the following.

1. Planning (determining the stages of the experiment or experimental work and the timing of their implementation; formulating tasks for each stage and the content of the study at the selected stage; clarifying the methodology for conducting the experiment or experimental work at each stage; identifying the criteria for the effectiveness of changes made to the educational or educational process for each of the indicated stages).

2. Definition of experimental and control groups, approximately the same in terms of the level of training.

3. Selection of teachers with approximately the same level of professional and methodological training.

All other conditions should be the same for experimental and control groups. The results obtained must be processed using qualitative and quantitative methods for processing experimental data. At present, it is becoming obvious that at the level of qualitative descriptions alone it is hardly possible to deduce patterns of upbringing and education. Mathematical processing of the obtained results is required. Reliability, validity and correlations are determined using methods of mathematical

statistics. And only a combination of qualitative and quantitative methods for processing experimental data can bring the researcher closer to the true result with a certain degree of accuracy.

Bibliographic list:

1. Podlasy, I.P. Pedagogy. New course: textbook. allowance for students ped. universities: In 2 books. -M.: VLADOS, 1999.

2. Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research: textbook. allowance for students of higher ped. textbook establishments. - M.: Publishing House. Center "Academy", 2007.

3. Novikov, A.M. Scientific and experimental work in an educational institution. - M., 1998.

4. Kraevsky V.V. Methodology of pedagogy: a new stage. - M.: Publishing house. Center "Academy", 2006.

5. Babansky Yu.K. Selected pedagogical works / Comp. M.Yu. Babanskiy. - M.: Pedagogy, 1989.

6. Yakovleva, N.O. Design as a pedagogical phenomenon // Pedagogy. - 2002. - No. 6.

7. Kushner, Yu.Z. Methodology and methods of pedagogical research: textbook.-method. allowance.

Mogilev: Grave. state un-t im. A.A. Kuleshova, 2001.

8. Starikova L.D., Starikov S.A. Methods of pedagogical research. - Yekaterinburg, 2010.

9. Nine A.Ya. Technology of work on a Ph.D. thesis in pedagogy. - Chelyabinsk: UralGAFK, 1996.

Key words: dissertation research, experimental research work, experimental work, pedagogical experiment, Criteria, indicators and levels.

Keywords: dissertational research, experimental - search work, experimental - research work, pedagogical, criteria, indicators and levels.

BASICS OF RESEARCH ACTIVITIES

Under experienced work in pedagogical research is understood as the organization of practical activities by the author in accordance with the experience available in the literature and practice without any constructive author's changes.

In this regard, the second chapter (practice-oriented) includes a description of the methods of work; substantiation of forms and methods of organizing the activities of the individual, the children's team; analysis of technologies used, etc.

Experimental and search work is based on various practical research methods : observation, conversation, experiment, test, personality questionnaires, projective methods, questioning, interviewing, sociometry, analysis of products of children's activities, analysis of documentary sources, game.

Distinguish stating (mandatory for WRC) and formative (not mandatory for WRC) stages of experimental and search work.

Target ascertaining stage - measuring the current level of development (for example, the level of development of abstract thinking, moral and volitional qualities of a person, etc.). Thus, the source material is obtained, which helps to build a program of pedagogical actions and psychological corrections for the formative stage of the experiment.

Formative The (transforming, teaching) stage aims not to simply state the level of formation of this or that activity, the development of certain aspects of the psyche, but their active formation or upbringing. In this case, a special experimental situation is created, which allows not only to identify the conditions necessary for organizing the required behavior, but also to experimentally carry out the purposeful development of new types of activity, complex mental functions and to reveal their structure more deeply.

In such an experiment, the proof is based on a comparison of the states of two objects of observation - the experimental and control groups. The experimental group is the group that was affected by the experimental factor, the control group is the group where it was not affected. In all other respects, the conditions for the activity of these groups are aligned, and the composition of the groups is also aligned. If certain changes are observed in the experimental group after exposure to the factor under study, but not in the control group, the hypothesis can be considered confirmed.

It is possible to conduct an experiment on one group, without isolating the control group. In this case, the level of education or upbringing, or some other parameters (depending on the goals of the experiment) is measured before and after the experiment.

Summing up the results of experimental and search work, it is very important only to establish external changes that are recorded when comparing the initial and resulting data, but to try to explain them by establishing a relationship between the subject of research of one's work and its object. In this case, practical work, indeed, can act as a criterion of "truth".

In design and methodological The papers do not provide for the organization and conduct of a formative and control experiment. The structure of the second (practical) chapter of this type final work may include a description of diagnostic methods, a project of pedagogical activity to solve the problem posed (a system of didactic exercises, games, educational activities, etc.), methodological recommendations.

Other structural elements work

V imprisonment contains the main conclusions of the study, formulated in the most generalized form in accordance with the goal and objectives of the study.

The conclusion should not only “put an end” at the end of the work, but also briefly summarize the material presented in it. Therefore, the conclusion, as a rule, includes the following components:

First of all, confirmation of the relevance of the chosen topic (but this text should not repeat word for word the relevance of the introduction);

Then a brief description of the work performed: the most acceptable option is to refer to the research objectives (from the introduction) and a brief (in one or two paragraphs) disclosure of each task;

A few words about the prospects for the study of this issue, where it can be shown that he sees the versatility of the pedagogical process, the relationship of its topic with others that are no less important for the science and practice of education.

Followed by bibliography or bibliography . According to the list of references, it is easy to determine how critically the author approached the selection of material on his topic, whether the main works were found that reveal the problem under study, etc.

The list of references is compiled in alphabetical order in accordance with bibliographic requirements (Appendix 1). The list includes all literary sources used by the author, regardless of where they are published (separate edition, collection, magazine, newspaper, etc.) A mandatory requirement is the presence in the list of references (about a third) of articles of modern pedagogical periodicals.

V applications materials explaining the main text are taken out, tearing this text into more than one sheet. Most often, material is placed here that confirms practical developments: lesson development; sample programs; forms of questionnaires used in the work (both blank and completed), products of children's creativity (drawings, essays, mini-essays, etc.), descriptions of classes, etc. Thus, appendices are important illustrative material, but placing it directly in the text of the work often turns out to be redundant.

Applications are placed after the list of references in the order in which they are mentioned in the text (eg: "see Appendix 3").

Each annex begins on a new sheet with the word "APPENDIX" in capital letters in bold in the upper right corner. The application must have a title that fits symmetrically to the application material and is written in capital letters in bold. If there are more than one applications, they are all numbered with Arabic numerals without the No. sign. For example: "APPENDIX 1". The name of the application is written in capital letters on the next line. The title is in bold and centered. Do not put a dot after the application name.

example:

ANNEX 1

Parenting Questionnaire

(according to A.Ya. Varga, V.V. Stolin)

1. I always sympathize with my child.

2. I consider it my duty to know everything my child thinks.<...>

Illustrative material and tables placed in the application (for example, a series of photographic materials) have their own (only for this application) numbering. For example: "Fig.1, Fig.2, etc."

When designing texts in applications, it is allowed to use a smaller font size than in the main text (11-13) and single spacing.

WRC DATES

The time generally allotted for the preparation and defense of the WRC is at least 3 months.

General order and deadlines for the implementation of the WRC.

- at the beginning of the second of four sessions - the department determines the topics and leaders of the WRC;

At the beginning of the third of four sessions, their approval upon presentation by the head of the department;

- upon completion of the work, no later than a week before its defense, the full text of the WRC, drawn up in accordance with the requirements, and abstracts of the work in the amount of 2 copies are provided to the department;

The supervisor prepares a reasoned written review of the work of the graduate on the WRC ( appendix 3);

WRC review is not provided;

Changing the deadlines for the submission of the WRC for defense is permissible only if there is a good reason, documented, with the obligatory coordination of the deadline for submitting the work with the head of the department.

WRC PROTECTION

The attestation commission for the defense of the WRC is headed by the chairman - the head of the program, who organizes and controls the activities of all members of the commission, ensures the unity of the requirements for graduates.

The date, time and place of the WRC defense is approved by the department.

Scientific supervisors are invited to the meeting of the attestation commission for the defense of the WRC, the presence of teachers of the department, teachers of the preschool educational institution and the school is possible.

The chairman establishes the rules of the meeting, then, in order of priority, invites graduates to participate in the defense procedure, each time announcing the last name, first name and patronymic of the graduate, the topic of research, the last name and position of the supervisor.

The protection procedure should not exceed 30 minutes and includes:

- the speaker's answers to questions;

- announcement of the recall of the head;

– discussion of the work in the form of free discussion.

WRC is evaluated by the commission based on the following criteria:

- the validity of the choice and the relevance of the research topic;

- the level of understanding of theoretical issues and generalization of the collected material, the validity and clarity of the formulated conclusions;

- clarity of the structure of the work and the consistency of the presentation of materials;

– methodological validity of the study;

– application of skills of independent research work;

- the volume and level of analysis of scientific literature on the problem under study;

– possession of a scientific style of presentation, spelling and punctuation literacy;

- compliance of the form of presentation of the thesis with all the requirements for the design of these works.

The overall score of the WRC is determined by the commission, taking into account:

- the quality of the oral presentation made by the graduate at the defense of the WRC;

– the depth and accuracy of answers to questions, comments and recommendations during the defense of the work.

The results of the defense of the WRC are determined by the rating "excellent", "good", "satisfactory", "unsatisfactory":

The grade "excellent" is given if the WRC:

- reflects a broad outlook, erudition, independence of the research position and conclusions, takes into account modern scientific achievements, shows fluency in the material, the ability to illuminate it from a theoretical standpoint;

- testifies to the skills of analyzing the material and the ability to use the conceptual apparatus of the chosen field of study;

- shows the ability to correctly use scientific literature, strictly follow the tasks set in the work, carefully apply the chosen research methodology;

- is distinguished by logic, validity of conclusions, clear presentation, clarity of evaluation of results.

At the same time, in the process of defense, the graduate demonstrates:

- the ability to present content in a concise manner;

– ability to operate with illustrative material;

– confidence and consistency in answers to questions and comments.

The mark "good" is given if the WRC:

- some inaccuracies were made in the choice of justification for the research methodology, setting tasks, formulating conclusions;

- the student showed uncertainty in answers to questions and comments;

– there are minor omissions in the bibliographic apparatus and / or in the design of the work.

The grade "satisfactory" is put if in the WRC:

- the analysis of theoretical literature on the problem is poorly presented;

- a significant number of errors were made in the interpretation of the source material and the results obtained;

- Poor knowledge of the terminology base of the problem has been demonstrated;

- there are repeated content and language errors;

– there are significant omissions in the bibliographic apparatus and / or in the design of the work.

The mark "unsatisfactory" is put if in the WRC:

- the theoretical and methodological basis of the study is unsatisfactorily presented;

– there is a discrepancy between the theoretical concept and practical results;

- numerous gross errors were made in the interpretation of the material under study;

- demonstrated poor command of terminology;

The results of the defense of the WRC are announced to the graduates on the same day after the protocols of the AC meeting are drawn up in the prescribed manner.

The non-appearance of the graduate for the defense is noted in the minutes of the SAC meeting with the words "did not appear."

Graduates who did not pass the defense of the WRC for a good reason (for medical reasons or in other exceptionally documented cases) should be given the opportunity to pass this type of final certification no later than six months from the date indicated on the document presented by the graduate.

Graduates who did not pass the defense of the WRC for an unexcused reason or received an “unsatisfactory” rating are entitled to retake this type of final state certification no earlier than six months and more than one year (possibly on a different topic) after passing the final certification for the first time.

STORAGE OF WORKS

Separate developments can be transferred for implementation in educational institutions by a special decision of the department.

APPS

ANNEX 1.

Design of the bibliographic apparatus

Bibliographic apparatus- the key to the sources used by the author of the study. The bibliographic apparatus of the study is represented by a bibliographic list, bibliographic references, which are drawn up in accordance with GOST 7.184 "Bibliographic description of the document" and taking into account the brief rules for "Compiling a bibliographic description".

Bibliographic list- an element of the bibliographic apparatus, contains a bibliographic description of the sources used and is placed after the conclusion.

The bibliographic list is one of the essential parts of the study, reflecting independent creative work and allowing to judge the degree of fundamentality and independence of the study.

The bibliographic list includes:

Sources that influenced the development of the researcher's creative thought;

Encyclopedias and reference books.

The alphabetical way of grouping literary sources is characterized by the fact that the names of authors and titles are placed alphabetically. Foreign sources are placed alphabetically after the list of all sources in the language of the study. Descriptions are arranged in chronological order. At the same time, it is obligatory to indicate the author (last name I.O.), the title of the book, article, place, year of publication, p.

Petrov V.A.

Petrov I.S.

Petrov P.F.

Rules for the design of bibliographic references

When including description elements in the syntactic structure of the main text, the following text formatting rules are observed:

1. When placing initials or names, they precede the surnames of the authors.

2. If the text is cited not from the original source, but from another edition or from another document, then the reference should begin with the words: “Cit. by: "or" Quoted. according to the book”, or “quoted according to the article”.

3. When it is impossible to make a smooth logical transition from the text to which the link refers to the link, then the initial words “See”, “Sm. about it".

4. The number of the source indicated in the bibliographic list is taken in square brackets in the main text. For instance: . When referring to the source page in the main text, the latter is also enclosed in square brackets. For instance: .

Examples of different types of bibliographic description:

1. Zagvyazinsky, V. I. Learning theory: Modern interpretation: [Text]: textbook. allowance for students of higher education. ped. textbook institutions / V. I. Zagvyazinsky. - M. : Academy, 2001. - 420 p.

2. Winter, I.A. Pedagogical psychology [Text] / I. A. Zimnyaya. – M. : Logos, 2009.– 364 p.

1. Bezrukova, N. L. Marketing in the hotel industry and tourism [Text]: textbook / N. L. Bezrukova, V. S. Yankevich; ed. V. S. Yankevich. - M. : Finance and statistics, 2003. - 416 p.

2. Kraevsky, VV Fundamentals of learning. Didactics and methodology: textbook. manual for students of pedagogical universities [Text] / V. V. Kraevsky, A. V. Khutorskoy. – M.: Academy, 2007. – 472 p.

1. Burygin, S. M. Maldives. Mauritius. Seychelles. Pearls of the Indian Ocean [Text] / Burygin S. M., Sheiko N. I., Nepomnyashchy N. N. - M .: Veche, 2007. - 304 p.

1. Butko, I. I. Tourism business: basics of organization [Text] / I. I. Butko, E. A. Sitnikov, D. S. Ushakov. – Rostov n/a. : Phoenix, 2007. - 384 p.

1. Transport management [Text]: textbook. allowance for students. higher textbook institutions / Yu. V. Buralev, N. N. Gromov, N. A. Kozlova [and others]; under total ed. N. N. Gromova, V. A. Persianova. - 4th ed., Sr. - M. : Academy, 2008. - 528 p.

2. Organization of tourism [Text]: textbook. allowance / A. P. Durovich, N. I. Kabushkin, T. M. Sergeeva [and others]. - Mn. : New knowledge, 2003. - 632 p.

Books under the title

1. ABC of a restaurateur. Everything you need to know to succeed in the restaurant business [Text]. - M. : Zhigulsky Publishing House, 2003. - 216 p. – (Modern restaurant technologies).

2. Actual problems tourism [Text]: Sat. scientific tr. / Ros. International. Acad. Tourism. - M. : RMAT, 1997. - Issue. 1. - 353 p.

Multi-volume editions

1. Weiss, G. History of civilizations: architecture, weapons, clothes, utensils [Text]: illustr. encycle. : in 3 volumes / G. Weiss. - T. 1.: Classical antiquity until the 4th century. - M. : EKSMO-Press, 1999. - 752 p.

2. Weiss, G. History of civilizations: architecture, weapons, clothing, utensils [Text]: illustr. encycle. : in 3 volumes / G. Weiss. - T. 2.: "Dark Ages" and the Middle Ages IV-XIV centuries. - M. : EKSMO-Press, 1999. - 600 p.

Encyclopedias and dictionaries

1. Big Glossary of terms of international tourism [Text] / ed. M. B. Birzhakova, V. I. Nikiforova. - 3rd ed., add. and reworked. - St. Petersburg. : Gerda, 2006. - 936 p.

2. Large illustrated dictionary [Text]. - M. : Reader's Digest, 2005. - 400 p.

1. Zinkovskaya, S. M. Systematic study of the human factor in dangerous professions [Text]: dis. ... Dr. psikhol. Sciences / S. M. Zinkovskaya. - M .: [b. and.], 2007. - 327 p.

2. Pitkova, O. A. The phenomenon of virtual reality in the context of human existence: an experience of philosophical analysis [Text]: author. dis. ... Dr. Phil. Sciences / O. A. Pitkova. - Magnitogorsk: [b. and.], 2005. - 46 p.