Organization of research activities of students. Methodological development on the topic: Organization of research activities of students in a school scientific society Forms of organization of research activities of students at school

The main communication between the student and the teacher takes place in the classroom. How should a lesson be built that arouses interest in search activity? What should guide the teacher when planning research activities. Having studied the literature on the organization of research activities and based on the reasoning of scientists dealing with this problem, we will consider the issue of organizing research activities at school.

After a broad revision of school curricula in developed countries in the 1960s and 1970s, especially in the context of increasing requirements for a general education school at the turn of the 1980s and 1990s, the search orientation in didactics turned out to be associated with the acquisition, development of theoretical ideas about subjects and phenomena of the surrounding world. The educational process is built as a search for new cognitive landmarks. In the course of such a search, learning not only takes place on the basis of the assimilation of new information, but also includes the organization and creative restructuring of existing concepts or initial cognitive landmarks. However, the point is not at all to replace misconceptions with correct ones, "unscientific" ones with "scientific" ones, as it might seem at first glance. The task of modern education is not just the communication of knowledge, but the transformation of knowledge into a tool for creative exploration of the world. The data of psychological and pedagogical research show that new knowledge is not formed in an additive way (i.e., not simply by imposing new knowledge on existing ones), but through restructuring, restructuring of previous knowledge, rejecting inadequate ideas, posing new questions, and putting forward hypotheses.[ clarin] Thus, the guideline for the modern educational process is not only the formation of new, but also the restructuring of existing knowledge, and one in which preliminary information on the topic under study can not only facilitate, but complicate educational knowledge, in any case, require rethinking. This, in turn, means the need to stimulate the cognitive activity of students by all means. Moreover, the teacher has to deliberately put up with the fact that the results of students' independent "discoveries" may turn out to be clearly incomplete. As the researchers note, the premature presentation of "correct ideas" leads to the fact that students are unable to apply these ideas, work with them.

Modern psychological and pedagogical research outlines some guidelines for how to work with existing ones and move on to the formation of new ideas in the course of the educational process. These guidelines can be represented as a combination of the following psychological and didactic requirements.

Content requirements:

1. The student should have a feeling of dissatisfaction with the existing ideas. He must come to a sense of their limitations, divergence from the ideas of the scientific community.
2. New representations (concepts) should be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
3. New ideas must be plausible in the perception of students; they must perceive these ideas as potentially valid, combined with existing ideas about the world. Students should be able to relate a new concept to an existing one.
4. New concepts and ideas must be fruitful; in other words, for students to abandon more familiar ideas, serious reasons are needed. New ideas should be clearly more useful than old ones. New ideas will be perceived as more fruitful if they help to solve an unsolved problem, lead to new ideas, have more opportunities for explanation or prediction.

Of the listed conditions, two (the second and third) approximately correspond to the well-known didactic requirements for the accessibility of education and the transition from “close to far”, from “known to unknown” (Ya.. Comenius). At the same time, the first and fourth requirements - they can be briefly described as dissatisfaction with existing knowledge and as a requirement for the heuristic nature of new knowledge - go beyond traditional didactic principles and are associated with the exploratory nature of learning.

Process requirements:

1. Encourage students to formulate their ideas and ideas, to express them explicitly.
2. To confront students with phenomena that are in conflict with existing ideas.
3. Encourage speculation, conjecture, alternative explanations.
4. Give students the opportunity to explore their assumptions in a free and relaxed environment, especially through small group discussions.
5. Provide students with the opportunity to apply new ideas to a wide range of phenomena, situations, so that they can evaluate their applied value.

Fulfilling these requirements, the teacher must carefully plan his activities. A.V. Leontovich suggests following the following steps when designing and organizing research activities:

Stage 1. The choice by the teacher of the educational area and the subject area of the area of future research activities of students:

-- the degree of connection with the base program of the corresponding class;
-- availability of own practice of scientific work in the chosen field;
- the possibilities of consulting assistance of specialists and its forms;
- a form of educational activity in terms of the work of the institution.

Stage 2. Development of the program of the introductory theoretical course:

-- accessibility -- compliance of the teaching load with the abilities of students;
- reliance on the basic program (new information is based on basic subject programs, the number of new concepts and schemes introduced does not make up the majority of the program);
- the need and sufficiency of the amount of theoretical material for the students to become interested in the work, choosing a topic and setting research objectives.

Stage 3. Choosing a topic, setting goals and objectives of the study, putting forward a hypothesis:

- compliance of the chosen topic with the theoretical material taught;
- accessibility of the complexity of the topic and the amount of work to the abilities of students;
-- the research nature of the topic, the formulation of the topic, limiting the subject of research and containing the research problem;
-- the correspondence of the tasks to the goal, the adequacy of the hypothesis.

Stage 4. Selection and development of research methodology:

-- methodological correctness of the methodology. Compliance with the scientific prototype, the validity of adaptation to the specifics of children's research;
-- compliance of the methodology with the goals and objectives, the intended scope and nature of the study;
-- accessibility of the methodology for mastering and implementation by schoolchildren;

Stage 5. Collection and primary processing of the material:

-- availability of the planned scope of work for students;
-- availability of the research object;
-- the adequacy of the method used to the object and conditions of the study.

Stage 6. Analysis, conclusions:

-- availability of discussion, comparison of data with literary sources;
-- compliance of the results and conclusions with the set goals and objectives, the formulated goal.

Stage 7. Presentation.

-- compliance of the format of the submitted material with the formal requirements;
-- Reflection of research stages;
- reflection of the author's position of the student.

The initial stage in the practical implementation of the research approach in teaching is the mandatory conduct by the teacher of a didactic analysis of the topic to be studied using the research approach. Under the didactic analysis of the topic is meant the active cognitive activity of the teacher, aimed at isolating the main and formulating particular problems, which makes it possible to determine the possibility of introducing methods of scientific knowledge when studying a particular topic by schoolchildren. Didactic analysis allows the teacher to determine the topics and types of creative tasks, as well as organizational forms of education, the use of which is advisable when studying this topic.

Didactically justified is the preliminary informing of students about the study of the topic using a research approach. Informing should be visual, so it is advisable to create an “Information for Students” corner in the office dedicated to the study of the upcoming topic. It is desirable that it reflects: the title of the topic, the structure of its study, the number of hours allotted for study, the list of proposed literature (both mandatory and additional), the list of possible topics for reports, abstracts.

T.A. Fine believes that when organizing learning using an exploratory approach, it is recommended to study the material in a large block. At the same time, schoolchildren do not memorize individual paragraphs or articles from the text of the textbook, but perceive the topic as a whole.

How to practically study the material in a large block? First, the widespread use of lectures is mandatory. In the content of the introductory lecture, students' attention is focused on the main ideas of the topic; its problems (main and particular) are formulated, with the simultaneous involvement of material reflecting the history of the fact or phenomenon being studied, showing the process of scientific search in its cognition with specific examples. It is didactically substantiated when, during the introductory lecture, the teacher gives examples of the current state of the studied fact (phenomenon, event), which creates the necessary mood for further research.

Secondly, an organic combination of various organizational forms of education is mandatory. Along with the lesson in its traditional sense, it is necessary to use seminar lessons, debate lessons, consultation lessons, workshops, interviews, discussions, and excursions. The use of various organizational forms of education has a positive impact on the development of students' cognitive independence as a necessary quality of a socially active person. Research activities organized by the teacher in the classroom have the most direct impact on extracurricular work in the subject. It is known that the lesson does not always provide an opportunity for a detailed and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on a topic can be any form of scientific, educational, search and creative activity during extracurricular time (“Science Week”, scientific and practical conference, oral journals “In the world of science”, quizzes, competitions, olympiads, debate clubs, creative workshops, competitions of social projects), the material for which is the work of students, completed by them as independent research. [fine].

Without a doubt, when organizing research activities in the classroom, a special relationship is established between the teacher and the children. The teacher, in order to successfully organize this type of educational activity, requires special training. The teacher does not just set his own goals, but strives to ensure that these goals are accepted by the students, who at the same time also have their own goals, desires, needs, and they do not always coincide with the desires and needs of the teacher. The teacher is not just looking for ways to achieve the set goals, but is working to ensure that the methods of mastering reality are mastered by the student, become "their own" for the student. the teacher must not only have his own ideas about the object being studied, but also know what ideas the student has about this object. The teacher must be able to take the student's point of view, imitate his reasoning, anticipate possible difficulties in his activities, understand how the student perceives a certain situation, explain why the student acts this way and not otherwise.

At the same time, the teacher needs not only to understand what, why and how the student is going to do, but purposefully influence the search activity, transform it, deepen it, develop it. However, one should not impose one's opinion on the student. [Prokofiev]

The activity of the student is to implement the scientific method of cognition on the subject material of various fields of knowledge. A young researcher is required to know and perform a number of procedures that are characteristic of the process of obtaining new knowledge, namely: 1) recognition and clear formulation of the problem; 2) data collection during observation, work with literary sources and, as far as possible, in the experiment; 3) formulating a hypothesis using logical reasoning; 4) hypothesis testing.

The researcher must draw up the results of search activities in the form of an abstract and report them at the conference. The presentation of the content and results of research work is subject to certain rules, which students also need to know. A student who draws up the results of his research performs the following procedures for organizing the knowledge gained: 1) formulates the objectives of the research; 2) highlights hypotheses; 3) sets search tasks; 4) makes a literature review; 5) submit own data, compare and analyze them; 6) formulate conclusions.

Young researchers also need to know that writing an abstract and writing a report on it are different types of scientific activities that are performed in different ways. Therefore, the report is the next genre of scientific creativity, which is mastered by schoolchildren - participants in scientific and practical conferences.

Novice researchers from the first steps are taught to outline a plan of action, which makes it easier for them to conduct research, and brings up a serious attitude to the organization of their work.

Fourth, as you know, the research and project activities of schoolchildren are popular; they have become an indicator of the quality of education in an educational institution. The concept of profile education suggests that research and project activities of schoolchildren be included in the curriculum of the senior classes as mandatory, despite the opinion that there is no need to teach research activities to all schoolchildren without exception. Moreover, there is a danger of formalizing student research activities as difficult and unattractive for most students. [Prokofiev]

Based on this, we can conclude that the objects of activity of the teacher and students in this case are generally speaking different. The activity of the student is primarily aimed at finding (an answer to the question, a way to solve), while the activity of the teacher is aimed at the search activity of students. Its main task is not to find the truth, but to help schoolchildren to do this by methodically competently organizing and directing their activities.

The teacher should build his management of this activity not as a direct influence, but as a transfer to the student of those foundations on which the student, as a result of vigorous activity, could independently derive his decisions.

S.N. Pozdnyak specifies the features of the activities of the teacher and students in the process of organizing and implementing research activities as follows:

Features of the teacher's activity

The main task of the teacher is to organize research by students. A teacher is a senior comrade who helps to master the difficult path of movement towards knowledge. The actions of the teacher are aimed at:

identify the abilities of students and divide them into groups;

help them learn how to act together;

arouse interest in what is being studied; monitor the dynamics of students' interest in the problem under study; to be able to support and develop it - “to protect the spirit of research in children”;

reveal the diversity of the content of the studied material and outline options for its study;

indicate the ways and methods of independent individual and collective research; to encourage and develop a critical attitude towards research activities;

fill in the gaps and correct the mistakes of the completed educational work, collective work.

Features of students' activities

Features of the educational activities of students:

students do all their work on their own;

research work is carried out collectively, according to the principle of division of labor;

educational work goes beyond the class-lesson system;

Learning takes place with constant consultation and general guidance of the teacher;

Educational work is carried out according to plans and programs developed by the students themselves on the basis of general programs in accordance with their vital interests;

Accounting for the work performed, pedagogical control is carried out according to real results (reports, drawings, diagrams, etc.);

You can work on any material taken from a book or life.

Thus, S.N. Pozdnyak once again emphasizes the difference between research learning and traditional learning, its heuristic essence, aimed at a deeper and more conscious assimilation of knowledge.

Indeed, in research and design, students study subject material selectively and meaningfully, and are active in setting and achieving goals. This research activity is valuable and this is what distinguishes it from traditional teaching at school. But in this work, however strange it may seem, the main set of difficulties that both the teacher and the student experience in project or research activities arise.

- the development of students' research skills is blocked by the predominance of reproductive methods in their learning, the orientation of students to transfer, and students to assimilate ready-made knowledge;
- the main type of research activity of students is most often essays, reports, essays that do not become truly creative due to the stereotyped topics and a reduced minimum, or even do not imply an independent solution of the research problem;
- students are not actively involved in search activities due to lack of free time, their workload;
-research skills are developed spontaneously without taking into account their structure, the logic of development, which hinders the formation of students' creative abilities;
- in order to master the techniques of research activities, a student needs special training, which often turns out to be impossible due to lack of study time.

State Budgetary Educational Institution of Higher Professional Education of the Moscow Region

"ACADEMY OF SOCIAL MANAGEMENT"

Research and Training Center for Pedagogical Support of Postgraduate Education

Final practical project

"Organization of research activities of students

in the school scientific society."

Done by: listener

Chekhov Zonal

Internship site

Samsonova Marina Veniaminovna,

teacher of history and social studies

MBOU secondary school №3

Chekhov

Leader: Art. teacher

Vorobieva A.V.,

Moscow, 2014

Introduction
Selecting a topic and conducting research
Block diagram of work
Definition of research methods
Presentation of research results
Research Evaluation


Bibliography

Introduction

How much wonder is contained around us? How many interesting events and phenomena do we pass by every day without noticing or understanding them? The world is full of wonders, you just need to know how to discover them. The main tool in this matter is our ability to explore the world around us. Everyone knows that new knowledge can be obtained from others in finished form, or you can extract it yourself. Moreover, the knowledge obtained in the course of one's own experiments, observations, experiments, conclusions and conclusions is usually the most durable. As a rule, they are stronger and deeper than information that is obtained by learning.

Scientific research is a certain school of life.

The presented information materials are intended to help in the organization and implementation of scientific research.These are unusual materials. They are for those who want to learn how to extract knowledge on their own,contain tips and recommendations for choosing a topic of scientific work, a description of the general structure of the work, as well as recommendations for the correct summary of its essence in writing and in an oral report.

1. Selecting a topic and conducting research

Conducting scientific research is the process of a person creating new knowledge about himself and the world in which he lives, in order to get an answer to a question or solve a problem.

When choosing a research topic, you should think carefully about how the research will be able to change the world and its inhabitants for the better. The source for the idea could be a hobby or a problem that you think needs to be addressed. The problem may be as old as the world, but the ways and means of solving and understanding it can be very diverse.

A school teacher, a university teacher, a researcher, or just an interesting intellectually developed person can help in choosing a topic. It is worth noting that the choice of the topic of work significantly depends on the level of your training and the technical capabilities that you possess. As a rule, students engaged in research activities have a supervisor. More often than not, this is the person who helped you choose the topic. Or vice versa, you chose a topic, and then found a supervisor, while showing the necessary initiative. The supervisor will help you plan your research, critically evaluate the results, and suggest alternative approaches in case of failure.

The stages of research in different fields of knowledge differ from each other. The most general plan for the study is presented below:

1. Showing interest, choosing a specific topic, asking a question; defining or creating/formulating a problem.

2. Study of publications related to this problem / issue.

3. Consideration and evaluation of possible solutions, the formulation of a scientific guess (hypothesis).

4. Hypothesis testing during experiments (data collection) and analysis of results.

5. Evaluation of the results of experiments and conclusions based on the data obtained.

6. Registration of the work done (article, abstract, materials for the stand, monograph, etc.); preparation of a scientific report.

Interest for specialists evaluating the work will be a study that indicates the relevance of the problem (task) being solved, reveals the novelty of the results obtained (for example: a new solution to a known scientific problem, the use of new methods for solving and comparing them with previously used methods to solve this problem etc.), contains suggestions for the practical use of the results of your work.

So, it is obvious that the researcher should be able to:

find the object and subject of research;
formulate research objectives and put forward a hypothesis;
plan an experiment;
conduct an experiment;
carry out qualitative and quantitative analysis of the data obtained;
determine the boundaries of the application of experimental data;
analyze the results.

Research work onphysics, chemistry, biology and ecologyis mainly experimental in nature and is often carried out on the basis of appropriate special laboratories. When performing research on ecology, it is recommended to consider the environmental problems of your locality, district, city.

By history and local historymore often they conduct research related to the study of the history of their locality, enterprises, schools, families, etc. Such work is carried out on the basis of libraries and archives.

Mathematics Research papers are divided into two groups:

1. The study of material that is not included in the school curriculum, and the solution of a number of tasks based on it.

2. Practical application of mathematical methods in other fields of knowledge (physics, technology, biology, ecology, etc.).

Research work on informatics can be divided into three groups:

1. Search for the necessary material and present it in the form of a Web site that could be placed on the Internet.

2. Study and review of new software tools.

3. Programming complex algorithms for solving mathematical problems. The result is a debugged program.

How to get started?

1. Select an object area of study- one or another subject discipline (mathematics, biology, literature, etc.).

2. Select object (a certain process or phenomenon, a kind of carrier of the problem)and subject of researchspecific part of the object within which the search is being carried out). For example, the object of study is the creative connections of Russian and French literature, the subject of study is the features of intercultural borrowings. But, the boundaries between the object and the subject are conditional.

3. Determine the topic of research.The formulation of the topic reflects the coexistence in science of what is already known and what has not yet been explored, i.e. the process of development of scientific knowledge. It is necessary to highlight the issues, the consideration of which will allow to fully reveal the problem under study.

4. Justify the relevance of the topic- explain the need to study this topic. For example, the relevance may consist in the need to obtain new data and the need to test new methods, etc.

5. Study the scientific literature.You can make abstracts in the form of abstracts (interesting thoughts, facts, figures, different points of view), record only quotes, draw up abstracts, annotations, reviews, etc. There is no need to try to include all the available material in the study, no matter how sonorous the names and quotations are.Don't try to borrow material. After all, the basis for obtaining new knowledge should not be someone else's, but one's own thoughts, even if they arise in the course of acquaintance with other people's works as a response to them.

6. Define a hypothesis- an assumption that is either confirmed or refuted in the course of work (it must be supported by scientific data, logical considerations). When formulating a hypothesis, verbal constructions such as: “if ..., then ...” are usually used; "because…"; “provided that…”, i.e. those that direct the attention of the researcher to the disclosure of the essence of the phenomenon, the establishment of cause-and-effect relationships.

7. Determine the purpose and objectives of the study.

The most typical goals:determination of the characteristics of phenomena not previously studied; identification of the relationship of certain phenomena; study of the development of phenomena; description of a new phenomenon; generalization, identification of general patterns; creating classifications. Objectives are best formulated as a statement of what needs to be done in order for the goal to be achieved. Setting goals is based on splitting the goal into subgoals.

Main features of research methods.

1. Think for yourself.This is probably the best place to start any research work. You can ask yourself questions:

What do I know about it?

What judgments can I make about this?

What conclusions and conclusions can I draw from what I already know?

Write it all down.

2. Read books about what you are researching.If the subject of research is described in detail in the books available to you, you should definitely look at them. After all, it is not at all necessary to open what is already open to you. Once you know what you already know, you can move on. Open new! You can start with reference books and encyclopedias. Nowadays, many different encyclopedias and reference books for children and adults are published. They are usually well illustrated, their texts usually contain a lot of interesting information. If it is not enough, then you should read books with a detailed description of the object or phenomenon you are studying. Write down everything you learned from the books.

3. Get acquainted with films and TV films.A lot of new information is contained not only in books, but also in various scientific, popular science and feature films. This is a real treasure for the explorer. Don't forget this source! Write down everything you learned from the films.

4. Find information in global computer networks, for example, on the Internet.The computer is a faithful assistant to the modern researcher. No scientist can work without him. A computer helps to solve a variety of research problems: build mathematical models, conduct experiments with computer (virtual) copies of objects, prepare texts, drawings, diagrams, drawings. The global computer networks contain a lot of information about almost everything that may interest you. Write down everything the computer has helped you learn.

5. Ask other people.People with whom you should talk about the subject of research can be divided into two groups: specialists and non-specialists. We will classify as specialists all those who are professionally engaged in what you are researching. It can be scientists, for example, a professor from a university or an employee of a research institute. You can call them or write a letter by sending it by mail or e-mail. A teacher can also be a specialist. For example, a teacher of physics or astronomy can tell a lot about space that is not included in regular school programs. Dad, and mom, and grandfather, and grandmother can turn out to be specialists. For example, when examining the nature of the armament of the special forces, you remember that your grandfather was an officer. This means that he may well be an expert. Other people will be non-specialists for you. It's also good to ask them. It may well be that one of them knows something very important about what you are studying. For example, you are developing a project for a new technology for planting potatoes and ask your grandmother about it, who works as a math teacher at school. And she tells how she read about the experiment of the teacher A. Ivanov. In the 80s of the last century in St. Petersburg, his student invented a method of planting potatoes in a nylon net, which is now used in many countries. Here's a non-specialist! Write down information received from other people.

6. Observe. An interesting and accessible way of obtaining new knowledge is observation. We must understand and remember that everyone can watch and listen, but not everyone is able to see and hear. We look with our eyes, we listen with our ears, and we see and hear with our minds. For example, everyone can see how children behave during recess at school; see how they move; listen to the sounds they make. But only a smart, observant researcher, looking at the behavior of his classmates at school, can make many interesting conclusions, judgments and conclusions. For observations, man has created many devices: simple magnifiers, binoculars, spyglasses, telescopes, microscopes, periscopes, night vision devices. There are devices and devices that enhance our ability to distinguish between sounds and even electromagnetic waves. This must be remembered and all this can also be used in your research. Write down the information you get from your observations.7. Conduct an experiment.The word "experiment" comes from the Latin "experimentum" and is translated into Russian as "trial, experience." This is the leading method of knowledge in most sciences. With its help, under strictly controlled and controlled conditions, a variety of phenomena are investigated. An experiment assumes that you are actively influencing what you are researching. So, for example, you can experimentally determine at what temperature different liquids freeze (water, milk, diesel fuel, etc.); how quickly your puppy or kitten is able to learn new commands; how your parrot relates to various music; what vegetables and fruits your turtle loves the most. Describe first the plans, and then the results of your experiments.

2. Block diagram of work

The results of research activities are drawn up in the form of reports (report, essay, educational project, article, book, etc.) and announced at various conferences, submitted to competitions.

The work begins with a title page. The title page contains the following attributes:

name of the conference and work, country and locality;
information about the author (last name, first name, patronymic, educational institution, class);
information about supervisors (last name, first name, patronymic, academic degree and title, position, place of work);
date of writing.

A table of contents is placed behind the title page with a list of sections of the work and an indication of the page numbers from which each section begins. Then comes the introduction.

The introduction contains an overview of the work, allowing you to get a general idea of the problem under study, its current state. The goal of the work should be clearly formulated here so that the reader can clearly imagine what the essence of the problem (task) is, as well as technical difficulties and other obstacles to achieving the goal of the work. A brief review of the literature on the topic of your research is given. The urgency of the problem is substantiated. Hypotheses are put forward to solve the problem, and tasks are set to confirm or refute the hypotheses put forward. The volume of the introduction should not exceed 1 - 2 pages of typewritten text. Illustrations are not included in the introduction.

This is followed by the main part - a section that can consist of several parts. Each part of it should have a title expressing its main content. The first part should contain a detailed description of the problem posed. Indicate materials and research methods. Then the obtained results of the work are described, and its novelty is revealed (analysis of known scientific facts, new setting of the experiment, etc.).

The fourth section of the work is the conclusion. The conclusion contains a brief and precise formulation of the main results of the work in the form of a statement. Conclusions, as a rule, consist of one to three points. These are your beliefs, as the author of the work, that you are ready to defend.

The work ends with a list of references, which indicates scientific publications (books, journal articles, reference books), as well as other sources, including

including electronic documents that were used in the research work. In those places of work where the sources listed in the list of references are used, there should be appropriate references.(source number in square brackets). Lack of reference to a result obtained by someone else is considered plagiarism. Literary sources are usually listed in alphabetical order. Sometimes they are listed in order of mention in the text of the work. Other options are not allowed.

A work illustrated with photographs, drawings, drawings, tables or graphs looks good. However, they should not be independent, but only supplement or explain the material presented. At the same time, the text of the work must necessarily contain a reference to them. To do this, all tables, figures, drawings and graphs must have a title and number. If the number of photographs, tables, graphs or drawings is too large and makes it difficult to perceive the material, then some of them should betake it to the application.

The application may contain the initial (primary) data on the basis of which the study was carried out, listings of computer programs and some other information explaining the work done.

The work is submitted to any competitions and conferences in printed form and electronic version on CD-R/CD-RW or DVD discs. The materials must be formatted in accordance with the technical requirements of the competition/conference to which you are submitting your work. Electronic media must be signed (name of the competition, author of the work, section for which you provide material, name of the work).

Abbreviations other than generally accepted ones are not allowed in the text of the work. The work is done on sheets of white A4 paper. Most often, a bright font "Times New Roman" (as the main font) or (if necessary) "Arial" in size 12 or 14 point is selected for printing. The distance between lines is chosen so that the text is well read, as a rule, it is 1.5 or 2 intervals. Chemical and algebraic formulas are typed using the "Math Type" formula editor. Page numbering (most often) is made at the bottom center of the page in Arabic numerals (1, 2, etc.).

Usually, works sent to a competition or conference are not returned to the author. Therefore, they should include copies of original photographs and unique drawings.

Sometimes, to participate in the conference, it is necessary to write an abstract, which should contain the most important information about the work, namely: the purpose of the work, the techniques and methods used in it, as well as conclusions. The abstract should be located on no more than one page of printed text. First, the title is printed, then in the middle the word "Abstract", below - the text of the annotation.

It is good if your research besides the supervisor is evaluated by a person interested in it (technical school or university teacher, scientist, etc.) and writes a review of your work.

3. Definition of research methods

As educational practice shows, at the first stages of mastering the skills of scientific work, schoolchildren, first of all, lack both the experience for its organization and the experience of using various methods of scientific knowledge and applying logical laws and rules traditional for scientific practice.

What is meant by the concept of method? A method is a way to achieve the research goal. Already from this, the decisive role of the method in the success of this or that research work is obvious. It is clear that the very possibility of carrying out a study depends on the choice of a method, i.e., conducting it and obtaining a certain result.

Modeling allows you to apply the experimental method to objects with which direct action is difficult or impossible. It involves mental or practical actions with the "deputy" of this object - the model.

Analysis and synthesis. Analysis is a method of research by decomposing a subject into its component parts. Synthesis, on the contrary, is a combination of the parts obtained during the analysis into something whole. It must be remembered that the methods of analysis and synthesis are by no means isolated from each other, but coexist, complementing each other. The methods of analysis and synthesis carry out the initial stage of the study - the study of special literature on the theory of the issue; the ascent from the abstract to the concrete involves two conditionally independent stages. At the first stage, a single object is divided, described using a variety of concepts and judgments. At the second stage, the original integrity of the object is restored, it is reproduced in all its versatility - but already in thinking.

Observation is an active cognitive process, which is based on the work of the human senses and its objective activity. This is the most elementary method of knowledge. Observations should lead to results that do not depend on the will, feelings and desires of a person.

Comparison - one of the most common methods of cognition. No wonder it is said that everything is known in comparison. Comparison allows you to establish the similarity and difference of objects and phenomena. Revealing the general, repeating in phenomena is a serious step towards understanding the patterns and laws of the world around us;

Experiment involves intervention in the natural conditions of the existence of objects and phenomena or the reproduction of certain aspects of them in specially created conditions for the purpose of studying them. Experimental study of objects in comparison with observation has a number of advantages:

in the course of the experiment, it is possible to study the phenomenon in its “pure form”, i.e. objectively;
the experiment allows you to explore the properties of objects in extreme conditions;
The advantage of the experiment is its repeatability, i.e. the ability to check and recheck the information received.
measurement - is a procedure for determining the numerical value of a quantity by means of a unit of measurement. The value of this method lies in the fact that it gives accurate information about the world around us.

Mathematical Methods:

statistical methods;
methods and models of graph theory and network modeling;
methods and models of dynamic programming;
methods and models of queuing;
data visualization method (functions, graphs, etc.).

The choice of this or that method is made with the obligatory guidance of the teacher.

4. Presentation of research results

Presentation of research, especially in modern times, is crucial in all work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather harshly, in contrast, for example, to activities in the field of art. There are several such standards in science: theses, scientific article, oral report, dissertation, monograph, popular article. Each of the standards defines the nature of the language, scope, structure. When presenting, the leader and the student must from the very beginning decide on the genre in which he works and strictly follow its requirements.

The most popular at youth conferences: theses, articles, reports.

Public speaking (report). Time a report at a conference is usually no more than 10 minutes. During this time, you need to state the essence of the work, the introduction should be brief.It is best to start preparing a report by thinking through its structure. The report can be divided into 3 parts.

First part, in fact, briefly repeats the introduction of a research paper. Here the relevance of the chosen topic is substantiated, the scientific problem is described, the research objectives are formulated and its main methods are indicated. It is very important to properly set up the audience from the very beginning of the speech, for this you can start the speech with an example, an interesting quote, a story, a case, a problem statement or an original question.

In the second part you need to provide the content of the chapters. The commission pays special attention to the results of the study, to the author's personal contribution to it. Therefore, do not forget, after a brief summary of the contents of the chapters, to separately emphasize what the novelty of your proposed work is. When presenting the main results, you can use pre-prepared schemes, drawings, graphs, tables, videos, slides, videos. The displayed materials should be designed in such a way that they do not overload the presentation and are visible to all present in the audience.

In the third part it is advisable to briefly outline the main conclusions based on the results of the study, without repeating the conclusions that have already been made in the course of presenting the content by chapters. In conclusion, try to create the culmination of the speech, invite the audience to reflect on the problem, show possible options for further research, use a quote on the topic of a famous scientist.

Pay special attention to speech, it should be clear, grammatically accurate, confident, expressive.

After the report, you need to answer questions related to your work. The report may be accompanied by a demonstration of pre-prepared tables, graphs, posters, stands. The presentation of material using technical means looks more advantageous: a computer, video equipment, etc.

Protection of research results.

Appearance. Extravagant clothes, hairstyle, makeup are unlikely to be appropriate for the atmosphere of a scientific conference.

Behavior.You don't answer, you don't pass the exam. You want to tell something interesting and are grateful to the audience for listening to you. If they ask questions, it means that your message has aroused interest, and the tone of your answer should be appropriate. Of course, any question may cause you difficulties. In order to have fewer of them, it is necessary, of course, to be fluent in the material and not only in the one that you present directly in the report, but, preferably, to be competent in the area to which your work is devoted. If, nevertheless, there is a problem with the answer to the question posed, you should not fall into "tetanus". You can resort to forms such as: “This question was not directly included in the topic of my work”, “Now I find it difficult to formulate an exact answer”, “If I understand you correctly, ...” - and then answer not quite the question posed, but a close one. to him, but one that you are able to answer.

Beginning of the report. The task in this part is to generate interest in yourself and in what you will say. If you have not been introduced, you should start with this: “My name is ..., I represent the school ..., the topic of my work is ...”. It is good to start the report with an aphorism related to the topic, a statement by a famous scientist, etc. If the content of your work or the concepts and terms under consideration are associated with the name of a famous scientist, it is advisable to give his full name, years of life or work, briefly - contribution to science.

End of report. The report can end with a phrase like: “I'm done. Thanks. Ready to answer your questions.

Use of text.The text of the report, as a rule, must and should be prepared in advance. Whether to use it during the report? It's not forbidden, some people do it. However, when speaking, there is a risk (taking into account the great emotional load and stress) to “get bogged down in reading” - the speaker loses the thread and logic of presentation, cannot tear himself away from the text that he reads without placing semantic accents and logical stresses. There is another extreme: the text is learned by heart and then read like a poem, using, among other things, artistic techniques. This form of submission is also poorly suited for a scientific report. The best option seems to be when the speaker has a plan-outline of the report in his hands. This gives a certain confidence and allows the speaker to present the material consistently, not to miss significant points in the message. If at the same time the speech of the speaker is less smooth and correct than when reading from a prepared text or when reciting a memorized text, these are quite acceptable flaws.

Demonstration tools.Tables, graphs, drawings, visual aids used in the presentation of a report should be carefully thought out. You should select only what is really necessary when presenting the material. Overloading with demonstration tools scatters the attention of listeners and can reduce the overall impression of the performance. Particular attention should be paid to how the demonstration tools will be woven into the fabric of the oral message, to open and supplement it. Tables, graphs should be made in such a way that the audience can see what is depicted and written on them. You should not read to the audience during the report what is written in your tables. It is enough to point with a pointer to the right place with the words: "Here are the results (calculations, formulas, etc.) ...". Whiteboard notes (not very long) accompanying the oral presentation are a perfectly acceptable form.

Report preparation.The report needs to be rehearsed properly: first on your own, then in the presence of relatives, friends, in front of the class. At the same time, rehearsals should be carried out with demonstration tools (tables, graphs, figures) and visual aids that will be presented at the conference.

Time distribution.Usually, the rules of the conference allocate a certain time for the report (7-10 minutes). If the speaker does not meet the allotted time, he can simply be interrupted. This situation is highly undesirable. Therefore, when preparing and rehearsing the report, the time factor should be given special attention. It is better to reserve 2-3 minutes for an emergency.

5. Evaluation of research work

Below is one of the options for evaluating the research work of a student. Despite its brevity, it captures the main components of research evaluation.

Relevance, novelty, scientific and practical significance (0-5 points);
The level of work design (0-5 points);
The level of elaboration of the topic (0-10 points);
Evaluation of the report (0-10 points).

The winner is the one who gets the most points.

Criteria for evaluation of competitive works.

It should be remembered that the higher the level of the competition / conference to which you submit your work, the more strictly the work is evaluated, and the number of criteria increases. For example, at all-Russian competitions they evaluate:

the degree of independence in the implementation of various stages of work;
the amount of new information used in the performance of the work;
the degree of understanding of the information used;
level of complexity and degree of mastery of the methods used;
originality of the idea and method of solving the problem;
understanding the problem and formulating the purpose of the study;
the level of organization and presentation: oral communication, written report, provision of visual objects;
possession of reflection;
creative approach in the preparation of visual presentation objects;
social and applied significance of the obtained results;
communication skills (the ability to communicate with peers and teachers, correctly and clearly formulate questions to the opponent, the ability to lead a discussion).

ATTACHMENT 1

REMINDER TO THE YOUNG RESEARCHER

Component	Component Description
Problem	A question or set of questions that needs to be addressed.	The formulation of the problem can begin with the words: how, what it depends on, what role did it play, under what conditions ...
Relevance	Why is it important to study this issue right now, today, at the present time.
Target	The intended result of your research	The answer to the question posed in the problem; designed in the form of an abstract, a computer program, a model, a layout ...
Tasks	What needs to be done to achieve the goal.	Defining the objectives of the study, you draw up a work plan, its stages: - study of literature (scientific, critical, artistic, journalistic - materials of projects of other authors - Internet -archive -museums...
Methods	How to solve problems, conduct research	Comparison, collation, generalization, description, analysis (lexical, grammatical, mathematical, chemical...). There must be an independent conclusion. It is very good if the topic you have chosen allows you to make experiments, physical, chemical, biological experiments. Methods of sociological research, questioning, interviews...
Hypothesis	Assumption requiring proof
Theoretical Foundations	Theories under which the study is carried out
An object	What is being researched
Subject	How, in what aspect the object is studied

Bibliography

Alexandrova T.K. Regulations on the work of students of the Lomonosov gymnasium on individual research topics. // head teacher. 2002. No. 2.
Eysenck Hans J., Evans D. How to test your child's abilities. M.: AST, 1998.
Vinokurova N.K. Development of creative abilities of students. / M .: Educational center "Pedagogical search", 1999.
Research work of schoolchildren: Scientific-methodical and information-journalistic journal. 2002. No. 1.
Leontovich. A.V. Educational and research activity of a schoolchild as a model of pedagogical technology // Public education. 1999. No. 10.
Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2000. No. 12.
Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2001. No. 1.
Savenkov A.I. Games that give start to research practice // Principal of the school. 2000. No. 1. S. 46-50.

Department of Education of the Verkhovazhsky Municipal District

MOU "Verkhovazh secondary school

ORGANIZATION OF EDUCATIONAL AND RESEARCH ACTIVITIES OF STUDENTS

IN THE PROCESS OF TEACHING PHYSICS

Physics teacher

MOU "Verkhovazhskaya secondary

comprehensive school

Verkhovazhye, 2010

Introduction…………………………………………………………………………. 3

Chapter 1. Concept, essence, types of educational and research activities of students……………………………………………………………………….. ...5

Chapter 2. Forms of organization of educational and research work of students. 13

Chapter 3

Conclusion………………………………………………………………………31

List of used literature………………………………………………..33

Applications……………………………………………………………………...36

Introduction

Tell me and I will forget.

Show me and I will remember.

Let me do it and I'll understand.

Socrates

Back in the middle of the 20th century, Antoine de Saint-Exupery, a person far from pedagogy, thinking about the numerous problems of mankind, did not leave pedagogical problems without attention. In his essay “The Citadel,” he wrote: “Do not provide children with ready-made formulas, formulas are empty, enrich them with images and pictures that show connecting threads. Do not burden the children with a dead weight of facts, teach them techniques and methods that will help them comprehend. Don't judge ability by ease of learning. The one who painfully overcomes himself and obstacles will go further and more successfully. Love for knowledge is the main measure.

Improving the quality of education and developing key competencies among students is the most important task of modernizing school education, which involves an active independent position of students in learning; development of general educational skills and abilities: first of all, research, reflective, self-assessment; the formation of not just skills, but competencies, that is, skills directly related to the experience of their application in practical activities, priority targeting at the development of students' cognitive interest, the implementation of the principle of linking learning with life.

Monotony, template, formalism and boredom lead to a decrease in the level of knowledge of students and the quality of teaching the subject.

How to revive the learning process, how to create an atmosphere of joyful elation that accompanies search and creativity? How to make learning activities cheerful, exciting and interesting? How to awaken students' thirst for knowledge?

It will help to solve these issues when teaching physics by putting the student in the conditions of a researcher, in the place of a scientist or discoverer.

Physics is an experimental science. It is based on observations and experiments, and the organization of research activities of students in the study of physics is a necessary factor that allows increasing interest in physical science, making it exciting, entertaining and useful, and realizing that physics is not scary, physics is interesting.

Educational and research activities involve the development of independent thinking, the ability to obtain information, predict, make non-standard decisions.

The method of learning and research problems allows you to seamlessly integrate knowledge from different areas and apply them in practice, while generating new ideas. Educational and research activity is one of the technologies for raising motivated children.

The object of our study is the research activity of students.

The subject of the study is the teaching and research activities of students in physics lessons in primary school, its forms.

In this regard, the goal was determined: to study the educational and research activities of students in physics lessons, its types, forms.

1. Define the concept, essence, types of educational and research activities of students.

2. Consider the forms of organization of educational and research work of students.

3. To analyze the experience of organizing educational and research activities of students in physics lessons.

The hypothesis of our study: we assume that the use of the method of teaching and research activities contributes to the realization of the creative potential of students, the formation of their scientific views and the successful assimilation of program material in physics.

In our work, the following research methods were used: analysis of methodological, psychological and pedagogical literature, introspection of lessons, practical work on the implementation of educational and research activities, the study of advanced pedagogical experience.

Chapter 1. The concept, essence, types of educational and research activities of students.

Under the teaching and research activities of schoolchildren is understood the process of solving scientific and personal problems, which has as its goal the construction of subjectively new knowledge.

Under the independence of the student in teaching and research activities, it is understood that the supervisor advises, advises, directs, suggests possible conclusions, but in no case dictates or writes the work for the student. Educational research retains the logic of scientific research, but differs from it in that it does not open knowledge objectively new to mankind.

The results of student research of a narrowly applied, experimental nature in such areas as psychology, sociology, ecology, may well carry a certain objective novelty (for example, a work devoted to the study of relationships in a class team or a study of the ecological situation in a small reservoir).

The main feature of research in the educational process is that it is educational. This means that its main goal is the development of the individual, and not obtaining an objectively new result, as in "big" science. If in science the main goal is to acquire new knowledge, then in education the goal of research activity is to acquire by students the functional skill of research as a universal way of mastering reality, developing the ability for a research type of thinking, activating the student’s personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e. independently acquired knowledge that is new and personally significant for a particular student). Therefore, when organizing the educational process on the basis of research activities, the task of designing research comes first.

When designing students' research activities, the research model and methodology developed and adopted in the field of science over the past few centuries is taken as the basis. This model is characterized by the presence of several standard stages that are present in any scientific research, regardless of the subject area in which it develops. At the same time, the development of students' research activity is normalized by the traditions developed by the scientific community, taking into account the specifics of educational research - the experience gained in the scientific community is used through setting a system of activity norms.

Before starting research with high school students, it is necessary to clearly set goals and objectives. The main goal should always be one. Because a person cannot strive for two goals at the same time, just as it is impossible to simultaneously walk along two roads in two different directions. Therefore, it is very dangerous to set any other goal, in this case the goal is often replaced by a false goal, and the person himself may not notice this. In general, the distinguishing feature of any false goal is that it can be achieved quite quickly, while the true goal - to learn new things, always remains, no matter how successful the student achieves.

The main goal of organizing schoolchildren's research is to develop their research position, analytical thinking skills. It follows from this that at each stage of research it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the formal protocol, otherwise research, the main meaning of which is to activate the cognitive activity of students, can gradually turn into a sequence of standard educational stages.

In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first transmits knowledge, the second assimilates them; All this happens within the framework of a well-established class-lesson scheme. With the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to a blackboard: phenomena seen in wildlife do not mechanically fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subject paradigm of educational activity to the situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair. The second component - "mentor-junior comrade" involves the transfer of practical skills associated with the development of reality from the teacher, who possesses them, to the student. This transmission takes place in close personal contact, which determines the high personal authority of the position of "mentor" and specialist, teacher, its bearer. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of the participants in research activities.

On the other hand, the educational and research activity of students is a relatively independent study, the solution by students of individual problems, creative and research tasks by various means in the conditions of joint activities of the teacher and students.

The key phrase is “relatively independent study”, because no matter how hard the student tries to study, explore the problem on his own, the teacher will always supervise him, direct him in the right direction, suggest, but not solve questions and problems for him, which is a very significant factor .

The success of the implementation of any undertaking depends, first of all, on the teacher, and therefore he must push the boundaries of independence. Students need to be given the opportunity to find a solution to intractable problems themselves, in particular, to solve a research problem.

In this case, teaching and research activities are understood as the activities of students associated with the solution of creative and research tasks by students with a previously unknown solution. Unlike a workshop that serves to illustrate certain laws, educational and research activities involve the presence of the main stages characteristic of research in the scientific field: posing a problem (or highlighting a fundamental question), studying a theory related to the chosen topic, putting forward a research hypothesis, selection of methods and practical mastery of them, collection of own material, its analysis and generalization, own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

There are long traditions in the development of research activities of students in Russia. Thus, youth scientific and technical societies and small academies of sciences were created and functioned in many regions. The activities of many youthful scientific and technical societies often came down to the implementation of a model of functioning of academic research teams among older schoolchildren, the implementation in a simplified form of the research tasks of laboratories of research institutes. The main goal of this activity was the preparation of applicants for universities and the formation of a young shift for research institutes. In fact, this meant the implementation of the educational process in a more individualized form in an additionally introduced subject area. In modern conditions, when the issue of reducing the teaching load of children is relevant, the meaning of the term "researching activity of students" acquires a slightly different meaning. It reduces the share of the career guidance component, factors of scientific novelty of research, and increases the content associated with the understanding of research as a tool to improve the quality of education.

The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and is presented in a standard form.

Educational and research activities should perform the following didactic functions:

Motivational, which consists in creating such incentives for students that encourage them to study this subject, form an interest and a positive attitude towards work;

Informational, allowing students to expand the amount of knowledge by all available ways of presenting information;

Control and corrective (training), which involves the possibility of verification, self-assessment, correction of the course and results of training, as well as the implementation of training exercises to form the necessary skills and abilities.

It is necessary to emphasize the inherent value of achieving truth in research as its main product. Often in the conditions of competitions and conferences one can meet the requirements of practical significance, applicability of the research results, characterization of the social effect of the study (for example, environmental effect). Such activity, although often called the organizers of research, pursues other goals (in themselves no less significant) - socialization, the development of social practice by means of research activities. The leader of children's research work must be aware of the shift in the goals of the work being done when such requirements are introduced.

divided educational research into three groups: mono-subject, inter-subject and over-subject (see Appendix).

1. Mono-subject research is a research carried out on a specific subject, involving the involvement of knowledge to solve a problem in this particular subject. The results of a mono-subject research do not go beyond the scope of a separate academic subject and can be obtained in the process of studying it. This study aims to deepen students' knowledge of a particular subject at school.

The purpose of a mono-subject educational research is the solution of local subject problems, which is implemented under the guidance of a teacher - a subject teacher, in only one subject. An example of such a mono-subject study can be a physical fact: "The dependence of the evaporation rate on the type of substance, surface area, temperature, wind." Of course, when a student begins to conduct research work in this case, he does not go beyond the scope of the subject of physics, “digging” only in one direction - the physical direction, without affecting either mathematics (algebra, geometry), or biology, or chemistry, and so on.

2. Interdisciplinary research is a research aimed at solving a problem that requires the involvement of knowledge from different academic subjects in one or more educational areas.

The results of the interdisciplinary research are beyond the scope of a separate academic subject and cannot be obtained in the process of studying it. This research aims to deepen students' knowledge of one or more subjects, or educational areas.

The purpose of interdisciplinary educational research is the solution of local or global interdisciplinary problems, implemented under the guidance of teachers of one or more educational areas.

Interdisciplinary instructional research is sometimes referred to as integrated research.

3. Oversubjective research is a research that involves the joint activities of students and teachers, aimed at researching specific problems that are personally significant for students. The results of such a study are beyond the scope of the curriculum and cannot be obtained in the process of studying the latter. The study involves the interaction of the student with teachers in various educational areas.

The purpose of the over-subject educational research is the solution of local problems of a general educational nature. This educational research is being implemented under the guidance of teachers working in the same parallel classes. Example: "The Internet in our lives: its role in shaping international economic cooperation".

Supra-subject research has a number of advantages over educational mono-subject and inter-subject studies. Firstly, they contribute to overcoming the fragmentation of students' knowledge and the formation of general educational skills and abilities. Secondly: as a rule, their development does not require the allocation of additional study time, since their content is, as it were, “superimposed” on the content of linear courses. And finally, thirdly: the research process contributes to the formation of a team of teachers united by one goal.

A. P. Tryapitsyna formulated the pedagogical expediency of over-subject research as follows:

1. Oversubjective research is a specific tool of pedagogical activity, ensuring the unity of approaches of teachers of different subjects to achieve the general goals of school education.

2. Due to its generality, oversubject research allows the teacher to reveal to the maximum extent the value orientations of his activity as an intermediary between generations, between the past and the future by transmitting his unique individual creative attitude to the world (,).

3. Supersubjective research provides a basis for implementing the idea of creating conditions for “real life in the classroom” (,), when the lesson not only “prepares for life”, but is a means for the student to learn the most important problems of his life today.

4. Supersubjective research provides content-ideological support and harmonization of school education curricula through a holistic consideration of all areas of increasing the level of schoolchildren's competence: expanding the range of personally significant problems, expanding the range of problem solving tools.

5. Supra-subject research enriches the possibilities of the curriculum without leading to an overload of students, since it can be the basis for building integrated modules and help enrich the content of individual topics of specific academic subjects.

6. Oversubjective research can be considered as a way of pedagogical support for the process of self-education of the student and expansion of the forms of accounting for the student's achievements in educational activities.

7. Oversubject research can be a means of integrating school education, additional education, self-education and education in the experience of the student's social activity.

Schoolchildren often do not see the difference between abstract and educational research work. However, the title of the work already carries a certain application for its character. The title of the abstract, as a rule, is quite simple, general or covers a wide range of issues, for example: "The water cycle in nature." The name of the educational and research work is complex, indicates the specificity of the issue under study, it contains such concepts as "causes", "modelling", "role", "features", "assessment", "analysis", "influence", "characteristic" etc. For example, the topic of an educational and research work may sound like “Investigation of the parametric oscillations of a spring pendulum”.

So, in this chapter we examined the concept, essence, types of educational and research activities of students.

Chapter 2. Forms of organization of educational and research work of students.

Equally important restrictions are imposed on the subject matter, nature, and scope of research by the requirements of developmental psychology. Adolescence and youth are characterized by a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention. An excessive amount of work and its specialization, which lead to a withdrawal into a narrow subject area, can harm general education and development, which is, of course, the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions. Such tasks must meet certain requirements, on the basis of which it is possible to establish general principles for designing research tasks for students in various fields of knowledge.

subdivides the educational and research activities of students into several forms, but this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

A lesson is used to organize the educational and research activities of students in grades 7-9.

The research method can be defined as an independent (without a teacher's step-by-step guidance) solution by students of a new problem for them using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or regularities.

The application of the research method is possible in the course of solving a complex problem, analyzing primary sources, resolving the problem posed by the teacher, and more.

b) Non-traditional lesson system.

There are many types of non-traditional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson of invention, lesson - "Amazing is nearby", lesson of a fantastic project, lesson - a story about scientists, lesson - defense of research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc. .

c) An educational experiment allows you to organize the development of such elements of research activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school using school equipment. An educational experiment may include all or several elements of a real scientific research (observation and study of facts and phenomena, identifying a problem, setting a research problem, determining the goal, objectives and hypotheses of the experiment, developing a research methodology, its plan, program, methods for processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpreting the facts obtained, formulating conclusions, defending the results of the experimental study).

d) Homework of a research nature can combine a variety of types, and allows you to conduct an educational study that is quite extended in time.

Extracurricular activities involve more opportunities for the implementation of educational and research activities.

1) Some schools include students' research practice in their educational programs. It can be carried out at the school itself, on the basis of institutions of additional education.

2) There is a practice of passing transfer and final exams in the form of defending the final examination work.

3) Educational expeditions - hikes, trips, excursions with clearly defined educational goals, a program of activities, thoughtful forms of control. Educational expeditions provide for active educational activities of schoolchildren, including those of a research nature.

4) Optional classes, involving in-depth study of the subject, provide great opportunities for the implementation of their educational and research activities of high school students.

5) Student Research Society (UNIO) - a form of extracurricular work, which combines work on educational research, collective discussion of the intermediate and final results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc. ., as well as meetings with representatives of science and education, excursions to institutions of science and education, cooperation with UNIO of other schools.

6) The participation of high school students in olympiads, competitions, conferences, including remote, subject weeks, intellectual marathons, involves the performance of educational research or their elements within the framework of these events.

7) Educational and research activities as an integral part of educational projects are necessary for goal-setting and diagnosing the effectiveness of the project (see Appendix).

To organize the educational and research work of students, it is acceptable to create educational and research groups in schools.

The creation and further development of these groups is one of the productive ways of organizing the educational and research activities of schoolchildren. The experience of different schools in this direction has allowed to accumulate a lot of pedagogical technologies that make it possible to make each group an effective organization, at the same time having its own unique face.

Starting a new business is always a big and responsible job. This step must be carefully planned and prepared.

Work on educational and research topics is carried out both individually and collectively. The organization of work in these two cases will be somewhat different, let's take a closer look at these areas.

1. Individual work on scientific research.

First of all, in order to organize individual work on scientific research, it is necessary to identify those who wish, and not just those who wish, but those students who will not leave their work unfinished. Further, individual work with students should be divided into stages:

2) The choice by students of general directions for further work (for example, physics or physics + ecology).

4) Final agreement "supervisor-student-researcher"; the first working meeting with the head, at which the research topic is specified.

8) Reviewing educational and research papers by a "senior" reviewer - a subject teacher and a "junior" reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end of the academic year).

10) Final conference on the results of the work.

2. Group work on scientific research, or let's call it collective.

A team or group unites people not only in a common goal and in a common work, but also in a common organization of this work.

Each action of one student, each of his failures against the background of a common cause, is like good luck in a common cause.

The sequence of group work is almost the same as the sequence of individual work, the difference is only some points - stages:

1) Organizational meeting, which tells about the educational and research activities.

2) The choice by students of common directions for further work and grouping based on these directions; selection of a group of students responsible for the work.

3) Classes on a special course "Introduction to research activities".

4) Final agreement on the composition and responsibility for the work in the group; the first working meeting with the head, at which the research topic is specified.

5) Approval of the topic of educational research during the classes of a special course.

6) Continuation of the special course "Introduction to teaching and research activities" and parallel work on teaching and research work.

7) Approbation of works - discussion of the results of educational and research work in the classroom of a special course.

8) Reviewing educational and research papers by a "senior" reviewer - a subject teacher who did not supervise the work and a "junior" reviewer - a student who has previously achieved better results in this area.

9) Defense of educational and research works (best by the end of the academic year). This stage involves the discussion part of the study, the presentation of works, as a rule, there is a discussion of the problem.

Presentation of research, especially in modern times, is crucial in all work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather harshly, in contrast, for example, to activities in the field of art. There are several such standards in science: theses, scientific article, oral report, dissertation, monograph, popular article. Each of the standards defines the nature of the language, scope, structure. When presenting, the leader and the student must decide from the very beginning on the genre in which they work, and strictly follow its requirements. The most popular genres at modern youth conferences are abstracts, articles, and reports. At the same time, non-research papers can be submitted in these forms, but, for example, abstracts or descriptive works.

10) Final conference on the results of the work of the UNIO.

An analysis of the works presented at the conference and competitions allows us to distinguish the following types:

Abstract works are creative works written on the basis of several literary sources, which involve the task of collecting and presenting the most complete information on a chosen topic.

Example: "Modern ideas about nanotechnology".

Experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the features of the result, depending on changes in the initial conditions.

Example: "Investigation of the dependence of atmospheric pressure on ambient temperature".

Design - these are creative works related to planning, achieving and describing a certain result (building an installation, finding an object, etc.). May include a research stage as a way to achieve the final result.

Example: "Making a Fountain Model".

Example: "No environmental pollution with radioactive waste!".

Research - creative work performed using a method that is correct from a scientific point of view, having its own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study. A feature of such work is the uncertainty of the result that research can give.

Example: "Studying the temperature of cooling water over time."

The final conference is the final stage, both in the individual work of students and in the group, it implies a summing up of the results of educational and research activities. Summing up includes a final reflection, which helps to assess what was planned in the study and what was not; what was the individual or group contribution of students in solving the problem; what are the prospects for the development of the topic; What have you learned and what you need to work on.

Practice shows that in the work of research groups, round table technologies are actively used, discussion and debate are effective tools for developing scientific thinking, the ability to formulate and defend one's point of view, listen to an interlocutor, analyze arguments, operate with facts.

The culminating moment in the student's research activity is the defense of the teaching and research work. A huge role in assessing the defense of educational and research work is played by the quality of the report on its results. It often happens that a high school student has done very well the educational and research work itself, just fine, and the quality of the report and its defense leaves much to be desired.

To sum up the results of activities and search for the main directions and prospects for the work of the research group, such a form of work as a school scientific and practical conference is widely used.

Thus, research activity carries a great educational potential. In addition to working on educational research, children can gain experience in developing their communication skills in a group.

The intellectual energy of students, for whom the labor of consuming knowledge is boring, must find an outlet in their own cognitive activity, independence. Activity is determined by the need to resolve disturbing issues, or at least to think about them.

Chapter 3. Experience in organizing educational and research activities of students in physics lessons.

Based on the well-known definition of the teaching and research activity of students, this teaching and research activity is considered one of the types of school research, the purpose of which is to find out by students the real state of the phenomenon under study and evaluate it.

The use of this form of organization of independent research activities of students has become part of my practice of teaching physics.

The school educational process, even well-structured, causes boredom, fear and other negative experiences among schoolchildren due to the fact that each subject teacher creates a cult of his subject, a cult of memorizing the contents of a textbook in a row in a row.

The interests of the student cannot be "squeezed" into the framework of the curriculum. They are much broader, more diverse and correspond to different types of research activities.

The subject of research can be a variety of problems. For example, when studying the topic “Friction force”, the problem “Dependence of friction force on body weight” was chosen for research.

The purpose of my work: to develop students' abilities for research, to teach students to make observations, to establish a causal relationship when observing physical phenomena; to teach the methods of obtaining information and processing the results of experiments, to form in students a single picture of the world, their worldview, creative natural-science thinking.

Experience has shown that the use of student research in the process of teaching physics contributes to a deeper assimilation of educational material, the formation of research skills, the development of a personally significant and reasonable assessment of a physical phenomenon, event, and gives a guideline in life choices.

A survey among students in the ninth grade revealed an increase in their interest in the course of physics when using this form of organization of educational and cognitive activity. Students became more interested in information and debate on physical and environmental issues in the media. Ninth-graders rated the student's physical research as: a) an interesting, fascinating means of studying a new topic; b) a tool to help navigate the information flow; c) a scientific basis for the formation of one's own position on the problem under study.

The research activity of students is multifaceted and I organize it at any stage of teaching physics:

· When studying physical theory;

· When solving problems;

· When conducting a demonstration experiment;

I also run:

· Research in stories;

· Researches of practical questions;

Research using homemade devices;

· Research at home and on the street;

Project research activities of students.

As mentioned above, educational and research work has a number of differences from scientific research. The purpose of student research is a deep and lasting assimilation of program material, the formation of research skills in students. It is possible that in the process of research, students may receive some new data, but they will not be of the nature of a scientific discovery.

In the course of educational and research work in physics, various sources are used: the text of the textbook, popular science literature, anthologies, documents, statistical information, media materials and the Internet, and much more. These sources differ in the degree of didactic processing, the nature of the information contained in them. Their selection requires guidance and assistance from the teacher.

An experiment plays a huge role in organizing and conducting educational and research activities. The methodological apparatus of the experiment includes definitions:

Object - a wide field of study;

Subject - a specific part of this field;

Goals - the image of the desired future;

Hypotheses are judgments about the likelihood of connections of some phenomena. A hypothesis is an untold theory. Therefore, you can not be afraid of detailed hypotheses: they can contain all the ideas of the experiment. The hypothesis does not have to be self-evident.

The tasks of the experiment to test the hypothesis.

In accordance with the tasks set, the necessary devices and materials are selected.

Research methods should allow obtaining versatile information about the subject of research, reflect the dynamics of the development of the studied qualities, and allow to analyze the process, the results of the study.

At the analytical-evaluative stage, the processing and interpretation of data is carried out. Based on the results of the work, a conclusion is made. I usually suggest that students draw a conclusion according to the following plan:

1. Did you achieve your goal? What did you learn? What results did you get? Was the hypothesis set at the beginning of the study confirmed?

3. Are you satisfied with your job?

Currently, there is a certain system of educational experiment. This system includes: a demonstration experiment and an independent experiment of students (frontal laboratory work, laboratory workshop, extracurricular experiments and student research).

Each component of the educational experiment has a complex structure. In addition, the individual system-forming elements mutually determine and complement each other. Various combinations of the components of the educational experiment meet the current goals of managing student activities. Let us consider how it is possible to control the activity of students when introducing concepts by creating logically interconnected problem situations built on the basis of an educational experiment.

The domestic methodologist formulated the principle of the cyclicity of knowledge (the relationship of initial facts, models - hypotheses, theoretical consequences and experiment in natural science creativity). This principle is the result of an analysis of the work of many scientists working in the natural sciences, and was first applied by Galileo Galilei. According to this pattern, in the educational process, physical theory and physical experiment should be organically linked.

Let us consider a model for managing the research activities of students in the construction of a "chain of knowledge", which is based on an experiment on the electrification of bodies. In this case, training is implemented according to one of the presented schemes (Appendix).

According to Scheme 1, a demonstration experiment (DE) serves as a source of hypotheses after the problem is formulated; according to Scheme 2, it serves as a source of a problem situation.

The concept of "electric charge" along with such concepts as "field", "matter", "time" is one of the fundamental physical concepts. This concept is introduced at the main stage of education at school, and then it is developed. The content of the concept of "electric charge" includes the following distinctive features:

1) the existence of charges of two types;

2) the ability of charges to interact;

3) charge transfer;

4) charge divisibility (discreteness);

5) additivity;

6) conservation of charge in a closed system.

In this case, one can consider in detail the first and second signs (the existence of charges of two types, the ability of charges to interact).

Control scheme.

Problem: in what ways can a body be charged?

Obviously, the students will not hesitate to name the method known to them as the first method - electrification by friction.

DE. After rubbing the ebonite stick on the wool, touch the rod of the electrometer with the stick. The deviation of the electrometer needle will show the presence of a charge on the rod.

Possible hypotheses:

1. Electrifies when rubbed

a) only one body b) both bodies are electrified.

2. Electrization is carried out:

a) friction only b) there are other ways.

Examination.

Testing the hypothesis 1. We hold the rubber thread by the ends and rub the rod of the electrometer with the ball conductor fixed on it. The deviation of the electrometer needle will show us the presence of a charge. Carefully, without touching the ball conductor with your hand, we transfer the thread to the conductor of another exactly the same electrometer. Deviation of the arrow of the second electrometer will show the presence of a charge on it.

Testing the Hypothesis 2. Let's bring an electrified ebonite rod to an electrostatic pendulum. The pendulum will deviate from the equilibrium position, which indicates the presence of a charge on it.

It would be useful to set up an experiment with a metal rod fixed on a point so that it can rotate freely in a horizontal plane. When an electrified stick is brought to the end of the rod, we will observe the rotation of the rod due to attraction to the stick.

An illustration of other methods of electrification can be shown in experiments on photo- and thermionic emission.

Theoretical justifications.

When bodies rub against each other, electrons transfer from one body to another, as a result of which the bodies acquire charges. When electrifying through influence, a redistribution of charges occurs in one body.

When electrified by light and heated, electrons are pulled out from the surface of the conductors, as a result of which they acquire a charge.

Electrization can be carried out by friction (touch), through influence (electrostatic induction), as a result of irradiation and heating.

According to scheme 2, electrification experiments can serve as a source of a problem situation.

Control scheme.

DE. We perform the experiment with a rubber thread.

Problem: what charges will the rod of the electrometer and the thread acquire during friction?

Possible hypotheses:

1) the charges will be the same in magnitude and in sign;

2) The charges will be the same in magnitude, but different in sign;

3) The charges will be unequal in magnitude and arbitrary in sign.

Examination.

We bring positively and negatively charged sticks to each of the charged electrometers in turn. Analyzing the result of the experiment, we conclude that the charges on the electrometers are different in sign.

Having repeated the experiment, we will connect the electrometers with a spark gap. The arrows on the electrometers will take a vertical position, which indicates the mutual neutralization of charges.

Theoretical justifications.

Electrization of bodies by friction is explained by the structural structure of bodies.

When electrified by friction, both bodies are charged with equal in magnitude and different in sign charges.

One of the possible new problems: are there other ways of electrifying bodies besides friction?

This technique makes it possible to model the content of educational material in accordance with the requirements of a particular educational process, and also contributes to the active involvement of students in research activities.

Another component of the educational experiment system is the student experiment.

An example of the application of the research method and the principle of cyclical knowledge is the lesson on the topic “Evaporation and condensation. Energy absorption during evaporation and its release during condensation” (Appendix)

Managing the research activities of students, we are based on the following principle: the information and cognitive element of the educational material should be included in the learning activities, ensuring maximum independence of students.

The teacher's methodology for organizing research is as follows:

Students are asked the following series of questions:

1) What kind of experience can be used to study this phenomenon?

2) What equipment is needed for this?

3) How can you be sure that the phenomenon under study can actually be observed in the chosen experiment?

4) What measurements need to be made?

5) How should the measurement results be systematized?

6) How can the functional dependence of the measured values be expressed?

7) How can you get consequences from the received data?

8) How can theoretical conclusions be verified experimentally?

After satisfactory answers, students begin to conduct independent research, and the teacher observes their work. At the same time, the teacher evaluates not only the knowledge of students, but also their ability to think and act independently. The center of gravity of the work of schoolchildren is transferred from homework to the lesson, as it should be.

In the course of teaching physics in the 9th grade, I use lectures with elements of conversation. In the course of lectures, I practice the implementation of laboratory work by students in the course of presenting new material. As a rule, these are high-quality works that do not require mathematical calculations, but only show natural phenomena and the relationship between them.

The simplicity of the equipment and technique of execution provides each student with a positive result of the work of each student and allows you to move from one type of activity to another without disturbing the dynamics of the lesson.

The element of novelty, individual and group independent work of students activate their intellectual activity in obtaining and assimilating new knowledge. We see special value in the fact that the knowledge gained is not of a formal nature, but is confirmed empirically.

With the help of this model of educational and research activities, the research work of students is organized at a sufficiently high level. Also, this model helps students to master the algorithm of scientific research - a system of constant and strictly defined actions.

The research activity of students, as a rule, follows a logical chain: observation → conclusions → transfer of these conclusions to related objects → search for phenomena that confirm or deny facts → main hypothesis → test of the main hypothesis → → search for phenomena that confirm or deny this hypothesis → idealization of the object → mathematical description → theory.

This logical chain is comparable to the logic of building a scientific theory, as it includes the main stages of scientific knowledge - observation of events, phenomena, accumulation and generalization of facts.

This chapter discusses the possibilities of using the research activities of students in physics lessons.

The use of educational and research activities in their work allows us to achieve stable results of work:

The results of academic performance are confirmed by the results of administrative tests and the state final certification of 9th grade students. Graduates of the 9th grade choose physics for passing elective exams. In the year on the exam in physics, 100% of those who passed received the mark "Excellent". In 2009, according to the results of the interview, a 9th grade graduate Anton Pishagin, as an exception, was admitted to the 10th grade with a physical profile for the second time in the history of the Vologda multidisciplinary lyceum.

My students have repeatedly become winners and prize-winners of the school and regional stages of the All-Russian Olympiad in Physics. So in the year Pishagin Anton took second place in the region.

In the current academic year, 7 students in grade 9 have chosen an exam in physics as an elective subject.

Conclusion

The relevance of the problem of using the teaching and research activities of students in physics lessons is due to the strengthening of creative principles in modern education, the search for conditions for self-development of the student's personality. The need to develop the skills of teaching and research activities of students can also be judged by regulatory documents: in the standards of education, one of the goals of studying the subject is mastering the methods of cognition, and in the mandatory minimum of the content of education, a special section "Physics and methods of scientific knowledge" is allocated.

The role and significance of the teaching and research activities of high school students in the process of teaching physics at school lies in the fact that they help to a large extent solve the problems of the formation of consciousness in the younger generation, a deeper study of physical processes and phenomena by students.

The goal and objectives set by us: to define the concept, essence, types; to consider the forms and experience of organizing educational and research work of students in physics lessons were achieved in full.

Through the use of the following research methods: analysis of methodological, psychological and pedagogical literature, self-analysis of lessons, practical work on the implementation of teaching and research activities, the study of advanced pedagogical experience, we have proved that the use of the method of teaching and research activities contributes to the realization of the creative potential of students, the formation of their scientific views and successful assimilation of the laws of physics.

Students are convinced that: in order to develop their own position on topical physical and environmental problems, it is important to have wide and versatile information, to know facts, laws, patterns, assessments, existing points of view on a particular problem; the use of scientific research methods (observation, forecasting, statistics, modeling, experiment, and so on) helps to collect empirical information; it is also necessary to correctly interpret the data obtained, to draw conclusions.

Thanks to the teaching and research activities and the method of scientific knowledge, students receive, firstly, awareness of the origin of scientific knowledge and their difference from ordinary information, and secondly, an idea of the necessary sequence of cognitive actions leading from ignorance to knowledge. The role of such procedures for organizing the mental activity of students, expressed in such methodological concepts as a scientific fact, a problem, a hypothesis, a model, a consequence, an experiment, is increasing.

The function of the teacher is changing. Possession of research skills by schoolchildren allows the teacher to organize their independent cognitive activity. This activity in the classroom takes the form of independent experimental and theoretical research, which organically fit into the logic of the process of cognition, are its stages. The performance of such research leads the student from ignorance to knowledge, not from the pages of the textbook and not from the words of the teacher, but as a result of his own research, giving him a feeling of his own discovery and tremendous satisfaction.

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Appendix

Summary of the lesson in grade 8 on the topic: Evaporation and condensation. The absorption of energy during evaporation and its release during condensation.

THE PURPOSE OF THE LESSON:

To create conditions for the acquisition of knowledge by students and the processes of evaporation and condensation, the development of their cognitive interest in physics and technology and the formation of general educational skills.

Educational:

deepen and supplement students' knowledge of the aggregate states of matter;

give the concept of the processes of evaporation and condensation, consider the factors affecting the rate of evaporation.

Developing:

Develop a cognitive interest in physics and technology; make observations, draw conclusions, generalize, compare, highlight the main thing.

Educational:

To cultivate interest in the subject and a positive attitude to learning;

To form a scientific worldview, a system of views on the world and technical progress;

Lesson type: lesson learning new material.

Demos:

observation of the dependence of evaporation on the surface area;

Observation of the dependence of the evaporation rate on the type of substance;

Observation of the dependence of the evaporation rate on the wind;

observation of the dependence of evaporation rate on temperature;

Equipment:

computer, media projector; glass plates, cotton wool, oil, water, pipettes or cotton swabs, alcohol, spirit lamp, a glass of hot water, thermometer, hair dryer, handkerchiefs.

DURING THE CLASSES

1. Organizing time.

Teacher: Hello guys, I was going to you, very worried. But, seeing your shining eyes, kind smiles, I realized that our communication today will take place in a warm, friendly atmosphere.

2. Stage of student motivation.

Didactic task: create conditions for active cognitive activity of students, prepare them for the conscious study of new educational material.

Teacher: Last week, when I went online, I read that the famous music-fiction movie "The Adventures of Electronics" turned 30 years old.

Let's watch a fragment from this film.

The authors of the film looked far into the future. The genre of the film is fantastic, but returning to it, you understand that technological progress has completely covered our lives. We can no longer imagine our life without technology. Please list what modern technology helps you in life.

Examples

Teacher: Does your dad often use new technological advances that make his work easier? What technique does he use?

Examples

So, today we have studied the phenomena of evaporation and condensation, using the cycle of natural scientific knowledge. Its scheme is as follows.

https://pandia.ru/text/77/509/images/image003_108.gif" width="27" height="12"> Facts Model Consequence Experiment .

The basis of the method of scientific knowledge was laid by the great Italian scientist G. Galilei. It is in this way that scientists go, making their inventions, discoveries. Today we have studied new material according to the cycle of natural science knowledge.

5. Fixing.

Using the constructed models of evaporation and condensation, we will solve the following problems:

Coming out of the river on a hot summer day, you feel cool, this feeling intensifies in windy weather. Explain why this is happening?

To cool the water in the summer heat, it is poured into vessels made of lightly baked clay, through which the water slowly seeps. The water in such vessels is colder than the surrounding air. Why?

Why do physical education teachers insist that students change their clothes after class?

Which soup will cool faster: fatty or lean?

There is an interesting lizard in Mexico. She often bulges her eyes very much. When do you think and why?

Why do you think rabbits have big ears? To eavesdrop?

In the morning there were drops of dew on the grass. What will the day be, cold or warm?

Listen to the poem:

Water comes from a stream

The streams are collected by the river along the way.

The river is full-flowing - flows in the open,

Until, finally, it flows into the sea.

The seas replenish the ocean,

Clouds of fog form above it.

They rise higher until

They don't turn into clouds.

And the clouds floating above us

It rains, it snows.

In the spring water will gather in streams,

They will flow to the nearest river.

What is the name of the whole process?

That's right, "The water cycle in nature."

(slide - The water cycle in nature)

6. Homework:

P.16,17 - for everyone.

Optional:

1) Task 3 p.43

2) Prepare reports on how the water cycle occurs in nature;

"The role of evaporation and condensation in human life", "The role of evaporation and condensation in the life of plants and animals"

3) Write a short, no more than two notebook pages (and preferably cheerful), story - a riddle, which would be based on the phenomena of evaporation and condensation.

4) Find proverbs and sayings based on the phenomena of evaporation and condensation.

7. Reflection. Summary of the lesson.

The students were given cards to evaluate their activities in the lesson. (The molecule at the bottom - the student did not understand the topic, on the surface - partially understood, left the liquid - understood the topic well).

8. Knowledge control

Verification test.

1. Which of the processes in which aggregate transformations of a substance occur are named erroneously?

A) melting, crystallization C) vaporization, condensation B) sublimation, desublimation D) heating, cooling

2. From which vessel does the liquid evaporate faster (the temperature of the liquid in both vessels is the same)

A) From the 1st B) From the 2nd C) From the 1st and 2nd equally

3. As it evaporates, the water cools. This is due to the fact that particles leave the water ...

A) the slowest B) the fastest

B) the smallest D) the largest

4. Which will cause a more severe burn: centigrade water or centigrade steam?

B. No difference

5. How does the rate of evaporation of a liquid change with increasing temperature?

A. Remains the same

B. Increases

B. Decreases

D. Sometimes increases, sometimes decreases

D. I don't know

Answers

Mutual verification. Lesson grades.

Teacher: I was very pleased to communicate with you. Thank you for the lesson.

Appendix

What are Learning Projects

The technology of educational design includes a set of research, search, problem methods, creative in essence. This technology is referred to as the technologies of the 21st century, providing, first of all, the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society.

Basic requirements for educational research projects;

1) the presence of a problem/task that is significant in the research creative plan, requiring integrated knowledge, research search for its solution (for example, the problem of the impact of acid rain on the environment, etc.);

2) practical, theoretical, cognitive significance of the expected results (for example, the greenhouse effect, the violation of convection in the event of a nuclear war, etc.);

3) independent (individual, pair, group) activities of students;

4) structuring the content of the project (indicating the phased results);

5) the use of research methods that provide for a certain sequence of actions:

Definition of the problem and the research objectives arising from it (using the method of "brainstorming", "round table" in the course of joint research);

Putting forward a hypothesis for their solution;

Discussion of research methods (statistical, experimental, observations, etc.);

Discussion of ways to design the final results (presentations, protection, creative reports, views, etc.);

Collection, systematization and analysis of the obtained data;

Summing up, registration of results, their presentation;

Conclusions, promotion of new research problems.

Appendix

table 2

Type of study	Special purpose	The main condition for implementation	Study example
Monosubject	Solving local subject problems	Implemented under the guidance of a teacher in one specific subject	"Investigation of the dependence of the resistance of a conductor on the strength of the current in it and the voltage at its ends"
Interdisciplinary	Solving local or global interdisciplinary problems	Implemented under the guidance of teachers of one or more educational areas	“Ecological problems of using hydropower resources (loss of fertile land, waterlogging of the area, impact on climate, fish migration, etc..”
Oversubject	Solving local problems of a general educational nature	Implemented under the guidance of teachers working in the same parallel classes	"Internet in our life: its role in the formation of international economic cooperation"

Appendix

Scheme 1.

Replacing a research paper with an abstract, i.e. review of various scientific works; replacement of research by work of a compiling nature, i.e. connecting segments logically arranged into one whole from different scientific texts; lack of completeness in the work, which is due to the lack of a systematic approach to research activities. Instead of a long-term work, sometimes a text created in the shortest possible time is rushed to the conference; the inability of the student to competently lead a discussion to defend the results of his research and answer questions from the audience.

1. Object area, object and subject The object area of research is the area of science and practice in which the object of study is located. In school practice, it can correspond to one or another academic discipline, for example, mathematics, biology, literature, physics, etc. The object of study is a certain process or phenomenon that generates a problem situation. The object is a kind of carrier of the problem - what the research activity is aimed at. The concept of the subject of research is closely connected with the concept of an object. The subject of research is a specific part of the object within which the search is conducted. The subject of research can be phenomena as a whole, their individual aspects, aspects and relationships between individual parties and the whole (a set of elements, connections, relations in a specific area of the object).

2. The topic and relevance of the study are the main criteria for choosing a topic: it is desirable that the topic is of interest to the student not only at the current, current moment, but also fits into the general perspective of the student's professional development, i.e. was directly related to the future specialty he had previously chosen; It is very good if the choice of a topic is mutually motivated by the interest in it of both the student and the teacher. This happens when the supervisor himself is engaged in research work and, within the framework of his chosen field, highlights the area that needs to be developed for the student to study. The topic should also be feasible in the existing conditions. This means that equipment and literature should be available on the chosen topic. To substantiate the relevance means to explain the need to study this topic in the context of the general process of scientific knowledge. Determining the relevance of research is a mandatory requirement for any work. Relevance may consist in the need to obtain new data, the need to test new methods, etc.

Characteristic elements of the structure of the publication: the title in the scientific literature indicates the topic; and the abstract is located on the back of the title page and represents the content of the work; The chapter contains a plan for presenting the topic, is a kind of guide to the book. It introduces the problems of the work, its general structure and makes it possible to quickly search for information; the preface sets out the tasks set by the author; characterizes the structure of the publication in more detail and orients the reader in it. It anticipates the presentation of the main material and sets the stage for its perception; n afterword sums up, reports brief conclusions of the study; with the reference material gives a commentary on the concepts, terms, facts that need clarification. 3. Study of scientific literature and clarification of the topic

5. Purpose and objectives of the study The purpose of the study is the final result that the researcher would like to achieve when completing his work. Let us single out the most typical goals: o determination of the characteristics of phenomena that have not been studied before; in revealing the relationship of certain phenomena; and study of the development of phenomena; about writing a new phenomenon; o Bobschenie, identification of common patterns; with the creation of classifications. The task of the study is the choice of ways and means to achieve the goal in accordance with the hypothesis put forward. Objectives are best formulated as a statement of what needs to be done in order for the goal to be achieved. The setting of tasks is based on the division of the research goal into subgoals. The enumeration of tasks is based on the principle from the least complex to the most complex, time-consuming, and their number is determined by the depth of the study.

6. Definition of research methods Methods of scientific knowledge are divided into general and special. The application of special methods of solution requires most of the special problems of specific sciences. They are determined by the nature of the object under study, they are never arbitrary. As a rule, their application requires considerable preparation from the researcher. In addition to special methods specific to certain areas of scientific knowledge, there are general methods of scientific knowledge. Unlike special ones, they are used in a wide variety of sciences - from literature to chemistry and mathematics. These include: theoretical methods, empirical methods, mathematical methods.

6.1. Theoretical methods: modeling allows you to apply the experimental method to objects with which direct action is difficult or impossible. It involves mental or practical actions with the "deputy" of this object - the model; abstraction consists in the mental abstraction from everything insignificant and the fixation of one or more aspects of the objects of interest to the researcher; analysis and synthesis. Analysis is a method of research by decomposing a subject into its component parts. Synthesis, on the contrary, is a combination of the parts obtained during the analysis into something whole. It must be remembered that the methods of analysis and synthesis are by no means isolated from each other, but coexist, complementing each other. Methods of analysis and synthesis are carried out, in particular, the initial stage of the study - the study of special literature on the theory of the issue; the ascent from the abstract to the concrete involves two conditionally independent stages. At the first stage, a single object is divided, described using a variety of concepts and judgments. At the second stage, the original integrity of the object is restored, it is reproduced in all its versatility - but already in thinking.

6.2. Empirical methods: observation is an active cognitive process, which is based on the work of the human senses and its objective activity. This is the most elementary method of knowledge. Observations should lead to results that do not depend on the will, feelings and desires of a person. This presupposes initial objectivity: observations should inform us about the properties and relationships of real-life objects and phenomena; Comparison is one of the most common methods of cognition. No wonder it is said that everything is known in comparison. Comparison allows you to establish the similarity and difference of objects and phenomena. Revealing the general, repeating in phenomena is a serious step towards understanding the patterns and laws of the world around us; An experiment involves intervention in the natural conditions of the existence of objects and phenomena or the reproduction of certain aspects of them in specially created conditions for the purpose of studying them.

II. CONDUCTING A SCIENTIFIC RESEARCH Conducting a research includes two successive stages: the actual conduct (the so-called technological stage) and the analytical, reflective stage. In the work plan, it is necessary to indicate the purpose of the planned experiments; list the necessary equipment for their implementation; forms of entries in draft notebooks. The work plan also includes the primary processing and analysis of the results of practical actions, the stage of their verification. The work plan includes all the elements identified in the preparation of the study - from the definition of its object and subject to the choice of method. The list of these actions is the first block of the work plan. The second block describes the experimental part of the work. Following the experiment, it is necessary to reflect on the results obtained: to analyze how much they allow us to confirm the hypothesis put forward at the beginning of the study, to clarify their compliance with the goals. The third block includes the presentation of the results of the study. Preparing and conducting research work takes from a year to a year and a half. It is necessary to calculate the time in such a way that before the conference it would be possible not only to formalize the results of the study, but also to hold discussions on this work at the classroom and school levels. A month before the conference, the work is submitted for a preliminary examination, which is carried out by university scientists. If the authors wish to publish the results of their research, then an abstract must be submitted along with the work.

III. REGISTRATION OF RESEARCH WORK Registration of research results is one of the most time-consuming stages of work. 1. Layout of texts 2. Editing of the whole text 3. Conclusions for each chapter 4. General conclusion 5. Introduction to the entire work 6. Drawing up a bibliographic list Structure of the work Title page Table of contents Introduction Main (content) part of the work Conclusion

IV. DEFENSE OF THE RESULTS OF THE RESEARCH The entire presentation is given no more than 5-7 minutes. The first part briefly repeats the introduction of the research paper. Here the relevance of the chosen topic is substantiated, the scientific problem is described, the research objectives are formulated and its main methods are indicated. In the second part, the largest in terms of volume, you need to present the content of the chapters. The commission pays special attention to the results of the study, to the author's personal contribution to it. Therefore, after a brief summary of the content of the chapters of the abstract, it should be emphasized what is the novelty of the work you propose, it can be the methods used for the first time in relation to this material, the research results you have achieved. When presenting the main results, you can use pre-prepared schemes, drawings, graphs, tables, videos, slides, videos. The displayed materials should be designed in such a way that they do not overload the presentation and are visible to all present in the audience. In the third part, it is advisable to briefly outline the main conclusions from the results of the study.