Independent preparation of students for classroom training as a component of pedagogical innovation. Methodological recommendations for planning and organizing independent work of students Their professional training

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

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

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

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

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

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

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

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

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

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

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

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

1. reproductive (training);
2. reconstructive;
3. creative.

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

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

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

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

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

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

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

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

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

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

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

1. Extracurricular independent work

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

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

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

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

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

3. Creative, including scientific research work.

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

During independent work, a student can use various forms of studying the material:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

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

Most students prefer various forms of independent work and practical exercises, since the strength and value of knowledge acquired independently is invaluable. Independent work is the activity of the students themselves, which has a goal, task, form of expression and verification of the result. Students are willing and able to work independently. Helping them organize and stimulate this type of activity is the task and responsibility of the teacher. Only a teacher can take into account the student’s age, his personal qualities, evenly distribute the load on students’ memory and attention, and help shape their intelligence and abilities in postgraduate self-study.

The concept of “independent work” is multifaceted, and, despite a significant amount of pedagogical research on the problems of students’ independent work, there is still no single approach to the essence and content of this didactic process. Different interpretations depend, first of all, on what content is put into the word “independent”. Basically, there are three meanings of this concept: - the student must do the work himself, without the direct participation of the teacher; - the student is required to have independent mental operations and independent orientation in the educational material; - performance of the work is not strictly regulated; the student is given freedom to choose the content and methods of completing the task. Professor Pidkasisty P.I. believes that “independent work in higher education is a specific pedagogical means.”

The study of theoretical sources on the definition of various types and types of independent work leads to the conclusion about their wide variety. The diversity and frequent interpenetration of types and types of independent work give rise to confusion in the matter of choosing the basis for their classification. Methods, techniques, methods and means of independent work are not always constant. They can change and become more complex in accordance with the successive complication of organizational forms and methods, which in turn depends on the individual characteristics and level of preparedness of the trainees. Independent tasks should, first of all, create the necessary conditions for the formation of a student’s need to acquire knowledge, accelerate the process of assimilation, and encourage him to realize the path of his own movement from ignorance to knowledge.

The initial task of independent work should contain a particle of the final goal of learning. The presence of this element in all types of independent tasks creates the necessary conditions for the organic combination of reproducible and creative cognitive actions of the student in the process of independent activity, and, consequently, the conditions for a gradual change in the motivational sphere of learning - from external stimulation to deep internal motivation, expressed in the satisfaction of the student the process of cognition itself. As a result, the knowledge, abilities, and skills acquired during independent work and cognitive experience acquire an effective, flexible nature, which in practical terms leads to the optimization of students’ mental activity.

Independent work is a means of developing such an important personality trait as independence, a form of organizing the cognitive activity of students, requiring the manifestation of activity, independent thinking, creativity, perseverance and initiative in completing the assigned task.

At different stages of students’ independent work, their independence manifests itself in different ways, moving from simple reproduction, imitation, to creativity. It originates, develops and becomes more complex as the complexity of the tasks performed increases. External signs of students' independence are their planning of their academic work; selection of educational literature, teaching aids for self-study; completing training assignments and working on samples of weapons and equipment without direct assistance and detailed instructions from a teacher; independent performance of professional duties during trainings, games, and physical training.

The effectiveness of a student’s independent work in various disciplines depends primarily on his personal qualities, discipline, motivational attitudes, mental qualities such as memory, attention, volitional qualities and others, but one of the main conditions for productive independent work is the formation and development of skills and abilities independent educational work.

The essence of independent work of students and the role of the teacher in its organizational and management is also interpreted differently by different authors. Researchers consider the various structural links of students’ independent work to be the main ones; therefore, they formulate its features differently, considering one as the most important and omitting the other. Summarizing the various points of view, we can indicate the main essential features of independent work of students of educational institutions:

• * External. They include the presence of an educational, cognitive or practical task, acting in the form of an educational or other complex problem, the solution of which contributes to the development of the student as an individual. This task should encourage him to engage in independent mental and practical work, require exertion of spiritual and physical strength, as well as students planning their work, preparing the workplace, completing tasks without detailed introductory instructions and direct assistance from the teacher. Moreover, the role of the latter is seen only through the prism of organizational and functionally related control influences.
• * Internal. They are expressed in students’ manifestation of independence and creative activity in solving educational, cognitive and practical tasks assigned to them, while going through all levels of independence from reproducing a task based on a model to partial search and even creative research work. Moreover, students’ independent work itself is undergoing qualitative changes and is progressively developing. Includes students conducting self-control, self-analysis, self-correction and improving the results of their independent work.

Independent work, as part of an integral pedagogical process, acts in its dual capacity, the external form of which is an educational task, and the internal (content) is a cognitive or other educational task and the independent activity of students in solving it. Here we can see a dialectical unity, similar to the one that exists for the philosophical categories of content and form, reflecting the features of the interrelated activities of teachers and students. In relation to the teacher, independent work is both a teaching method, a teaching tool, and a form of interrelated activity. In relation to students, independent work is both a method of teaching, that is, a method of cognitive activity of students, and a form of educational and cognitive activity, and the educational and cognitive activity itself. Independent work of students of educational institutions is all their mental and practical activities to solve cognitive and practical problems. The goal is to prepare for the independent implementation of future professional tasks that arise before modern specialists, carried out in all forms of the educational process, during which students show consciousness, independence and activity.

The content of students’ independent work includes a set of justified goals and objectives solved by students in the process of independent educational work in various academic disciplines, planned positions in the sequence of their meaningful individual implementation, a scientifically based choice of student-oriented methods and means of independent activity. The main stages of the implementation of students’ program goals for independent work with the direct, specially organized, targeted, coordinated joint participation of heads of departments, deans’ offices, employees of educational and research departments, and teaching staff. Employees of educational departments, other subjects of the educational process for pedagogical guidance of independent work at all stages, ensuring the creation of prerequisites for the development and self-development of the student’s personality.

Independent work of students performs a number of functions, which include:

• · Developmental - increasing the culture of mental work, introducing creative activities, enriching the intellectual abilities of students;
• · Information and training - educational activities of students in classrooms, not supported by independent work, become ineffective;
• · Orienting and stimulating - the learning process is given professional acceleration
• · Educational - the professional qualities of a specialist are formed and developed;
• · Research - students reach a new level of professional and creative thinking.

Students’ independent work is based on the following principles: independence, target planning, personal-activity approach.

Independent work of students is carried out with the aim of:

• ? systematization and consolidation of the acquired theoretical knowledge and practical skills of students;
• ? deepening and expanding theoretical knowledge;
• ? developing the ability to use regulatory, legal, reference documentation and special literature;
• ? development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;
• ? formation of independent thinking, abilities for self-development, self-improvement and self-realization;
• ? development of research skills.

Students practice two types of independent work:

• - classroom;
• - extracurricular.

In-class independent work on the discipline is carried out during training sessions under the direct supervision of the teacher and on his instructions. In this case, students are provided by the teacher with the necessary educational literature, didactic material, including teaching aids and methodological developments.

Extracurricular independent work is carried out by the student on the instructions of the teacher, but without his direct participation.

Types of assignments for extracurricular independent work can be:

• - to acquire knowledge: reading text (textbook, methodological literature); drawing up a text plan; graphic representation of the structure of the text, graphic representation of the sequence of execution of graphic work, performance of graphic work; taking notes of the text; extracts from the text; working with dictionaries and reference books; familiarization with regulatory documents; educational and research work; use of computer technology, the Internet, etc.
• - to consolidate the systematization of knowledge: work with lecture notes (text processing); repeated work on educational material (textbook, primary source, additional literature); drawing up a plan for completing the work in accordance with the plan proposed by the teacher; studying GOST standards; answers to security questions; testing, performing exercises and graphic work.
• - to develop skills: solving problems and exercises according to the model; solving variable problems and exercises; execution of drawings, diagrams; performing calculation and graphic work; solving situational production (professional) problems; preparation for business games.

When presenting types of assignments for extracurricular independent work, a differentiated approach to students is used. Before students perform extracurricular independent work, the teacher provides instructions on how to complete the assignment, which includes the purpose of the assignment, its content, deadlines, estimated amount of work, basic requirements for the results of the work, and evaluation criteria. During the instruction process, the teacher warns students about possible common mistakes encountered when completing the task. Instruction is carried out by the teacher due to the amount of time allocated for studying the discipline.

The development of a set of methodological support for the educational process is the most important condition for the effectiveness of students’ independent work. This complex should include the texts of lectures, educational and methodological manuals, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, a bank of calculation, modeling, training programs and programs for self-control, automated teaching and monitoring systems, information bases of a discipline or group related disciplines and more. This will allow organizing problem-based learning in which the student is an equal participant in the educational process.

The effectiveness of students’ independent work is largely determined by the presence of active methods of its control.

The following types of control exist:

• - entrance control of students’ knowledge and skills when starting to study the next discipline;
• - current control, that is, regular monitoring of the level of mastery of material in lectures, practical and laboratory classes;
• - intermediate control at the end of studying a section or module of the course;
• - self-control carried out by the student in the process of studying the discipline in preparation for control events;
• - final control in the discipline in the form of a test or exam;
• - control of residual knowledge and skills after a certain time after completion of the discipline.

In recent years, along with traditional forms of control - colloquiums, tests, exams, new methods have been introduced quite widely. The use of the rating system allows students to achieve more rhythmic work during the semester, and also activates the cognitive activity of students by stimulating their creative activity. The introduction of a rating may cause an increase in the workload of teachers due to additional work on structuring the content of disciplines, developing tasks of different levels of complexity, etc. But such work allows the teacher to reveal his pedagogical capabilities and implement his ideas for improving the educational process.

It should be noted that automated teaching and learning-control systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of mastery of the material.

In conclusion, it can be noted that specific ways and forms of organizing students’ independent work, taking into account the course of study, the level of training of students and other factors, are determined in the process of the teacher’s creative activity, therefore these recommendations do not claim to be universal. Their goal is to help the teacher form his own creative system for organizing students’ independent work.

"KRASNODAR TECHNIQUE OF MANAGEMENT, INFORMATION AND SERVICE"

I APPROVED

Director of the technical school

"____"____________200_g.

on planning and organizing independent work of students

CONSIDERED

at a meeting of the scientific and methodological council

Protocol No. ___

From "___" __________ 200_g.

Chairman_________

1. General Provisions

1.2. Independent work is carried out with the aim of:

Systematization and consolidation of the acquired theoretical knowledge and practical skills of students;

Deepening and expanding theoretical knowledge;

Formation of skills to use regulatory, legal, reference documentation and special literature;

Development of cognitive abilities and activity of students, creative initiative, responsibility and organization;

Formation of independent thinking, abilities for self-development, self-improvement, self-realization;

Development of research skills.

There are two types of independent work in an academic discipline:

Classroom;

Extracurricular.

1.3. Independent classroom work is carried out during training sessions under the direct supervision of the teacher according to his instructions.

1.4. Independent extracurricular work is carried out by the student on the instructions of the teacher, but without his direct participation.

1.5. The state educational standard of secondary vocational education, in terms of state requirements for the minimum content and level of training of graduates in the specialty, regulates the maximum volume of a student’s teaching load and the volume of mandatory teaching load both in general for theoretical training and for cycles of academic disciplines.

1.6. The educational institution independently plans the volume of independent extracurricular work in general, both for theoretical training and for each cycle of disciplines and for each discipline, based on the volume of the maximum and compulsory teaching load.

1.7. The amount of time allocated for independent extracurricular work is reflected:

In the working curriculum - in general for theoretical training, for each of the cycles of disciplines, for each discipline;

In the work programs of academic disciplines with its distribution by sections and topics.

2. Planning independent extracurricular work

2.1. When developing working curricula, an educational institution (hereinafter referred to as the educational institution) determines:

The total amount of time allocated for independent extracurricular work in general in theoretical training (as the difference between the maximum amount of time allocated for theoretical training in general and the amount of time allocated for the compulsory academic load, elective disciplines, consultations on theoretical training);

The amount of time allocated for independent extracurricular work in cycles of disciplines, taking into account the requirements for the level of preparation of students, the complexity and volume of material studied in the disciplines included in the cycle;

The amount of time allocated for independent extracurricular work in an academic discipline, depending on the level of students’ mastery of educational material, taking into account the requirements for the level of students’ preparation (have an idea, know, possess skills).

2.2. When developing a work program for an academic discipline, when planning the content of independent extracurricular work, the teacher establishes the content, volume of theoretical educational information and practical assignments for each topic where independent extracurricular work is provided, and determines the forms and methods of monitoring results.

2.4. The distribution of time for independent extracurricular work in the student mode is not regulated by the schedule.

2.5. Types of tasks for independent extracurricular work can be:

2.5.1. to acquire knowledge:

Reading text (textbook, primary source, additional literature),

Drawing up a text plan,

Graphic representation of the test structure,

Taking notes of the text,

Working with dictionaries and reference books,

Working with regulatory documents,

Educational and research work,

Answers to security questions;

Analytical text processing (annotation, reviewing, abstracting, content analysis, etc.),

Preparing messages for presentation at a seminar, conference,

Preparation of abstracts, reports; compiling a bibliography; testing, etc.;

2.5.3.to develop skills:

Solving problems and exercises according to the model,

Solving variant problems and exercises,

Execution of drawings, diagrams,

Carrying out calculation and graphic work,

Solving situational production (professional) problems,

Design and modeling of various types and components of professional activities,

4. Organization and management of independent extracurricular work of students

4.1. When issuing assignments for independent extracurricular work, it is recommended to use a differentiated approach to students.

Before students complete independent extracurricular work, the teacher provides instructions on how to complete the assignment, which includes: the purpose of the assignment, its content, deadlines, estimated amount of work, basic requirements for the results of the work, evaluation criteria.

During the instruction process, the teacher warns students about possible common mistakes encountered when completing the task.

4.2. Instruction is carried out by the teacher due to the amount of time allocated for studying the discipline.

4.3. Independent work can be carried out individually or in groups of students, depending on the purpose, volume, specific topic of independent work, level of complexity, level of students’ skills.

4.4. Monitoring the results of students’ independent extracurricular work

Can be carried out within the allotted time for compulsory training sessions in the discipline and independent extracurricular work of students in the discipline,

It can take place in written, oral or mixed form, with the presentation of a product or product of the student’s creative activity.

4.5. Seminars, colloquiums, tests, testing, self-reports, tests, defense of creative works, etc. can be used as forms and methods of monitoring students’ independent extracurricular work.

4.6. The criteria for assessing the results of independent extracurricular work by students are:

The student’s level of mastery of educational material;

The student’s ability to use theoretical knowledge when performing practical tasks;

Formation of general educational skills;

The validity and clarity of the response;

Preparation of material in accordance with requirements.

While students are performing independent extracurricular work, the teacher can conduct consultations at the expense of the general time budget.

4. Levels of independent work of students

4.1. Five levels of independent work of students should be distinguished. Each level is based on the ratio of reproductive and creative processes in students’ activities.

The student is allowed to work at the level that is currently acceptable to him.

In other words, conditions are created for positive motivation of the learning process and development of abilities.

4.2. Each level should be provided with as large a set of independent tasks of various forms as possible. This avoids monotony in work and makes student work original.

4.2.1. The first level of independent work is the literal and transformative reproduction of information.

4.2.2. The second level is independent work based on the model. This is composing questions for lecture texts based on the proposed samples. Sample questions of varying complexity, varied in nature and form, direct students’ thinking to search for answers, and then to independently formulate questions, which is an introduction to mental work.

Another form of independent tasks at this level is the preparation of test tasks according to the proposed rules.

4.2.3. The third level is reconstructive independent work: transforming test information into structural and logical graphs, composing crosswords, interviews, questionnaires, stories, transforming typical problems.

Works of this type teach to generalize phenomena.

4.2.4. The fourth level is heuristic independent work. Such tasks are aimed at resolving a problem situation created by the teacher.

4.2.5. The fifth level is creative (research) independent work: writing a work including forms of tasks of the second, third and fourth levels.

5. Types of independent work

5.1. In accordance with the level of independent productive activity of students, we can distinguish four types of independent work.

5.1.1. Reproducing independent work based on a model forms the foundation of a student’s truly independent activity. The role of the teacher is to determine the optimal amount of work for each student.

5.2. Reconstructive-variant independent work teaches one to analyze events, phenomena, facts, and contributes to the development of internal motives for cognition.

5.3. Heuristic – form the skills of searching for an answer outside of a known sample. The student himself determines the ways to solve the problem and finds them.

5.4. Creative - being the crown of the system of independent activity of students.

Learn to listen and record a lecture:

1. Take a comfortable position.

2. Concentrate, listen carefully.

3. Get acquainted with the lecture plan, highlight the main issues of the topic.

3. Pay attention! The main thoughts are highlighted in voice, complex questions are repeated several times.

5. Try to imagine what you heard.

6.Learn to express your thoughts briefly.

7. Write quickly, using abbreviations.

8.Using the general rules for writing notes.

Learn to ask questions:

1. Read the paragraph and try to ask a question to the student or teacher.

2. From the list of questions, select those that are necessary in this situation.

3. Assess how correctly the content of the material is understood; to do this, come up with a question aimed at understanding the material.

4.Ask a question to eliminate logical, factual and other errors.

5.Ask a question to develop the content of the material.

7. Teacher’s program of actions for organizing students’ independent work

7.1. The teacher’s action program to create necessary and sufficient conditions for students’ independent activities:

Studying the qualification characteristics of a specialist;

Analysis of the curriculum, State educational standard;

Preparation of a list of skills (competencies) that should be formulated in students after studying the discipline;

Preparation of written control tasks for “input” control;

Development of a form of professionally oriented tasks for independent activity;

Grouping tasks in a block of assignments for the semester;

Determination of qualitative and quantitative criteria for completing the task;

Determining the frequency of control;

Development of test options;

Development of a system for informing students about their achievements;

Determination of the individual work system;

Introduction of a modular training system with rating assessment of students' educational activities.

When involving students in independent activities, it is necessary to take into account the psychological characteristics of each student and create educational and methodological complexes containing:

The task is complex, intensive, not new, but with new problems:

Fostering a culture of independent activity for students;

Development of professional activity of a teacher.

It is important to understand here that the independent activity of students is mediated by the professionalism of teachers.

Therefore, speaking about the high professionalism of graduates, it is necessary to simultaneously solve the problems of scientific and methodological self-improvement of teachers:

Constantly update the terminological dictionary of the studied disciplines, comprehend and master the terminological apparatus and professional language of communication with students;

Accumulate and generalize individual experience in guiding students’ independent activities;

Conduct methodological work and methodological exchange with colleagues;

Engage in scientific and pedagogical self-education (read scientific literature, monographs, dissertations);

Use pedagogy of cooperation with students, thoughtfully and carefully treat their needs and create conditions for independent activity.

WORKBOOK AS A MEANS OF DEVELOPING COGNITIVE ACTIVITY AND ORGANIZING INDEPENDENT WORK OF STUDENTS

Improving teaching methods involves the introduction of so-called workbooks into the educational process, which increase the productivity of learning and help solve problems that develop the educational process.

The structure of the workbook may be different, which, in turn, is due to:

The nature (style) of managing students’ cognitive activity;

The initial level of preparedness of the audience;

Age characteristics of listeners;

Conditions of study;

Creative abilities of the teacher.

Let's consider a workbook model that includes 4 blocks: three main (mandatory) ones into one optional one.

The first block (“Updating support activities”) represents the so-called mobilizing principle. It contains questions and tasks that allow you to recall previously acquired knowledge, which is required for understanding, comprehension and better memorization of new material. This block of tasks allows you to concentrate the student’s attention on the issue being studied and increase interest in the topic being studied. Reproducing basic knowledge involves expressing it verbally.

The second block is a structured summary reflecting the content of the material being studied.

A structured outline is a kind of stencil for lectures, containing new drawings, diagrams, tables, empty frames, which are filled in during lectures. All drawn objects either specify or complement the text part, that is, they help reveal the meaning of what is written.

The use of such a model (structured notes) not only saves study time, but also instills note-taking skills (still lacking in most students), allows you to focus attention on the main issues of the topic, fosters relevance and aesthetic quality (drawings in notebooks have the same sizes; typography and the structural features of the organs will be depicted clearly and correctly).

The third block (“Self-control”) provides for a system of didactic tasks that activate and organize students’ self-training. Performing training exercises contributes to:

Improving students’ skills to independently work on the content of the topic being studied;

Development of mental activity and analytical abilities of students;

Fostering interest and a responsible attitude towards doing homework.

Thoughtful and expedient use of a system of assignments to organize students’ independent work does not create overload, but, on the contrary, arouses students’ increased interest in the discipline they are studying, helping to assimilate and consolidate it.

When selecting questions and tasks, a differentiated approach is implemented: the degree of complexity of tasks increases from control questions that require simple reproduction of a certain piece of known information, to tasks that require the establishment of interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations. All tasks begin with motivating words: (in the same notebook):

Draw a diagram...

Make the appropriate notations...

Reproduce the diagrams...

Identify the main elements...

Highlight the distinctive features...

The fourth block (optional) includes a list of abstract messages on the studied section of the discipline and recommended literature. This block is associated with independent work of students, determined by the work program of the discipline.

The information provided in this part of the workbook may interest students and serve as a stimulus for the further development of cognitive activity and creative activity.

It is possible that after the first stage of independent work with a notebook, a student learns that he is classified as weak, average or strong in a given discipline, then after systematic, systematic work he will discover with satisfaction that now he is definitely classified as strong.

The workbook is the assistant that gives the student guidelines that allow him to move forward. The workbook disciplines the process of learning and thinking, and helps to consistently master the knowledge system outlined by the curriculum.

In general, increasing the effectiveness of learning through the use of workbooks in the educational process is achieved in conditions of actively involving students in independent work, including in the process of analyzing the application of acquired knowledge, formulating conclusions, checking the results of their work with the goal of mandatory reporting.

“Independent work of students in the structure of the third generation Federal State Educational Standard CONTENTS Introduction General provisions Planning of independent work Organization of independent work 4.1...”

Independent work of students

in the structure of the third generation Federal State Educational Standard

Introduction

General provisions

Planning for independent work

Organization of independent work

Working with the book……………………………………………………….. 12

Rules for independent work with literature

Four basic guidelines in reading a scientific text……………..14

Main types of systematic recording of what you read………15

Preparation for the exam as an element of independent work.........17

Student research work………………………………...18

Work on the abstract………………………………………………………19 Control and evaluation…………………..27 Conclusion………………………………… ………………………………..27 References……………………………………………………………...30

INTRODUCTION

Changes in the social and educational situation in our country have necessitated the search for reliable and effective ways of educational activities. Modern society places special demands on the training of a competitive specialist:

professionalism, competence, high intellectual level, ensuring the possibility of changing job functions in the process of activity. The goal of education is to teach him to be a successful lifelong learner.

Independence, as a characteristic of a student’s activity in a specific educational situation, is the ability demonstrated by him to achieve the goal of the activity (to solve a given educational-cognitive task) without outside help.

In learning, students’ independence is realized in independent work. This work is associated with independent acquisition of knowledge and independent receipt of the product of educational and cognitive activity at the reproductive or creative level. Independent work is also carried out outside the classroom - when doing homework, in subject and research clubs, in technical creativity. In accordance with the curriculum, students also realize their independence in the process of practical training at enterprises, organizations, firms, etc.

In the modern educational process there is no problem more important and at the same time more complex than the organization of independent work of students. The importance of this problem is related to the new role of independent work, which it acquires in connection with the transition to new educational standards. As a result of this transition, independent work becomes the leading form of organizing the educational process, and at the same time the problem of its activation arises.

Reality shows that students’ study time, which is spent today on independent work, does not give the expected results for the following reasons:

– at present, independent work, due to its lack of focus, weak control, insufficient differentiation and variability, in which the individual capabilities, needs and interests of the subjects are minimally taken into account, cannot ensure the high-quality implementation of the tasks assigned to it.

In the curricula, compiled on the basis of the new Federal State Educational Standards for Secondary Vocational Education, 50% of the time is allocated for independent work of students.

Thus, the educational process is radically transformed: the position “teacher ahead of the student” must change to the position “student ahead”.

Work practice shows that, unfortunately, the majority of graduates do not yet have the skills to purposefully organize mental work and independent work. It is well known that knowledge that is included in the independent activities of students is absorbed much better in comparison with that which is reported by the teacher as ready-made. In this regard, the urgent question arises about creating favorable conditions during the educational process for developing students’ skills in scientific organization of work, increasing the volume of independent mental and practical actions, and self-control skills.

The difficulty in the activities of teachers in organizing independent work in the educational process is that many teaching aids do not yet fully contribute to the successful solution of the problem of increasing the cognitive activity of students and their independence. They mainly provide the content of the educational material, but there are few tasks that would introduce students to the techniques of cognitive activity and instill in them the skills of independent educational work. The textbooks contain an insufficient number of tasks that require each student to independently observe, find similarities and differences between compared phenomena;

disclosure of essential features characterizing the essence of concepts, rules, laws; formulating new conclusions. Rules, laws, conclusions are often given ready-made and require only memorization. In addition, the various tasks available in textbooks and teaching aids do not indicate how to apply the rules, do not provide samples, algorithms for justifying upcoming practical actions, and do not indicate methods for each student to check the results of their activities.

Hence, teachers are faced with questions of how to rationally organize the independent work of students and increase the volume of independent learning activities of each person at all main stages of the learning process.

GENERAL PROVISIONS

According to paragraph 24 of the Model Regulations on an educational institution of secondary vocational education (secondary specialized educational institution), approved by Decree of the Government of the Russian Federation of July 18, 2008 No. 543 (hereinafter referred to as the Model Regulations), independent work of students is one of the main types of educational activities.

When forming the main professional educational program, an educational institution is obliged to ensure effective independent work of students in combination with improved management of it by teachers and vocational training masters (clause 7.1. Federal State Educational Standard of Secondary Vocational Education (hereinafter

– Federal State Educational Standard for Secondary Education)).

Independent work of students is carried out with the aim of:

– generalization, systematization, consolidation, deepening and expansion of the acquired knowledge and skills of students;

– developing the skills to search and use information necessary for the effective implementation of professional tasks of professional and personal growth;

– development of cognitive abilities and activity of students:

creative initiative, independence, responsibility and organization;

– formation of independence of professional thinking:

abilities for professional and personal development, self-education and self-realization;

– developing skills in using information and communication technologies in professional activities;

– developing a culture of interpersonal communication, interaction between people, developing teamwork skills.

The educational institution independently develops regulations on planning and organizing students’ independent work.

TYPES AND FORMS OF INDEPENDENT WORK

In the educational process, there are two types of independent work:

– classroom;

– extracurricular.

In-class independent work on an academic discipline and an interdisciplinary course is carried out during training sessions on assignment and under the guidance of a teacher.

Extracurricular independent work is carried out by the student on the instructions of the teacher and with the methodological guidance of the teacher, but without his direct participation.

Forms of classroom independent work in the context of implementation of the competency-based approach are active and interactive forms of conducting classes, namely: computer simulations, business and role-playing games, analysis of specific situations, including deepening theoretical knowledge, case stages, psychological and other trainings and other forms .

Forms of extracurricular independent work, which are determined by the content of the academic discipline, interdisciplinary course, and the degree of preparedness of the student depending on the course of study, are:

– work with basic and additional literature, Internet resources;

– independent familiarization with lecture material presented on CD media in the media library of the educational institution;

– preparation of abstract reviews of periodical sources, supporting notes, pre-determined by the teacher;

– searching for information on a topic and then presenting it to the audience in the form of a report or presentation;

– compilation of mini-readers on individual course topics;

– preparation for performing classroom tests;

– performing home tests;

– performing test tasks, solving problems;

– drawing up crosswords, diagrams;

– preparing messages for presentation at a seminar, conference;

– drawing up sample models (templates) of documents;

– preparation of calculation laboratory work;

– preparation of reports;

– execution of contracts;

– filling out the workbook;

– writing essays, term papers;

– preparation for business and role-playing games;

– writing a resume;

– preparation for tests and exams;

– preparation of final qualifying work;

- research work;

– other types of activities organized and carried out by the educational institution and student government bodies.

PLANNING INDEPENDENT WORK

The Federal State Educational Standard for Secondary Professional Education regulates the maximum volume of a student’s teaching load and the volume of mandatory teaching load in general for theoretical training, for educational cycles and within the professional cycle for general professional disciplines and professional modules.

An educational institution must independently plan the amount of extracurricular independent work in general for theoretical training, for each academic cycle and for each academic discipline, professional module, interdisciplinary course, based on the established volumes of the maximum and mandatory teaching load.

The amount of time allocated for classroom independent work is recommended to be planned at least 10% of the amount of time determined for the compulsory academic load, including: practical, laboratory classes (at least 30%), lectures and other types of lessons (at least 10%).

The amount of time allocated for classroom independent work is reflected in the work programs of academic disciplines, work programs of professional modules with distribution by sections and topics.

When developing a work program for an academic discipline or a professional module, teachers establish the topic and specific forms of classroom independent work on a section, topic of an academic discipline, or an interdisciplinary course.

The amount of time allocated for extracurricular independent work is reflected:

- in the curriculum of the educational institution - in general for theoretical training, for each of the educational cycles, for each academic discipline, professional module, interdisciplinary course;

– in work programs of academic disciplines, work programs of professional modules with distribution by sections and topics, taking into account the sample programs of academic disciplines, sample programs of professional modules.

The topics of extracurricular independent work are established in the work programs of academic disciplines, work programs of professional modules with distribution by sections and topics, taking into account the sample programs of academic disciplines, sample programs of professional modules.

Students must be provided with educational and methodological materials for each form of classroom independent work.

Extracurricular work must also be accompanied by methodological support and justification for the time spent on its implementation (clause.

7.16 GEF SPO).

For this purpose, the educational institution develops methodological recommendations for the development of educational and methodological materials for each form of classroom and extracurricular independent work.

ORGANIZATION OF INDEPENDENT WORK

Independent work of students should have an important impact on the formation of the personality of a future specialist; it is planned by the student independently. Each student determines his work schedule and the amount of work spent on mastering the educational content in each discipline. He performs extracurricular work according to a personal individual plan, depending on his preparation, time and other conditions.

The main form of student’s independent work is working with lecture notes, recommended literature, active participation in seminars, practical and laboratory work. For successful learning activities and its intensification, the student must take into account that there are such subjective factors as: knowledge of the program material, the presence of a solid knowledge system necessary for mastering the basic courses. It is necessary to distinguish gaps in knowledge that make it difficult to learn new material from low abilities. By expending energy to overcome these gaps, the student will ensure normal academic performance and believe in his abilities.

Availability of skills and mental work skills:

– ability to take notes during a lecture and when working with a book;

– mastery of logical operations: comparison, analysis, synthesis, generalization, definition of concepts, rules of systematization and classification.

Specificity of cognitive mental processes: attention, memory, speech, observation, intelligence and thinking. The poor development of each of them becomes a serious obstacle in learning.

Good performance, which is ensured by normal physical condition. After all, serious teaching is a great many-sided and varied work. The learning outcome is assessed not by the quantity of information provided, but by the quality of its assimilation, the ability to use it and the development of one’s ability for further independent education.

Compliance of the chosen activity, profession with individual abilities. It is necessary to develop the ability to self-regulate your emotional state and eliminate circumstances that disrupt the business mood and interfere with the intended work.

Mastering the optimal work style that ensures success in business. Alternation of work and pauses in work, periods of rest, individually justified norm of sleep duration, stress resistance during exams and features of preparation for them.

The level of requirements for oneself, determined by the existing self-esteem.

An adequate assessment of knowledge, advantages, and disadvantages is an important component of a person’s self-organization; without it, successful work in managing one’s behavior and activities is impossible.

Knowing the basic methods of scientific organization of mental work, you can achieve the best results with the least amount of time, money and labor effort.

The effectiveness of assimilation of incoming information depends on the performance of a person at one time or another during his activity.

Efficiency is a person’s ability to work with a high degree of intensity for a certain time. There are internal and external factors of performance.

Internal factors of performance include intellectual characteristics, will, and state of health.

To external:

– organization of the workplace, work and rest schedule;

– level of work organization – ability to obtain a certificate and use information;

– the amount of mental load.

The outstanding Russian physiologist N.E.

Vvedensky identified the following conditions for the productivity of mental activity:

– you need to enter into any work gradually;

– regularity and rhythm of work. Different people have more or less different paces of work;

– habitual sequence and systematic activity;

– correct alternation of work and rest.

Rhythm in work is daily independent study with appropriate alternation of classes with breaks.

You should make it a rule: study every day, starting from the first day of the semester.

Independent work can be carried out individually or in groups of students, depending on the purpose, topic, level of complexity of specific independent work of students, the level of knowledge and skills of the student.

Teachers inform students about the goals, means, labor intensity, deadlines, basic requirements for work results, and forms of monitoring independent work.

For students to perform extracurricular independent work, an educational institution can plan consultations with teachers at the expense of the total time budget (100 hours per year) allocated for consultations (clause 7.12 of the Federal State Educational Standard for Secondary Professional Education).

When presenting types of assignments for extracurricular independent work, it is recommended to use a differentiated approach to students. Before students perform extracurricular independent work, the teacher provides instructions on how to complete the assignment, which includes the purpose of the assignment, its content, deadlines, estimated amount of work, basic requirements for the results of the work, and evaluation criteria. During the instruction process, the teacher warns students about possible common mistakes encountered when completing the task. Instruction is carried out by the teacher due to the amount of time allocated for studying the academic discipline, interdisciplinary course.

Organization of independent work of students includes:

– providing students with the necessary educational and methodological materials;

– providing students with access to information resources on the Internet (clause 7.16 of the Federal State Educational Standard for Secondary Professional Education);

– providing students with testing materials (tests, assignments, etc.);

– providing students with a list of necessary basic and additional literature.

In modern conditions, the importance of using information technology in organizing independent work is increasing.

The use of such technologies should contribute to the maximum activation and individualization of students’ work, on the one hand, guiding it, and on the other, giving them the opportunity to manage their cognitive activity themselves. As practice shows, the use of information technologies in the learning process contributes to the formation of creativity in a future specialist, namely, the lesson can be a model for conducting similar situations in the process of future work.

Thus, upon closer examination, independent work not only contributes to the formation of professional competence, but also ensures the process of developing the methodological maturity of students, contributes to the development of skills of self-organization and self-control of one’s own activities, which meets the requirements of the third generation Federal State Educational Standard.

This aspect seems especially important, since it presupposes the formation of a future specialist as a subject of professional activity, capable of self-development, adjustment and transformation of his actions.

From the first days of their stay in an educational institution, a student is bombarded with a huge amount of information that needs to be absorbed.

The necessary material is contained not only in lectures (memorizing it is only a small part of the task), but also in textbooks, books, and articles. Sometimes there is a need to use Internet information resources.

Working with a book.

When working with a book, you need to select literature, learn to read it correctly, and take notes. To select literature, the library uses alphabetical and systematic catalogs. It is important to remember that rational skills in working with a book are always a great saving of time and effort.

The correct selection of textbooks is recommended by the teacher giving the lecture course. The necessary literature can also be indicated in the methodological developments for this course. When studying material from a textbook, you should move on to the next question only after correctly understanding the previous one, describing on paper all the calculations and calculations (including those that are omitted from the textbook or given in lectures for independent derivation).

When studying any discipline, independent individual work plays a large and important role.

Particular attention should be paid to defining the main concepts of the course. The student must analyze in detail the examples that explain such definitions and be able to construct similar examples independently. You need to achieve an accurate understanding of what you are studying. It is useful to make supporting notes. When studying material from a textbook, it is useful to supplement the lecture notes in a notebook (in specially designated fields). The questions highlighted by the student for consultation with the teacher should also be noted there.

It is recommended to highlight the conclusions obtained as a result of the study in the notes so that they are better remembered when re-reading the notes.

Experience shows that many students benefit from compiling a reference signal sheet containing important and most frequently used formulas and concepts. Such a sheet helps to remember formulas, the main points of the lecture, and can also serve as a constant reference for the student.

There are two types of reading: primary and secondary. Primary is careful, leisurely reading, during which you can stop at difficult places. After it there should not be a single incomprehensible word left.

The task of secondary reading is to fully assimilate the meaning of the whole (this reading may not be the second, but the third or fourth).

Rules for independent work with literature. As already noted, independent work with textbooks and books (as well as independent theoretical research into the problems outlined by the teacher in lectures) is the most important condition for the formation of a scientific way of knowing.

The main tips here can be summarized as follows:

– Make a list of books that you should get acquainted with;

“Don’t try to remember everything that you won’t need in the near future,” G. Selye advises the student and young scientist, “just remember where you can find it.”

– The list of literature should be systematized (what is needed for seminars, what is for exams, and what interests you outside the framework of official educational activities, that is, what can expand your general culture...).

– Be sure to write down all the output data for each book (when writing abstracts, this will save time).

– Figure out for yourself which books (or which chapters of books) you should read more carefully, and which ones you should just skim through.

– When compiling lists of literature, you should consult with teachers (or even with more trained and erudite fellow students), who will help you better navigate what you should pay more attention to, and what you shouldn’t waste time on at all...

– All books, textbooks and articles read should be taken down, but this does not mean that you need to take notes “everything in a row”:

– If the book is your own, then it is allowed to make short notes in the margins of the book, or at the end of the book, on blank pages, simply make your own “subject index”, where the most interesting thoughts for you are noted and the pages in the author’s text are necessarily indicated (this is a very good a tip that allows you to save time and quickly find “favorite” passages in a variety of books).

– If you have not worked much with scientific literature before, then you should develop the ability to “perceive” complex texts; for this, the best technique is to learn to “read slowly”, when you understand every word you read (and if the word is unfamiliar, then either with the help of a dictionary or with the help of a teacher, you must learn it), and this can take a lot of time (for some - up to several weeks); experience shows that after this the student, by some “miracle”, begins to literally swallow books and almost see “through the cover” whether the work is worthwhile or not...

– “Either read or leaf through the material, but don’t try to read quickly... If the text interests me, then reading, thinking and even fantasizing about it merge into a single process, while forced speed reading not only does not contribute to the quality of reading, but it also does not bring the feeling of satisfaction that we get when thinking about what we read,” advises G. Selye.

– There is another effective way to optimize your familiarity with scientific literature - you should get carried away by some idea and view all books from the point of view of this idea. In this case, the student (or young scientist) will seem to be looking for arguments “for” or “against”

ideas that interest him, and at the same time he will, as it were, communicate with the authors of these books about his ideas and thoughts... The only problem is how to find “your” idea...

Reading a scientific text is part of cognitive activity.

Its goal is to extract the necessary information from the text. The effectiveness of the action being carried out largely depends on how aware the reader is of his own internal attitude when turning to the printed word (to find the necessary information, to assimilate the information in whole or in part, to critically analyze the material, etc.).

Four basic guidelines in reading a scientific text:

– information retrieval (the task is to find and highlight the information you are looking for);

– assimilation (the reader’s efforts are aimed at understanding and remembering as fully as possible both the information presented by the author and the entire logic of his reasoning);

– analytical-critical (the reader strives to critically comprehend the material, analyzing it, determining his attitude towards it);

– creative (creates the reader’s readiness in one form or another to use the author’s judgments, his train of thoughts, the result of observation;

supplement them, subject them to a new check).

The presence of different attitudes towards a scientific text is associated with the existence of several types of reading:

– bibliographic – viewing catalog cards, recommendation lists, summary lists of journals and articles for the year, etc.;

– browsing – used to search for materials containing the necessary information, usually resorted to immediately after working with reference lists and catalogues, as a result of such browsing the reader determines which sources will be used in further work;

– introductory – implies a continuous, fairly detailed reading of selected articles, chapters, individual pages, the goal is to get acquainted with the nature of the information, find out what issues the author has brought up for consideration, and sort the material;

– studying – involves a thorough mastery of the material; in the course of such reading, the reader’s trust in the author is manifested, the readiness to accept the information presented is manifested, and an orientation towards an extremely complete understanding of the material is realized;

– analytical-critical and creative reading – two types of reading are close to each other in that they are involved in solving research problems.

Of all the types of reading considered, the main one for students is studying - it is this that allows them to accumulate knowledge in various fields when working with educational literature. That is why it is this type of reading that should be mastered first of all within the framework of educational activities.

The main types of systematic recording of what you read:

– Annotation – an extremely brief, coherent description of the book (article) viewed or read, its contents, sources, nature and purpose.

– Planning is a brief logical organization of the text that reveals the content and structure of the material being studied.

– Thesis is a laconic reproduction of the author’s main statements without involving factual material.

– Quoting is a verbatim copying of excerpts and extracts from the text that most significantly reflect one or another thought of the author.

– Note-taking is a brief and consistent presentation of the content of what has been read.

An outline is a complex way of presenting the contents of a book or article in a logical sequence. The abstract accumulates previous types of notes and allows you to comprehensively cover the contents of the book or article.

Therefore, the ability to draw up a plan, theses, make extracts and other notes determines the technology for compiling notes.

Read the text carefully. Check with reference 1.

incomprehensible words in literature. When recording, do not forget to include reference data in the margins of your notes.

Highlight the main thing, make a plan.

Briefly formulate the main provisions of the text, check 3.

Take notes on the material, strictly following the points of the plan. At 4.

When taking notes, try to express your thoughts in your own words. Records should be kept clearly and clearly.

Write quotes carefully. When quoting, consider 5.

brevity, significance of thought.

In the text of the abstract, it is advisable to provide not only thesis statements, but also their evidence. When preparing notes, you must strive for the capacity of each sentence. The thoughts of the author of the book should be presented briefly, taking care of the style and expressiveness of what is written. The number of additional elements of the outline must be logically justified, the entries must be distributed in a certain sequence that corresponds to the logical structure of the work. For clarification and addition, you must leave fields.

Self-test After studying a certain topic from the notes in the notes and from the textbook, as well as after solving a sufficient number of relevant problems in practical classes, the student is recommended to independently, using a sheet of reference signals, reproduce from memory the definitions, derivations of formulas, formulations of the main provisions and proofs.

If necessary, you need to carefully understand the material again.

Sometimes the insufficiency of mastering a particular issue becomes clear only when studying further material. In this case, you need to go back and repeat poorly learned material. An important criterion for mastering theoretical material is the ability to solve problems or pass tests on the material covered. However, it should be remembered that the correct solution to a problem can also be obtained as a result of using mechanically memorized formulas without understanding the essence of the theoretical provisions.

Consultations If, in the process of independent work on studying theoretical material or when solving problems, a student has questions that he cannot resolve on his own, he must contact the teacher for clarification or instructions. In his questions, the student must clearly express what he is experiencing difficulties with, the nature of these difficulties. You should also seek advice if you have any doubts about the correct answers to the self-test questions.

Preparation for the exam as an element of independent work Preparation for the exam helps to consolidate, deepen and generalize the knowledge acquired in the learning process, as well as apply it to solving practical problems. Preparing for the exam, the student eliminates existing gaps in knowledge, deepens, systematizes and organizes his knowledge. At the exam, the student demonstrates what he has acquired in the process of studying the academic discipline.

An examination session is a series of examinations prescribed by the curriculum. The interval between exams is usually 2 days. You should not think that 2 days is enough to successfully prepare for exams.

During these 2 days you need to systematize your existing knowledge. At the consultation before the exam, students will be introduced to the basic requirements and any questions they may have will be answered. Therefore, it is considered that attending consultations is mandatory.

The requirements for organizing preparation for the exam are the same as for classes during the semester, but they must be observed more strictly.

Firstly, maintaining a daily routine is very important; sleep at least 8 hours a day; classes end no later than 2-3 hours before bedtime. The optimal time for classes is morning and afternoon. In between classes, walks in the fresh air and non-tiring exercise are recommended. Secondly, having good lecture notes of your own. Even if any lecture was missed, it is necessary to restore it during it, think about it, and remove any questions that have arisen so that the memorization of the material is conscious. Thirdly, when preparing for exams, the student must have a good textbook or summary of literature read as directed by the teacher during the semester. This is where reference signal sheets can be used effectively.

First, you should review all the material on the discipline being taken and note the difficult questions for yourself. Be sure to understand them. In conclusion, it is advisable to once again repeat the main provisions, using sheets of reference signals.

Systematic preparation for classes during the semester will allow you to use the exam session time to systematize your knowledge.

Rules for preparing for exams:

– It is better to immediately navigate through all the material and be sure to arrange all the material according to the exam questions (or questions discussed at seminars). This work may take a lot of time, but the rest is just technical details.

– The preparation itself is connected not only with “memorization”. Preparation also involves rethinking the material and even considering alternative ideas.

– Many teachers believe that preparing “cheat sheets” is useful, but using them is risky. The main point of preparing “cheat sheets” is the systematization and optimization of knowledge on a given subject, which in itself is wonderful - this is a very complex and important work for a student, more complex and important than simply absorbing a mass of educational information. If a student has prepared such “cheat sheets” on his own, then most likely he will pass the exams more confidently, since he has already developed a general orientation in complex material.

– When answering a ticket, the student must first demonstrate that he has “mastered” everything that is required by the training program (or by the program of a given teacher), and only after that he has the right to express other, preferably reasoned, points of view.

Student research work

One of the effective ways to improve the quality of training of young specialists is student research. It promotes deep consolidation of the theoretical knowledge acquired by students while studying the discipline, develops scientific activity, and develops research skills. This is one of the forms of independent work of students.

The main objectives of the research work are:

– activation of students’ cognitive activity;

– increasing the intellectual level and satisfying professional interests;

– development of creative abilities, cognitive interests, expansion of horizons in the fields of science, technology, culture;

– development of independent work skills, introducing students to solving problems of practical importance.

Any research is carefully planned methodically.

The research procedure can mainly be divided into three main stages:

– preliminary study;

– planning and conducting research;

– presentation of results.

Research work helps students connect theory with practice, feel like a professional researcher for a certain period of time, test their capabilities, developing self-confidence in their knowledge, and forces them to work on themselves to deepen their knowledge and skills.

In many educational institutions of secondary vocational education, research work of students when planning methodological work is noted among the leading tasks. This is the formation of students’ independent work skills; development of their creativity, search activity and professionalism; holding theoretical conferences on the forms and methods of independent work of students, at which general approaches to solving the problem are developed; creation and work of creative research groups.

Working on an abstract Abstracts in an educational institution are one of the types of research work and a method of nurturing creative perception. This is the most common form of independent work for students. The development of abstracts aims to deepen, systematize and consolidate students’ theoretical knowledge, as well as to instill skills in independent processing, generalization and systematic presentation of material.

Abstract – a brief summary in writing or in the form of a report of the content of scientific work and literature on the topic.

The material is presented mainly in your own words (i.e.

the main thoughts of the author of the text are retold by the author of the abstract, and some provisions can be given in the form of quotes, certain digital data, diagrams, tables, etc.) Types of abstracts Abstracts can be general, specialized and summary.

In general, the abstract presents the content of the work under review more or less comprehensively.

A specialized abstract reflects only those issues that are of interest to a certain category of specialists.

A summary abstract combines abstracts based on the study of several primary sources, brochures and journal articles or other sources of scientific and technical information. A summary abstract is often called an abstract review.

The topic of the essays is determined by the teacher, reviewed and approved by the PCC, sometimes the topic can be proposed by the student, but it must also be approved.

Requirements for the abstract

The abstract must meet the following requirements:

– correctly reflect the main content of the work or scientific topic under review;

– the presentation of the main issues should be concise (in the form of a brief retelling);

– the presentation should be carried out in the order of deployment of the main actions, issues, facts;

– all sentences in the text must be carefully thought out;

– registration – according to the requirements.

Stages of working on an abstract The first stage is to clarify the content of the topic and goals. Based on this, it is necessary to outline the main issues to be considered and their brief content.

The second stage is drawing up a calendar plan for working on the abstract.

A plan is necessary in order to properly organize the work and give it a more purposeful character. In addition, the calendar plan forces you to work in a certain rhythm.

The calendar plan for work on the abstract provides for: the timing of selecting and studying literature, drawing up a plan for the abstract, writing each section of the topic, editing, independent design, drawing up diagrams, presenting the work to the supervisor, finalizing the abstract in order to eliminate the noted shortcomings and final execution.

The third stage is reviewing the literature. It is necessary for accumulating knowledge, understanding the topic in the interests of correctly drawing up a plan for the abstract.

The fourth stage includes the selection of relevant literature. In this case, it is advisable to use library catalogs.

The fifth stage is drawing up a plan for the abstract. A plan is needed so that the work proceeds purposefully, and not by touch, so that it is known in advance what exactly and in what order to write. In addition to the name of the topic, it usually includes a list and sequence of main issues (sections, their summary).

The sixth stage is studying literature and working with it. It is recommended to start studying from sources of recent years, primarily those that cover the issues of the abstract to the greatest extent. This order will allow the student to quickly master the topic, evaluate the significance of other sources and take the necessary material from them.

It is useful to mentally divide what you read into parts, noting the main, important points. At the same time, it is necessary to connect the read chapter with the previous one, and combine the chapters into sections, i.e. make the transition from parts to the whole. Having thus analyzed and synthesized what he read, the student will be able to deeply understand the content of the book.

To facilitate further work with the book during the initial reading process, it is useful to make marks in the margins with a pencil and underline comments. Each student can use their own symbols.

For example, highlight the main idea with one line, facts - wavy, etc.

Of course, such marks are only possible on your own book. When working with sources from the library collection, you need to use bookmarks on which to indicate in which paragraphs from the top the main idea is expressed.

The seventh stage is writing down what you read.

There are several ways to write: abstract, plan, extract of quotes, abstracts, notes. The most fully studied literature is reflected in the abstract.

There are three types of notes: systematic, free and thematic or summary notes.

A systematic summary is one in which the factual material is presented in the sequence of the book.

In a free note, notes are made in the order most convenient for the student.

A thematic summary is one that summarizes the content of several sources on one topic.

Approximate structure of an abstract Title page.

Introduction – the essence of the problem under study, its relevance is formulated, the choice of topic is justified. The goal and objectives are indicated.

Scientific interest and practical significance are shown. The introduction is 2-3 pages long.

The main part – the problem or one of its sides is revealed conclusively; tables, graphs, diagrams can be presented. The main part should also include the student’s own opinion.

Conclusion - sums up or gives a generalized conclusion on the topic of the abstract, indicates what is interesting, what is controversial, and offers recommendations.

The conclusion is 2-3 pages long.

List of references - sources must be listed in alphabetical order (by the author's last name or by the name of the collections), the place of publication, the name of the publishing house, and the year must be indicated.

Speech based on an abstract.

Based on the written essay, the student can make an oral presentation in front of a group or other audience. Abstracts can be presented at seminars, scientific and practical conferences, and also used as test papers (in some cases).

Independent activity of students is a task that is solved by a team of teachers. The task is complex, interesting, not new, but with new problems posed by the Federal State Educational Standards for educational institutions.

– fostering a culture of independent activity among students;

– development of a culture of professional activity of a teacher.

The main goal of independent extracurricular work is reduced to an in-depth mastery of program material through independent study of literature, drawing up theses, annotations, note-taking, summarizing, preparing coursework and final papers.

Independent work of students in the conditions of a rating system of education The rating system of education involves multi-point assessment of students, but this is not a simple transition from a five-point scale, but an opportunity to objectively reflect in points the expansion of the range of assessment of individual abilities of students, their efforts spent on performing one or another type of independent work .

There is a lot of scope for creating a block of differentiated individual tasks, each of which has its own “price”. A properly organized technology of rating education allows you to move away from the five-point assessment system from the very beginning and come to it only when summing up the results, when the points earned by students are converted into the usual grades (excellent, good, satisfactory, unsatisfactory). In addition, the rating system includes additional incentive points for originality and novelty of approaches to completing tasks for independent work or solving scientific problems. The student has the opportunity to increase his academic rating by participating in extracurricular activities (participation in olympiads, conferences; completing individual creative assignments, essays;

participation in the work of a scientific circle, etc.). At the same time, students who are not in a hurry to submit work on time may receive negative points. At the same time, individual students are encouraged to complete the program more quickly. For example, if a student is ready to take a test or submit independent work before the group, you can add extra points to him.

The rating system is a regular monitoring of the quality of knowledge and skills acquired in the educational process, and the implementation of the planned amount of independent work. Maintaining a multi-point assessment system allows, on the one hand, to reflect the individual characteristics of students in a point range, and on the other hand, to objectively evaluate in points the efforts of students spent on performing certain types of work. Thus, each type of educational activity acquires its own “price”. It turns out that the “cost” of work performed flawlessly by a student is a quantitative measure of the quality of his training based on the totality of the educational material he studied, which was necessary for the successful completion of the task. The developed scale for converting the discipline rating into a final five-point grade is available and can be easily calculated by both the teacher and the student.

Assessment of individual educational achievements of students based on the results of rating control is carried out in accordance with the universal scale (table).

– the main emphasis is on organizing active types of learning activities; students’ activity leads to creative understanding of the proposed tasks;

– in the relationship between the teacher and students there is cooperation and co-creation;

– a variety of stimulating, emotionally regulating, directing and organizing methods of intervention (if necessary) of the teacher in the independent work of students is assumed;

– the teacher acts as a teacher-manager and training director, ready to offer students the minimum required set of teaching aids; and the learner acts as a subject of activity; the development of his (the student’s) individuality is one of the main educational goals;

– educational information is used as a means of organizing educational activities, and not as a learning goal.

The rating education system ensures the greatest informational, procedural and creative productivity of students’ independent cognitive activity, provided that it is implemented through student-centered learning technologies (problem-based, dialogue-based, discussion-based, heuristic, gaming and other educational technologies).

Most students have a positive attitude towards such a system for tracking the results of their preparation, noting that the rating system of training contributes to the even distribution of their strength during the semester, improves the assimilation of educational information, and ensures systematic work without “rush jobs” during the session. A large number of different tasks offered for independent study and different rating scales allow the student to monitor his progress, and if desired, he always has the opportunity to improve his rating (by performing additional types of independent work) without waiting for the exam. Organization of the learning process within the framework of a rating training system using various types of independent work allows one to obtain better results in student learning compared to the traditional training system.

The use of the rating system allows students to achieve more rhythmic work during the semester, and also activates the cognitive activity of students by stimulating their creative activity. It is very effective to use tests directly both in the learning process and during students’ independent work. In this case, the student checks his knowledge himself. Without immediately answering the test task, the student receives a hint explaining the logic of the task and completes it a second time.

It should be noted that automated teaching and learning-control systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of mastery of the material.

–  –  –

WORKBOOK AS AN ORGANIZATIONAL TOOL

INDEPENDENT WORK OF STUDENTS

Improving teaching methods involves introducing so-called “workbooks” into the educational process, increasing the productivity of learning and facilitating the solution of tasks that develop the educational process.

The structure of the workbook may be different, which, in turn, is due to:

– the nature (style) of managing students’ cognitive activity;

– the initial level of preparedness of the audience;

– age characteristics of listeners;

– learning conditions;

– creative abilities of the teacher.

Let's consider a workbook model that includes 4 blocks: three main (mandatory) and one optional.

The first block (“Updating support activities”) represents the so-called mobilizing principle. It contains questions and tasks that allow you to recall previously acquired knowledge required for understanding, comprehension and better memorization of new material.

This block of tasks allows you to concentrate the student’s attention on the issue being studied and increase interest in the topic being studied. Reproduction of basic knowledge is proposed to be presented verbally.

The second block is a structured summary reflecting the content of the material being studied.

A structured outline is a kind of stencil for a lecture, containing silent drawings, diagrams, tables, empty frames, which are filled in during the lecture. All drawn objects either specify or complement the text part, that is, they help reveal the meaning of what is written.

The use of such a model (structured notes) not only saves study time, but also instills note-taking skills (still lacking in most students), allows you to focus attention on the main issues of the topic, cultivates neatness and aesthetic qualities (drawings in notebooks have the same sizes; topography and the structural features of the organs will be depicted clearly and correctly).

The third block (“Self-control”) provides for a system of didactic tasks that activate and organize students’ self-training.

Performing training exercises contributes to:

– improving students’ skills to independently work on the content of the topic being studied;

– development of mental activity and analytical abilities of students;

– fostering interest and a responsible attitude towards doing homework.

Thoughtful and expedient use of a system of assignments to organize students’ independent work does not create overload, but, on the contrary, arouses students’ increased interest in the discipline they are studying, helping to master and consolidate it.

When selecting questions and tasks, a differentiated approach is implemented: the degree of complexity of tasks increases from control questions that require simple reproduction of a certain piece of known information, to tasks that require the establishment of interdisciplinary connections, or tasks that require the ability to compare, classify, analyze and make generalizations.

All tasks begin with motivating words: (in the same notebook):

– draw a diagram...

– make the appropriate notations...

- reproduce the diagrams...

– identify the main elements...

– highlight the distinctive features...

The fourth block (optional) includes a list of abstract messages on the studied section of the discipline and recommended literature.

This block is associated with independent work of students, determined by the work program of the discipline.

The information offered in this part of the workbook may interest students and serve as a stimulus for the further development of cognitive activity and creative activity.

It is possible that after the first stage of independent work with a notebook, a student learns that he is classified as weak, average or strong in a given discipline, then after systematic, systematic work he will discover with satisfaction that now he is definitely classified as strong.

The workbook is the assistant that gives the student guidelines that allow him to move forward. The workbook disciplines the process of learning and thinking, and helps to consistently master the knowledge system outlined by the curriculum.

In general, increasing the effectiveness of learning through the use of workbooks in the educational process is achieved in conditions of actively involving students in independent work, including in the process of analyzing the application of acquired knowledge, formulating conclusions, and checking the results of their work with the goal of mandatory reporting.

CONTROL AND EVALUATION

INDEPENDENT WORK OF STUDENTS

Monitoring the results of extracurricular independent work can be carried out within the time allocated for compulsory training sessions in an academic discipline, an interdisciplinary course, and extracurricular independent work in written, oral or mixed form, using the capabilities of computer technology and the Internet.

The effectiveness of students’ independent work is assessed through the following forms of monitoring students’ knowledge and skills:

– current monitoring of progress, that is, regular monitoring of the level of mastery of material in lectures, lessons, and practical exercises;

– by checking abstracts, essays, tests (laboratory) works, homework and other types of work with summing up in the middle of the academic semester;

– intermediate certification (exams, tests) based on the results of the semester;

– state (final) certification.

The criteria for assessing the results of a student’s independent work are:

– level of student’s mastery of educational material;

– the level of development of the student’s skills to use theoretical knowledge when performing practical tasks;

– the level of development of the student’s skills to actively use electronic educational resources, find the required information, study it and apply it in practice;

– level of development of general and professional competencies.

CONCLUSION

Independent activity of students is a task that is solved by the teaching staff.

It is important to understand here that the independent activity of students is mediated by the professionalism of teachers.

Therefore, speaking about the high professionalism of graduates, it is necessary to simultaneously solve the problems of scientific and professional self-improvement of teachers:

– constantly update the terminological dictionary of the disciplines being studied, comprehend and master the terminological apparatus and professional language of communication with students;

– accumulate and generalize individual experience in guiding students’ independent activities;

– conduct methodological work and methodological exchange with colleagues;

– engage in scientific and pedagogical self-education (read scientific literature, monographs, dissertations);

– use pedagogy of cooperation with students, thoughtfully and carefully treat their needs and create conditions for their independent activity.

Teacher's program of actions for organizing students' independent work

The teacher’s action program to create necessary and sufficient conditions for students’ independent activities:

– study of the specialist’s qualification characteristics;

– analysis of the curriculum, Federal State Educational Standard;

– preparation of a list of skills and competencies that should be developed in students after studying the discipline;

– preparation of written control tasks for “input” control;

– development of a form of professionally oriented tasks for independent activity;

– grouping of tasks in the assignment block for the semester;

– determination of qualitative and quantitative criteria for completing the task;

– determination of monitoring frequency;

– development of test options;

– development of a system for informing students about their achievements;

– creation of the necessary information and methodological support;

– determination of the system of individual work;

– introduction of a modular training system with rating assessment of students’ educational activities, etc.

When involving students in independent activities, it is necessary to take into account the psychological characteristics of each student and create educational and methodological complexes containing:

– educational and methodological literature;

– teaching aids and discipline programs;

– thematic dictionaries;

– lectures, consultations (text, audio recording, video recording);

– development of laboratory and practical tasks (works), plans for seminars;

– creative works of students;

– videos and TSO;

– test tasks, control questions to test students’ knowledge, etc.

Practical advice for students on developing independent work skills

Learn to listen and record a lecture:

1. Take a comfortable position.

2. Focus, listen carefully.

3. Get acquainted with the lecture plan, highlight the main issues of the topic.

4. Pay attention! The main thoughts are highlighted in voice, complex questions are repeated several times.

5. Try to imagine what you heard.

6. Learn to briefly express your thoughts.

7. Write quickly, using abbreviations.

8. Use the general rules for writing notes.

Learn to ask questions:

1. Read the paragraph and try to ask a question to the student or teacher.

2. From the list of questions, select those that are necessary in this situation.

3. Assess how correctly the content of the material is understood; to do this, come up with a question aimed at understanding the material.

4. Ask a question to eliminate logical, factual and other errors.

5. Ask a question to develop the content of the material.

Independent activities for the implementation of the main professional educational program of the Federal State Educational Standard, systematically planned and carried out by teachers and students, contribute to the development of interest in the chosen profession, broadening and deepening the horizons of students, identifying their organizational abilities, creating a culture and organization of work, and, consequently, the formation competitive professional.

USED ​​BOOKS

1. Alekseeva, L.P. Ensuring independent work of students / Alekseeva L.P., Norenkova N.A // Specialist. - 2010 - No. 6.

2. Argunova T.G. Organization of independent work of students of secondary special educational institutions / Argunova T.G. - M.: NPC “Professional-F”, 2009.

3. Argunova, T.G. Using the case method in a secondary special educational institution / T.G. Argunova, I.P. Pastukhova, V.A.

Podvoisky. - M.: Library of the magazine "SPO", 2009.

4. Zharova, L.V. Teach independence. - M.: Education, 2009.

5. Research work: practice of organization and conduct / resp.

rec. V.F. Krivosheev, comp. N.B. Orlova. - M.: UMC PO DOM, 2009.

6. Kondaurov M.T. Independent work of students / M.T. Kandaurov // Professional education. - 2011 - No. 9.

7. Muslimova, A.F. Development of aspirations for self-improvement and creative self-realization / A.F. Muslimova // Secondary vocational education. - 2010 - No. 4.

9. Skobeleva T.M. Modern technologies of teaching in educational institutions of secondary vocational education / T.M. Skobeleva. - M.: Publishing House “New Textbook”, 2010 (Series “Library of the Federal Program for Education Development”).

10. Managing students’ independent work: method. allowance / under general ed. I.P. Pastukhova, T.G. Argunova. - M.: Library of the magazine "SPO", 2010.

11. Materials of the Center for Supporting the Activities of the Educational Institution of the Financial University under the Government of the Russian Federation (2011 - 2012).

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Independent work of university students in the system

Their professional training

The concept of independent student work.

Regularities and principles of SRS

Independent work and its organization play a big role in learning, as well as in the scientific and creative work of a university student. His success in studies, scientific and professional work depends on how prepared a student is and is involved in independent activities. The individual masters the first skills of independent work at school, and the result of learning, of course, depends on the level of mastery of these skills. Independent work is not limited to homework alone; we also include those types of classes that are conducted in the classroom in the presence of a teacher and under his guidance. The school uses various forms of independent work: working with textbooks and primary sources; solving and performing exercises and tasks; graphic tasks; essays; laboratory, practical and other types of work.

The schoolchild (and his educational activities), due to his age and developmental characteristics, is under the control of teachers, teachers, and parents. The broader his cognitive interests, the more stable his skills and abilities for independent work, the higher his readiness to study at a university.

Organizing independent work for students is more difficult than for schoolchildren.

In pedagogical science, there are different approaches to defining independent work.

I.L. Naumchenko considers independent work “as a controlled process that serves mainly the purposes of learning (assimilation, consolidation, improvement of knowledge in the scope of university programs) and the acquisition of relevant skills and abilities that make up the content of specialist training” 1 .

Scientists also differed in their opinions regarding the didactic function of students’ independent work. Some consider SRS a method of teaching, others – a method of teaching, and still others – a form of organizing the creative activity of students. P.I. Pidkasisty defines independent work as “a means of organizing and performing certain activities by students in accordance with a set goal” 2 . He believes that “independent work is not a form of organizing training sessions and not a teaching method.”

We are inclined to share the opinion of those scientists (S.A. Zinoviev, A.V. Ososkov, etc.) who consider independent work as a component of creative cognitive practical activity of students.

G.E. Ermilov stipulates that work can be considered independent if it includes elements of reflection and comprehension by the student of his activity, its results and conclusions from it 3.

L.E. Kertman and N.N. Pavlov considered the main criteria for any independent work to be “the unity of knowledge and creativity” 4. On this basis, in their opinion, taking notes from books, reduced to an abbreviated presentation of the author’s thoughts, cannot be considered an independent work. Now, if a student, having heard a fresh thought at a lecture, shows interest in it and writes it down in his notes, then at those moments he acts independently. Undoubtedly, comprehension of knowledge is the basis of a student’s independent work. However, one should not underestimate everything that contributes to this process, including listening, taking notes from lectures, primary sources, reading books, etc. Listening, reading, writing, the student brings the information received into the system: selects the main thing, analyzes, synthesizes, assimilates.

The results of educational activities depend on the level of independent work of the student, which is determined by personal preparedness for this work, the desire to study independently and the possibilities of realizing this desire.

The dialectics of independent work is based on the relationship between the content of university specialist training programs and the gradual complication of the techniques and methods of independent work used by the student, which objectively confronts the future specialist with the need to resolve the contradictions that he encounters in the process of cognitive and practical activity.

In the system of university training, the organization of independent educational work is subject to certain laws, the main of which are:

Psychological and pedagogical validity of this work, presupposing an internal desire, moral and volitional readiness and desire of the student to carry it out independently, without external promptings;

The educational nature of this work, which consists in the formation in the student of a scientific worldview, the qualities of a socially active, active, modern personality;

The relationship between independent educational work and the educational process, the unity of knowledge and activity as the main means of cognition.

The patterns of independent educational work are realized in specific principles this activity. Under principles we understand the starting points that determine the content and nature of students’ independent educational work, the ultimate goals of which, as is known, are to obtain a system of knowledge within the scope of a university specialist training program, to form a scientific worldview, and to acquire the qualities of a socially active and creative personality.

The principles of independent learning activities include:

The principle of scientificity;		The principle of visibility;
The principle of systematicity, consistency, continuity in independent work;		The principle of connection between theory and practice;
The principle of consciousness and activity;		The principle of individualization of the style of independent educational work;
The principle of accessibility and feasibility of independent work;		The principle of taking into account the labor intensity of academic disciplines and optimal planning of independent work.
The principle of the strength of knowledge acquisition;

I would especially like to dwell on the principles of consciousness and activity, individualization of work style, taking into account the labor intensity of academic disciplines and optimal planning. These principles today are becoming leading and coming to the fore.

The principle of consciousness and activity independent educational work excludes mechanical memorization of material, orients students to a deep understanding and comprehension of its content, to fluency in acquired knowledge. Activity is, first of all, a manifestation of keen interest in what the student is studying, his creative participation in the work of understanding the acquired knowledge. Activity and awareness of assimilation are not conceivable without a high level of creative thinking, a problem-based research approach to the acquired knowledge.

The principle of style individualization The student’s independent educational work involves relying on his own personality traits (peculiarities of perception, memory, thinking, imagination, etc.), as well as on his individual typological characteristics (temperament, character, abilities). The implementation of this principle allows the future specialist to compare the planned independent educational work with the possibilities of its implementation, and to use the personal time budget more rationally and fully. This principle is closely related to another – taking into account the objective complexity of academic disciplines and the student’s optimal planning of cognitive and practical activities. Optimal planning of independent work is an important and necessary task, the solution of which will improve the student’s academic work culture.

The listed principles may change and vary depending on the general objectives of specialist training, the specifics of the academic discipline, the content of independent work and other indicators. Knowledge of these principles and their skillful use by students in educational and cognitive activities contribute to mastery of the knowledge system and the formation of the qualities of a modern specialist.