Methods for organizing research activities of students of special education. Organization of research activities of university students in the process of professional training

MOSCOW INSTITUTE OF OPEN EDUCATION

Professional additional education program

"Research activity of students in the system of general and additional education of children" (Organization of research training).

Volume - 72 hours.

Moscow 2008

annotation

₋ ideas about information resources that support the research activities of students (including literary sources, Internet resources, etc.); ₋ ideas about research conferences and competitions existing in Russia and in the world, the criteria systems for evaluating students' research papers used at them, the methodology for preparing students to participate in conferences of various directions; ₋ the basic principles of examination of research activities - at the levels of student research work; organization of the research process. 2.4. Demand for specialists who have completed advanced training under this program. Students who have mastered the program are in demand in institutions of additional education for children, blocks of additional education of general educational institutions, lyceums, gymnasiums, regional innovation networks for the development of research activities of students. This program is aimed at improving the qualifications of teachers (teachers of additional education for children, teachers, researchers, etc.) who are directly involved in educational and research work with children, as well as methodologists, management personnel who organize educational and research activities of students. For this purpose, two educational and thematic plans for the named categories of pedagogical workers are presented. 2.5. Final control. The final control is carried out in the form of defending term papers - pedagogical projects built on the basis of the real practice of each student and aimed at designing elements of research training within this practice. Types of term papers of students and their main sections: 1. Elective course program Educational and thematic plan, lesson planning, Bibliography 2. Program of additional education Program Passport, explanatory note, Organization of the educational process, Educational and thematic plan, methodological support, terms of sale, List of references (separately for students and teachers), Expected results and criteria for their evaluation. 3. Methodological guide The method of organizing research work on a specific topic, Examples of didactic materials, List of research topics, Bibliography. 4. Concept Area of ​​management activity (teaching and educational work, psychological service, monitoring the quality of education, etc.), explanatory note, annual work plan, Expected results and ways to fix them, Bibliography. 5. Research development Formulation of the problem, Research hypothesis, experimental studies and their analysis, Results and conclusions. 3. Educational and thematic plan Name of sections and topics Hours Of these, practical Introduction to the Pedagogy of Research Activities of Students Research activities of students as a way to build developmental education, activity content of education Research activities of students as a didactic system. Implementation of additional education by means of research activities Parameters of professionalism of the head of research activities of students Statement of the task for the development of the topic of the student's course work Theory and methodology of research activities of students The history of the development of project-based and research education, the current state of research activities in Moscow and Russia Theoretical basis for research education. Elements of research learning Model of research activity (research training): 1) conceptual system; 2) content; 3) means and forms; 4) results Regulatory support and examination of the results of research activities Typology of research tasks Methodology for organizing research activities of students Designing various forms of research activities of students Development of educational programs using research elements Methodology for organizing research activities in institutions of various types (institutions of general, additional education) Model of the subject-thematic content of research activities in an educational institution Methodology for the implementation of research activities in the field of natural sciences Methodology for the implementation of research activities in the field of the humanities Providing research activities (psychological service, program and methodological work, etc.) Designing a student research expedition Designing a student research conference Practical expert work as part of the commission of the youth research conference The use of modern information technologies in the performance of research work Individual counseling. Preparation and defense of course work. Total

Training and education require the teacher to organize educational, research and project activities of students in terms of mastering the main type of professional activity of two interrelated processes. The teacher organizes education and training, creates certain conditions in which the activities of students are welcomed and supported by them, and as a result, purposefully develops socially-oriented elements of the student's personality, in which the modern employer is interested.

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Organization of educational, research and project activities of studentsin terms of mastering the main type of professional activity

Kotova Natalya Ivanovna, lecturer, Kursk Assembly College, Kursk

In the system of professional educational organizations in the context of the implementation of the Federal State Educational Standards of secondary vocational education, it is necessary to develop innovative approaches to the organizationeducational, research and project activities of students. At the present stage of development of education, in the work program of the professional module, criteria for the competent determination of its effectiveness and compliance with modern requirements that apply to the levelprofessional and personal development of students.

For the purpose of masteringmain types of professional activity and relevant professional competenciesstudents use educational, research and project activities that provide productive personal and professional development and self-development of the student, form his skills and creativity to achievequality results and is fixed in production during the internships.

Actual direction in teaching students ispreparation of a qualified, competent, responsible employee, ready for professional self-improvement, capable of effective work, competitive in the labor market. With Modern requirements for specialists require the development of a persistent cognitive interest in students, the development of analytical and creative thinking, which are integral characteristics of a harmoniously and comprehensively developed personality. In OBPOU "Kursk Assembly College" one of the directions in the educational process is the creation of conditions for the formation of students' personal qualities that ensure competitiveness in the labor market, as well as the development of a creative personality who can adapt to modern conditions. The means of achieving this goal is the research and project activities of students.

The education system is moving to an innovative way of developing and updating the content of secondary specialized education for students with increased requirements for the quality of education. Our college uses a variety of information technologies. Students master new computer programs for designing engineering networks, for the necessary calculations and selection of equipment, and make estimates using the Grand Estimate program. Students use information technology with interest, find a lot of new and interesting things in Internet resources, exchange information between themselves and teachers. Thus, there is an improvement and an increase in the professional level of the development of education and the development by students of the relevant professional competencies: - designing elements of engineering communication systems; - implementation of the basics of calculation of engineering communication systems; - preparation of specifications for materials and equipment of engineering communication systems.

The technology of project-based learning is the development of problem-based learning ideas that are developed by students under the supervision of a teacher and are of practical importance. The main goal of the organization of project activities is the development of a deep, sustainable interest in design among students on the basis of broad cognitive activity. In achieving this goal, one can single out such tactical tasks as the motivation of educational activity, the development of cognitive independence, the formation and development of creative abilities, the assimilation of generalized and rational methods of activity, the formation of self-education experience, and so on.

The main objectives of the educational and research work of students of the technical school are:

Formation of interest in scientific creativity;

The study of methods and means of independent solution of research problems and skills of working in research teams;

Development of creative thinking and independence;

Deepening and consolidating the theoretical and practical knowledge gained during training.

The success of students' educational and research work is determined by the relevance of their work and the depth of research.During extracurricular hours, research work is organized individually or through the participation of students in the work of subject circles, the design of stands with the connection of working equipment, competitions, olympiads, scientific and practical conferences, where everyone can compare how his work looks on a general level and draw appropriate conclusions . This is a very useful result, because by analyzing his own work and getting acquainted with the work of another, the student can see the shortcomings of his work and determine for himself his own strengths and weaknesses. Each participant can draw new original ideas. A peculiar mechanism is activated when many new exciting ideas appear. Scientific and practical conferences involve not only theoretical scientific reports, but also ways to solve practical problems.

Thus, research work for students is one of the forms of the educational process, in which learning and practice are most successfully combined. As part of scientific work, the student first acquires the first skills of research work, then begins to use the acquired theoretical knowledge in his projects, one way or another related to practical activities. Having mastered the professional competencies in the professional module, and having consolidated them in the production practice, the student of the Kursk Assembly College makes a presentation at the conference, where he highlights the experience gained in production in front of students who have had internships at other enterprises and in front of students who are preparing to go to practice in the future. Research work helps every student of secondary specialized education to find an occupation to their liking and participate in it for the most harmonious and deep education.

A modern employer is interested in such an employee who can think independently and solve problems, has critical and creative thinking, has practical experience and skills of professional knowledge, competently works with information, is sociable, contact in various social groups, knows how to work in a team. For the formation of these qualities in a student, the organization of research or teaching and research activities in our Kursk Assembly College plays an important role.

Bibliography

1. I.P. Pastukhova, N.V. Tarasova. Fundamentals of educational and research activities of students: study guide for students. avg. prof. textbook institutions - M.: Publishing Center "Academy", 2010. - 160 p.

2. Zh. G. Ivanova. Organization of research work of students // Pedagogical mastery: materials of the international. scientific conf. (Moscow, April 2012). - M.: Buki-Vedi, 2012. - S. 224-226.

3. V.I. Krugov and others. Fundamentals of scientific research. - M.: Higher school, 1989. - 400 p.

4. Modern educational technologies: textbook / ed. N. V. Bordovskoy. - 2nd ed., erased. - M. : KNORUS, 2011. - 432 p.

5. Revko-Linardato P.S. Methods of scientific research: Textbook. - Taganrog: Publishing House of TTI SFU, 2012. - 55 p.

Ministry of Education of the PMR

Tiraspol College of Informatics and Law

Department of Information Technology and Economic Disciplines

Report on the topic:

Development of professional competencies among students in the organization of design and research activities

Completed by an IT teacher

Vaskina Yu.V.

Tiraspol, 2014

Introduction

The modern content of education is fundamentally different from the previous one in its goals, components and desired results. At the same time, the process of its complication and expansion of the volume of educational material was carried out. A contradiction has arisen between the need to constantly improve the scientific and theoretical level of teaching material and the use of ineffective traditional methods and teaching technologies for this purpose. It is possible to eliminate this contradiction by introducing modern pedagogical and information technologies into the educational process. In the educational institutions of the country, there is a tendency to increasingly use educational and research work with students.

It is generally recognized that information technology is developing rapidly, and every 3-5 years there are significant changes in both technology and requirements for specialists.

The shortage of personnel in the field of IT is great, but employers practically do not reduce the requirements for employees, the responsibility and the price of the mistake of these specialists are too high. Demand for information technology professionals on average exceeds supply by 25% (for example, weekly statistics on one of the sites in the IT sector: 545 vacancies and 180 resumes posted).

The development of modern education should be aimed at obtaining a highly qualified specialist. His competence is determined by the availability of knowledge and experience necessary for effective activity in a given subject area, as well as a set of competencies.

Competence is the personal ability of a specialist to solve a certain class of professional tasks.

The key competencies of a future specialist in the field of information technology are:

· academic competencies, including the ability and ability to learn, knowledge and skills acquired as a result of studying the disciplines provided for by the curriculum;

· social and personal competencies, including cultural and value orientations, knowledge of the ideological, moral values ​​of society and the state, the ability to follow them;

· professional competencies, including knowledge and skills to formulate problems and solve problems, develop plans and ensure their implementation in the chosen field of professional activity.

The professional competencies of a future specialist in the field of information technology are developed through inclusion in various activities:

· into analytical activities

· in production and technological activities

· in design and development activities

· in teaching and research activities

· in consulting activities

· in organizational and managerial activities

· into innovation activities.

Development of competencies in the field of future professional activity of students

Vocational education is an important component of life self-determination of students. The competency-based approach is another step in the natural process of following the requirements of a changing world in professional education.

The success of a specialist in professional and social life is determined by the level of development of key competencies.

Academician of the International Pedagogical Academy, Ph.D. A. V. Khutorskoy defines competencies as the leading criteria for the readiness of a modern graduate of vocational education organizations.

The competence-based approach, among others, forms research competence in the field of future professional activity, which is one of the most important goals of all modern education programs.

Research competence in the classification of A. V. Khutorsky is considered as an integral part of cognitive competence, which includes "elements of methodological, supra-subject, logical activity, ways of organizing goal setting, planning, analysis, reflection."

The most important factor in improving the training of specialists has been and remains the research work of students, which helps to solve the problems of combining science, education and practice.

Under the conditions of the educational process, research activity is considered as a specially organized, cognitive creative activity of students, the purpose of which is to obtain new knowledge for them about the object of study, the formation of new ways of activity and research skills.

Design and research activities are characterized by purposefulness, activity, objectivity, motivation and consciousness, and its structure corresponds to the structure of teaching and research activities, which complements and deepens the educational process and involves independent activities of students outside the framework of educational programs.

The research work of students (IRS) in the SVE "Tiraspol Technical School of Informatics and Law" is quite diverse in its content and directions, forms and methods.

The purpose of the research work of students of the technical school is to develop the creative abilities of future specialists, increase the level of their professional training based on an individual approach and strengthen independent creative activity, the use of active forms and teaching methods and the formation of an integral knowledge system, in identifying talented youth. When organizing the design and research work of students in the technical school, the principles of voluntariness in conducting research, the right to choose a research topic, and a combination of teaching functions with the practical potential of a researcher are used.

The following main types of research work of students of the technical school can be distinguished:

educational research work of students (UIRS) within the study time;

educational research work of students (UIRS), performed after school hours.

The main forms of research work of students in the technical school are:

preparation of abstracts, reports;

participation of students in project activities;

participation in seminars, review-competitions of research works;

participation in student conferences;

In the process of research work of students, a whole range of pedagogical tasks is solved:

teaching students the skills of independent theoretical and experimental work;

formation of students' general and professional competencies;

education of personal qualities, development of creative potential;

development of communication skills.

Research activities of students include:

the use of educational and additional literature, bibliographic reference books, indexes, catalogs;

writing reviews and annotations;

writing messages, reports and abstracts;

creation of thematic dictionaries, crossword puzzles, practical (situational) tasks;

creating presentations;

design of posters, booklets, memos;

production of visual aids and didactic material;

creation of mind maps and Internet tours on various sections of information disciplines;

participation in educational and business games;

implementation of group creative projects;

implementation of course and diploma projects.

In the process of executing the IRS, the following are formed:

general competencies, such as Search and analyze information necessary to solve professional problems; Use information and communication technologies; Work in a team and team; Set goals and take responsibility for the result of completing tasks; Lead a healthy lifestyle, engage in physical culture and sports to improve health, achieve life and professional goals;

Professional competencies, for example, Master the methods of using software tools to solve practical problems; - able to substantiate the adopted design decisions, to carry out the formulation and carry out experiments to verify their correctness and effectiveness; Use computer-aided design of technological processes for processing parts;. Develop and implement control programs for processing parts. Choose methods for obtaining blanks and schemes for their basing; Draw up routes for the manufacture of parts. Design technological operations for the manufacture of parts based on design documentation.

On the topics: “Maintenance of hardware and software of personal computers, servers, peripherals and equipment, computer office equipment” and “Upgrading of hardware and software of personal computers, servers, peripherals and equipment”, the teacher developed guidelines for students to conduct research laboratory work.

The skills of research work are used by future specialists both during the internship and when working with legal and reference literature.

The training of students in research activities is carried out by including all students in educational and research work with its gradual transformation into research work.

Research work of students (SRWS) is the most significant and complex type of research activity. NIRS complements the educational process, creates conditions for the continuity of education through the formation of general and professional competencies, allows students to carry out practical research, plan their own activities, achieve their goals, analyze the results of work and draw the necessary conclusions, publicly present the results of the work.

The final stage of NIRS is participation in scientific and practical conferences, submission of works for competitions, publications in special journals and collections of conference materials.

With a research work on the topic: "Virtual excursions" 3rd year student Maxim Kaftanaty took first place in the student conference "The current state and prospects for the development of IT in the context of innovative development"

In the course of educational and industrial practice, students also carry out research activities. Industrial practice is one of the most important stages in the preparation of a future specialist, contributing to the formation of professional experience, skills and abilities for independent work.

The execution and execution of term papers is one of the promising types of research activities in the SVE system, which allows students to acquire the skills and abilities of planning and analyzing their activities. Our experience shows that writing term papers significantly improves the quality of students' knowledge, which is reflected in the final state certification in the positive feedback from practical training leaders.

Another area of ​​extracurricular research work is to attract students to participate in Olympiads. The technical school annually holds Olympiads in programming and Microsoft Office.

competence student professional information

Types of projects in the educational activities of students

According to the dominant activity of students in the project:

Research projects.This type of projects involves arguing the relevance of the topic taken for research, formulating the research problem, its subject and object, designating research tasks in the sequence of accepted logic, determining research methods, sources of information, putting forward hypotheses for solving the problem, developing ways to solve it, including experimental ones. , experienced, discussion of the results, conclusions, presentation of the results of the study, designation of new problems for further development of the study.

Creative projects.Such projects, as a rule, do not have a detailed structure, it is only outlined and further developed, obeying the logic and interests of the project participants. Creative projects require the appropriate design of the results. In this case, it is necessary to agree on the planned results and the form of their presentation (a joint newspaper, essay, video film, dramatic form, holiday, etc.). The presentation of the results of the project requires a well-thought-out structure in the form of a video film script, a holiday program, an essay plan, a reportage, design and headings of newspapers, an album, a sports game, an expedition, etc.

Role, game projects.Participants assume certain roles, determined by the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relationships, complicated by situations invented by the participants. The result of these projects is either outlined at the beginning of their implementation, or emerges only at the very end. The degree of creativity here is very high, but the dominant activity is still role-playing, adventure.

Introductory and indicative (information projects).This type of projects was originally aimed at collecting information about some object, phenomenon; it is supposed to familiarize the participants of the project with this information, its analysis and generalization of facts intended for a wide audience. Such projects are often integrated into research projects and become an integral part of them. The structure of such a project can be indicated as follows:

The purpose of the project -> the subject of information retrieval -> step-by-step search for information with the designation of intermediate results -> analytical work on the collected facts -> conclusions ->

Practical and indicative (applied projects).The result is clearly marked at the beginning. The result is necessarily focused on the social interests of the participants themselves (a document created on the basis of the results of the study - on the layout of a PC, network equipment, microcircuitry, etc.).

Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants with a definition of the functions of each of them, clear outputs and participation of each in the design of the final product. A good organization of coordination work is especially important here in terms of stage-by-stage discussions, adjustment of joint and individual efforts, organization of the presentation of the results obtained and possible ways to put them into practice, organization of a systematic external evaluation of the project. It is also important that the results of the work of the groups are visible and accessible to all listeners. Referring to them will greatly help in the subsequent planning of your own project. To summarize the discussion, you can ask the audience to highlight the key words in the project (the whole group works).

When using project activities, the role of the teacher changes. The teacher acts, first of all, as the organizer of the cognitive activity of students. Its mission is to teach students to learn on their own.

The role of the student is also changing, who instead of a passive listener becomes a person who is able to use all the media that are available to him, to show his individuality, his vision, his emotions, his taste.

Thus, the development of research knowledge and skills by students occurs in stages, with a constant increase in the degree of independence in their research educational activities.

Therefore, the research approach to the process of training future IT specialists is one of the topical areas for organizing educational and extracurricular work of students of secondary vocational schools and allows:

· instill a steady interest in self-development, self-education, research and experimental work;

· to form in students the skills and abilities of research work necessary for a future professional in their field;

· develop flexible integrated thinking;

· develop a creative approach to professional activity.

Conclusion

Applying design and research activities in the process of training specialists, teachers form general and professional competencies. Realizing the goals of project-based learning, such pedagogical conditions are created under which students:

· independently search for the necessary information from various information sources;

· use the acquired knowledge to solve the tasks, evaluate their correctness;

· develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze

· learn to present their projects.

· learn to work together.

From the point of view of the competency-based approach, the use of project activities also allows students to form professional competencies that are significant for future professional socialization, which will be shown to a greater extent when performing final qualifying work.

The inclusion of students in project activities allows transforming theoretical knowledge into professional experience and creates conditions for self-development of the individual, allows to realize creative potential, helps students to self-determine and fulfill themselves, which, ultimately, forms the general and professional competencies of graduates of secondary vocational education institutions that ensure competitiveness and demand in the labor market.

Bibliography

1.Dubrovina O. S. The use of design technologies in the formation of general and professional competencies of students. Problems and prospects for the development of education (II): materials of the international. in absentia scientific conf. (Perm, May 2012). - Perm: Mercury, 2012. - S. 124-126.

.Kolesnikova I.A. Pedagogical design. M.: Academy, 2007.

.Lazarev T. Design method: errors in use // First of September. 2011. N 1. S. 9-10.

.Mitrofanova G.G. Difficulties in using project activities in teaching // Young scientist. 2011. N 5. V.2. pp. 148-151.

.Pokushalova L.V. Formation of skills and development of skills of independent work of students of a technical university // Young scientist. 2011. N 4. V.2. pp. 115-117.

.Stupnitskaya M.A. New pedagogical technologies: organization and content of students' project activities: lectures. M.: Publishing House of Moscow. ped. un-ta, 2009. S. 132

.1. Afanaskina, M.S. From the experience of organizing research work of students // App. to the journal "SPO". - 2011. - No. 2. - S. 139-147.

.2. Belykh, S. L. Management of the student's research activity: Methodological manual for university teachers and methodologists / ed. A. S. Obukhova. - Izhevsk: UdGU, 2008.

.3. Boldyreva, L. V. The system of research work of students // Specialist. - 2011. - No. 10. - S. 21-22.

.4. Vinogradova, A. M. The role of independent teaching and research activities in the professional development of medical college students // Secondary vocational education. - 2010. - No. 5. - S. 17-19.

.5. Ivanov, D. A., Mitrofanov, K. G., Sokolova, O. V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APKiPRO, 2003.

.6. Nikonova, I. G. Organization of research work of students // App. to the journal "SPO". - 2008. - No. 10. - S. 55-68.

.7. Khutorskoy, A. V. Key competencies and educational standards / A. V. Khutorskoy // Eidos Internet magazine. - 2002. - April 23.

.8. Khutorskoy, A. V. Key competencies as a component of the personality-oriented paradigm of education. Narodnoe obrazovanie. - 2003. - No. 2. - S. 55-61.

.9. Khutorskoy, A. V. Technology for designing key and subject competencies / A. V. Khutorskoy // Internet magazine "Eidos". - 2005. - December 12.

INTRODUCTION

Currently, Russian society is paying more and more attention to the issues of professional self-determination and self-knowledge of young people. The labor market, especially today in the period of another economic instability and endless sanctions from Western countries, is waiting for new specialists who will not only come to work in public and private companies, but will also be able to carry out innovative transformations in the production process. A narrowly professional employee with a standard, stereotyped type of thinking no longer meets the requirements of modernity. Russian society needs highly moral, well-educated, enterprising people with a creative type of thinking, who can independently make responsible decisions and predict their possible consequences; people capable of cooperation, active innovation, mobility and constructive approach to problem solving.

In the last decade, state bodies have been paying more and more attention to the priority development of not higher, but secondary vocational education.

Secondary specialized educational institutions include a technical school and a college.

The technical school implements the basic professional educational programs of secondary vocational education at the basic level.

The college implements the main professional educational programs of secondary vocational education of basic and advanced levels.

The main professional educational programs of secondary vocational education can be mastered in various forms of education, differing in the volume of classroom studies and the organization of the educational process: full-time, part-time (evening), part-time forms. The normative terms of training in educational programs of secondary vocational education are established by the state educational standard of secondary vocational education. As a rule, training lasts 3-4 years. If necessary, the terms of study for specific educational programs of secondary vocational education can be increased in comparison with the standard terms of study. The decision to increase the duration of training is made by the state authority or local government in charge of the secondary specialized educational institution. For persons with initial vocational education of the appropriate profile, secondary vocational or higher vocational education, or other sufficient level of previous training and (or) abilities, training is allowed under reduced or accelerated educational programs of secondary vocational education, the procedure for the implementation of which is established by the federal education authority.

The introduction of federal standards of the third generation poses a number of problems for the above-mentioned educational institutions of secondary vocational education in meeting their requirements, among which it is necessary to single out the problem of choosing teaching methods and technologies that ensure the process of forming students' professional competencies. Despite the wide variety of teaching methods and technologies recommended for the formation of professional competencies of students, to date, the issue of optimizing their use in educational practice has not yet been resolved, adequately to the competence-based approach to training specialists.

Research work is a system of events that introduces creative activity, promotes the development of initiative, individual interests of students, which increases students' interest in learning, introducing them to independent creative activity. The result of such work is to increase the level of training of future specialists in the relevant field. Elements of research activities for students of colleges and technical schools should be introduced gradually, becoming more complicated from course to course through various types of independent work.

As noted in the field of secondary vocational education, scientific activity is becoming a popular component in the educational process, a necessary means of increasing motivation for learning, a deeper interest in the specialty and profession and, as a result, good professional training.

The scientific activity of students should be accompanied by the development of students' creative initiative, independence in search and cognitive activities. In accordance with this, it is one of the effective ways to improve the quality of youth training, its professional self-determination, and this is the main idea of ​​the research method of teaching.

The research work of students, which goes beyond the educational process, is a special type of pedagogical activity that has a number of significant differences from the main traditional methods of teaching compulsory disciplines. One of the main methodological approaches in organizing research work is the teacher's ability to turn students' research activities into an effective tool for developing their creative abilities.

In addition, for students to become research activities, the teacher must solve a number of problems in the formation of a creative impulse in the mind of the student, and then teach him the principles, methods, forms and methods of scientific research, the basics of professional knowledge and scientific knowledge, give the student the opportunity to self-realize through problem solving scientific nature on an individual topic.

In view of the foregoing, the results of a survey conducted by one of the researchers among teachers of SVE seem very interesting to us.

To the question "Do you use research activities in your work with students?" 58% of teachers answered positively, 42% - negatively (Fig. 1, a). Such a large percentage of positive answers can be explained by the fact that it is easier for the teacher (just in case) to say the word “Yes” than “No”. In fact, the percentage of teachers who use elements of research work in their activities is much lower.

a)

b)

in)

G)

Figure 1. Results of a survey of teachers of secondary vocational education

To the question “What prevents you from engaging in research activities with students?” 9% of SVE teachers answered “I just don’t want to”, 62% of SVE teachers do not know the work process itself, 9% are afraid that students will not cope with scientific activities and 18% are afraid that they themselves will not be able to cope (Fig. 1, b) .

To the question “What problems can research activities solve?” 65% of the teachers answered “It contributes to the creative development of the student’s personality”, 20% expect the professional and qualification growth of the teacher-researcher, 10% hope for an increase in the status of the educational institution, and 5% hope for the possibility of obtaining qualitatively new knowledge (Fig. 1, c).

To the question "What difficulties do you face in organizing research activities?" 44% of vocational school teachers complained about the lack of free time, 44% lack knowledge on the organization of research activities, and 12% are concerned about the high workload of students (Fig. 1, d).

Thus, the following conclusion can be drawn from the results of this survey: SVE teachers lack knowledge and recommendations on organizing research work in SVE institutions. Analysis of the results of the above survey made it possible to supplement the goals and objectives of this work.

In general, the inclusion of research activities of students in the educational process of a secondary vocational educational institution is possible as an integration of the classroom system and additional education with the priority of additional education, in which there are no rigid frameworks for the program and time allotted for mastering each section and topic, but there is freedom of choice topics, problems, content of the study and time for its implementation.

When conducting research, the work of students should be based on the logic of conducting classical scientific research, using all the methods and techniques that are characteristic of the activities of scientists.

The organization of conducting research activities in an educational institution of the system of secondary vocational education has the following goals:

1. activate the cognitive interest of students;

2. develop their abilities for independent, mental and analytical activities;

3. activate the intellectual potential of each student.

The general objectives of the research method of teaching are to increase the level of motivation for learning, to expand ideas about science with the help of intra-subject and inter-subject connections, to expand the general outlook of students, and to reveal their creative potential.

The tasks of the research method of teaching also include the following:

1. Teach students:

– approach the theoretical material from the perspective of a researcher;

- search, find and use normative, educational, monographic literature, practice materials, statistical data, questionnaires (if necessary, compose them yourself), Internet resources to obtain the necessary knowledge;

– receive your own experimental material;

- choose a research topic that is significant both for yourself and for an educational institution, a group of people, a separate region or even a country.

2. Nurture:

- a sense of self-confidence;

- tolerance in dialogue with opponents;

- a culture of communication.

3. Develop skill:

- identify, analyze and critically evaluate the leading ideas of the study;

- to determine the areas of practical application of the acquired knowledge;

- to summarize, describe and literary formalize the results obtained during the study;

- a creative approach to solving problems, complex, problematic situations;

- at the end of the research work, formulate conclusions and recommendations;

- competently state and justify the results of searches and their observations.

4. Fix skill:

- work with various computer programs.

5. Provide an opportunity:

- to speak publicly, convey your point of view to the audience, substantiate it, hold a debate, interest the audience, convince the benefits and weight of your ideas.

To achieve the above goals and solve the above problems, a college (technical school) teacher must himself present the principles of conducting scientific work, the rules for processing research results, etc. The problem is that college teachers, communicating at their professional level, i.e. at the level of secondary professional institutions, as well as at the level of industrial enterprises, they do not know these principles, which, due to the specifics of their application, are more typical for higher educational institutions and research institutes.

In view of the foregoing, the purpose of this work was to develop general principles for conducting scientific work for teachers of colleges and technical schools in relation to their working conditions, with the substantiation of a mathematical apparatus that makes it possible to compare the capabilities of SVE institutions in their scientific research.

The objectives of this work were the following.

1. Development of general principles for conducting scientific work by teachers of SVE;

3. Development of a mathematical apparatus that makes it possible to compare the capabilities of SVE institutions in the implementation of their scientific research.

4. Development of a standard provision on the research work of teachers in institutions of secondary vocational education.

1. PRINCIPLES OF RESEARCH WORK IN INSTITUTIONS OF THE SECONDARY PROFESSIONALEDUCATION

When organizing research activities in an educational institution of the SVE system, SVE teachers will form the following competencies (Fig. 2):

Figure 2. Formation of competencies of teachers of vocational education in their scientific activities

One of the problems hindering the organization of research activities in colleges (technical schools) is the lack of a person responsible for conducting research work in the staff list.

Figure 3. Structural and functional model of the organization of the educational process in the institution of secondary vocational education

The structural and functional model of a secondary specialized educational institution is created taking into account its (institution) type, specifics and tasks facing the educational institution in order to effectively and efficiently fulfill the state and social order (Fig. 3). The existing model should correspond to the functional tasks of the educational institution.

Taking into account the topic of this work, we propose to introduce the position of deputy director for research work in the structure of the college and technical school. At the same time, it seems appropriate to combine this position with the position of Deputy Director for Academic Affairs (Fig. 3, highlighted in red).

As noted above, in order to successfully conduct research work in colleges and technical schools, a teacher of SVE must understand the structure of students' research activities in the conditions of SVE, as well as know the general principles of conducting research in relation to their working conditions.

The following model of research activities of students in vocational schools was proposed in the work (Fig. 4):

Figure 4. Model of the structure of research activities students in the conditions of secondary vocational education

In accordance with this model, in technical schools and colleges, for the successful implementation of research work by teachers of SVE, in our opinion, the following principles of scientific work should be implemented (Fig. 5).

Figure 5. Research principles

1. The principle of voluntary participation.

The teacher must be ready to perform scientific work. He must understand the purpose of its implementation and the tasks that will be assigned to him by the supervisor. The teacher must understand for himself the difficulties that may arise in his way when performing scientific research, and must also be prepared for possible financial expenses (sometimes very significant). With this in mind, a teacher can be obliged to engage in scientific activities, as is sometimes found in higher educational institutions, but if the teacher is not ready to voluntarily engage in science, then there will be little sense from the so-called "obligation".

2. The principle of the opportunity to participate in conferences.

When performing scientific research, the teacher must necessarily participate in scientific conferences. At the same time, such participation is necessary not only for the purpose of exchanging experience, but also for the purpose of obtaining useful recommendations from specialists in the relevant fields of scientific research. A feature of this principle is that these should not be so-called "remote" conferences, the purpose of which is sometimes only to receive materials for publication in print or electronic form in a collection of papers, but real conferences with real presentations and discussion of the results. However, at present, to participate in such real conferences, it is necessary to spend a certain amount of money (at least for travel to another city or region and for hotel accommodation). In addition, publication in the proceedings of the conference may also be paid. Therefore, the administration of SVE institutions should be prepared to compensate the costs of participation in the conference for teachers participating in scientific research.

The considered principle closely interacts with another principle, namely:

3. The principle of the possibility of publishing the results of the study.

To publish a scientific article means to transfer the information contained in it for distribution. It must undergo editorial and publishing processing, be appropriately designed, have output information and be published in print or electronic form.

4. The principle of free choice of research topic.

For the successful completion of the research, it is important that the topic is close to the researcher. However, practice has shown that this state of affairs is observed mainly when working on a doctoral dissertation, which, again, often serves as a continuation of a candidate's work. Therefore, most often the research topic is issued by the head of scientific work. In the same case. when there is no immediate supervisor, the topic of the work is chosen by the researcher independently. At the same time, it is important for the researcher to assess the prospects of the chosen direction of work, and if the direction is not promising, the researcher can freely change it.

The professional and other interests of the teacher have a huge influence on the free choice of the topic.

5. The principle of professional orientation.

It is desirable that the direction of scientific activity coincides with the direction of the disciplines taught by the teacher, or at least with the general direction of the college (technical school). This principle is explained by the fact that the implementation of scientific activity involves consultations with specialists in this field not only during the conferences, but also between them, and it is more convenient to receive such consultations only if like-minded people and professionals in the field of interest to him are concentrated around the researcher.

6. The principle of connection with production.

For the successful implementation of the study, it is important that the topic under consideration is important to production. Unfortunately, in the post-Soviet period, the connection between science and production was broken. If in Soviet times, industrial enterprises were actually obliged to give part of their profits “for science” to research institutes and universities, at present, research is often carried out at their own expense. In fairness, it should be noted that in the last decade the system of grants has been actively developing (for example, the Russian Foundation for Basic Research, RFBR), but this does not solve the problem of lack of connection with production. The topic of scientific research should be not only relevant, but also in demand in the future by production if it is successfully implemented. It is highly desirable that the researcher, before starting his work, should carry out work to identify the problems and tasks facing production in the area of ​​interest to him, and the topic itself, the purpose and objectives of the study should be formulated so that in the future there is a chance to get from production to perform this work. not only certain sums of money, but also a platform for performing experimental research. In the latter, a teacher of secondary vocational education can be greatly assisted by the existing (and not yet completely destroyed) system for students to undergo practical training at work. In view of the constant contact of teachers of secondary vocational education with the management of production, as well as with former graduates of colleges (technical schools), it is quite possible to organize experimental research in production on the topic of research, even in our difficult time.

7. The principle of implementation in the educational process.

Even if a scientific research has been successfully completed, after its completion, the problem of implementing the research results into the educational process and production often arises. If a researcher (including a teacher of secondary vocational education) has developed a topic directly related to his professional activities, then such an introduction at least into the educational process usually does not cause difficulties. As for the implementation of research results in production, here, as noted above, in recent years there have traditionally been difficulties that have to be resolved with management (often at the highest level).

In general, in our opinion, the implementation of the principles of research work that we have cited in the institutions of secondary vocational education will raise this type of work to the proper level.

When performing scientific research, the teacher of SVE should be aware that at present all publications are divided according to a number of criteria. In particular, these are urgent and non-urgent publications, paid and free, in peer-reviewed and non-peer-reviewed journals, included or not included in international or Russian citation databases, etc.

Urgent publications are usually necessary if a researcher needs to provide the imprint of his article in a short time. This is usually typical before the annual certification of students in graduate school, as well as before the publication of the dissertation abstract. In the vast majority of cases, the term of publication of the article is not so important for scientists.

The paid publication of scientific papers is a trend of recent years, according to which a certain amount of money must be paid for the publication of one's article. At present (2016), on average, it is necessary to pay 150–170 rubles for the publication of one page of a text in a journal that is not at least included in the Russian citation databases. For participation in the conference with the publication in the collection of papers, also not included in the citation database, it is necessary to pay 200-300 rubles already. If the journal (or conference proceedings) belongs to the category of peer-reviewed and included in the citation database, then the editors often set a minimum number of pages of published text (for example, 3–4 pages). In this case, the price for publication can be from 1000 rubles. Journals included in the list of VAK can request 1,500–10,000 rubles for the publication of one article. For publication in journals included in international citation databases (Web of Science, Scopus), you often have to pay 30,000–40,000 rubles, although publications in such journals are free, and the indicated amounts go to the accounts of intermediary firms that care about speeding up the process passage of the article.

There are many opportunities for free publication of a scientific article, but you should spend a little time searching for relevant journals. In particular, you should pay attention to advertising of new journals, as well as search for conferences held by higher education institutions.

It is advisable for SVE teachers and researchers to publish in journals included at least in Russian citation databases (RSCI, Russian Science Citation Index) and simultaneously reflected in scientific libraries (for example, in the Scientific Electronic Library eLIBRARY.RU). It is undesirable (although acceptable) to publish in journals and collections of papers that are not included in the citation bases. Publications in journals included in the HAC list are highly valued in the scientific community, while teachers should keep in mind that such a list is updated with a certain frequency. It is very difficult (especially for novice researchers) to publish in journals included in international citation databases (Web of Science, Scopus), but it is necessary to strive for this.

As a recommendation for teachers of open source software, it should be noted that, in our opinion, the issuance of certificates by journals confirming the fact of the publication of an article is intended only to extort money from researchers. These certificates currently have no significance for further scientific activity.

Separately, mention should be made of the Hirsch index and the DOI identifier. The h-index is a quantitative characteristic of a scientist's productivity based on the number of his publications and the number of citations of these publications. The h-index shows how the activity of this researcher is noticeable to other scientists in this scientific field and what impact it has on the development of the direction.

The digital object identifier DOI (Digital object identifier) ​​is a modern standard for designating the provision of information on the Internet, used by all major international scientific organizations and publishing houses. When a scientific work is assigned a DOI identifier, its title, abstract, and keywords used in it are sent to the global public scientific database http://www.doi.org/, as a result of which the work becomes searchable by keywords by scientists around the world. This fact significantly increases the likelihood of citing the work in authoritative international sources.

In addition, there is a citation index - this is an indicator of the "significance" of the works of a scientist accepted in the scientific world. The citation index is the number of references to a scientist's publications in peer-reviewed scientific periodicals. Thus, the presence in educational organizations (in particular, technical schools and colleges) of scientists with a high citation index may indicate the effectiveness and efficiency of the activity of the corresponding organization in the field of science.

Of the latest innovations, increasingly required in the publication of scientific articles, it is necessary to note the requirement to provide a report on anti-plagiarism. Plagiarism is a well-known concept, it usually means the deliberate appropriation of the authorship of someone else's work or part of it. The beginning of the systemic fight against plagiarism can be called 2013-2015, when the Ministry of Education and Science obliged all higher educational institutions to place in the public domain on their websites qualification, coursework, diploma, doctoral, candidate and dissertation works of each student and graduate student. Currently, researchers submitting their papers (in particular, dissertations) for verification should be aware that the examination of dissertations for originality takes place in two stages (Fig. 6). At the first stage, the expert determines whether the document sent for verification meets the formal criteria and uploads the text file to the Antiplagiat.RGB system. The results of checking the loaded document are generated in the form of a report that includes a table with an automatically generated list of sources from the RSL EDL collection, ranked by the volume of text matches found in the document, from largest to smallest. Ultimately, the results of the expert analysis are reflected in the conclusion drawn up on the letterhead of the Russian State Library, signed by the expert and the head of the RSL, sealed with the official seal.

Figure 6. Scheme of work on the project "Anti-plagiarism.RGB"

However, the above scheme is used at the present stage of the development of Russian science only for dissertations. To publish articles, it is enough to check on a public service (for example, http://www.antiplagiat.ru). Internet service "Anti-plagiarism" offers its users a set of services that together implement the technology of checking text documents for borrowings. Another, no less important area of ​​using the system is the analysis of scientific papers: articles, dissertations, monographs. As the main document analysis tool, the Anti-plagiarism system offers a complete report on checking for borrowings, containing a ranked list of detected sources of borrowings and the full text of the document being checked, in which borrowed text fragments are highlighted in a special way. The full report contains functionality that allows you to explore and qualify each borrowed piece of text.

In view of the foregoing, teachers of open source software should be aware that when publishing a scientific article and, if necessary, submitting a report on anti-plagiarism, the minimum originality value of the article should be 80-85%.

In general, the design of the results of research work is the final stage of scientific research and includes the analysis and synthesis of data from information sources (literary, Internet, etc.), the preparation of an analytical review, the analysis and synthesis of own factual data, the interpretation of the results obtained and comparing them with literature data, identifying existing patterns, preparing a conclusion and reporting document.

The most common form of the result of scientific activity is a scientific article, which can be prepared both after certain stages of the research topic have been completed, and after its completion. A scientific article is a scientific work limited in scope, which sets out a reasoned system of the author's views on a specific issue. The most important requirements for a scientific article: the relevance of the issue raised in it, the depth of the phenomena, events and facts covered, the specificity and validity of generalizations and conclusions. The value of the work is determined by its content, the presence of new facts and the ideas and assumptions expressed by the author.

According to the volume, goals and objectives, the nature of the presentation of the material, scientific articles are divided into abstracts (1–2 typewritten pages), analytical scientific reviews (10–20 typewritten pages, depending on the requirements of the journal editors), problematic and experimental articles.

Abstracts of reports play the role of preliminary publication of the results of the study and serve mainly to establish the priority of its authors. They briefly describe the purpose and objectives of the study, materials and methods, the results and conclusions. However, given the small volume of abstracts, their inclusion in the list of works is not welcome, so it is advisable for SVE teachers to avoid publishing the results of their research using this type of scientific publication.

More valuable in scientific terms is a scientific article. It details the goals and objectives of the study, materials and methods, the results obtained and their discussion, and provides a conclusion and conclusions. In a scientific article, illustrative material (tables, figures, graphs) is desirable, and a list of references is practically mandatory.

Specialists who have been working on the same problem for several years publish scientific reviews (in general, this is the same scientific article, only a large volume: up to 30-40 pages), which summarizes world experience on a particular topic with a critical assessment of it (analytical review). ) or in the form of a consistent statement of facts. The problematic article also aims to generalize world experience on a specific problem, however, it contains the author’s personal opinion to a greater extent, presents specific research materials, and in the conclusion shows ways to solve the problem.

The monograph is distinguished by a higher level of presentation and generalization of research results. In a monograph (from the Greek “monos” – one, single, and “grapho” – I write), a certain problem is comprehensively investigated and, as a rule, the author’s (authors’) own long-term observations are given. It should be noted that the root basis of the term "monos" refers not to the number of authors (there may be several), but to the features of the presentation and content of scientific work. The author of the monograph must be a widely erudite scientist or specialist, be well versed in domestic and foreign literature on a particular topic, have his own original research in this area, have sufficient experience in the literary design of scientific works and have a good literary style of presenting scientific facts. It should be noted, however, that recently the so-called "collective monographs" have become widespread, in which the results of research are published, albeit in similar, but still different areas of research. With this in mind, teachers of SVE, in our opinion, should avoid publishing the results of their work in such publications.

The process of preparing a manuscript of a scientific article begins with the formulation of the general idea of ​​the publication and its working title. The title of the article should briefly reflect its main content, general idea and correspond to the results and conclusions. The title of an article is not only a formal sign of a scientific publication, according to which an information search is carried out in the future. It largely determines the content framework of a scientific publication. Correction of the title very often occurs after the completion of the manuscript of the article, taking into account the comments of the reviewer or in the process of processing the manuscript in the editorial office of the journal.

The following elements of the article after the title are the names of the authors. The sequence of authors' surnames in the publication is determined by the team of authors. And although the copyright for a publication does not depend on the order of authors, the first author has some advantages when citing a work (especially if there are more than three authors in the article). It should be noted here that recently the editorial offices of many scientific journals do not accept materials with more than three authors for publication. This situation is justified by the fact that often an article is prepared by one or two authors, and the rest are included in the “authors” according to their position (for example, the immediate administrative head of the real authors of the article) or for some other reasons (for example, financial: if the publication of the article is paid , then it is much easier to distribute the amount payable to four or five people than to two or three). Therefore, teachers of SVE institutions involved in science, it is advisable to warn about caution with the inclusion in the authors of the article of persons who have nothing to do with it, since, in view of the foregoing, in recent years, the Higher Attestation Commission and expert commissions for the defense of dissertations give preference to the so-called "mono-author" publications.

In general, the structure of a scientific publication (for example, articles, as the most massive) consists of the following elements.

In the introduction of a scientific publication, the idea of ​​the work is substantiated, the information obtained by other authors is summarized, and unsolved problems are indicated. The aims and objectives of this study are outlined below. From the introduction, the relevance, theoretical and practical significance of the work should be visible.

In the section "Materials and methods of research" the object and subject of research are considered. Here, the methodology for setting up the experiment can be described in detail. As for research methods, if they are standard and well known, then a reference to the source is sufficient.

The next section of the scientific article - "Results and Discussion" - contains an analysis of the results obtained by the author, presented in a certain sequence. This is the main section of a scientific article. It includes the necessary illustrative material (tables, figures, graphs, diagrams, photomicrographs, etc.). Illustrative material should not overload the article, and its description should not be its repetition. Each fact stated should be discussed from the point of view of "what does it mean?" and compared with the results obtained by other authors.

The article ends with a conclusion and (or) conclusions, which briefly summarize the main content of the research and systematize the facts obtained.

An important component of any scientific article is the list of references.

The list of references should contain all sources (literary, Internet, etc.) used in the article. Currently, there is GOST R 7.0.5 - 2008 "Bibliographic reference", although many journals still use GOST 7.1-2003 "Bibliographic record. Bibliographic description. General requirements and rules for drafting”, differing in the rules for formatting links. In addition, many journals actually use their own system of references, which is convenient for the editor of a particular journal. Therefore, as a recommendation to teachers of SVE, it should be noted that when making bibliographic references in a scientific work, one should use the system that is used in the journal where the article will be published.

It should be remembered that a scientific article is not a monograph, and the list of references should be limited both by chronological framework (publications of the last 5–8 years, and only if necessary, references to earlier works are allowed) and by their number (in original articles it is desirable to quote no more than 15–20 sources, and in scientific reviews - up to 50–80). You should not artificially inflate the list of references just to show your erudition and support your conclusions with references. At the same time, it should be noted that articles without a bibliography at all are considered bad form for researchers.

Authors of scientific papers should remember that their manuscripts will often be reviewed, especially when submitted to "serious" scientific journals. The reviewer must evaluate the work according to the following criteria: relevance, novelty, theoretical and practical significance of the work, the adequacy of the research methods used, the adequacy of the statistical methods used to evaluate the results, the correspondence of the conclusions (conclusions) to the results obtained, the style of presentation of the work, the correct design of tables, graphs, the legitimacy the use of one or another classification system and terminology, etc.

Special attention should be paid to the authors of scientific papers on the need to use in their work the International System of Units of Measurement (SI), which has been in force in our country since 1960, but has not yet been used by individual authors. To be fair, it should be noted that the share of the blame for not using the SI system in scientific articles lies with the editors of scientific journals.

In general, it should be emphasized that in the process of preparing a manuscript for publication, the author of a scientific article must constantly take into account the following:

- focus on the intended readership;

- strictly adhere to a certain style of presentation of the material;

- anticipate possible comments of prospective reviewers and opponents;

– adhere to the rules for preparing a manuscript adopted in the edition of the journal (or publishing house) in which it is supposed to be published.

3. IDENTIFICATION OF SCIENTIFIC POTENTIAL OF THE TEACHING STAFF OF SVE INSTITUTIONS

To identify the theoretical and practical scientific potential of the teaching staff of colleges and technical schools, it is necessary to develop a mathematical apparatus that allows you to impartially compare the capabilities of SVE institutions in their scientific research. To do this, we propose to introduce an appropriate complex indicator:

where , , … , - coefficients that take into account the qualification, age and other characteristics of the teaching staff of colleges and technical schools.

The number of teachers with the highest and first categories is important for the successful implementation of scientific activity. Taking into account the fact that SVE teachers strive to improve (or confirm with a certain frequency) their category (i.e., the percentage of teachers with the highest and first categories may change), then to assess the "theoretical" scientific potential of the teaching staff of colleges (technical schools), we propose enter category accounting factor

where - the number of teachers of secondary vocational education with the highest and first categories; – the total number of teachers of secondary vocational education.

Special attention should be paid to teachers with academic degrees of candidates or doctors of science. Currently, teachers with the above academic degrees due to a number of reasons (low wages, no additional payments for an academic degree, “non-prestigious” work in colleges / technical schools, the need to work with students of “transitional” age, supervising, etc.) are reluctant to work in SPO institutions. However, professors with Ph.D. and Ph.D. degrees sometimes come to work in colleges/technical schools (for example, teachers who are retired; for the purpose of part-time work; living near a particular educational institution, etc.). In general, it seems to us that teachers of secondary vocational education with academic degrees of candidates and doctors of science should become the “engines” of scientific activity in the corresponding technical schools (colleges). Therefore, the organization of scientific activity in SVE institutions should definitely fall on the shoulders of these representatives of scientific schools, whose achievements have already been recognized by the Higher Attestation Commission under the Ministry of Education and Science of the Russian Federation (VAK under the Ministry of Education and Science of Russia) .

To assess the existing scientific potential of the teaching staff of colleges (technical schools), we propose to introduce a coefficient for accounting for teachers with academic degrees. At the same time, we propose to separately take into account the scientific potential of SVE institutions, depending on the number of working teachers with candidate or doctoral degrees:

where - the number of teachers of secondary vocational education with a Ph.D. degree; – the number of teachers of secondary vocational education with a PhD degree.

In the formula we propose, it is precisely this sequence of teachers with a scientific degree (candidate and only then a doctor) that is used, since, according to the results of monitoring the educational level of teachers of SVE institutions, teachers with PhDs work more often in colleges (technical schools).

The coefficients of experience in carrying out scientific activities deserve special consideration.and , having different "weight" values ​​for teachers of vocational education with a degree of candidate or doctor of science. In our opinion, the experience factor, while the initial (regardless of the profile of the SVE institution) values ​​of the coefficients should be taken = 2, a = 1. whether the scientific specialty (in accordance with the Nomenclature of specialties of scientific workers) corresponds to the teacher of the general orientation of the college (technical school).

In our opinion, the age structure of teachers of secondary vocational education is of great importance. Traditionally, young and relatively young people are more willing to engage in research activities, striving to increase their educational and scientific potential, as well as taking care of their career growth. Therefore, in order to assess the age potential of the teaching staff of colleges (technical schools), we propose to introduce a coefficient for taking into account the age of teachers

where - the age coefficient of teachers of secondary vocational education, taken depending on the corresponding age category; - the number of teachers of SVE of the corresponding age category.

We propose the division of teachers of technical schools (colleges) into the following age categories (Table 1):

Table 1 - Age categories of teachers of technical schools (colleges)

	Up to 25 years old	St. 25 up to 35 years	St. 35 up to 50 years	St. 50 years
Coefficient age			1,25

The mathematical apparatus proposed by us undoubtedly requires improvement. Such improvement should be based on a statistical analysis of the teaching staff of institutions of secondary vocational education in the Russian Federation. The system of influencing coefficients , , … , must be expanded, the values ​​of smaller coefficients must be specified.

Nevertheless, as an example, we will give the results of a comparison of the capabilities of some institutions of the SVE of the Voronezh region in the implementation of their scientific research.

The objects of study were the Railway College - the Voronezh branch of MIIT, the Electromechanical College - the Voronezh branch of MIIT and the Voronezh Polytechnic College.

In accordance with the above methodology, a number of indicators were determined. In particular, for the railway college - the Voronezh branch of MIIT for the total number of full-time teaching staff (82 people, 100% with higher education) 57.3% are teachers with the highest category; 34.2% are teachers with the first category and 8.5% are teachers without a category.

For the Electromechanical College - Voronezh branch of MIIT for the total number of full-time teaching staff (64 people, 100% with higher education) 43.8% are teachers with the highest category; 9.4% are teachers with the first category and 46.8% are teachers without a category.

For the Voronezh Polytechnic College, for the total number of full-time teaching staff (54 people, 100% with higher education), 51.8% are teachers with the highest category; 27.9% are teachers with the first category and 20.3% are teachers without a category.

The results of the comparison are shown in fig. 7-10 and in table. 2.

Figure 7. Distribution of categories among teachers

Railway College - Voronezh branch of MIIT

Figure 8. Distribution of categories among teachers

Electromechanical College - Voronezh branch of MIIT

Figure 9. Distribution of categories among teachers

Voronezh Polytechnic College

Table 2 - Results of a study of the potential of some institutions of the SVE of the Voronezh region in the implementation of their scientific research

No. pp	Odds	SPO institutions
		LCD VF MIIT	EMK- VF MIIT	VPT
		0,914	0,531	0,796
	scientists degrees	1,024	1,031	1,055
	age	1,329	1,300	1,277
	Complex indicator	1,243	0,711	1.072

Figure 10. Findings from the capacity survey of selected institutions

SPO of the Voronezh region in the implementation of their scientific research

The results of comparing the capabilities of some SVE institutions of the Voronezh region in carrying out their scientific research revealed that it is important for the scientific potential of colleges and technical schools to have people with academic degrees in the staff, as well as a large number of teachers with the highest and first categories.

CONCLUSION

The introduction of federal standards of the third generation poses a number of problems for secondary vocational educational institutions in meeting their requirements.

One of the modern and innovative teaching methods that ensure the process of forming students' professional competencies is the use of elements of research work in the educational process and in extracurricular activities.

One of the main methodological approaches in organizing research work is the teacher's ability to turn students' research activities into an effective tool for developing their creative abilities.

As the results of a survey of teachers of secondary vocational education show, the most significant problem in the organization of research in colleges (technical schools) is the lack of knowledge and recommendations on the organization of research work in institutions of secondary vocational education.

In order to successfully conduct research work in colleges and technical schools, a teacher of SVE must represent the structure of research activities of students in the conditions of SVE, as well as know the general principles of conducting scientific work in relation to their working conditions.

The results of research work and their design is the final stage of scientific research and includes the analysis and synthesis of data from information sources (literature, the Internet, etc.), the preparation of an analytical review, the analysis and synthesis of own factual data, the interpretation of the results obtained and comparing them with literature data, identifying existing patterns, preparing a conclusion and a reporting document.

To identify the theoretical and practical scientific potential of the teaching staff of colleges and technical schools, in this work it was proposed to use a comprehensive indicator that allows you to impartially compare the capabilities of SVE institutions in their research. The results of comparing the capabilities of some SVE institutions of the Voronezh region in carrying out their scientific research revealed that it is important for the scientific potential of colleges and technical schools to have people with academic degrees in the staff, as well as a large number of teachers with the highest and first categories.

The Model Regulations on the research work of teachers of vocational vocational education developed in this study, as well as the implementation of the principles of conducting research in vocational schools given in this study, will, in our opinion, raise the considered type of work to the proper level.

Taking into account the above provisions on the need to check works for anti-plagiarism, the corresponding report is provided in Appendix 2.

Appendix 1

STANDARD PROVISIONS ON SCIENTIFIC RESEARCH FACILITIES

THE WORK OF SVE TEACHERS

"APPROVE"

Director

____________________________ "___" ______________ 20___

POSITION

ABOUT SCIENTIFIC RESEARCH WORK

SVE TEACHERS

Date of introduction: "___" ___________20

"AGREED":

______________________ "___" ____________ 20___

2016

1. General Provisions

5. Summing up the results of the research work of teachers

1. General Provisions

1.1 This provision has been developed in accordance with the Law of the Russian Federation "On Education in the Russian Federation", the regulatory documents of the Ministry of Education and Science of the Russian Federation, the Laws and legislative acts of the Russian Federation, the Charter and local acts of the SPO institution.

1.2 The Federal State Educational Standard assumes that teachers conduct mandatory research (hereinafter referred to as R&D) work.

1.3 Research and development of teachers of secondary vocational education contribute to improving the effectiveness of teaching in order to improve the quality of training specialists in ongoing educational programs of secondary vocational education.

1.4 The tasks of R&D in the establishment of free software are:

- increasing the level of professional skills of teachers of the technical school;

- orientation of teachers to effective innovative educational technologies;

– a comprehensive deep analysis of the integral system of education and upbringing;

- use of a research approach in one's own professional activity;

- the use of scientific reasoning in the analysis and dissemination of advanced pedagogical experience;

- development of the creative and scientific potential of the teaching staff of the SVE institution.

1.5 The leadership of the research work of teachers is carried out by the deputy director for educational and methodological work and research work. The structure of management and conduct of research in the institution of secondary vocational education includes: a methodological council (hereinafter referred to as MS), subject cycle commissions (hereinafter referred to as PCC).

1.6 R&D is planned annually, taking into account the objectives of the institution of secondary vocational education, the objectives of the PCC and the individual needs and requests of the teacher.

1.7 Research and development of SVE teachers is the property of the entire teaching staff of the SVE institution.

2. The content and directions of research of teachers

vocational institutions

2.1.1 The essence of the research work of teachers is the individual and collective interaction of teachers-researchers in order to ensure the training of specialists at the level of modern qualification requirements, the effective use of the educational, scientific, technical and innovative potential of the SVE institution for its socio-economic and material and technical development.

2.1.2 The criteria for research and development of teachers of the SVE institution are:

- relevance;

- scientific novelty;

- argumentation and evidence;

- practical demand.

– …..

– …..

– …..

2.2 Tasks of research work for teachers of the SVE institution

The main objectives of the research work carried out in the institution of secondary vocational education:

– conducting topical scientific research;

– enrichment of the educational process with the results of modern scientific research;

- practical acquaintance of students and teachers of the SVE institution with the organization of scientific research and their involvement in the implementation of research work;

- improving the scientific qualifications of teachers of the institution of secondary vocational education;

– cooperation with scientific publications of the country.

3. Organization of research work of teachers in the institution of secondary vocational education

3.1 Research can be carried out by individual teachers of SVE and creative groups consisting of teachers of SVE, students of SVE, university professors, university students.

On electronic and / or paper media, individual research cards of teachers of secondary vocational education are issued. Individual cards reflect the following information:

– participation of the teacher of secondary vocational education in the organization and management of the research work of students (plan and result);

- the scope of research interests of the teacher of secondary vocational education;

– self-education of the SPO teacher (forms, terms).

The work planned by the teacher is reflected in the individual card at the beginning of the academic year. The issued cards are considered at the meeting of the PCC. During the academic year, individual cards are filled in by the teacher.

3.3 The Chairman of the PCC enters generalized data on the planned directions, content and forms of R&D of teachers of secondary vocational education into the work plan of the PCC. The MS approves the directions, content and forms, the schedule for monitoring the implementation of research and development of teachers of secondary vocational education and reporting forms.

3.4 During the academic year, the chairmen of the PCC implement various forms of intermediate control (individual work with teachers of secondary vocational education, consulting, review of the implementation of individual research plans at the meetings of the PCC, MS, analytical reports, etc.). Forms and terms of intermediate control over the implementation of individual research plans of teachers are included in the general work plan of the PCC and methodological work.

3.5 The methodological service, together with the chairmen of the PCC, during the academic year organizes seminars, master classes, pedagogical readings on organizing and conducting research for teachers.

4. Methodical day of teachers

4.1 Teaching staff of the SVE institution can be provided with a methodical day, subject to the volume of the teaching load that does not violate the educational regime of the SVE institution and does not overload students.

4.2 Methodical day is not an additional day off.

4.3 The goals and objectives of providing a methodological day are to create favorable conditions for the implementation of research, in particular:

- creating the necessary conditions for improving the theoretical training of teachers of secondary vocational education by studying scientific literature and other sources of information;

- creating the necessary conditions for improving the skills of teachers of secondary vocational education by attending scientific conferences and other events dedicated to acquaintance with advanced scientific research.

4.4 On the methodical day, the teacher is engaged in:

– study of legislative acts and normative documents on the issues of scientific research;

– work on thematic planning of scientific research;

– study of advanced scientific experience;

- acquaintance with the latest scientific literature and other sources of information.

4.5 The teacher on his methodological day is obliged to be present and / or participate in the work of all pre-planned activities in the SVE institution and outside it, and also, if necessary, replace sick teachers.

5. Summing up the results of research work of teachers of secondary vocational education

5.1 At the end of the academic year, it is planned to hold a meeting of the PCC, at which the reports of teachers on the research carried out during the academic year are heard and the completed individual research cards of teachers of secondary vocational education are submitted.

This meeting is held with the obligatory participation of a methodologist, in addition, deputy directors can take part in it.

5.2 The Chairman of the PCC records the results achieved by teachers and prepares an analytical report on the R&D of teachers, which reflects:

– goals and objectives of the PCC in the field of R&D;

- the nature of the organization of research to achieve the goals;

– research results;

– analysis of the results indicating the difference between the planned and reporting indicators, as well as the reasons and proposals for eliminating shortcomings;

- further plans and prospects.

Analytical reports are agreed with the methodologist and heard at a meeting of the MS, during which the results of the research work of teachers of the SVE institution for the academic year are summed up and tasks for the further improvement of the research work of teachers of the SVE institution are determined.

5.3 Works of teachers after their approval by the MS are subject to mandatory publication in print media.

5.4 Individual research maps of teachers (electronic and paper versions) are stored at the PCC, research works (electronic and paper versions) are entered into the database of the methodological service and stored in the information and methodological center.

5.5 The results of the intermediate and final control of the research work of teachers are reflected in the documents for the certification of teachers, are taken into account when rewarding and rewarding teachers vocational institutions

Ivanova Zh.G. Organization of research work of students / Ivanova Zh.G. // Pedagogical excellence: materials of the international. scientific conf. (Moscow, April 2012). - M.: Buki-Vedi, 2012. - S. 224-226.

Plankina M.V. Scientific research work of college students as a factor in improving the quality of vocational education / M.V. Plankina, T.A. Yurmazova // Modern problems of science and education. - 2012. - No. 2.; URL: http://www.science-education.ru/ru/article/view?id=5851 (date of access: 06/20/2016).

Kirilova G.I. Preparation of teachers for the organization of project research activities of students / Kirilova G.I. // Bulletin of the Kazan State Power Engineering University. - 2009. - T. 3. - No. 3. - S. 109-116.

Malysheva N.V. Interaction between school and university in modern project activities of students and schoolchildren / Malysheva N.V. // Bulletin of the Tambov University. Series: Natural and technical sciences. - 2009. - T. 14. - No. 5-1. - S. 910-913.

Kiseleva E.M. To the question of the organization of research work of students / E.M. Kiseleva, G.I. Rzaeva // Young scientist. - 2014. - No. 18.1. - S. 42-43.

Gerdt N.A. SRW as one of the conditions for the formation of the professional and creative potential of students of secondary vocational education / Gerdt N.A. // Young scientist. - 2015. - No. 21. - S. 772-774.

Plekhanov P.G. Research and creative activity of students / P.G. Plekhanov, E.G. Lebedeva, L.N. Mikhailova // Secondary vocational education. - 2008. - No. 12. - p. 22-24.

History of RFBR [Electronic resource] // Russian Foundation for Basic Research [website]. – URL: http://www.rfbr.ru/rffi/ru/info (Date of access: 06/25/2016)

Chirkin E.S. Automated check systems for illegal borrowings / E.S. Chirkin // Bulletin of the Tambov University. Series: Humanities. - 2013. - No. 12 (128). – pp. 164-174

Sivkova A.Yu. Diploma and term papers of students will be published on the Internet / A.Yu. Sivkova // Izvestia. - 2013. - 15 Jan.

Avdeeva N.V. On guard of the quality of higher education and science / N.V. Avdeeva, V.M. Ledovskaya, O.V. Nikulina // Accreditation in education. - 2014. - No. 6 (74). - S. 20-21.

About the Anti-plagiarism system [Electronic resource] // Closed Joint-Stock Company "Anti-Plagiarism" [website]. – URL: http://www.antiplagiat.ru /Page/About (Date of access: 06/23/2016)

Sharabchiev Yu.T. Methodology for formalizing the results of scientific research / Sharabchiev Yu.T. // Medical news. - 1998. - No. 5. - P. 33-44.

Regulations on the Higher Attestation Commission under the Ministry of Education and Science of the Russian Federation. Decree of the Government of the Russian Federation of March 26, 2016 No. 237

Nomenclature of specialties of scientific workers. Approved by the Order of the Ministry of Education and Science of the Russian Federation dated February 25, 2009 No. 59

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As a manuscript

Zlydneva Tatyana Pavlovna

ORGANIZATION OF RESEARCH ACTIVITIES

UNIVERSITY STUDENTS IN PROGRESS

vocational training

13.00.08 - theory and methodology of vocational education

dissertations for a degree

candidate of pedagogical sciences

Magnitogorsk - 2006

The work was done at the Department of Pedagogy

SEI HPE "Magnitogorsk State University"

supervisor : doctor of pedagogical sciences, professor

Romanov Petr Yurievich

Official opponents: Doctor of Pedagogical Sciences, Professor

Litvak Rimma Alekseevna;

Candidate of Pedagogical Sciences, Associate Professor

Sergeeva Natalya Vladimirovna

Leading organization: GOU VPO "Magnitogorsk State

Technical University" named after G.I. Nosova

The defense will take place on October 12, 2006 at 10 o'clock at a meeting of the dissertation council D 212.112.01 at the Magnitogorsk State University at the address: 455038, Magnitogorsk, Lenin Ave., 114, room. 211.

The dissertation can be found in the library of Magnitogorsk State University.

Scientific Secretary

dissertation council

doctor of pedagogical sciences,

professor N.Ya. Saygushev

GENERAL CHARACTERISTICS OF THE STUDY

Relevance of the problem the organization of research activities of students during their professional training is due to socio-economic and scientific and technical transformations in modern society, the importance for specialists in their future professional activities, the penetration of democratization and humanization processes into the education system, the need to create opportunities for the maximum development of each personality, its individual characteristics and insufficient development of this problem in pedagogical theory and practice.

At present, society requires specialists who are able to navigate independently in the flow of changing information, who are able to compare, analyze, find the best solutions, i.e. conduct research in a specific production environment. In this regard, the requirements for the level of professional training of students, the goals, the content of education in higher education have changed significantly, which is reflected in the legal documents governing the activities of universities, in the State Educational Standard for Higher Professional Education, in curricula and program documents of universities.

The transfer of a student from an object of pedagogical influence, when the realization of his creative abilities is expected only in future professional activity, to an active position of the subject of educational activity, in which he could show independence, initiative and creativity, becomes relevant during the period of study at a university for future specialists. In addition, the educational activities of students must be organized in such a way that it is a means of their professional development. Therefore, the transition from reproductive teaching methods to research methods with a high degree of independence, which ensure the effective formation of professional knowledge and skills, encourage the development of cognitive activity, and create conditions for the realization and improvement of the individual, is very relevant. Under such conditions, increasing the effectiveness of professional training is associated with the organization of research activities of students.

The urgency of the problem is confirmed by the fact that research in this area is carried out in various directions. The psychological and pedagogical foundations of the research activities of students are disclosed in the works of S.I. Arkhangelsky, V.I. Andreeva, Yu.K. Babansky, V.V. Davydova, S.I. Zinoviev, V.A. Krutetsky and others. The specifics of research activities of students, forms and types of cooperation between teachers and students are considered

L.I. Aksenov, B.I. Sazonov, N.V. Sychkov; the place and role of scientific research in the system of higher education are determined by L.A. Gorbunova; psychological and pedagogical factors of success in research and development work were identified by L.F. Avdeeva; research work of students as an element of training of future specialists is considered by Z.F. Esareva, N.M. Yakovlev; pedagogical conditions for the relationship between educational and scientific research activities of students are highlighted by V.N. Namazov; social functions of SRW and the experience of developing a comprehensive planning of research activities of students were analyzed by L.G. Kvitkina; historical problems of student research are identified by M.V. Kovaleva; scientific activity of higher educational institutions, its types and specificity is considered by Yu.V. Vasiliev, G.A. Zasobina, N.V. Volkov; E.P. Elyutin, I.Ya. Lerner, P.I. Pidkasisty, V.A. Slastenin; P.Yu. Romanova, V.P. Ushachev; questions of the development of the research culture of the teacher are disclosed by T.E. Klimova.

Thus, at present there are certain prerequisites for studying the problem of organizing research activities.

students:

1) social - the need of society for specialists capable of independence, initiative and creativity, for transformative activities, professional mobility;

2) theoretical - a set of questions of the theory of pedagogy and psychology on the organization of research activities and the formation of research skills of students in the learning process has been developed;

3) practical - a certain experience in organizing research activities of students in various universities has been accumulated.

At first glance, the problem of research activity of students has been developed enough, but only in general, pedagogical terms. There are quite a few gaps in the organization of research activities within specific academic disciplines. It is possible to distinguish a significant number of dissertation research only in the field of mathematics (V.V. Nikolaeva, G.V. Denisova, V.G. Zavorueva, A.M. Radkov, V.A. Gusev, etc.) and disciplines of the pedagogical cycle (N .S. Amelina, G.P. Khramova, N.M. Yakovleva and others). The methodology for organizing the educational and research activities of students in the process of studying other disciplines is developed rather poorly (physics, biology, astronomy) or not developed at all. At present, during the period of active development of computer technology and information technology, the issue of the need to organize research activities of students within the framework of computer science disciplines is especially acute.

Thus, it was revealed contradiction between the requirements for the personality and activity of a specialist in the conditions of modern society and the actual level of readiness of graduates of higher educational institutions to perform their professional functions. In addition, the need to organize research activities of students within the disciplines of computer science to improve the effectiveness of professional training has been identified. All this determined problem research: development of didactic foundations for the organization of research activities of students in the process of professional training in order to increase its effectiveness for specialists in applied mathematics and computer science.

The importance and relevance of the problem under consideration, its insufficient theoretical and practical development determined the choice themes research - "Organization of research activities of university students in the process of professional training" .

Purpose of the study- building a system for organizing research activities of students, aimed at increasing the effectiveness of professional training.

Object of study- the process of professional training in a higher educational institution.

Subject of study- research activities of students of the specialty "Applied Mathematics and Informatics" in the process of studying the disciplines of informatics.

The key idea of ​​the study is reflected in hypothesis, according to which the organization of research activities of university students in the process of professional training acquires the character of an effectively operating system if the following set of pedagogical

1) organization of "subject-subject" interaction in the "teacher-student" system in the process of research activities;

2) the formation of the value attitude of students to research activities;

3) the competence of the teacher in the organization of research activities of students in the study of specific disciplines.

In accordance with the goal and the hypothesis put forward, the following tasks:

1. To study the state of the problem in organizing the research activities of students and determine the theoretical and methodological approaches to its effective solution.

2. Theoretically substantiate the structure and components of students' research activities, determine its role and place in the system of professional training of future specialists in applied mathematics and

informatics.

3. Develop a model of the system for organizing research activities of students and introduce it into teaching practice.

4. Determine the pedagogical conditions that ensure the effectiveness of the organization of research activities of students.

5. To develop a methodology for organizing the educational and research activities of students in the process of studying the disciplines of computer science.

Theoretical and methodological basis studies are:

– the theory of a systematic approach (V.G. Afanasiev, I.V. Blauberg, V.N. Sadovsky, E.G. Yudin) and its position in solving pedagogical problems (Yu.K. Babansky, V.P. Bespalko, T A. Ilyina, V. A. Slastenin and others);

– provisions of the activity approach (B.G. Ananiev, L.S. Vygotsky, V.V. Davydov, M.S. Kagan, N.V. Kuzmina, A.N. Leontiev, S.L. Rubinshtein);

– ideas of a person-oriented approach (V.A. Belikov, E.P. Belozertsev, E.V. Bondarevskaya, A.V. Kiryakova, V.V. Kraevsky, V.Ya. Lyaudis,

V.V. Serikov, I.S. Yakimanskaya and others);

- ideas of organizing the pedagogical process from the standpoint of modular (M.I. Makhmutov, D. Russell, N.M. Yakovleva, etc.) and technological

(V.M. Klarin, G.K. Selevko and others) approaches;

- the theory of vocational education (S.Ya. Batyshev, A.P. Belyaeva, A.G. Gostev, E.A. Klimov, V.M. Raspopov, A.N. Sergeev, etc.).

To achieve the goal, test the hypothesis and solve the tasks set, a set of interrelated methods presented below in accordance with the stages of the study.

Experimental base and research stages. Experimental work on the problem of dissertation research was carried out on the basis of the Faculty of Physics and Mathematics of the Magnitogorsk State University (MaSU) and the Sibai Institute of the Bashkir State University (BSU).

The study was conducted from 2000 to 2006 in three stages.

First stage(2000-2001)– definition of the research problem and identification of its relevance; study, generalization and systematization of information on the research problem in the philosophical, psychological, pedagogical and methodological literature; analysis of the state of research activities of students at the university and, in particular, at the Faculty of Physics and Mathematics; study and analysis of normative documents, curricula and state educational standards. This made it possible to develop and clarify the conceptual apparatus of the study, formulate a working hypothesis, outline goals, objectives, research methods, and conduct a stating experiment. The main methods of the first stage: theoretical (analysis, systematization, generalization); empirical (observation, questioning, testing, conversation, fixing the results, organization and conduct of the experiment); methods of mathematical statistics.

Second phase(2002-2004)- search for ways, methods and techniques for organizing the research activities of students studying in the specialty "Applied Mathematics and Informatics" of the Faculty of Physics and Mathematics; development of a system for organizing research activities of future mathematicians, system programmers and its model; determination of a complex of pedagogical conditions for the effectiveness of the organization of research activities of students; determination of the structure and content of the formative experiment; implementation of the experiment; development of a methodology for organizing educational and research activities of students in the subject courses "System and applied software", "Workshop on a computer". At this stage, the following methods were used: theoretical (systematization, generalization, modeling); empirical (observation, questioning, testing, recording results, experiment); methods of mathematical statistics.

Third stage(2005-2006)– continuation of experimental work to test the effectiveness of the system developed by us for organizing research activities of students; qualitative and quantitative analysis of the results; systematization and generalization of the results of theoretical and experimental research; dissertation preparation. Based on the results of the dissertation research, methodological guidelines for organizing research activities of students in the process of studying general professional disciplines were prepared and introduced into the educational process. The main methods of the third stage of the study: theoretical (systematization, generalization); empirical (conducting an experiment, analyzing the results); methods of mathematical statistics and information technology (identification of statistical dependencies, computer data processing, graphical display of results).

Scientific novelty of the research:

1) a system for organizing research activities of students of the specialty "Applied Mathematics and Informatics" was built and theoretically substantiated in accordance with the learning objectives formulated on the basis of the requirements for the training of specialists in this profile;

2) a set of pedagogical conditions has been identified and experimentally verified, which ensures the effectiveness of the organization of research activities of future specialists in applied mathematics and computer science;

3) a methodology for organizing the educational and research activities of students in the subject courses "System and applied software", "Workshop on a computer" has been developed.

Theoretical significance of the study is that:

1) the essential characteristics and content of the concept of "organization of research activities of students" are clarified;

2) the structure and components of the system for organizing research activities of students of the specialty "Applied Mathematics and Informatics" are theoretically substantiated;

3) a stage-by-stage organization of educational and research activities of students in the system of vocational training has been developed and justified.

Practical significance of the study is determined by:

1) the program of the special course "Introduction to Research Activities" was developed, the purpose of which is to form a creative personality with elementary skills of independent research work; the study of this special course is expected in all university (not pedagogical) specialties of the Faculty of Physics and Mathematics

MaSU: 010501 - Applied Mathematics and Informatics, 080116 - Mathematical Methods in Economics, 010701 - Physics;

2) a methodology for organizing the educational and research activities of students in the subject courses "System and applied software" and "Workshop on a computer", presented in educational and methodological complexes (EMC) for these disciplines, has been developed;

3) guidelines for the organization of research activities of students of the specialty "Applied Mathematics and Informatics" have been developed and published, which are used in the educational process at the Department of Applied Mathematics and Computer Engineering of the Moscow State University and at the Department of Applied Mathematics and Information Technology of the Sibay Institute of BSU, and can also be used in the preparation of students of other specialties, for which the state educational standard provides for the study of the C programming language.

The research materials can be used in the practice of vocational education institutions.

Reliability and validity the obtained results of the research are provided by the analysis of the achievements of the psychological and pedagogical sciences; application of a set of methods adequate to the subject and objectives of the study; the representativeness of the sample of surveyed students; repeatability of results at different stages of the experiment and confirmation of the research hypothesis; quantitative and qualitative analysis of experimental data; implementation of the research results in the educational practice of higher educational institutions.

The main provisions for defense:

1) a model of the system for organizing research activities of students of the specialty "Applied Mathematics and Informatics", represented by interconnected modules: theoretical and methodological, professionally oriented, organizational and technological, and control and adjustment;

2) a set of pedagogical conditions that ensure the effectiveness of the organization of research activities of students: a) the organization of "subject-subject" interaction in the "teacher-student" system in the process of research activity; b) formation of students' value attitude to research activities; c) the competence of the teacher in the organization of research activities of students in the study of specific disciplines.

3) methodology for organizing the educational and research activities of students in the subject courses "System and applied software", "Workshop on a computer".

Testing and implementation of research results carried out through: publications in the press; reports at meetings of the Department of Pedagogy, the Department of Applied Mathematics and Computer Engineering of the MaSU; speeches at methodological seminars of graduate students and applicants of the Magnitogorsk State University, at the annual scientific and practical conferences of teachers of the MaSU (2000-2005). The research materials were presented at the international scientific and practical conferences "Actual problems of informatics and information technologies" (Tambov, 2005), "Psychology and pedagogy of modern education in Russia" (Penza, 2006), at the All-Russian Scientific and practical conference "Fundamental sciences and education" (Biysk, 2006). The main provisions, conclusions and recommendations of the study, which are of theoretical and applied importance, are contained in publications. The materials of the dissertation research were tested at the MaSU and the Sibay Institute of the Belarusian State University.

STRUCTURE AND MAIN CONTENT OF THE THEsis

Dissertation structure. The dissertation work consists of an introduction, two chapters, a conclusion, a list of references and applications.

In administered the relevance of the study is substantiated, the goal, object and subject are determined, the hypothesis and objectives of the study are formulated, the theoretical and methodological foundations, stages and methods of research are determined, the scientific novelty, theoretical and practical significance of the study are revealed, the provisions submitted for defense are formulated, information about approbation and implementation of the results of the work performed.

AT first chapter- "Theoretical foundations of the organization of research activities in the process of professional training of students of the Faculty of Physics and Mathematics" - the state of the problem under study in the theory and practice of higher education is analyzed; the essence of fundamental concepts is specified; theoretical and methodological approaches to solving the stated problem are highlighted; substantiates and presents the system of professional training and the system of organization of research activities of students of the specialty "Applied Mathematics and Informatics"; pedagogical conditions are revealed that ensure the effectiveness of the organization of research activities of students.

At present, the research activity of students is an obligatory component of the professional training of future specialists, since the main task of higher education is to prepare students "for lifelong education", to focus them on self-education, motivation to replenish knowledge. With this approach, the focus on mastering the logic of the research process becomes the leading one in teaching students. The inclusion of students in research activities provides the most complete opportunities for the creative assimilation of knowledge,

allows you to significantly increase the share of knowledge acquired by students on their own, increases the level of scientific thinking, develops professionally important personality traits: initiative, independence, etc.

Analysis of publications of scientists (B.I. Korotyaev, T.V. Kudryavtseva, M.I. Makhmutov, V.I. Andreev, Yu.N. Kulyutkin, V.G. Razumovsky, A.M. Matyushkin), considering various aspects research work of students showed that in theory there is no unambiguous definition of this concept.

Taking into account the specifics of our research, and given that research is a creative activity, a means of developing the creative abilities of future specialists, under the organization of research activities of students, we mean a set of activities carried out by the teaching staff in order to form students' knowledge, develop skills and skills that allow you to see the area of ​​professional activity from the standpoint of a researcher and contribute to the maximum development of each individual.

After analyzing a fairly extensive material of sources devoted to the problems of organizing research activities of students at a university and issues of professional training, we came to the conclusion that to solve our problem, the most productive are systemic, activity-based and student-oriented approaches that mutually enrich and complement each other. The identified approaches served as a theoretical and methodological basis for the development and substantiation of a system for organizing students' research activities. These methodological approaches do not exclude others, which in turn complement the main ones.

A systematic approach helps to consider various aspects of the object or process being studied, which allowed us to single out three interrelated systems in our study: the system of professional training, the system for organizing research activities of students, and the system of educational and research tasks.

The activity approach directly underlies the organization of students' research activities, since the defining components of the system under consideration are the teaching and managing activities of the teacher and the educational (including research) activities of students.

The student-centered approach considers the personality as the goal, subject and result of the process of organizing the research activities of students, during which the individual characteristics of the personality (needs, interests and abilities) are taken into account, a differentiated approach is used, the development of the student's personality qualities (operational, organizational, technical, communicative) is ensured. ), the cognitive activity of the personality itself increases, its self-development occurs.

The design of the system for organizing research activities of students was carried out according to the following scheme: 1) formulation of the goal; 2) justification of the principles that contribute to the achievement of the goal; 3) substantiation of the principles on the basis of which the system design will be carried out;

4) substantiation of the system components and determination of the totality of structural relationships; 5) highlighting the conditions for the effective organization of research activities of students; 6) forecasting the result of the system functioning, development of tools for its diagnostics; 7) implementation

system into the practice of teaching and checking the effectiveness of its implementation within the specified conditions.

The system developed by us is considered as an open-type subsystem, built into the context of the professional training system, and is focused on a specific goal - increasing the effectiveness of this training, developing the student's personality.

A number of principles for organizing students' research activities contribute to increasing the effectiveness of professional training and creating conditions that stimulate initiative and form personal prerequisites for creative activity. These principles characterize all components of the system for organizing students' research activities: the principle of goal-setting - the target component; the principle of professional orientation - the motivational component; the principles of integrativity, didactic isomorphism, continuity, systematicity and consistency - a meaningful component; principles of obligatoriness, manageability, additionality - a procedural component.

As the primary principles of education, on the basis of which the professional training of specialists in a higher educational institution is carried out, the principles of modularity, systemic and fundamental training are used. It is the combination of the identified principles of professional training and the principles of organization of research activities of students, in our opinion, that ensures the successful achievement of the main goal - the professional training of highly qualified specialists.

After analyzing the process of professional training of students of the specialty "Applied Mathematics and Informatics", we identified the following stages of this training: 1) professional-adaptive, which lays the initial professional knowledge and forms the initial skills of research activities of students in its various forms; 2) professional-developing, where the development of professional components of the personality of students takes place, the formation of their readiness for professional activities; 3) professionally affirmative, in which students practically adapt to the conditions of professional activity, when almost the entire set of special knowledge, skills and abilities has already been obtained, providing the opportunity for successful work in their profession. Considering that each stage of professional training has its own forms of educational (including research) activities of students and based on the principles of professional training, we have developed a system of professional training for students of the specialty "Applied Mathematics and Informatics" taking into account the specifics of our study.

When developing a system for organizing research activities of students, the principles of the completeness of parts of the system, the gradual development of the system and the coordination of the rhythm of the components of the system, reflecting the essence of the laws of designing technical systems, were taken into account.

The principle of completeness of parts of the system involves the selection of such a set of components that would have self-sufficiency and efficiency. As the main elements of the developed system, we single out: purpose; object of training and management (student); subject of training and management (teacher); the content of research activities of students, determined by the content of training; the process of organizing research activities of students using teaching methods, organizational tools and forms.

The principle of stage-by-stage development of the system within the framework of our study implies not only the allocation of stages of professional training, but also the stages of organization of educational and research activities of students - motivational, theoretical, activity and creative. These stages do not have clear boundaries, each subsequent one reflects the previous ones, in addition, for a single student, the duration of each stage is individual, depending on his abilities and needs, level of knowledge and skills.

The principle of harmonizing the rhythm of the components of the system is, first of all, the coordination between the activities of teaching and the activities of learning, which is manifested in the fact that: a) each of the teaching methods is due to the use of a certain teaching method; b) harmonious interaction between the teacher and students is ensured, the transition to "subject-subject" relations is carried out.

A comparative analysis of the teaching and research and research activities of students made it possible to identify their features and focus on the organization of teaching and research activities, since it is carried out as part of the educational process and all students can be involved in it, it is in it that the foundations of a creative approach to the implementation of any tasks, the research skills of students are formed and developed. In educational and research activities, the student does not act as a passive object of pedagogical influence, but as an active subject of the cognitive process. In our study, in defining educational and research activities, we adhere to the interpretations of this concept proposed by N.S. Amelina and V.I. Andreev, and consider it as a cognitive activity, which is characterized by the conscious use of scientific research methods in all major forms of educational work.

A visual representation of the system for organizing research activities of students is its model. When building the model, we took into account: 1) the requirements imposed by society on the quality of professional training of young specialists; 2) the main ideas on the problem of organizing research activities of students; 3) the content of the process of professional training of students; 4) the structure and content of the organization of research activities of students.

The composition of the structural-content model of the system for organizing research activities of students, shown in Fig. 1, includes four modules (theoretical and methodological, professionally oriented, organizational and technological, and control and adjustment), each of which is represented by its own components.

An integral part of this model is a set of pedagogical conditions that ensure the effectiveness of the organization of research activities of students:

- organization of "subject-subject" interaction in the "teacher-student" system in the process of research activities;

- the formation of the value attitude of students to research activities;

- the competence of the teacher in the organization of research activities of students in the study of specific disciplines.

Rice. 1. Structural and content model of the system of organization of research activities of students of the specialty

"Applied Mathematics and Informatics"

When identifying and substantiating the first pedagogical condition, we proceeded from the fact that it is necessary to create such conditions when the student consciously and creatively actively realizes the available opportunities for his own development. The most significant provisions of this pedagogical

conditions are: 1) the combination of pedagogical management with the development of initiative and independence of students; 2) the teacher and students act in research activities as subjects of management, their co-management is observed; 3) the measure of the controlling influence on the student must correspond to the level of development of his research skills; 4) "subject-subject" interaction is based on the development of the student's ability to "manage himself", "organize himself independently"; 5) the main goal of the activity of both the teacher and the student in this case is the development of the personality, its ability to self-realization.

Highlighting the second pedagogical condition, we took into account the fact that students must realize the need to master research activities, perceive it as preparation for future professional activities, must gain knowledge about research activities and the initial experience of their use in practice. Since the research activity of students is carried out in the course of studying specific disciplines, we formulated the following requirements for the process of forming a value attitude: 1) present educational material in such a way as to ensure the identification and transformation of the student's subjective experience, his subjective knowledge, skills and abilities; 2) ensure control and evaluation of not only the result, but also the learning process, the ability to apply research techniques in this process; 3) determine the criteria by which one can judge the attitude of students to research activities.

The third pedagogical condition is singled out by us because the level of development of the teacher's personality, his professional readiness, including intellectual, organizational and psychological components, the chosen style of communication, determined by the specifics of the discipline being studied, largely depends on how the very possibility of organizing students' research activities within the subject courses, and the success of achieving the goal.

We consider the interrelated and interdependent pedagogical conditions identified by us to be necessary and sufficient for the effective organization of research activities of university students in the process of professional training.

The main advantages of the system for organizing research activities of students are: 1) its independence from the specific implementation within the framework of the academic discipline and educational institution; 2) its integrity, since all components are interconnected, work for the final result, and when external conditions change, the stability of these connections is observed; 3) the presence of invariant (global goal, principles) and variable (methods, forms and means of achieving the goal) components; 4) openness, since through the goal there is an exit to the social order of society.

In second chapter– “Experimental work on the organization of research activities of students of the specialty “Applied Mathematics and Informatics” – describes the logic and content of the pedagogical experiment, criteria and diagnostic tools for determining its results, reveals the methodology for organizing research activities of students in the course “System and applied software” in within the framework of the developed system, the results of the experimental study are analyzed and summarized.

In our work, we relied on a number of principles that have a significant impact on the effectiveness of the application of the experimental method to the study of pedagogical phenomena: the principles of scientific character, objectivity, efficiency, humanization of the pedagogical experiment.

The main criteria for the effectiveness of the experimental work are the criteria for determining the level of students' mastery of educational and research activities: the degree of formation of motivation for educational and research activities, the degree of formation of the knowledge system about research activities, the degree of formation of educational and research skills, the degree of formation of reflection. We have identified and characterized three levels of students' mastery of educational and research activities: search (low), activity-research (medium) and active-creative (high).

Experimental work was carried out from 2000 to 2006. The results obtained by us at the ascertaining stage of the experiment allowed

to draw the following conclusions: 1) the organization of research activities of students in the process of their professional training is characterized by insufficient development of many issues: it is necessary to motivate research activities, its professional orientation, increase the role of research teaching methods (including problematic ones) in the educational process; 2) the organization of purposeful, systematic performance of research work by students in the process of studying professional disciplines is of paramount importance for the development of research skills of future specialists; 3) an increase in the level of students' mastery of educational and research activities can be ensured by developing and implementing a special system for organizing students' research activities and a set of pedagogical conditions that ensure its effectiveness.

With this in mind, in the course of a formative experiment, we tested the influence of individual pedagogical conditions and their complex on the effectiveness of organizing students' research activities in the process of studying professional disciplines. The formative experiment was carried out during the study by students of the specialty "Applied Mathematics and Informatics" of the subject courses "System and Applied Software" and "Workshop on a Computer".

To organize the research activities of students within specific disciplines, we used a wide range of methods: monologue, dialogic, research - to organize learning in general; reproductive, reproductive-productive and productive - for structuring information; performance, search, heuristic - in the activities of students; information-algorithmic, problem-information - in the activities of the teacher. We came to the conclusion that in order to organize the research activities of students on a specific subject content, it is necessary to provide a problematic formulation of the training course: 1) highlight in it a set of theoretically and practically significant tasks that constitute the educational problem; 2) create conditions that allow each student to awaken the need to solve these problems and enable the student to independently resolve the problem situation; 3) to ensure a gradual increase in the degree of independence of the student's research work and the level of complexity of the proposed tasks.

The methodology developed by us for organizing the research activities of students in the course "System and Application Software" allows us to form the initial skills of this activity at the professional-adaptive stage of specialist training. In the course of studying the theoretical material, the proposed methodology is focused on lectures of a problematic and informational nature, writing essays and seminars of a research type. In practical terms, it is planned to carry out a system of educational and research tasks in laboratory work and organize mini-research on the material of tasks of various levels of complexity.

The implementation of each pedagogical condition was carried out within the framework of our proposed methodology for organizing the research activities of students in the process of studying computer science disciplines.

The methodology for implementing the first condition - the organization of "subject-subject" interaction in the "teacher-student" system in the process of research activities - included the organization of students' solutions to educational problems, strengthening the role of self-government and self-education of students in the process of their professional training. This was achieved through the use of various organizational forms. At lectures, part of the material is completely studied by the research method, the teacher does not give any theoretical information, only defines the problem. When presenting lectures that are purely informational in nature, it is necessary to strengthen their polemical orientation, achieved through questions to students and provoking students' questions to the lecturer, to involve them in a discussion. Using abstracting, the teacher only formulates the educational problem, students independently choose the topic of the abstract to solve the problem. Literature is also not recommended, the teacher gives students complete freedom to choose the source of information. Thus, the performance of a written assignment (abstract) contributes to the acquisition of research skills related to the search, study and analysis of scientific literature, the development of skills in the design of research results, and the initial experience of public speaking. We organize the exchange of information obtained by students in the course of independent research on the problem posed at the lecture within the framework of seminars. Here, students are expected to present papers, evaluate them (together with the teacher and students), discuss, generalize individual facts and events, and solve the educational problem as a whole. For each section of the topic studied by the research method, a large list of control questions is offered. There are several options for using these questions when studying theoretical material: 1) to control the knowledge gained by students at the end of the seminar; 2) to discuss each issue as a mini-problem during the seminar; 3) both in a certain combination; 4) for self-control. Students are encouraged to independently formulate questions for discussion at seminars and express their own opinions.

To create problem situations in practical classes, we used the following methods and techniques: making assumptions; encouraging students to analyze, synthesize, generalize, systematize; application of situations from past experiences of students. The practical lesson was designed either completely as a problematic one, or problematic situations were included at certain stages of it. We have developed a system of educational and research tasks, in the performance of which the student needs self-assessment of the result of computer activity, it is necessary to periodically "exit" the personality into a reflective position, awareness of one's own cognitive and research activities. In the experiment, we trained students to enter a reflexive position using the techniques proposed by V.G. Bogins: the introduction of the ideology of ignorance, the ideology of doubt and criticism, the ideology of pluralism and the equality of different positions, the formation of an attitude towards “accountability”. Assessing his activities, his achievements and failures, the student ceases to be an "object" of formation and moves on to self-organization and self-government, becomes the "subject" of activity. This transition is provided by including students in various forms of joint activities in the process of performing educational and research tasks: individual, group and collective forms of educational cooperation between a teacher and a student.

The methodology for implementing the second pedagogical condition - the formation of a value attitude of students to research activities - was associated with the solution of the following tasks: 1) organize research activities within the framework of precisely those disciplines, the study of which leads to the formation of professional qualities of a future specialist, activities; 2) structure the educational material in such a way as to ensure its effective assimilation by moving from reproductive tasks to research ones; 3) provide the opportunity to perform laboratory work of varying complexity, depending on the individual abilities and needs of the student; 4) to conduct a student-oriented analysis of the lesson with elements of research to identify the value attitude of students to research activities; 5) to form a creative personality with the skills of independent research work.

The main methods for implementing the second condition were: testing; individual and group conversations, discussions explaining the importance of research activities in the study of a particular subject for the professional training of a future specialist, developing professional motivation; conducting a special course that allows students to gain basic knowledge about research work, gain experience in the practical use of theoretical knowledge, and enrich the motives for independent research.

To ensure professional value motivation, we applied the method of organizing research activities of students not only in the course "System and Application Software", but also when studying the C programming language in the subject course "Workshop on a computer" at a later stage of professional training - professional developing. Despite the peculiarities (use of indicative

basics of action), in general, this is a methodology similar to that proposed by us above: lectures of a problematic nature, research-type seminars and a system of educational and research tasks of various levels of complexity.

In the developed system of educational and research tasks, the following levels of complexity are distinguished: reproductive (I), reproductive research (II), research (III); and tasks of the research level are represented by three types: search, heuristic and creative. The system of educational and research tasks contains a large number of tests, which allows for feedback in the form of control and self-control. Using a personality-oriented approach, there are several options for performing this system of tasks: 1) Level I - Level II (all tasks) - Level III (search); 2) II level (all) - III level (search and heuristic); 3) II level (tasks selectively) - III level (search, heuristic and creative task).

Methodological support for the process of forming students' value attitude to research activities includes: State educational standard, curriculum for the specialty, course work program, guidelines for organizing research activities within professional disciplines, teaching materials, including a system of tests for current and final control knowledge and skills of the student, the program of the special course "Introduction to research activities", tests to assess the attitude of students to research activities. The implementation of the second condition covered all stages of the organization of educational and research activities: motivational, theoretical, activity, creative.

The methodology for implementing the third pedagogical condition - the teacher's competence in organizing students' research activities within the framework of studying specific disciplines - included an organic combination of the personal development of the teacher himself, his professional readiness and the chosen communication style, determined by the specifics of the discipline being studied. The implementation of the third condition took place sequentially in three stages: preparatory, main and final.

At the preparatory stage, the teacher assessed the level of preparedness of students, the possibility of using the research method in the learning process (both in lectures and practical classes), developed each lesson taking into account what research skills should be formed, planning the strategy and tactics of research activities in studying the discipline. When preparing a problem lecture, the teacher must at the beginning of the lecture course determine the fundamental problem, highlight subproblems from it, provide for a problem situation at the beginning of each regular lecture, formulate problem questions that students must resolve, and determine the main positions for resolving problem situations. When developing a practical lesson, great importance was given to ensuring the preparation of abstracts, reports, and laboratory works of different levels in terms of the degree of independence. The teacher set specific goals for himself - the formation of motivation, research skills, reflection, the development of the student's personality - and outlined ways to achieve them.

At the main stage, work was carried out directly on the conduct of training sessions. Here, the activity of the teacher assumed a competent presentation of the material at a high level of generalization, the creation of problem situations and their resolution together with students, the allocation of basic ideas, methods of cognition and generalized methods of action (landmarks) in the educational material. In addition, the choice was made of ways of interaction, organizing students, creating conditions for their self-expression, taking into account their individual characteristics, encouraging students to express their thoughts, to analyze their own difficulties, encouraging non-standard learning activities; stimulation of creativity. A major role at this stage was given to the ability of the teacher to establish psychological contact with students, the democratic style of pedagogical communication.

At the final stage, the teacher carried out diagnostics of the results and analysis of his own activities. This stage took place in the traditional understanding of the pedagogical experiment: in natural conditions, with the identification of the main criteria for the effectiveness of the organization of research activities. As a basic technique for diagnosing skills and knowledge, the methods of element-by-element and operational analysis developed by A.V. Usova, and standard tests were used to assess the level of formation of motivation and reflection (A.B. Vangandi, V.I. Andreeva, E.F. Zeer, O.N. Shakhmatova).

In general, the methodology for implementing the third condition provided for the use by the teacher of a system of educational and research tasks of various levels of complexity, computer teaching aids, questionnaires, tests, control questions, criteria-evaluative tools, guidelines and manuals. In order to prepare the teacher to create their own program of targeted work on the organization of research activities of students, taking into account the specifics of the subject, teaching him diagnostic methods, that is, methodological seminars were held to increase the level of competence of the teacher.

At the first stage of the formative experiment, we tested the effectiveness of introducing individual pedagogical conditions into the educational process. To implement this task, four groups of students were identified: in the first experimental group (E-1) the first condition was checked, in the second (E-2) - the second condition, in the third (E-3) - the third condition was checked; in the control group (K-1) training was conducted according to the traditional method. At the second stage of the formative experiment, we checked the impact on the effectiveness of the organization of research activities of students of the selected pedagogical conditions in the complex. For this, two groups were formed: experimental (E), in which a comprehensive check of the conditions was carried out, and control (K-2), in which the work was carried out traditionally.

The results of the experiment, presented in Tables 1, 2, indicate that the mastering of educational and research activities by students is more successful under the influence of the pedagogical conditions we have identified. In addition, the statistical data obtained in the experimental group "E" allow us to conclude that the efficiency of using a set of conditions is much higher than using them separately.

Table 1

Comparison of the results of students mastering educational and research activities in the process of their professional training

To E

table 2

The dynamics of students mastering the teaching and research

activities in the process of their professional training

	Absolute growth indicators (G)
	G by levels (%)			G by Wed	G by K E
		4.1 is not statistically significant because< для всех экспериментальных групп (Э-1, Э-2, Э-3). По расчетным данным при 5%-ом уровне значимости было доказано преимущество альтернативной гипотезы перед нулевой: различия в распределении студентов по уровням овладения учебно-исследовательской деятельностью не могут быть объяснены случайными причинами, а являются следствием специально организованной деятельности. Это позволило сделать вывод о том, что цель исследования достигнута, гипотеза подтверждена. The results obtained by us are also characterized by a high degree of student satisfaction with the organization of educational and research activities within the framework of highly professional disciplines (the coefficients of satisfaction and significance were calculated). AT imprisonment the main results of the dissertation research are stated: 1. In the course of the study, it was found that the problem of organizing research activities of university students in the process of their professional training is relevant and requires further resolution. Its relevance is determined by the society's need for specialists capable of independence, initiative and creativity, professional mobility, the need for the development of each personality, its individual characteristics, personal significance for specialists in their future professional activities. The necessity and possibility of solving this problem from the standpoint of a systemic, activity-based and person-oriented approach has been confirmed. 2. Two groups of principles have been identified, the combination of which in the process of professional training ensures the successful achievement of the main goal - the training of highly qualified specialists: the principles of organizing research activities of students (goal-setting, professional orientation, compliance of the content of research activities with its goals, integrativity, didactic isomorphism, continuity, systematic, consistency, mandatory, manageability, additionality) and the principles of professional training (modularity, consistency, fundamentality). 3. The role and place of research activities in the system of professional training of students of the specialty "Applied Mathematics and Informatics" are determined, the primary importance is given to educational and research activities in the process of studying general professional disciplines, in particular, computer science disciplines. A phased organization of this activity has been developed and substantiated, including the stages of professional training (professional-adaptive, professional-developing, professional-asserting) and the stages of organizing educational and research activities (motivational, theoretical, activity, creative). 4. The structure of the organization of research activities of students of the specialty "Applied Mathematics and Informatics" is substantiated, determined by the integration of its main components: target, motivational, meaningful, procedural. It is proved that the organization of research activities of students of a higher educational institution is a system. 5. A model of the system for organizing research activities of students has been developed and presented, which includes four modules: theoretical and methodological, including the main methodological approaches, principles and pedagogical conditions for the effectiveness of organizing IDS; professionally oriented, containing modules and stages of professional training of students; organizational and technological, represented by a set of methods used at the stages of organizing educational and research activities; control and adjustment, involving teacher evaluation and self-assessment by students of the results achieved and including the levels of mastery of educational and research activities, criteria, indicators and diagnostic methods for their determination. 6. Identified, justified and experimentally tested a set of pedagogical conditions that ensure the effectiveness of the organization of research activities of students: the organization of "subject-subject" interaction in the "teacher-student" system in the process of research activity; formation of students' value attitude to research activities; the competence of the teacher in the organization of research activities of students in the study of specific disciplines. 7. A methodology for organizing research activities of students within the disciplines of computer science has been developed and introduced into the practice of teaching, which is based on the possibility of transferring a student to a subjective position, which is achieved by: a) using problem-based learning; b) providing freedom to choose an individual learning strategy; c) stimulating the student to enter a reflective position. At the same time, not all aspects of the problem of organization of research activities of students have been studied by us in full. Determining the perspective of the research, we single out the following areas: conducting special work with teachers to orient them to purposeful activities to organize research within the framework of subject courses; organization of research activities of students in the process of mastering new information technologies at later stages of professional training (vocational development and professional approval), in particular, within the framework of industrial practice; providing the educational process with relevant literature reflecting the theoretical and methodological issues of the problem under study The main content of the study is reflected in the following publications: 1. Zlydneva T.P. Organization of research activities of students in the process of studying general professional disciplines: methodical instructions / T.P. Zlydnev. - Magnitogorsk: MaGU, 2005. - 74 p. 2. Zlydneva T.P. Modeling the system of organization of research activities of university students in the process of professional training / T.P. Zlydneva // Bulletin of the Chelyabinsk State Pedagogical University. - 2006. - No. 5. - S. 22–30. 3. Zlydneva T.P. Educational and research activity as a condition for the qualitative training of a specialist / T.P. Zlydneva // Bulletin of Pedagogical Innovations. - 2005. - No. 3. - P. 90–97. 4. Zlydneva T.P. To the question of the effectiveness of training specialists in the field of informatics / T.P. Zlydneva // Actual problems of informatics and information technologies: materials of the II Intern. scientific and practical conference. - Tambov, 2005. - S. 32–35. 5. Zlydneva T.P. Research activity of students as a pedagogical system / T.P. Zlydneva // Science-university-school: Sat. scientific tr. young researchers. - Magnitogorsk, 2005. - Issue. 10. – P. 38–42. 6. Zlydneva T.P. Personality-oriented approach to the organization of research activities of students / T.P. Zlydneva // Modern technologies of education: Sat. scientific tr. - Magnitogorsk, 2005. - S. 63-68. 7. Zlydneva T.P. Teaching students research activities within the framework of computer science disciplines / T.P. Zlydneva // Fundamental sciences and education: materials of the All-Russian scientific and practical conference. - Biysk, 2006. - S. 289-293. 8. Zlydneva T.P. Professional orientation of research activities of students / T.P. Zlydneva // Pedagogical and philosophical aspects of education: Sat. scientific tr. - Magnitogorsk, 2005. - Issue. 2. - S. 38-42. 9. Zlydneva T.P. Model of the system of organization of research activities of students / T.P. Zlydneva // Psychology and Pedagogy of Modern Education in Russia: Proceedings of the Intern. scientific and practical conference - Penza, 2006. - S. 99–102. 10. Zlydneva T.P. Theoretical approaches to the organization of research activities of students / T.P. Zlydneva // Modern problems of science and education: abstracts of the XLIII intra-university scientific conference of teachers of the MaSU. - Magnitogorsk, 2005. - S. 278-279.