Preparation of teaching aids. Methodological development: easier than it seems What is a methodological guide
Toolkit
Toolkit- a kind of educational and methodical publication, which includes an extensive systematized material that reveals the content, distinctive features of the teaching methodology for any training course as a whole, or a significant section (s) of the course, or in the direction of educational work. In addition to theoretical material, it may contain lesson plans and notes, as well as didactic material in the form of illustrations, tables, diagrams, drawings, etc. It is characterized by a pronounced practical orientation, accessibility, and is intended to help the teacher in his daily work.
Toolkit is a publication designed to help educators for practical application in practice, in which the main emphasis is on teaching methods. Each manual is based on concrete examples and recommendations.
The methodological manual differs from the methodological recommendations in that it contains, along with practical recommendations, also theoretical provisions that reveal the existing points of view on the issue in pedagogical science. In methodological recommendations, the theory of the issue is given minimally.
The authors of teaching aids are, as a rule, experienced teachers and methodologists who are able to systematize the practical material of their own work and the work of colleagues in the profession, take into account and use the theoretical developments of modern pedagogy in substantiating the proposed methods.
task methodological manual is to provide practical assistance to teachers and methodologists of an educational institution in acquiring and mastering advanced knowledge, both theoretical and practical.
Requirements for teaching aids
Informativeness, maximum saturation (there should be no common phrases).
Clarity and clarity of presentation (popularity).
Structure clarity.
The presence of original ways of organizing relevant activities.
The presence of either new methodological methods of forms of activity, or a new combination of them.
The presence of confirmation of the effectiveness of the proposed approaches by examples, illustrations, or materials of experimental testing.
The structure of the manual includes:
Introduction or explanatory note- up to 15% of the text, which reveals the history of the issue, analyzes the state of science on this issue, the presence or absence of similar methods, technologies that justify the need for this manual. The features of the construction of the manual, the purpose, to whom it is addressed are described.
Main part- up to 75% of the text, in the main part of the manual, depending on the purpose and goals, there may be various sections (chapters). Their name, quantity, sequence is determined and logically built depending on the author's intention.
For example:
Chapter 1 - the studied theoretical material is presented;
Chapter 2 - describes the main techniques, technologies used or recommended for a successful solution of the issue;
Chapter 3 - a list and description of practical work with a recommendation for their implementation;
Chapter 4 - control tasks to test the assimilation of the material.
In the theoretical part, the scientific and pedagogical substantiation of the content of the manual is presented in a brief form (if necessary, with reference to relevant works), the author's own methodological position is characterized in relation to the system of education of children, which has its own specific features.
In the practical part, the factual material is systematized and classified, practical recommendations are provided, and typical examples of various forms and methods of work in an educational institution are given.
The didactic part contains didactic materials (diagrams, tables, figures, etc.) illustrating practical material.
Conclusion- up to 10% of the text, brief, clear conclusions and results are presented that logically follow from the content of the methodological manual, in which direction it is supposed to work further.
Literature- the list of references is given in alphabetical order indicating the author, full title, place of publication, publisher, year of publication.
Applications include materials necessary for organizing the recommended type of activity using this methodological manual, but not included in the main text. Among the applications there may be various necessary regulatory documents, including those of an educational institution, the use of which will allow the teacher or methodologist to organize their work in accordance with the existing requirements.
Applications are located at the very end of the work in the order they are mentioned in the text. Each application starts on a new page and has its own name. In the upper right corner of the page they write the word "Appendix" and put its number (for example, "Appendix 1"). The appendices have continuous pagination (guidelines end at page 16, the appendix starts at page 17).
Toolkit must contain all the constituent parts that are included in the publication, while in addition to the main text, the manuscript must include a cover, title page and back of the title page.
On the cover in the center is the title of the work, I.O.F. the author is placed above the title. You should remember that the initials are written first, and then the surname. At the bottom, in the center of the sheet, the name of the city or district and the year are indicated. There are no punctuation marks.
Figures and photographs on the cover should correspond to the content of the manuscript.
On the title page the title is written, above the title I.O.F. author. At the top in the center is written the name of the organization on behalf of which the publication is issued, with the name of the parent organization. At the bottom, in the center of the sheet, the name of the city or district and the year are indicated. There are no punctuation marks.
Back of title page contains the surname, name, patronymic of the author, position, place of work, qualification category or academic degree, as well as an annotation to the work. The abstract contains the following concise information:
Indicates what this manual is about;
The purpose of this methodological manual, i.e. what kind of help and to whom the present work is intended to provide;
possible areas of application of the proposed type of methodological products (where this manual can be used).
Technical requirements for the design of the methodological manual
The text part of the manuscript must be typed on a computer (A4: 210X297), format A 4. Line spacing - 1 or 1.5. To type text, formulas and tables, you must use Microsoft Word for Windows. Font - Times New Roman, size 14. If it is necessary to highlight a word or sentence in the text, highlight it in bold or italics, but always in font 14. Underscores are not allowed. Paragraphs start with a red line. Red line - 1.27. The text does not allow hyphenation, alignment in width. Word hyphenation in headings and subheadings is not done. Underlining them is not allowed, a period at the end of the title is not put. The texts of structural elements - sections - should begin with a new paragraph. It is necessary to remember the importance of dividing (categorizing) the text with the help of paragraphs - indents in a line at the beginning of a new semantic part. Page numbers - in Arabic numerals, at the bottom of the page, center alignment, the title page is included in the overall numbering. The numbering is put down from the main text.
Fields are permanent:
Top margin - 2 cm. Bottom margin - 2.5 cm.
Left margin - 3 cm. Right margin - 1 cm.
The answer is simple: those who know how to work often don't know how to write. Meanwhile, the experience of our experimental sites shows that any teacher can describe his developments if he is given a little help in this.
(Recommendations-template for teachers on the creation of methodological development)
annotation
This material will help the reader-educator write your own methodological development. Heads of methodological services of educational institutions can use this template to holding a training seminar on the creation of methodological materials.
1. Introduction
This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples given in it illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who wish to describe their methodological developments will also find useful tips here.
Recommendations are described in the form of a template. By replacing the text of the template with the author's text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach is borrowed from my supervisor, Professor V.V. Guzeev, whose dissertation research template was the basis for my own PhD thesis.
2. Composition and content of the methodological development
Subject
Usually the topic is built on the principle: the subject of research is the object of research. The order of the parts of the name may be different.
The object indicates the area to which your development belongs, and the subject indicates what aspects, features you are going to change, the distinctive features of your methodology. In other words, the object is the closest supersystem in which you work, and the subject is the subsystem or feature that your work changes, improves.
Sometimes the wording itself indicates the PURPOSE - why you need to improve this object.
Usage point of view models (SUBJECT) as a means
integration of courses in the development of speech and natural history (OBJECT)
for the formation of systemic perception and emotional attitude to the world (PURPOSE).
The integration of natural history and speech development courses was also dealt with before you, in this case, this is the area in which you want to say your new word (object). But using the point of view model as a means to integrate these courses is something new that you have developed (subject).
The subject may have a different degree of novelty, wordings such as “problems of applying the methodology ...”, “peculiarities of using the methodology ... in conditions ...” are possible. In this case, the methodology itself will be the object (if it already existed before you), and the problems of its application, the peculiarities of its use in some new conditions will be the subject of research.
You may not be able to accurately formulate the topic right away. This is normal: if you are solving a pedagogical problem, you do not have to know right away by what means it will be possible to solve it. Therefore, the goal and the object are important at the entrance, and the subject may become clear later. Guidelines for formulating goals are given below.
Author information
Example: Ivanova, Anna Petrovna, primary school teacher of school No. 1 in N, teacher of the 1st category, [email protected]
Application conditions
In this section, indicate
- The contingent of students, the characteristics of the contingent (if any).
- The program in which your methodology is applied.
Example:
– Primary grades (1-2).
– Speech development course as part of the Russian language course
- Methodology for compiling a descriptive story from a picture (Murashkovska I.N., Valyums N.P.).
Relevance, purpose and objectives
A well-formulated goal largely determines the success of the entire work. It is not necessary to formulate goals in “general terms”: to develop thinking and imagination - the fact of achieving such a goal cannot be verified. We indicate the requirements for the formulation of goals and objectives:
1. The goal should be formulated as specifically as possible, so that it can be broken down into understandable tasks, the result of which can be verified.
2. The goal should be considered in the general system of goals, i.e. it should be clear not only the goal, but the sub-goals (tasks) with which it will be achieved and the over-goals for which your goal is needed.
3. Tasks indicate the changes that should happen to the student and manifest themselves in his behavior or in the results of his work (for example, in the texts that he writes) as a result of applying your methodology. They are described by perfective verbs: to teach how to make riddles like ...; to teach to distinguish the name and value of a feature; teach how to use the system operator to compose questions about a historical event, etc. Teachers who are familiar with OTSM-TRIZ are advised to describe changes using the “element – feature names – feature values” model.
Below are a few steps that are useful to take in order to qualitatively formulate goals and objectives. This piece of text (in italics) does not need to be included in the methodological development, it is needed in the process of working on the material.
To correctly formulate the goal and objectives, try to do the following:
1. Answer the question: “what are you going to change with your development?” Describe the expected result: WAS... - IT WAS... And then remove those changes that you did not achieve or achieved using a different methodology, leave only what directly relates to your work.
Example: IT WAS: children give an oral answer about a natural object, haphazardly, using clichés, tell without pleasure, speak with difficulty. – BECOMING: children compose a coherent emotional, figurative story, consider objects from different angles, use their own comparisons, tell with enthusiasm.
2. Make a chain "WHY?" This will help you see the supersystem of goals.
Example. Children can compose a coherent, coherent story - Why? – To perceive the world around us holistically, systematically. - What for? - To be aware of the environment. - What for? – To be able to change the world around.
Children compose a figurative story using their own comparisons - Why? – To build your own emotional attitude to the world around you. - What for? To better understand yourself and the world around you.
3. Make a chain "FOR THIS?", this will help you see the subsystems of goals.
Children compose a figurative story - for this, the most vivid fragments of the whole are singled out; building metaphors...
By completing this exercise, you will be able to provide material for the three methodological development points (see below).
1. We get the rationale for the relevance of your work from the chain “WHY?” see paragraph 2 ( example: “It is important to teach a child to navigate in the modern dynamic world, to form his own emotional attitude to what surrounds him. The development of figurative speech, associative thinking is one of the main tools for the formation of an emotional attitude to the world. Equally important is the formation of a holistic, systemic perception of the world around us, which is necessary for a person to detect and solve problems that arise before him. Together, systemic and figurative descriptions allow you to emotionally experience and appropriate ways of systemic perception of the world.
2. The purpose of the work is from a comparison of the initial situation (WAS) with expectations (BECOMING), see paragraph 1 ( example: “To teach how to build a figurative story about an object based on the use of the “Point of View” model”).
3. Tasks - from the chain "FOR WHAT?" see paragraph 3 ( example: “To teach to highlight the signs of objects on behalf of which the story is built; to teach to highlight the signs of surrounding objects that are important from the point of view of the narrator, to teach how to build figurative comparisons on behalf of the narrator; to teach how to build systemic comparisons on behalf of the narrator, combining images with a single system”).
Facilities
Models, tools, methods
Specify the models, tools, methods that are used in your development.
Example: Models are used: "Element - attribute name - attribute value", "Point of view", morphological analysis.
Visual aids
Describe the visual aids you use. If known manuals described earlier are used, list them and provide links to materials in which they are described.
Example: Lull's Circles is used (link).
Description of the technique
The description of the methodology can be performed in various forms - it depends on its content.
The main problem of the description is that most of the methods we use are not implemented within the framework of one or several lessons, but require a more flexible system of training. It often happens that the transition to a new stage provides a series of exercises of the previous stage, which can be carried out in any sequence. In this case, it is convenient to represent the stages in the form of a diagram ( rice. one). If your methodological development fits into a clear sequence of steps, there is no need for a scheme.
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For example (Fig. 2) a fragment of the description of the methodology is shown, which shows how the individual exercises are interconnected. The exercise "compare an object on behalf of some wizard" may be offered in a different sequence, but they precede the systemic comparison. Empathy can be introduced in parallel with the “What does it look like?” exercise. "Systemic empathy" should be preceded by empathy and systemic comparison.
For readers who are not familiar with OTSM-TRIZ pedagogy, let us explain the content of Figure 2. Methods for the development of speech and imagination use the images of magicians who personify the methods of transforming objects (Murashkovska I.N., Sidorchuk T.A.). Delhi-Let's divide objects into parts and unite the parts into a whole; Giant-Baby reduces or increases the size of objects, Lag-Run moves objects along the timeline.
Table 1. Composition of the method
| Task, exercise, procedure | What does a teacher do | What are the kids doing | Time, order of work | Recommendations, settings | What is the result |
| Compare an object with any other objects | Proposes objects, asks questions | Answer questions | 3-5 minutes at the beginning of the lesson. Training is carried out until the result is achieved | First, choose objects known to children that have an interesting shape. Set the children up for original answers: (“Vasya compared the boot with a pipe, Masha with a canal. And the magician D-D grouped the answers of Vasya and Masha (how?). Who will give an answer that D-D would be difficult to combine with the previous ones?” ) |
Children find many comparisons, strive to find an original, unconventional comparison. |
Examples
Often in methodological developments, examples occupy the lion's share of the reader's space and attention. This sometimes does not lead to the results that the author expected. We had to deal with cases when the teacher, having read the methodological material, is sincerely sure that this material can be used only with those examples that are described in it. To use Picture Without Hesitation, he needs the same picture of ducks, and the exercise “what does it look like?” must be produced exclusively with the class key and glasses. Methodological development should be written in such a way that your colleagues do not copy it "one to one", but could adapt it to the conditions of their educational process without violating the technology you proposed.
Examples illustrate, make your proposals clearer and more specific. But in no case do not replace them.
Example. We play the game "What does it look like?" At the initial stage, use objects familiar to children with an interesting shape (for example, a key, glasses, a tree branch, an umbrella, etc.). Then move on to objects with other bright features (faucet with dripping water - sound, burning light bulb - temperature, etc.).
Diagnostics
Diagnostics is a topic that requires a separate discussion. As a rule, in the methodological developments of teachers, diagnostics are not given - instead, examples of children's work or statements are given. This enlivens the description of the technique, makes it more readable, but does not make it possible to evaluate the result. So, in lessons on the development of speech, you can always expect 1-2 bright works, but this says absolutely nothing about the value of the methodology used in the lesson. Talented children write vividly and without special training, sometimes the intervention of the teacher only spoils the matter.
If the result of your methodological development can be represented by creative products of students, you must show the work of at least 2/3 of the students in the class. This does not mean that you should spend time reprinting children's essays or children's problems. It is enough to attach their photocopies to the description of the methodology. When you publish your creation, we will decide how to illustrate it with children's work.
Another option is to use the diagnostics developed earlier. In this case, it is necessary to refer to sources.
If you decide to offer your own diagnostics of the results of applying your technique (for which you immediately deserve special thanks), then you need to answer two questions:
1. On what objects did you evaluate the results of your work? It can be
- the observed behavior of children (children ask to conduct such lessons more often, bring additional material, play the games proposed by the teacher at recess - such observations indicate an increase in motivation);
- products of the creative activity of children (essays, rules derived by children, tasks invented by them, etc.);
— results of special assignments, etc.
2. Which features will you evaluate?
It can be
- the presence of certain statements of students in the process of work,
- certain types of student behavior (for example, if a child collects a piggy bank, practically without asking for help from a teacher and classmates and gets a result, one can judge independence in this type of activity); if the student in the text uses systemic comparisons, one can judge the formation of the ability to make such comparisons);
- the number of correct answers to the proposed tasks; the number of errors of a certain kind, etc.
If you evaluate work in points, in no case consider the arithmetic mean of the result for the class. Two students who caught the flu that day, did not complete the work and received A, will nullify the results of at least four excellent students. Just count the number of twos, threes, fours, fives, etc. and the percentage of the number of this mark to the number of students who completed the work. If the work is evaluated, for example, on a ten-point scale, you can count the number of students whose results fall within certain intervals (for example, 0-5; 6-10; 11-20, etc.). The results can be shown in a chart.
findings
Briefly review what your work was about. What problems have you not been able to solve yet? Set yourself goals for the future.
Please do not forget that many teachers in different parts of the country are waiting for your materials today.
Bibliographic list and links
This list should contain all the materials that you used during the creation of your own methodological development.
- Materials posted on Internet sites (in this case, the address of the material on the network is given, for example, Murashkovska I.N., Valyums N.P. Picture without hesitation. URL http://trizminsk.org/e/2312.htm)
— Materials placed on CDs (example of description: Nesterenko A.A., Belova G.V. Knowledge workshop: tools for problem-based learning based on OTSM-TRIZ // Effective educational technologies [Electronic resource]. – Electronic text , graphic, sound, video data (57.2 Mb) - M .: LLC "Distance technologies and education", 2008. - Issue 1. - 1 electronic optical disc (CD-ROM): sound ., color; 12 cm. - 9.72 Mb.)
In the text of the article, references can be made to the numbers of publications in the list, preferably with pages indicated, or you can use the European system (name of the author, year when the material was published), for example (Ivanov I.I., 2007, p. 34).
If you use the ideas of colleagues that were reported in a private conversation, instead of a link in brackets, you can write (Ivanov I.I., private communication)
3. References
1. Guzeev V.V. Apparatus for scientific research and the structure of a Ph.D. thesis // School technologies. - 2004. - No. 2. - P. 117-133; Pedagogical technologies. - 2004. - No. 2. - S. 88-108.
2. Guzeev V.V. Planning for educational outcomes and educational technology. - M .: National education, 2000, 240 p.
Often, researchers engaged in scientific work and teachers have a need to publish an educational publication. This type of publication has a number of features, compared with the preparation of scientific publications. These features and requirements for educational publications by the leading Educational and Methodological Associations will be discussed below.
Let's start with the definition of the concept of "educational publication". According to GOST 7.60-2003 educational edition- this is "A publication containing systematized information of a scientific or applied nature, presented in a form convenient for studying and teaching, and designed for students of different ages and levels of education."
The same GOST distinguishes the following types of educational publications:
Educational publications:
- textbook: An educational publication containing a systematic presentation of the academic discipline, its section, part, corresponding to the curriculum, and officially approved as this type of publication.
- tutorial: An educational publication that supplements or replaces partially or completely a textbook officially approved as this type of publication.
- teaching aid: An educational publication containing materials on the methodology of teaching, studying an academic discipline, its section, part or education.
- educational visual aid: An educational art publication containing materials to help study, teach or educate.
- workbook: A textbook that has a special didactic apparatus that promotes the student's independent work on mastering the subject.
- tutorial: Educational publication for self-study of something without the help of a supervisor.
- reader: An educational publication containing literary, artistic, historical and other works or excerpts from them that make up the object of study of the academic discipline.
- workshop: An educational publication containing practical tasks and exercises that contribute to the assimilation of what has been covered.
- problem book: Workshop containing learning tasks.
- training program: An educational publication that determines the content, volume, as well as the procedure for studying and teaching an academic discipline, its section, part.
- training kit: A set of educational publications designed for a certain level of education and including a textbook, study guide, workbook, reference book.
In the letter of the Ministry of Education of the Russian Federation dated September 23, 2002, we read “On the definition of the terms “textbook” and “textbook” it is noted that “A textbook is the main educational book in a particular discipline. It sets out a system of basic knowledge that is mandatory for learning by students. The content of the textbook must meet the requirements of the state educational standard and fully disclose the approximate program for a particular discipline. The title of the textbook must correspond to the name of the discipline of the federal component of the SES VPO.
The textbook is considered as an addition to the textbook. The textbook may not cover the entire discipline, but only a part (several sections) of an exemplary program. Unlike a textbook, a manual may include not only proven, generally recognized knowledge and provisions, but also different opinions on a particular problem.
Thus, first feature of educational edition- these are the requirements for the correspondence of the title and content of the textbook to the name of the discipline of the federal component of the Federal State Educational Standards of Higher Education (the portal of the Federal State Educational Standards for Higher Education - http://fgosvo.ru and the portal "Russian Education" - http://www.edu.ru/)
The second feature of the educational edition, in comparison with the monograph, is availability of methodological apparatus which may include:
- questions for each paragraph of the textbook, reflecting its structure and allowing you to consolidate the material read;
- assignments for the seminar;
- tasks for independent work at home;
- analysis of specific situations on examples from practice;
- various types of tests;
- the task of searching (selecting) and reviewing literature and electronic sources of information on an individually given course problem;
- a task for performing home tests, providing for solving problems, performing exercises and given out in practical classes;
- task for preparing for tests and certifications;
- topics of abstracts (essays, reports, scientific articles) on a given problem, etc.
The methodological apparatus can be designed both for students and for helping the teacher in conducting classes.
Also, the educational publication can be supplemented with various reference materials - a dictionary, glossary, regulations, samples and examples of documents, etc.
The next feature of the educational edition is the requirements for its content. If a monograph must necessarily contain a certain novelty and the results of author's research, then an educational publication can be a compilation of various sources. The textbook should contain basic information on the discipline. Also, the educational publication should have such a quality as visibility. The text should be accompanied by diagrams, drawings and photographs that facilitate the perception of the material, but do not repeat it.
The structure of the educational publication can be as follows:
Introduction or/and preface. An academic edition may include both an introduction and a preface, or just an introduction, as is most often the case. The introduction should include the goals of studying the discipline and educational information that is necessary and sufficient in terms of the content and volume of the discipline to implement the requirements of a specific state educational standard (hours and goals of studying the discipline are taken into account). It is also fashionable to indicate the competencies to be acquired, which the study of the discipline is aimed at, etc.
The preface (according to GOST 7.0.3-2006) is an accompanying article placed at the beginning of the publication, which explains the goals and features of the content and construction of the work. It may contain a summary of each chapter.
Introduction (again according to GOST 7.0.3-2006) is a structural part of the main text of the publication, which is its initial chapter and introduces the reader to the essence of the problematic of the work.
According to the same GOST, to which we have repeatedly referred, the largest part of the text is a section. It is divided into chapters, which in turn are subdivided into paragraphs (§).
A mandatory part of the educational publication is a list of references and other sources.
An author who has written a worthy textbook, as a rule, wants to receive a stamp from an educational and methodological association stating that this educational publication is approved (or Recommended) by the UMO as a textbook (electronic textbook) or teaching aid (electronic manual) for students of higher educational institutions, students in the direction (specialty) of HPE training. By following our recommended rules for the preparation of educational publications, you can easily cope with this task!
In conclusion, we will give some tips on what to pay attention to in order to minimize the corrections made to the text by editors and proofreaders.
2. It is necessary to check the numbering of all figures, tables and formulas according to the text. Compare whether there is a link to EVERY figure or table in the text, and whether there are figures and tables in the manuscript that are referenced in the text.
3. References - if the list is voluminous and includes sources of different types, it is better to divide it into sections.
4. Decipher all abbreviations on first use. Do not overload the text with abbreviations, especially those consisting of two letters. This makes it difficult for readers to understand the text. Do not use abbreviations in titles.
5. Avoid too many repetitions in links "Ibid. S. 220". Such references are inconvenient for the reader to use. Especially if the full link to the source was many pages before “Ibid. P.220".
6. The manuscript must be well SUBTRACTED. Experienced editors do not proofread manuscripts from a computer screen, they print out the text and read it intermittently, several pages at a time. The computer may not always detect an error in the test. We noticed that when typing Word did not underline the word “ dough", although we are, of course, not talking about a flour product, but about text. Such errors can be noticed only with careful proofreading. If the author does not want to do this, it is necessary to pay for the work on the proofreader's manuscript accordingly.
Successful publications!
Any of us studies or studied at the university, and has a colossal store of knowledge, but on the question of what a teaching aid is, every second one is “blown away”. No, of course, we all understand that we are talking about a textbook, reference book, literature that helps to learn; but what exactly it is, only a few know. Well, let's try to figure it out together.
What is a teaching aid and its features
So, teaching aid is an official printed publication, the content of which is fully consistent with the curriculum for a particular specialty at the university.
Speaking in simple and accessible language, then this is the most common manual, which from course to course is transferred to students for temporary use.
This is a small reference book, a hint or even a summary, which most often touches on only one topic, but in detail.
According to the manuals, they not only perform practical and laboratory work in the classroom, but also correctly draw up reports, in accordance with all the requirements of the Ministry of Education.
So we can safely say that the teaching aid is an indispensable assistant in lectures and practical classes at the university.
Since I'm so enthusiastic about this printed edition, it's time to talk about its significant advantages, against the background of the rest of the literature that is available in the public domain in every student library or reading room.
Advantages of the teaching aid
1. This publication offers a brief thesis information on a given topic, which is much easier to digest and remember.
2. A manual is a kind of instruction or cheat sheet on how to complete tasks in practice, and what aspects of your work you must pay attention to.
3. The manual helps with the design and presentation of the work, and, as you know, an additional point is also added to the final grade for this.
4. The number of pages of the manual does not exceed 30 - 50, which means that carrying such a book in a backpack or bag is not at all difficult.
5. If you wish and have the skills, you can use the manual on the exam as a real hint on the topic. When you don’t have your own cheat sheets, and there is a draft in your head, this is an ideal solution, so it’s better not to forget the training manual for a responsible exam.
However, this teaching aid has its own significant shortcomings, which you also need to know about in advance so as not to be left with a nose:
1. Manuals are in high demand among students, therefore, sometimes it is simply not possible to knock out an extra copy in the library for a subscription. You have to ask your neighbor on the desk, or copy on a copier at your own expense, of course.
2. Manuals have invisible "legs". Yes, yes, this is the printed edition that can disappear in the middle of a couple in an unknown direction and never return.
Again, increased demand affects, so it's best to keep your eyes open, and your own training manual in sight, otherwise problems with a strict librarian in the future simply cannot be avoided.
3.Manuals have a subjective opinion on a particular topic, and this is explained simply - they are created under the editorship of one of the teachers of the department.
Personal hostility and eternal competition of teachers, and your answer according to the training manual is not just erroneous, but “a real mockery” of science (I remember it myself).
But in general, you should not pay attention to such trifles, because the educational and methodological manual, whatever one may say, brings enlightenment to the masses, and this is a tremendous advantage for narrow-minded students.
So stock up on manuals and fight for new knowledge. The main thing is that from your absent-mindedness, the guard does not run away.
Loss of manual
I don’t want to scare anyone, but I simply must warn that the loss of a training manual is not just a nuisance, it is a tragedy of a universal scale for librarians.
First, they begin to sigh and groan from the confession they heard, then they pass this information on from shift to shift, then they come up with a punishment for the absent-minded student, and finally, they remember his last name and put it on a pencil.
Believe me, at the moment when you lost the teaching aid, you made enemies in the face of the entire library staff, including the cleaner. There are two ways out of the situation:
1. Photocopy the same manual and provide it to the library;
2. Buy a new book to the library according to your forced desire.
After that, the conflict is settled, but the librarian will tease you for a long time every time you visit the library and, moreover, pick up a book.
Where do the manuals come from?
The question, of course, is stupid, but in this topic it is very relevant. So who issues these instructions?
The answer is obvious: open the first page and read the name of the author. As a rule, the authors are teachers of their own department, who recommend the purchase of a specific manual. Well, our teachers will never die of modesty, but they scribbled the manuals in order.
The funny thing is that each author praises only his own creation, and does not advise paying attention to the training manuals of his conditional competitors. But, like it or not, but we all studied according to manuals and continue to do this in today's students.
Here we have come to the second main issue, which is on the agenda and is of particular concern to many graduate students and teachers who have not yet dealt with writing such printed publications.
How to write and compose a manual?
In order not to write anything superfluous, let's go straight to the topic, and we will also write out the process of writing the training manual according to the plan, for greater convenience, so to speak.
1. It is necessary to decide on the topic that the planned print edition will be devoted to. You can start with easy information, but in subsequent manuals, touch on more global scientific issues.
2. It is advisable not to study information on the topic from the Internet, which many consider to be a “garbage pit”. It’s not worth the risk, because on the network you can take an unreliable source as a basis, and by great chance. It is better to pay attention to trusted authors, real books and actually primary sources, which abound in the library.
3. So that the learned theory does not seem meaningless, you need to mentally translate it into your practical knowledge in order to eventually have a clear idea of what you will write about in the future.
4. It is advisable to start your work with a preliminary plan, which may consist of short sentences or capacious abstracts. This is very important, otherwise you may miss some important information about the topic being studied.
5. The manual is a cheat sheet, so it must answer in detail the list of main questions. That is why it is advisable to think over their content in advance, and not lose sight of any of them.
6. The content of the manual should not be complicated, and all the material presented should be described in a concise, but simple and easy to read language so that the student does not lose interest and does not abandon it after a boring reading of the first paragraph.
7. All literature used must be certified after the content, and its design also complies with certain rules and regulations that are important to follow.
8. Study all the rules for the design of work and proceed to the further writing of your first teaching aid.
9. Check the finished work using the services of a proofreader (unless, of course, you are a philologist).
10. Submit for verification, and then for publication.
If you decide to write your own educational and methodological manual, then you must definitely remember the elementary rules that will raise the rating of your work, and will not leave it for many years to gather dust on a shelf in the library unnecessarily.
Rule One. It is very important to study the curriculum so that the manual is relevant to the topic, and does not turn out to be useless or irrelevant.
Rule Two. The structure should not only correspond to one topic and not wag, but also contain up-to-date information, the latest information and new discoveries, knowledge. In general, a teaching aid should not fall into the category of "obsolete literature".
Rule Three. The material selected for writing must be structured, accessible, logical, regular and understandable for students. It is advisable to use short phrases and small paragraphs, numbered and bulleted lists, abstracts, various graphic highlights, and, if necessary, tables and graphs.
Rule Four. The list of references should be concise and detailed, and compiled in accordance with the requirements.
Rule Five. Complicated terminology is not welcome, and if its participation is indispensable, then it is desirable to explain in detail the meaning of a particular word, phrase, expression.
Otherwise, your study guide is unlikely to assist a good half of the students in their studies.
Conclusion: Do you need a manual? Choose the most shabby - it is clearly popular and in demand among the masses! You have decided to write your own teaching aid, then express your thoughts simply, clearly, concisely.
Only then will students definitely take note of such a fascinating publication.
Now you know about what is a teaching aid.
Cheboksary 2013
Compiled by:
Head of the Department of Documentation Support for Management and Methodological Work of the State Archive of the Modern History of the Chuvash Republic of the Ministry of Culture of Chuvashia
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3. Registration of a methodological manual ………………………….. | |||||||||||||||||||||||||||||||||||
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2.2.10. The text of the methodological manual is divided into sections, subsections and paragraphs. Sections, subsections and paragraphs should be numbered with Arabic numerals. Sections should be numbered sequentially within the entire text of the methodological manual, with the exception of applications. Subsections are numbered with Arabic numerals within each section. The subsection number consists of the section number and subsection separated by a dot. Items are numbered with Arabic numerals within each subsection. The number of the item consists of the number of the section, subsection, item, separated by a dot. The subparagraph number includes the number of the section, subsection of the paragraph and the serial number of the subparagraph, separated by a dot. After the number of the section, subsection, paragraph, subparagraph in the text of the document, a dot is not put. If a section or subsection consists of one paragraph, it is also numbered. Each paragraph or subparagraph is printed from a paragraph. 2.2.11. Sections and subsections should have headings. Items usually do not have headings. Headings should clearly and concisely reflect the content of sections, subsections. Headings are printed in capital letters without a dot at the end. Headings are centered in the text. Word hyphenation in headings is not allowed. 3. REQUIREMENTS FOR DESIGN 3.1. A bibliographic link is part of the reference apparatus and serves as a source of bibliographic information about documents. It contains bibliographic information about another document cited, considered or mentioned in the text of the document, necessary and sufficient for its identification, search and general characteristics. The objects of compiling a bibliographic reference are all types of published and unpublished documents on any media, as well as component parts of documents. 3.2. By location in the document, the following types of bibliographic references are distinguished: 3.2.1. Inline, placed in the text of the document. 3.2.2. Interlinear, removed from the text to the bottom of the document strip (in a footnote). 3.2.3. Beyond the text, taken out of the text of the document or part of it (into a callout). 3.3. When repeating references to the same object, the following types of bibliographic references are distinguished: 3.3.1. Primary, in which bibliographic information is given for the first time in this document. 3.3.2. Repeated, in which the previously indicated bibliographic information is repeated in an abbreviated form. 3.3. The rules for the presentation of elements of a bibliographic description, the use of prescribed punctuation marks, regardless of the purpose of the reference, are carried out in accordance with GOST 7.1-2003 SIBID Bibliographic record. Bibliographic description. General requirements and rules for compiling and GOST 7.82-2001 SIBID. Bibliographic record. Bibliographic description of electronic resources. General requirements and rules for compilation. 3.4. An intra-text bibliographic reference contains information about the reference object that is not included in the text of the document. An in-text bibliographic reference is enclosed in parentheses, for example,(Methodological recommendations for funding documents in the state and municipal archives of the Russian Federation. M. VNIIDAD, 2006. P. 12 - 20).3.5. A subscript bibliographic reference is drawn up as a note taken out of the text of the document to the bottom of the page, for example:, Ryskov documents in management. M., 2008.When numbering subscript bibliographic references, a uniform order is used for the entire document - continuous numbering throughout the text, within each chapter, section, part, etc., or for a given page of the document. The set of off-text bibliographic references is drawn up as a list of bibliographic records placed after the text of the document or its component part. The set of out-of-text bibliographic references is not a bibliographic list or index, which, as a rule, is placed after the text of the document and has independent value as a bibliographic aid. When numbering off-text bibliographic references, continuous numbering is used for the entire text of the document as a whole or for individual chapters, sections, parts, etc. For connection with the text of the document, the serial number of the bibliographic entry in the post-text reference is indicated in the callout sign, which is typed on the top line of the font, or in the reference, which is given in square brackets in the line with the text of the document. 3.7. When compiling a bibliographic description, the norms of modern spelling should be observed. The first word of each description element begins with an uppercase letter. The use of capital letters in other cases is carried out in accordance with the norms of the Russian literary language. The names of scientific works, books, collections, newspapers, magazines, publishing houses are not enclosed in quotation marks. Abbreviations of individual words and phrases are carried out in accordance with the current rules. 3.8. Registration of separate elements of the bibliographic reference. Unambiguous qualitative numerals, if they do not have units of measurement, they are written in words, for example: ten units of storage, etc. Ordinal numbers that make up a word written in numbers, for example: 30 year period etc. Conditional graphic abbreviations are written with dots at the place of the abbreviation, For example: i.e., etc., etc., etc. Quote text is enclosed in quotation marks and begins with an uppercase letter. If the quote reproduces only part of the sentence of the quoted text, then an ellipsis is placed after the opening quotes. CONCLUSION The methodological manual reveals uniform requirements for the design of methodological manuals, compliance with which allows compilers to prepare high-quality documents. Appendix Ministry of Culture, Nationalities and archives of the Chuvash Republic Budget institution of the Chuvash Republic "State archive of modern history of the Chuvash Republic" REGISTRATION OF METHODOLOGICAL AIDS Cheboksary 2013 Compiled by: Leading Methodologist of the Department of Documentation Support for Management and Methodological Work of the State Archive of the Modern History of the Chuvash Republic of the Ministry of Culture of Chuvashia Registration of teaching aids Methodological recommendations "Designing methodological aids (recommendations, manuals, developments, etc.)" are intended for employees and specialists of state and municipal archives involved in compiling methodological aids in order to determine uniform requirements for the design of methodological aids. The Methodological Recommendations describe the requirements for the design of various parts of the methodological manual. Appendix
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