Organization of independent work. Independent work is the activity of students aimed at mastering knowledge, skills and ways of applying them in practice.

Independent work- this is a type of learning activity performed by the student without direct contact with the teacher or managed by the teacher indirectly through special educational materials; an integral mandatory link in the learning process, which primarily provides for the individual work of students in accordance with the instructions of the teacher or textbook, training program.

In modern didactics, independent work of students is considered, on the one hand, as a type of educational work carried out without direct intervention, but under the guidance of a teacher, and on the other hand, as a means of involving students in independent cognitive activity, forming their methods of organizing such activities. The effect of independent work of students can be obtained only when it is organized and implemented in the educational process as an integral system that permeates all stages of student education at the university.

Types of independent work of students. According to the particular didactic purpose, four types of independent work can be distinguished.

1st type. The formation of the trainees' skills to identify in the external plan what is required of them, based on the algorithm of activity given to them and the premises for this activity contained in the condition of the task. In this case, the cognitive activity of the trainees consists in recognizing the objects of a given field of knowledge during the repeated perception of information about them or actions with them.

As independent work of this type, homework is most often used: work with a textbook, lecture notes, etc. Common to independent work of the first type is that all the data of the desired, as well as the method of performing the task itself, must be presented explicitly or directly in the task itself, or in the corresponding instructions.

2nd type. Formation of knowledge-copies and knowledge that allows solving typical problems. In this case, the cognitive activity of trainees consists in pure reproduction and partial reconstruction, transformation of the structure and content of previously military educational information, which implies the need to analyze this description of the object, various ways of completing the task, choosing the most correct of them or sequentially determining the logically following one after another methods solutions.

Independent work of this type includes separate stages of laboratory work and practical exercises, standard course projects, as well as specially prepared homework assignments with algorithmic instructions. The peculiarity of the work of this group is that in the assignment it is necessary to communicate the idea, the principle of the solution and put forward the requirement for the students to develop this principle or idea in a way (methods) in relation to these conditions.

3rd type. Formation of students' knowledge underlying the solution of non-standard tasks. The cognitive activity of students in solving such problems consists in accumulating and manifesting in the external plan a new experience for them on the basis of previously acquired formalized experience (actions according to a known algorithm) by transferring knowledge, skills and abilities. Tasks of this type involve the search, formulation and implementation of the idea of ​​a solution, which always goes beyond the limits of the past formalized experience and requires the student to vary the conditions of the task and previously learned educational information, considering them from a new angle. Independent work of the third type should put forward the requirement to analyze situations unfamiliar to students and generate subjectively new information. Typical for independent work of students of the third type are term papers and diploma projects.

4th type. Creation of prerequisites for creative activity. The cognitive activity of students in the performance of these works consists in deep penetration into the essence of the object under study, the establishment of new connections and relationships necessary to find new, previously unknown principles, ideas, and generate new information. This type of independent work is usually implemented when performing research assignments, including term papers and graduation projects.

Organization of independent work of students. In the process of independent activity, the student must learn to identify cognitive tasks, choose ways to solve them, perform operations to control the correctness of the solution of the task, improve the skills of implementing theoretical knowledge. The formation of skills and abilities of independent work of students can proceed both on a conscious and on an intuitive basis. In the first case, the initial basis for the correct organization of activities is a clear understanding of the goals, objectives, forms, methods of work, conscious control over its process and results. In the second case, a vague understanding prevails, the action of habits formed under the influence of mechanical repetitions, imitation, etc.

Independent work of a student under the guidance of a teacher proceeds in the form of business interaction: the student receives direct instructions, recommendations from the teacher on the organization of independent activity, and the teacher performs the function of management through accounting, control and correction of erroneous actions. Based on modern didactics, the teacher must establish the required type of independent work of students and determine the necessary degree of its inclusion in the study of their discipline.

The direct organization of independent work of students proceeds in two stages. The first stage is the period of initial organization, requiring the teacher to be directly involved in the activities of the students, with the detection and indication of the causes of errors. The second stage is the period of self-organization, when the direct participation of the teacher in the process of self-formation of students' knowledge is not required.

In the organization of independent work of students, it is especially important to correctly determine the volume and structure of the content of educational material submitted for independent study, as well as the necessary methodological support independent work of students. The latter, as a rule, includes a work program (observations, study of primary sources, etc.), variant tasks, non-standard individual tasks for each student, tools for their implementation. The various methodological manuals currently used for independent work of students are usually informational in nature. The student must be oriented towards creative activity in the context of the discipline. Therefore, fundamentally new methodological developments are needed.

Principles of organizing independent work of students. Analyzing the situation with independent work of students that has developed in universities, V. A. Kan-Kalik puts forward his thoughts on the principles on which such student activity should be based. When planning independent work on a particular course, first of all, it is necessary to single out its so-called fundamental tree, which includes the main system of methodological, theoretical knowledge that needs to be submitted for mandatory lecture study. So, from a 100-hour course, the fundamental volume will take up half of it. Further, as derivatives of this “fundamental tree”, it is proposed to form various types of independent work of students, providing for them topics, the nature of the study, forms, venue, variable methods of implementation, a control and accounting system, as well as various reporting methods. According to Kan-Kalik, without such a system, not a single type of independent work of students will give an educational and professional effect.

The success of independent work is primarily determined by the degree of preparedness of the student. At its core, independent work involves the maximum activity of students in various aspects: the organization of mental work, the search for information, the desire to turn knowledge into beliefs. The psychological prerequisites for the development of students' independence lie in their academic success, positive attitude towards it, interest and enthusiasm for the subject, understanding that with the proper organization of independent work, skills and experience in creative activity are acquired.

One of the conditions for the regulation of human activity as the main prerequisite for the success of any type of activity is mental self-regulation, which is a closed loop of regulation. This is an information process, the carriers of which are various mental forms of reflection of reality. General patterns of self-regulation in an individual form, depending on specific conditions, as well as on the nature of nervous activity, personal qualities of a person and his system of organizing his actions, are formed in the process of education and self-education. Creating a system of independent work of students, it is necessary, firstly, to teach them to study(this should be done from the first classes at the university, for example, in the course of introduction to the specialty) and, secondly, to acquaint with the psychophysiological foundations of mental labor, the technique of its scientific organization.

Rules for the rational organization of independent work of students. The intensity of educational work especially increases in conditions of rapid switching from one type of educational activity to another, as well as with unexpected changes in educational situations (actions) in the process of manifestation of high emotionality and its change in the course of training.

A high degree of mental stress with low physical activity can lead to a kind of pathology - changes in autonomic functions (increased heart rate), high blood pressure, hormonal changes, and sometimes drastic changes that reach a state of stress. Mental overload, especially in situations where a student studies independently, without the teacher's control, can lead to exhaustion of the nervous system, deterioration of memory and attention, loss of interest in learning and social work. Physical exercise, rational nutrition, the correct mode of study work, and the use of rational methods of work help to cope with mental overload.

With regard to the organization of independent work, it is useful for both the teacher and students to know the rules for the rational organization of mental work formulated by the largest Russian scientist N. A. Vvedensky (1852–1922).

1. You need to enter the work not immediately, not in a jerk, but gradually drawn into it. Physiologically, this is justified by the fact that the basis of any activity is the formation of a dynamic stereotype - a relatively stable system of conditioned reflex connections formed by repeated repetition of the same environmental influences on the senses.

2. It is necessary to develop a rhythm of work, an even distribution of work throughout the day, week, month and year. Rhythm serves as a means of mental stimulation of a person and plays an exceptionally high role in his life.

3. It is necessary to follow the sequence in solving any cases.

4. It is reasonable to combine the alternation of work and rest.

5. Finally, an important rule of fruitful mental activity is the social significance of labor.

Over time, the skills of the culture of mental work turn into habits and become a natural need of the individual. Internal composure and organization are the result of a well-organized work regime, strong-willed manifestations and systematic self-control.

Independent work as part of the educational activities of students. Independent work is a special, highest degree of learning activity. It is due to individual psychological differences of the student and personal characteristics and requires a high level of self-awareness, reflectivity. Independent work can be carried out both outside the classroom (at home, in the laboratory), and in the classroom in written or oral form.

Independent work of students is an integral part of educational work and is aimed at consolidating and deepening the acquired knowledge and skills, searching for and acquiring new knowledge, including using automated learning systems, as well as completing training tasks, preparing for upcoming classes, tests and exams. This type of activity of students is organized, provided and controlled by the relevant departments.

Independent work is intended not only for mastering each discipline, but also for the formation of independent work skills in general, in educational, scientific, professional activities, the ability to take responsibility, independently solve a problem, find constructive solutions, get out of a crisis situation, etc. The importance of independent work goes far beyond the scope of a single subject, and therefore graduating departments should develop a strategy for the formation of a system of skills and abilities of independent work. At the same time, one should proceed from the level of independence of applicants and the requirements for the level of independence of graduates, so that a sufficient level is achieved over the entire period of study.

According to the new educational paradigm, regardless of the specialization and nature of the work, any novice specialist must have fundamental knowledge, professional skills and skills in their field, experience in creative and research activities to solve new problems, social and evaluation activities. The last two components of education are formed in the process of independent work of students. In addition, the task of the departments is to develop differentiated criteria for independence depending on the specialty and type of activity (researcher, designer, designer, technologist, repairman, manager, etc.).

The main features of the organization of training at the university are the specifics of the applied methods of educational work and the degree of independence of the trainees. The teacher only directs the cognitive activity of the student, who himself carries out cognitive activity. Independent work completes the tasks of all types of educational work. No knowledge that is not backed up by independent activity can become the true property of a person. In addition, independent work has an educational value: it forms independence not only as a set of skills and abilities, but also as a character trait that plays a significant role in the personality structure of a modern highly qualified specialist. Therefore, in each university, in each course, material is carefully selected for independent work of students under the guidance of teachers. The forms of such work can be different - these are different types of homework. Universities draw up schedules of independent work for the semester with the application of semester curricula and curricula. Schedules stimulate, organize, make rational use of time. The work should be systematically supervised by teachers. The basis of independent work is a scientific and theoretical course, a complex of knowledge gained by students. When distributing tasks, students receive instructions for their implementation, guidelines, manuals, a list of necessary literature.

Features of group independent work of students. In a higher educational institution, various types of individual independent work are combined, such as preparation for lectures, seminars, laboratory work, tests, exams, the implementation of abstracts, assignments, term papers and projects, and at the last, final stage, the completion of a graduation project. The teaching staff of the university can make independent work more effective if students are organized in pairs or in groups of three. Group work enhances the factor of motivation and mutual intellectual activity, increases the efficiency of students' cognitive activity due to mutual control and self-control.

The participation of a partner significantly restructures the student's psychology. In the case of individual training, the student subjectively evaluates his activity as complete and complete, but such an assessment may be erroneous. In group individual work, a group self-examination takes place, followed by correction by the teacher. This second link of independent learning activity ensures the effectiveness of the work as a whole. With a sufficiently high level of independent work, the student himself can perform an individual part of the work and demonstrate it to a fellow student partner.

Technology of organization of independent work of students. The ratio of time allotted for classroom and independent work is 1: 3.5 all over the world. This proportion is based on the huge didactic potential of this type of student learning activity. Independent work contributes to the deepening and expansion of knowledge, the formation of interest in cognitive activity, mastery of the methods of the process of cognition, and the development of cognitive abilities. In accordance with this, independent work of students becomes one of the main reserves for increasing the efficiency of training young specialists at the university.

Independent work is carried out using supporting didactic materials designed to correct the work of students and improve its quality. Modern requirements for the teaching process suggest that the teams of the departments develop in a timely manner: a) a system of tasks for independent work; b) topics of abstracts and reports; c) instructions and guidelines for performing laboratory work, training exercises, homework, etc.; d) topics of term papers, course and diploma projects; e) lists of mandatory and additional literature.

Independent work includes reproducing and creative processes in the student's activity. Depending on this, three levels of independent activity of students are distinguished: 1) reproductive (training); 2) reconstructive; 3) creative, search.

For the organization and successful functioning of independent work of students, it is necessary, firstly, an integrated approach to the organization of such activities in all forms of classroom work, secondly, a combination of all levels (types) of independent work, thirdly, ensuring control over the quality of performance (requirements , consultations) and, finally, forms of control.

Activation of independent work of students. Independent work is carried out by students in different parts of the learning process: when obtaining new knowledge, consolidating it, repeating and testing it. The systematic reduction of the direct assistance of the teacher serves as a means of increasing the creative activity of students.

The effectiveness of students' creative activity depends on the organization of classes and the nature of the teacher's influence. Pedagogical literature describes and practically applies various methods of activating students' independent work. Here are the most effective ones.

1. Teaching students the methods of independent work (temporary guidelines for the implementation of independent work to develop the skills of planning a time budget; communication of reflective knowledge necessary for introspection and self-assessment).

2. A convincing demonstration of the need to master the proposed educational material for the upcoming educational and professional activities in introductory lectures, guidelines and manuals.

3. Problematic presentation of the material, reproducing the typical ways of real reasoning used in science and technology.

4. Application of operational formulations of laws and definitions in order to establish an unambiguous connection between theory and practice.

5. Use of active learning methods (case analysis, discussions, group and pair work, collective discussion of difficult issues, business games).

6. Development and familiarization of students with the structural and logical scheme of the discipline and its elements; video application.

7. Issuance of guidelines to undergraduate students containing a detailed algorithm; gradual reduction of the explanatory part from course to course in order to accustom students to greater independence.

8. Development of comprehensive teaching aids for independent work, combining theoretical material, guidelines and tasks for solving.

9. Development of teaching aids of an interdisciplinary nature.

10. Individualization of homework and laboratory work, and in group work - its clear distribution among group members.

11. Introducing difficulties into typical tasks, issuing tasks with redundant data.

12. Control questions for the lecture stream after each lecture.

13. Students reading a fragment of a lecture (15–20 minutes) with the preliminary preparation of it with the help of a teacher.

14. Assigning the status of student consultants to the most advanced and capable of them; providing such students with comprehensive assistance.

15. Development and implementation of collective teaching methods, group, pair work.

Ways to improve the efficiency of students' independent work. The leading scientists and teachers of Russian universities see the way out to a new quality of training in the reorientation of curricula to the widespread use of independent work, including in junior courses. In this regard, certain constructive proposals deserve attention, such as:

› organization of individual training plans with the involvement of students in research work and, if possible, in real design on the orders of enterprises;

› inclusion of independent work of students in the curriculum and schedule of classes with the organization of individual consultations at the departments;

› creation of a complex of educational and teaching aids for the independent work of students;

› development of a system of integrated interdepartmental assignments;

› orientation of lecture courses towards independent work;

› collegial relations between teachers and students;

› development of tasks involving non-standard solutions;

› individual consultations of the teacher and recalculation of his teaching load, taking into account the independent work of students;

› conducting forms of lectures such as lecture-conversations, lectures-discussions, where the speakers and co-speakers are the students themselves, and the teacher acts as a leader. Such classes involve a preliminary independent study of each specific topic by the speakers using textbooks, consultations with the teacher and the use of additional literature.

On the whole, the orientation of the educational process towards independent work and increasing its effectiveness presupposes, firstly, an increase in the number of hours for independent work of students; secondly, the organization of permanent consultations and advisory services, the issuance of a set of tasks for independent work of students immediately or in stages; thirdly, the creation of an educational, methodological and material and technical base in universities (textbooks, teaching aids, computer classes), which makes it possible to independently master the discipline; fourthly, the availability of laboratories and workshops for self-fulfillment of a laboratory workshop; fifthly, the organization of constant (better than rating) control, which allows minimizing traditional control procedures and, at the expense of session time, increasing the time budget for students' independent work; fifthly, the abolition of most of the established forms of practical and laboratory classes in order to free up time for independent work and maintenance of consultation centers.

INTRODUCTION……………………………………………………….…………………3

CHAPTER I. Independent work in mathematics lessons in primary

classes…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1. Independent work as a teaching method. Its importance in the development and

educating younger students…………………………………………….8

2. Types of independent work:…………………………………...……….10

Frontal independent work;

Individual independent work;

Group independent work;

Home independent work;

1.3 Methodology for organizing independent work……………..……….14

A differentiated approach to independent work.

With the help of cards;

CHAPTER II ………………………….……………………………22

1. Ascertaining experiment…………………….……………….…….23

2. Formative experiment………………….…………………………..27

3. Control experiment………….…………………………………….32

CONCLUSION………………………………………………………………………34

LITERATURE……………………………………………………………………..36

APPENDICES……………………………………………………………………....38

INTRODUCTION

On the basis of the choice of topic.

It is independent work that is the most important condition for self-regulation of the personality, its

creative possibilities. But why are so many people dependent,

unable to timely, without looking back at others, to take the necessary

solutions. This question again and again confronts society, does not stop

a long-standing dispute between educators from different countries. Independent work

the student is the main way of educating independence. Years of experience

schools are the best proof of that.

But independent work, attracting modern schoolchildren, causes

At the same time, many people have serious difficulties. It requires emotional and

mental stress, gives rise to a lot of unexpected questions and errors,

doubts and worries. It has been observed that there are many difficulties

children at the initial stage of developing certain skills and abilities,

Therefore, this work must begin in the primary grades. If you miss it

then it will be too late to do this work in middle and high school. In his

work, I want to highlight questions about the correctness of the organization of independent

work, as I believe that independent work serves as an effective

means of personality formation, encourages

mental independence in children. It disciplines thought, gives rise to

schoolchildren have faith in themselves, in their strengths and capabilities. Everyone in primary school

depends on the teacher: how he will teach children to perform independent

Relevance of the topic.

In the process of teaching mathematics, the task of the teacher is not only to

to ensure the sound knowledge provided by the program, but also in

to develop independence and active thinking of students. The thing is

is not easy and it is necessary to start it from the first days of schooling.

Independent work is such a cognitive training

activity, when the sequence of thinking of the student, his mental and

practical operations and actions depend and are determined by the student himself.

The presence of independent work is necessary in the classroom, including

mathematics lessons, as they train the will, educate

efficiency, attention, discipline students. teacher in class

mathematics must be based on the independent work of students,

independent reasoning, conclusion.

Self-study is a method that is very helpful for the teacher to

evaluating student abilities. Working independently, the student must

gradually master such general techniques of independent work as

a clear idea of ​​the purpose of the work, its implementation, verification, correction

More and more widely independent work is included in the practice of the school, various

her types. Teachers strive to equip students with relevant skills,

using both classroom and extracurricular activities, and

homework.

Object of study.

Organization of the educational process in mathematics in elementary

Subject of study.

Organization of independent work. Methodology for performing independent

work in 4th grade.

Purpose of the study.

Prove that with the right methodology for organizing

independent work activates the mental activity of children.

Hypothesis

If children are taught the skills of doing independent work and

use its various types in the classroom, then children develop

independence and thinking develops, they strive to perform more

difficult tasks.

Research objectives.

1. Study the literature on the research problem

2. Determine the level of formation of independent work skills in

subject under study.

3. Determine the system of exercises for work on the formation of skills

independent work in 4th grade.

Research methods.

The study of literature on the topic of term paper, conversations, modeling

lessons, and classes, control tasks, interviewing, studying

documentation.

Chapter 1 THEORETICAL PART

1.1 Independent work is an active learning method. An example can be given in the discussion of the lesson. Some teachers said that there was independent work in the lesson, others argued that it was not, because there was nothing to think about. So what is self-employment? For some, this is a form and method of organizing learning, for others, it is special tasks intended for independent fulfillment, for others, it is the activity of students that takes place without direct participation.

teachers. However, the main features of independent work in mathematics lessons are the presence of a teacher's task, student independence, teacher guidance,

performance of the task without the direct participation of the teacher, activity and

student effort, special time to complete the task.

So, s/r. in mathematics lessons is a method of teaching in which

students, on the instructions of the teacher and under his guidance, independently decide

learning task, showing effort and activity. Often specific

a sign of s / r. consider the activity of children, lack of teacher assistance.

This view is wrong and counterproductive. Holding on to it

the teacher excludes the possibility of cooperation in those situations where it

there is a need. The teacher does not really take part in the implementation

tasks, in solving problems, but he organizes activities. C / r. always

ends with some results, as the student comes to them

on one's own. Their value and significance are more acutely realized in comparison with

those who achieve in joint activities. As a result of work

not only the level of knowledge is always revealed, but also independence

schoolchild, individual style of his activity, creativity and

non-standard approach.

As a method of teaching s/r. often used in the classroom and at home for the purpose of

consolidation of knowledge and formation of skills. However, the experience of teachers and

experiments convincingly prove its effectiveness and, when it is achieved,

other purposes. Material available for self-study children can

learn in class. C / r. are used for the purpose of repetition, systematization,

knowledge checks. an essential role in the organization of independent

activities are played by technical means and equipment. On the lessons

mathematicians can use such technical means as educational

manuals (counting material, geometric shapes, etc.), collections of problems

and exercises, textbook.

A big role in s / p. textbook plays in mathematics lessons. Years of experience

teachers and special studies have shown that the textbook as a means

organizations with / r. in mathematics lessons. Has large shaping

opportunities. Teacher at the organization of s / r. in the lesson, along with d. / Z. maybe

use a textbook from which tasks for s / r can be selected.

Pedagogical value s/r. also depends on how it is organized.

student activities. The form of organization is a certain arrangement

participants in the educational process, ways of interaction between the teacher and students,

the students themselves.

In the process of teaching, the mathematical task of the teacher is not only to

to provide solid knowledge provided by the program, but also in

to develop independence and active thinking of students. students

when performing s / p. not always able to get timely assistance from

teachers, so it is necessary to carefully consider lesson plans, determine

Under the independent work of students we understand such work that is performed by students on the instructions and under the control of the teacher, but without his direct participation in it, at a time specially provided for this. At the same time, students consciously strive to achieve the goal, using their mental efforts and expressing in one form or another (oral answer, graphic construction, description of experiments, calculations, etc.) the result of mental and physical actions.

Independent work involves active mental actions of students associated with the search for the most rational ways to complete the tasks proposed by the teacher, with an analysis of the results of the work. In the learning process, various types of independent work of students are used, with the help of which they independently acquire knowledge, skills and abilities.

All types of independent work used in the educational process can be classified according to various criteria: by didactic purpose, by the nature of the students' learning activities, by content, by the degree of independence and the element of students' creativity, etc.

Depending on the goals, independent work can be divided into the following:

Educational.

Training.

Fixing.

Repetitive.

Developing.

Creative.

Control.

Let's consider in more detail each of the types.

1. Educational independent work. Their meaning lies in the independent fulfillment by students of the tasks given by the teacher in the course of explaining new material. The purpose of such work is the development of interest in the material being studied, the involvement of each student in the work in the lesson. When performing this type of work, the student immediately sees what is not clear to him, and he can ask for additional explanation of this part of the material. The teacher draws up a scheme for further explanation of the material, in which he prescribes difficult moments for students, which will need to be paid attention to in the future. Also, this type of independent work helps to identify gaps in the knowledge of past material among schoolchildren. Independent work on the formation of knowledge is carried out at the stage of preparation for the introduction of new content, also with the direct introduction of new content, with the primary consolidation of knowledge, i.e. immediately after the explanation of the new, when the students' knowledge is not yet strong.

Since self-study work is carried out to explain new material or immediately after the explanation, then, in our opinion, their immediate verification is necessary. It creates a clear picture of what is happening in the lesson, what is the degree of understanding by students of new material, at the very early stage of learning. The purpose of these works is not control, but training, so they should be given enough time in the lesson. Compilation of examples on the studied properties and rules can also be attributed to independent educational work.

Obviously that independent work, organized in preparation for the assimilation of new knowledge, is important for students.

It should be noted that this type of activity can be organized in the following cases:

In the process of establishing a connection between new material and previously acquired knowledge, skills and abilities;

When creating a search situation and revealing the prospects for the upcoming educational work;

In the course of transferring the acquired methods of cognitive activity while mastering new knowledge, skills and abilities.

If the student is in the process of independent work thinks through the facts on the basis of which new material is presented or a problem is solved, then the productivity of his further work is significantly increased.

Conducting independent work should be organized so that it not only ensures the perception of the program material, but also contributes to the comprehensive development of students.

2. Training independent work. These include tasks for the recognition of various objects and properties.

In training tasks, it is often required to reproduce or directly apply theorems, properties of certain mathematical objects, etc.

Training independent work mainly consists of tasks of the same type, containing essential features and properties of this definition, rule. Such work allows you to develop basic skills and abilities, thereby creating a basis for further study of the material. When performing training independent work, the help of a teacher is necessary. You can also allow the use of a textbook and notes in notebooks, tables, etc. All this creates a favorable climate for weak students. In such conditions, they are easily included in the work and perform it. In training independent work, you can include the performance of tasks on multi-level cards. Independent work has a significant impact on the depth and strength of students' knowledge of the subject, on the development of their cognitive abilities, and on the pace of assimilation of new material.

3. Fixing independent work. These include independent work that contributes to the development of logical thinking and requires the combined application of various rules and theorems. They show how well the learning material is learned. Based on the results of checking tasks of this type, the teacher determines the amount of time that needs to be devoted to repeating and consolidating this topic. Examples of such works are found in abundance in the didactic material.

4. Very important are the so-called repetitive (review or thematic) works.

5. Independent work of a developing nature. These can be tasks for compiling reports on certain topics, preparing for olympiads, scientific and creative conferences, holding mathematics days at school, etc. In the classroom, these can be independent works that include research tasks.

6. Students are of great interest creative independent work which assume a sufficiently high level of independence. Here, students discover new aspects of the knowledge they already have, learn to apply this knowledge in unexpected, non-standard situations. In creative independent work, you can include tasks, during which you need to find several ways to solve them.

7. Control independent work. As the name implies, their main function is the control function. It is necessary to highlight the conditions that must be taken into account when compiling tasks for independent examinations. First, control tasks should be equivalent in content and scope of work; secondly, they should be aimed at developing basic skills; thirdly, to provide reliable verification of the level of knowledge; fourthly, they should stimulate students, allow them to demonstrate all their skills and abilities.

The effectiveness of independent work, the formation of independent work skills largely depends on the timely analysis of the results of the work, when the student has not yet completed the process of adjusting his own new knowledge, it is obvious that the analysis of independent work should be educational in nature, i.e. not just to state the number of errors, but to analyze them so that students can fully understand the issues in which they made mistakes.

There is another classification of independent work according to the didactic goal, which distinguishes five groups of activities:

1) the acquisition of new knowledge, mastering the ability to independently acquire knowledge;

2) consolidation and refinement of knowledge;

3) development of the doctrine to apply knowledge in solving educational and practical problems;

4) formation of teachings and practical skills;

5) the formation of skills and abilities of a creative nature, the ability to apply knowledge in a complicated situation.

Each of the above groups includes several types of independent work, since the solution of the same didactic task can be carried out in different ways. These groups are closely related. This connection is due to the fact that the same types of work can be used to solve various didactic problems.

The main types of independent work include the following:

1. Working with the book.

2. Exercise.

3. Implementation of practical and laboratory work.

4. Verification independent, control work, dictations, essays.

5. Preparation of reports, abstracts.

6. Home experiments, observations.

7. Technical modeling and design.

Talking about the types of do-it-yourself work, it is customary to single out, in accordance with the levels of independent activity, reproducing, reconstructive-variative, heuristic, creative.

Creative independent works include such forms as:

Practical work;

Test papers;

Thematic offsets;

Protection and writing of abstracts;

Solving problematic problems of an applied nature and others.

From the point of view of the organization, independent work can be:

Frontal (general class) - students perform the same task; group - to complete the task, students are divided into small groups (3 people each);

Steam room - for example, when conducting experiments, performing various constructions, designing models;

Individual - each student performs a separate task.

Organizing student work, the teacher unobtrusively reveals the conflict situation when studying the material. There is no need to invent contradictions, problems, conflict situations, they are in every topic, they are the essence of the process of cognition of any object or process.

Considering independent activity as cognitive, four varieties of it are distinguished in the learning process:

1. The student determines the goal and plan of work with the help of a teacher.

2. The student determines the goal with the help of the teacher, and the plan independently.

Z. The student determines the goal and plan on his own, but the task is given by the teacher.

4. Without the help of a teacher, the student himself determines the content, purpose, plan of work and independently performs it.

The first type is the simplest., and with it the teacher should begin preparing the children for more difficult stages of independent work. Then gradually, moving from stage to stage, the student gets the opportunity to fully demonstrate his knowledge, initiative, personal qualities and individual characteristics. Independent work is organized with the help of individual forms of education. The student works independently at home when doing homework, writing essays, etc.

The individual form involves the student's activity to perform tasks common to the entire class without contact with classmates, at the same pace for all. It is mainly used in the consolidation of knowledge, the formation of skills, knowledge control. Individual work in the classroom requires careful preparation from the teacher, a large expenditure of time and effort. However, this form of organization of cognitive activity does not always create conditions for complete independent activity of students. It is a good means of organizing the activities of conscious students.

But it is often possible to observe a picture in the classroom when poorly performing students either do nothing, because they cannot cope with the task on their own, or ask their deskmates about the solution, which leads to cheating and tips. To organize greater independence of schoolchildren, an individualized form of education is used. This form implies such an organization of work in which each student performs his own task, different from others, taking into account learning opportunities.

The practical experience of teachers in many schools has shown that:

1. Systematically conducted independent work (with a textbook on solving problems, performing observations and experiments), with its proper organization, helps students to obtain deeper and more solid knowledge compared to those that they acquire when the teacher communicates ready-made knowledge.

2. The organization of the implementation by students of various independent works in terms of didactic purpose and content contributes to the development of their cognitive and creative abilities, the development of thinking.

3. With a carefully thought-out methodology for conducting independent work, the pace of formation of practical skills and abilities in students is accelerated, and this, in turn, has a positive effect on the formation of cognitive skills and abilities.

Over time with the systematic organization of independent work in the classroom and its combination with various types of homework on the subject, students develop stable skills for independent work. As a result, students spend significantly less time to perform work of approximately the same volume and degree of difficulty compared to students in classes in which independent work is practically not organized or is carried out irregularly. This allows you to gradually increase the pace of studying the program material, increase the time for solving problems, performing experimental work and other types of creative work.

Independent study work- a type of learning activity that assumes a certain level of independence of students in all its structural components - from posing a problem to exercising control, self-control and correction, with a transition from performing the simplest types of work to more complex ones of a search character.

Goals of independent work

at quality assimilation of educational material;

development of skills and abilities of educational activity;

at the formation of cognitive abilities of students and interest in the material being studied;

formation of readiness for self-education;

the formation of independence as a personality trait.

Benefits of working independently

The desire of students to act and be active is fully taken into account.

Students consciously participate in achieving the goal of the lesson.

Independent work, as a rule, is of interest to most students.

The learning process becomes more lively and exciting.

There is an opportunity to carry out an individual approach to each student.

There is an opportunity to solve a wide variety of educational and educational tasks.

Helps students master the ability to rise from the assimilation of a simple rule to thoughtful assessments and ideas.

Types of independent work

Motives for independent work

sense of duty and responsibility;

positive attitude towards learning;

need for knowledge;

intellectual feelings, satisfaction from knowledge;

professional attitudes (for high school students);

Levels of independent work

1st - short

lack of initial skills and abilities

independent work when needed.

Motivation: teacher stimulation, tight control,

development of the necessary skills and abilities

2nd - average

ability to perform tasks according to this instruction,

organize your work.

Motivation: teacher stimulation and personal motivation

3rd - tall

independent planning, organization and execution

assignments without instructions

proactive search for new information,

transition to self-education.

Motivation: personal motivation

Do-It-Yourself Components

Procedural Component	Organizational Component
Features of the mental sphere: independence, flexibility, efficiency, creativity, ability to analyze, synthesize, generalize, observation Ability to set and solve cognitive problems Possession of different types of reading and fixation of what has been read Ability to select and assimilate specific content Skills of control and introspection	Ability to plan time and work Ability to reorganize the system of activity Ability to carry out information search, work in libraries, Internet networks, navigate modern source classifiers Use office equipment, data banks and modern information technologies

The main formative educational course is writing independent work. Their competent execution enables students to have practical abilities in solving certain problems of the course. In addition, in combination with knowledge of theoretical ambush, such experience provides a guarantee of compliance with the student's future qualifications. But still, it is far from always possible to solve the most difficult work by force. It is especially difficult to cover a huge amount of information if the student does not have the necessary amount of free time, and the assignment needs to be submitted very urgently for verification. In such situations, the authors of the IC "KURSOVIKS" come to the rescue. Huge work experience and a large store of knowledge enable the employees of the exchange to quickly cope with orders. After 1-5 days, as a rule, the customer has a well-made version.

Order and buy independent workon any subject at the IC "KURSOVIKS" is very easy: for this, you only need to fill out an order table. This is a comfortable way out of a situation where a student does not have the opportunity to cope with tasks on his own, or if he also has other debts in an educational institution. Original and high quality decoratedfrom the authors of the IC "KURSOVIKS" - this is a guarantee of having the highest score!

Before preparing any our employees approach with no less responsibility than the creation of a dissertation. Independent works to order are written by professional authors in their fields.

On the website of the IC "KURSOVIKS" you have the opportunity . For your requirements independent works to order can be executed both in text form and in tabular form. The main task of independent work is to control the level of knowledge, the degree of mastery of the material or the practical consolidation of the theory. So independent works to order can be performed in different ways: theoretical tasks, practical tasks, combined tasks, tests, tasks, etc.

You have the opportunity order independent work, which is formed from questions on theory, which will be written in the form of an abstract. The amount of executable order of independent work depends on the number of tasks. On average, this is 3 sheets for each answer to the question. Plus a simple plan and list of sources. If questions in commissioned independent work more than 3-4, then, as a rule, less detailed answers are needed. In theoretical independent works to order it does not provide a description of the student's personal view on a particular issue, as well as a comparative analysis of the approaches of various employees.

When writing practical independent works to order our professionals adhere to the necessary methodological standards, which indicate the design standards and solution methods.

Combined independent works to order combine both theory and practical exercises. Such independent work must also be correctly framed.

If you need to solve test tasks to order, the employees of the organization IC "KURSOVIKS" in the shortest possible time will provide assistance in finding the right answers.

you have perspective order independent work in various disciplines: law, economics, accounting, physics, chemistry, mathematics, English, etc.

Independent work to order This is an intermediate written exam. And half of the success in this exam lies in the correct design and observance of methodological standards or teacher's advice. Tell us all the necessary data, and we will urgently and high-quality create for you independent work to order.

Price and volume independent work to order depend on a large number of factors and are negotiated individually with each customer.

So, contact the company IC "KURSOVIKS" and we will definitely help you.

Sincerely, IC "KURSOVIKS"!