NOU HPE "INTERNATIONAL LEGAL INSTITUTE"

Master's degree

DEPARTMENT OF CIVIL LAW

REPORT

ABOUT PEDAGOGICAL PRACTICE

In the Main Test Space Center of the Ministry of Defense of the Russian Federation named after G.S. Titov, Krasnoznamensk

(place of internship: military unit 32103)

Fulfilled

undergraduate distance learning

group M.MG.2014 VOIZ GP/2-4 Derkach M.V.

Scientific supervisor of the practice Subbotin G.V.

Date of protection ____________________

Grade ________________

Moscow 2015

I approve

Department head

______________________________

Surname, I.O.

«» _________ 2015

STUDENT'S REPORT

ON PEDAGOGICAL PRACTICE

I, Derkach Marianna Vladimirovna, from March 16, 2015 to April 13, 2015, had a teaching practice at the Main Test Space Center of the Ministry of Defense of the Russian Federation named after G.S. Titov Krasnoznamensk.

The scientific adviser of my practice was Subbotin Georgy Viktorovich, lecturer at the Department of Civil Law, candidate of legal sciences.

The goal of my teaching practice was to develop skills for solving pedagogical problems in teaching, which involves understanding the purpose of teaching, as well as the conditions and methods for its implementation in practice. An important condition for achieving this goal is the comprehensive assimilation of scientific knowledge in the field of jurisprudence, pedagogy and psychology.

During the passage of scientific and pedagogical practice, I set the following tasks:

Develop ways of preparing and structuring logical material in accordance with the form of the training session (lecture or seminar session);

Learn to set pedagogical tasks, determine the goals and objectives of the training course;

To learn how to select the necessary forms and methods of conducting a training session, to state the content of the course being taught, based on an understanding of the category of the audience of listeners - professional, age, etc .;

Master the skills of preparing educational and methodological support for legal disciplines;

To work out teaching methods aimed at increasing the intellectual abilities of students, developing interest in obtaining legal knowledge, general cultural and moral values;

Develop a technique for analyzing a training session, taking into account the pedagogical, psychological, subject and methodological aspects.

The practice was organized in the form of pedagogical work under the guidance of the head of the lesson. A plan of educational activities was drawn up and implemented, classes in specialized disciplines were developed and conducted, mastery of modern teaching methods was demonstrated.

The work of the practice was carried out according to the following plan:

No. p / p	Name of work.	Deadlines
1.	Exploring the specifics and benefits of interactive teaching methods	March 16, 2015
2.	The study of the theoretical foundations for the development and conduct of a lecture as a type of training session	March 19, 2015
3.	Development of an information lecture on the topic "Civil law contract. General provisions"	March 24, 2015
4.	Conducting an information lecture on the topic "Civil law contract. General provisions"	March 27, 2015
5.	The study of the theoretical foundations for the development and conduct of a practical lesson as a type of training session	March 30, 2015
6.	Development of a practical lesson with interactive teaching methods on the topic "Civil law contract. General provisions"	April 1, 2015
7.	Conducting a practical lesson with interactive teaching methods on the topic "Civil law contract. General provisions"	April 3, 2015
8.	The study of the theoretical foundations of the procedure for compiling reporting forms	April 7, 2015
9.	Development of a reporting form	April 8, 2015
10.	Studying the procedure for monitoring the knowledge of students in accordance with the developed reporting form, checking the results (test, test, exam)	April 9, 2015
11.	Analysis of the effectiveness of the developed training sessions and reporting forms	April 10, 2015

The number of attended and analyzed training sessions - 5, the number of independent sessions conducted - 2 (academic discipline: "Civil Law", the topic of the classes: "Civil Law Contract. General Provisions"). During the period of practice, such forms of conducting classes as an information lecture, a practical lesson, a lecture using interactive forms of learning were mastered.

During the classes, a democratic style of communication was mainly used - the students took an active part in the discussion of the material being taught. This style has a positive effect on the comprehensibility of the subject, the initiative of the listeners increases, which leads to the preservation of their interest in the subject and a greater concentration of attention on it. Communication based on joint creative activity was also used. This style of communication can be considered as a prerequisite for successful joint educational and developmental activities, since enthusiasm for a common cause as a result gives rise to friendliness, interest in work, which ultimately turns into a joint enthusiastic search.

When analyzing a training session, it can be noted that the choice of teaching methods and means depends on many factors, such as: general learning objectives, the content of the material and the time allotted for its study, the form and location of the lesson, the material and technical equipment of the lesson, personality traits teacher, his qualifications, etc.

During the information lecture, a separate auditorium was provided with technical teaching aids. The number of listeners was 15 people. In the classroom, they showed openness and attentiveness. With interest reacted to the appearance of another teacher.

When conducting a lecture with an interactive form of training, the technical equipment of the audience made it possible to present part of the material presented in the form of a presentation, which allowed not only to save time when explaining the basic concepts and writing examples of program texts, but also to improve the visibility of the information provided. Also, a blackboard was used to explain some principles and methods of the subject and to explain when answering questions.

The practical lesson was held in the form of a professionally oriented game. It was proposed to solve problems and exercises for independent thinking.

All presented forms of teaching began with the formulation of the topic, the presentation of the plan and recommended literature for independent use. The main purpose of the lectures was to give students modern, interconnected, holistic scientific knowledge. In preparation for the lecture, I did the following work:

Understanding the objectives of the lecture

Selection of the required amount of scientific material

Detailed study of the structure of the lecture

Writing the text of the lecture

Working out the text of the lecture and giving it visibility

Preparation of didactic materials for the lecture

The choice of technical means for the lecture

Solution of organizational issues

Psychological setting for a lecture before it starts

In preparation for the practical lesson, a task was drawn up for a group of students. It reflected: the topic, the time allotted for this topic, goals, educational questions of the task, methodological exercises for each question, didactic materials for the lesson (slides, diagrams, graphs, sample documents), questions for self-control. To work out the task, the students were divided into 3 groups, the head of the classes explained orally the professional situation being played, allocating several students from the training group to lose it, distributed the roles (participants in civil law relations) and indicated the beginning of the situation by the team. The group members imitated the actions in fact, creatively playing the role assigned to them. At the end, a thorough group discussion was held.

Self-assessment of the work done:

During the internship, I had problems mainly of a psychological nature. Firstly, it is the establishment of contact with the audience, as the achievement of a state of mutual readiness to receive and transmit information and maintain a relationship. Because it was not possible to conduct a preliminary collection of information about the students (social environment, lifestyle, inclinations, interests, habits), the collection of information was carried out directly during the classes. In the process of collecting this information, I tried to form communicative competence, i.e. the ability to take initiative in communication, respond emotionally to the state of students, speak holistically, logically and coherently, meaningfully and productively. I believe that communication with people is the basis of the professional activity of a lawyer of any specialization. Therefore, knowledge of the socio-psychological patterns of communication is an indispensable condition for its high qualification. When gaining knowledge, students should not only receive “dry” information on a particular subject, but also form their own professional competencies in the field of professional communication. The specifics of a lawyer's professional communication requires him to have highly developed communicative qualities, skills and abilities, which are formed both in the learning process and in the process of self-education and practice.

Conclusion

During the internship, I studied the main goals and objectives of the organization of educational activities, studied the basic methods of organizing the educational process. Investigated the level of development of the educational team, studied the characteristics of the student team. During the practice, I managed to develop and conduct 2 lessons and analyze them.

During the internship, I achieved all the tasks set, namely:

Obtaining practical skills in planning educational work in a group of students;

Acquisition of experience in the professional activities of a teacher in preparation for a cycle of lessons of theoretical and practical training;

Obtaining initial skills in conducting classes on a chosen subject in a group of students.

Signature of the head of the lesson: N.V. Zakharov

__ chief mechanic of the armament service of the military unit 32103 __________________________________________________________

Signature of undergraduate M.V. Derkach

____________________________________________________________________________________________________________________

LESSON PLAN-SUMMARY

1. Instructor attending class: Zakharov Nikolai Vasilyevich, chief mechanic of the military unit 32103

2. Master student:

3. Name of the academic discipline: Civil law

4. Lesson form: informational lecture

5. Contingent:

6. Lesson topic:"Civil law contract. General provisions"

7. Learning objectives: of this informational lecture to bring to the audience the information contained in the main questions of the lecture:

The concept and meaning of the contract

o Meaning of the treaty

o Form of contract

Types of contracts

o Types of contracts by the moment the obligation arises

o Types of contracts by entity in favor of which the contract was made

o Types of contracts according to the ratio of rights and obligations of the parties

o Types of contracts depending on compensation

o Types of contracts depending on the degree of obligation to conclude a contract

o Types of contracts by the time of the legal relationship

o Types of contracts depending on the participation of the parties in negotiating the terms of the contract

· Conclusion of contracts

o General procedure for concluding contracts

o The conclusion of the contract is mandatory

o Conclusion of the contract at the auction

Change and termination of the contract

o Options for changing and terminating the contract

o Consequences of changing and terminating the contract

Types of contracts in civil law. Property and organizational contracts. mixed contracts. Public agreement and accession agreement.

The conclusion of the contract. The procedure and stages of the conclusion of the contract. Offer. Acceptance. The conclusion of the contract is mandatory. Conclusion of the contract at the auction. Settlement of disputes arising from the conclusion of the contract. Contract form. The moment of the conclusion of the contract.

Termination and modification of the contract. Consequences of termination or amendment of the contract. Termination or amendment of the contract by agreement of the parties. Termination or modification of the contract due to unilateral withdrawal from the contract. Termination or amendment of the contract at the request of one of the parties in a judicial proceeding. Termination and modification of the contract in connection with a significant change in circumstances. Recommended literature.

9. Methods and forms of the lesson: informational lecture

10. Student activity: it can be noted that the listeners, in general, were attentive, disciplined, actively analyzed the information, made concise notes. During the lecture, breaks were systematically made every 15-20 minutes, some material was presented visually using the blackboard. The listeners were asked questions, suggestions to formulate sentences and definitions.

11. Self-assessment of the undergraduate (difficulties, successes): It is well known that pedagogical activity is creative in nature. In my opinion, a creative person must have a kind of energy, be purposeful, self-sufficient, patient. Any creativity is impossible without certain knowledge and skills, and the more complex the creative process, the fuller and deeper professional knowledge should be. The level of professionalism directly depends on the competencies formed by the teacher. I can confidently say that I managed to improve my teaching skills. I have learned to present the educational material in a logically coherent, accessible, interesting way. Living experience always generates its comprehension and analysis.

Date of attending the class 03/27/2015

PLAN-SUMMARY

FRAGMENT OF THE LESSON

1. Instructor conducting the lesson: Zakharov Nikolai Vasilievich, Chief Mechanic of the Weapons Service of Military Unit 32103

2. Master student: Derkach Marianna Vladimirovna, student of the 1st year of the group M.MG.2014 VOIZ GP / 2-4

3. Name of the academic discipline: Civil law

4. Lesson form: practical lesson

5. Contingent: personnel of training group No. 3

6. Lesson topic:"Civil contract. General Provisions»

7. Learning objectives: This practical lesson consists in practical working out with the listeners of the information contained in five main questions:

The concept and meaning of the contract

Types of contracts

Conclusion of contracts

Change and termination of the contract

Task 1.

Zhukova, being an employee of the Yuzhanka municipal enterprise, participated with her own funds in the construction of a residential building. The construction of the residential building was not completed on time, and the funds contributed by Zhukova depreciated due to inflation.

Subsequently, Zhukova was fired due to a reduction in staff with deregistration of those in need of better housing conditions. Zhukova appealed against the actions of the administration of the enterprise in court and demanded that she be reinstated on the register of those in need of better housing conditions. The representative of the enterprise in court stated that no civil law relations had arisen between Zhukova and the enterprise, since Zhukova was not a party to the construction contract, and the issue of taking into account housing conditions in need of improvement should be considered as a condition of the employment contract, which was terminated due to her redundancy layoffs.

What decision should the court make? Will the decision change if, by the time the case is heard in court, the residential building is completed with the involvement of an external investor?

Task 2.

Tykvin entered into a simple written purchase agreement with Potapov; Skvortsov was convicted of robbery at Kuznetsov's apartment to a long term of imprisonment with confiscation of property. The civil suit filed by Kuznetsov in the criminal case was left without consideration. Kuznetsov filed a lawsuit against Skvortsov for reimbursement of the value of the stolen property, the cost of repairing the apartment and compensation for moral damage.

During the meeting, Skvortsov said that the costs of repairing the apartment should be reimbursed by police officers who, during his detention, broke down the door and damaged the furniture. With regard to the value of the stolen property, it should be borne in mind that most of the property was returned to Kuznetsov, although it lost its presentation. With regard to compensation for non-pecuniary damage, Skvortsov believed that this additional punishment was not provided for by the Criminal Code and could not be applied to him, since he had already been sentenced for the crime committed.

Are there grounds for filing a civil lawsuit against Kuznetsov?

Task 3.

When allocating a land plot for the construction of a high-voltage power line, a part of the land plot of Matsnev, on which the barn was located, was seized by the decision of the administration. Matsnev was compensated for the loss of part of the land plot by providing land in the amount of the withdrawn part across the road from his plot. Matsnev transferred the barn to the newly allocated plot and presented a claim to the administration for compensation for the cost of the barn, the costs of moving the barn to a new plot, as well as the payment of penalties collected from him by the Committee on Land Resources for the late execution of documents for a new plot and the construction of a barn without permissions.

Matsnev believed that the registration of rights to the site, as well as to the transfer of the barn, was the responsibility of the administration, on the initiative of which the seizure and allocation of land plots was carried out.

Is Matsnev's position correct? What legal relationship arose in this case?

9. Methods and forms of conducting a lesson fragment: This lesson is a practical lesson (seminar). In practice, it was organized as a professionally oriented game with elements of a detailed conversation, followed by a group discussion. Along with the game, the lesson used a system of reports on predetermined tasks and the method of opponents.

10. Activity of the listeners: The students were active and interested in the lesson. Very fiercely expressed their own opinions, personal convictions, collectively erroneous views were revealed, improving and consolidating the correct ones. The methodology of the lesson with the discussion of the reports assumed, at the request of the listeners, to appoint speakers, co-speakers, opponents. This technique made it possible to keep the attention of the listeners at a level sufficient to assimilate the subject.

11. Master student self-evaluation: in the course of the lesson, I determined that a large part of the success of the practical lesson depends on the degree of preparedness and sophistication of the lesson. It is important to ensure that each participant can give a detailed presentation on each issue of the plan. It is necessary to try to bring the lesson as close as possible to the life situation, to highlight without fail the weak and strong sides of the situation. I was especially pleased that acting out situations allows you to expand the level of knowledge of students.

Signature of the teacher of the academic discipline Zakharov N.V.

Master's signature Derkach M.V.

Date of attending the class03.04.2015

SESSION ANALYSIS

1. Teacher conducting the lesson: Zakharov Nikolai Vasilievich, chief mechanic of the military unit

2. Master student: Derkach Marianna Vladimirovna, student of the 1st year of the group M.MG.2014 VOIZ GP / 2-4

3. Name of the academic discipline: Civil law

4. Form of the lesson: a practical lesson in the form of a professionally oriented game with a reporting system

5. Contingent: personnel of training group No. 3

6. Topic of the lesson: Civil law contract (general provisions)

7. The main characteristics of the quality of conducting classes: Lesson is the main form of organization of the educational process. It must meet the following requirements:

- the clarity of the definition of the learning objectives of the lesson, the allocation of the main and secondary goals from them (the study of a new rule or law, the development of skills, etc.);

- unity of educational and upbringing tasks;

- determination of the optimal content and selection of the educational material of the lesson in accordance with its objectives, providing the lesson with the necessary equipment and technical equipment. The fulfillment of the assigned tasks is negatively affected by both the overload of the educational material and its small volume;

- the choice of the most rational methods and techniques of teaching, ensuring the cognitive activity of students, the combination of teamwork with a differentiated approach to learning;

- connection of theoretical knowledge with practice.

Thorough preparation was carried out for attending the lesson, namely:

Familiarize yourself with the material of the topic from the textbook. Studied the methodological and technical literature, which is necessary for the teacher to conduct the lesson, and for the present teacher - for the effective analysis of the lesson;

Familiarized with the analysis of previously attended classes by the teacher.

8. Compliance of the content of the lesson with the topic of the academic discipline: Analyzing the lesson, one should pay attention to the correspondence of the content of the lesson to the curriculum of the discipline. At this lesson, students received knowledge on the topic in sufficient volume, established by the program. The material was presented in a larger volume than provided by the program. The content of the lesson was sustained from a methodological point of view, the principles of scientific character, visibility, strength and depth of knowledge were implemented. When analyzing the presentation of new material were noted:

Scientific orientation, which consists in a strict scientific approach to the selection of material and the assessment of its significance;

The ability to highlight the main, fundamental;

Logical consistency and evidence, which ensure the systematic nature of knowledge, their awareness;

Clarity, clarity, intelligibility, contributing to a solid assimilation of knowledge, creating the necessary basis for correct generalizations and conclusions;

Implementation of interdisciplinary connections;

Use of concrete scientific and technical examples, connection with practice.

10. Student activity in class: Analyzing all types of activities of students in the classroom, we can emphasize:

Activity, interest, level of independence of the work of students;

High level of analytical thinking;

A sufficient degree of updating knowledge (the ability to highlight the leading ideas);

Good development of speech, written, graphic and special skills and abilities;

High level of culture, rationality and efficiency of students' work;

Good level of organization and discipline.

11. General impression of the lesson: observing, attending and conducting the lesson, I was correct, adhered to certain rules of behavior towards the audience and the present teacher. I took care of the content and methodology of the lesson. I liked teaching, because I think that a real teacher is tested in practice, on the ability to convey the wealth of knowledge, his moral position.

12. Master's wishes for the lesson: I believe that there are several components of pedagogical skill. These elements can serve as indicators of the level of development of pedagogical activity:

a) the variation of the student's stimulation can be expressed, in particular, in the rejection of the monologue, monotonous manner of presenting educational material, in the free behavior of the teacher in the classroom, etc.;

b) attracting interest with the help of an exciting beginning (a little-known fact, an original or paradoxical formulation of the problem, etc.);

c) pedagogically competent summing up the results of the lesson or its separate part;

d) the use of pauses or non-verbal means of communication (facial expressions, gestures, gaze);

e) skillful application of the system of positive and negative reinforcements;

f) posing leading questions and verification questions;

g) posing questions that lead the student to generalize the educational material;

h) determining the concentration of attention, the degree of involvement of the student in mental work by external signs of his behavior.

Thus, pedagogical creativity is effective when and where it is based on high professional pedagogical competence. The creation of a new system of known elements is already the emergence of creativity, which requires taking into account the socio-psychological mood of the group, individual characteristics and goals.

Signature of the teacher of the discipline Zaahrov N.V.

Federal State Budgetary Educational Institution of Higher Professional Education

"Chelyabinsk State University"

Faculty of Ecology

Department of General Ecology

Report on teaching practice

Master Program _________________________________________________________________

DIRECTION 05.04.06 "ECOLOGY AND NATURE MANAGEMENT"

Master student: Izkeev S.S.__________________ (signature)

Scientific adviser: Sibirkina A.R.________________ (signature)

Date of registration at the department: _____ ___________________

Chelyabinsk, 2015

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

1. Plan of pedagogical practice ………………………………………..…..….....4

2. Characteristics of the discipline………………………………..………………...5

3. Plan-summary of classes…………………………………………………………...6

3.1. Conducting a practical lesson in the group EE-201……..…...….….........6

3.2. Conducting a lecture in the group EE-201……………………....... 8

CONCLUSION..………………………………….…………………………........9

LIST OF USED LITERATURE……………………………..10

APPENDICES…………………………………………………………………….11

Introduction

From November 23 to December 21, 2015, I had a teaching practice at the Faculty of Ecology, Department of General Ecology, Chelyabinsk State University.

The purpose of pedagogical practice is to consolidate the theoretical knowledge of general ecology that I received while studying at the university, and to acquire skills and qualities that contribute to my professional development.

gaining experience in pedagogical work in a higher educational institution;

the formation of a comprehensive psychological and pedagogical, socio-economic and information-technological readiness of the master for pedagogical activity;

mastering the skills and abilities to conduct educational and methodological work in the aspect of the formation of environmental thinking.

As the discipline taught, "General Ecology" was chosen, read by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova.

During the passage of pedagogical practice, 2 classes were held, with a total duration of 4 academic hours. Attended classes taught by a teacher. Participation in the development of methodological support for examinations and tests. Checked test papers and tasks.

1. Plan of pedagogical practice.

November 23: Consultation with the head of the practice. Determining the type of classes, agreeing on the timing of the classes.

November 23: Attending a practical lesson conducted by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova. Entry into the topic.

November 24: Attendance at a lecture held by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova.

November 25-27: Searching for material on the topic of the lesson and determining the place of the selected topics in the course of the discipline.

November 30: Conducting a practical lesson in the group EE-201. Conducting a quiz on topics covered. Solution of test tasks and tasks by students.

December 1-4: Verification of test tasks and tasks that act as a final control in the discipline "General Ecology", completed by students of the EE-201 group. Schedule of errors, shortcomings and remarks. Grading.

December 14: Clarification of questions with students who are not satisfied with grades. Checking additional tasks.

December: Preparation of a report on pedagogical practice.

Introduction
Chapter 1. Modern forms of education at the university
1.1 Modern forms of organization of the educational process in a higher educational institution
1.2 Modern technologies in higher professional education
Chapter 2. Work in the BSS Chief Accountant
2.1 Basic concepts about the Glavbukh system
2.2 Description of the methodology for conducting laboratory work
Conclusion
List of sources used

Introduction

An important component of the educational process is the pedagogical practice of students in a higher educational institution, which logically completes their professional training as teachers.

The main goal of pedagogical practice at the university is to involve students in scientific and pedagogical activities, revealing their research and pedagogical potential, direct participation in the educational process of the educational institution, testing the professional and theoretical knowledge gained by students at the university.

The relevance of pedagogical practice lies in the fact that students get acquainted with the logic and content of the educational process in a higher educational institution, scientific and educational and methodological work at a university, with the features of the pedagogical activity of a teacher, with innovative teaching technologies, study the specifics of educational work with students, features development of their professional skills. The acquired skills will help students if they aspire to build their careers as teachers.

The main tasks of teaching practice at the university are:

1) the acquisition of various practical skills by students in educational work with students;

2) gaining experience in the professional activities of a teacher in the development of programs for theoretical and practical training of students;

3) establishing and strengthening the connection of theoretical knowledge obtained by undergraduate trainees with professional and pedagogical activities;

4) studying the pedagogical experience of qualified teachers of an educational institution;

5) participation of the student in the pedagogical and methodological work carried out by the department.

Chapter 1 Modern Forms of Education at the University

1.1 Modern forms of organization of the educational process in a higher educational institution

To date, the educational process requires constant improvement, as priorities and social values ​​are changing: scientific and technological progress is increasingly recognized as a means to achieve a level of production that best satisfies ever-increasing human needs, the development of the spiritual wealth of the individual. Thus, the current situation in education requires a radical change in the strategy and tactics of education in educational institutions. The main characteristics of graduates of any educational institution is its competence and mobility. In this regard, the emphasis in the study of academic disciplines is transferred to the process of cognition, the effectiveness of which depends entirely on the student's cognitive activity.

At the moment, traditional education, which is focused on increasing the level of knowledge and skills in the subject area, more and more does not meet modern requirements. Modern education should be based not only on academic disciplines, but also on the way students think and act. The goal of any higher educational institution is not only graduates who receive a high level of training, but also the inclusion of students in the learning process in the development of fundamentally new technologies, adapting them to the realities of the production environment.

There are three main forms of education:

1) Passive, in which the teacher is the main character and manager of the course of the lesson, and students act as passive listeners;

2) Active, where students are active participants, students and the teacher are on an equal footing;

3) Interactive - the interaction of students occurs not only with the teacher, but also with each other, the activity of students in the learning process dominates

Active learning methods are the most successful for students to absorb knowledge. There are the following active forms of interaction between the teacher and students.

The lecture assumes that the lecturer, presenting the material, actively interacts with students, answers the questions asked, or asks questions himself, expecting to receive an answer. Also, the teacher can first pose a problem to the students, the solution of which must be obtained at the end of the lecture.

Training seminars and training discussions involve a collective discussion of a particular problem or topic. Discussions help you learn to argue and defend your point of view.

Educational meetings at the "round table" involve the invitation of various specialists, to whom students put forward problems and formulate a number of questions on a topic of interest. And they, in turn, give explanations.

Interactive learning is also successful for the preparation of highly qualified specialists and belongs to the so-called innovative learning. Such training helps students to think outside the box and flexibly, quickly responding to changes in the world. Interactive forms of learning include business and role-playing games, discussions, trainings, etc.

1.2 Modern technologies in higher professional education

Modern technologies, first of all, imply the computerization of the educational process.

Technical means find their application in many types of education. They increase the productivity of students by allowing them to search and work with information and various materials much faster. Modern technologies allow you to get advice on various issues and problems and improve your knowledge and skills using a variety of programs and tools on the Internet.

However, computerization has a number of problems that are overcome rather slowly, such as: the technical equipment of educational institutions, the lack of specialists who have sufficient skills in working with technical means, a large amount of information that has not yet been digitized.

The introduction of new information technologies in education has led to the emergence of new educational technologies and forms of education based on electronic means of processing and transmitting information. The emergence of powerful computer multimedia systems and interactive computer programs has become the basis for the intensive development of distance learning (DL).

All components of the electronic component are quite promising and convenient means and can significantly improve the learning process.

For example, the Glavbukh System is a reference book on various accounting, tax and legal issues. Any Internet user can access it. And this system is effective enough for training not only for students, but also for a variety of specialists, regardless of profession.

Chapter 2. Work in the BSS Chief Accountant

2.1 Basic concepts about the Glavbukh system

The Glavbukh system is a reference and information program that helps to find various up-to-date information in the field of accounting and tax accounting (including the latest updates in legislation, regulations and other documents).

The system can be used not only by organizations, entrepreneurs, lawyers, accountants, but also by students. Every year, the Chief Accountant organizes an Olympiad for students, following which the winners are awarded gifts, cash rewards, and certificates of participants.

This system is suitable for:

1) various budget organizations;

2) any commercial organization, regardless of their taxation system (OSN, STS, etc.);

3) non-profit organizations;

4) various entrepreneurs, accountants, lawyers who seek to improve their knowledge and learn all the subtleties of accounting and tax accounting;

5) students of higher educational institutions.

The Glavbukh system has various necessary and additional materials for the work of organizations. In this regard, it has several advantages:

1) Only in this system the user receives clarifications and advice on various issues from specialists from the Ministry of Finance, the Federal Tax Service, the Ministry of Labor, etc.;

2) The Glavbukh system is updated daily, so the user has access to up-to-date information;

3) The chief accountant is an electronic system, so you can use it from any computer with Internet access;

4) Unique expert support: an online assistant and written expert advice - depending on the complexity of the questions - answers can be given instantly or within a day;

5) The system contains the most popular accounting publications, both fresh issues and complete archives;

6) The chief accountant has a large database of sample documents with various tips and comments on how to fill them out;

7) Users get the opportunity to create electronic reporting, as well as receive a service for sending these reports to various funds and tax authorities;

8) Users of the system can remotely study at higher schools, confirming their knowledge and receiving certificates.

Thus, at any convenient time, you can get expert advice on various issues, independently find information in the field of accounting and tax accounting, or get acquainted with the latest legislative or legal news.

2.2 Description of the methodology for conducting laboratory work

Work in the BSS Chief Accountant - laboratory work.

Held on 04/27/2016 and 05/18/2016. Conducted on the flow of students 2k. direction 38.03.01 - economics, profile "Finance and credit", gr. 884 1-2.

There were: students in the amount of 30 people; from the department - Vasilkovskaya Natalya Borisovna, PhD in Economics, Associate Professor of the Department of Economics.

The event consists of two labs. The first laboratory work consists in searching for documents in the Glavbukh System, the second - in searching for information in the Glavbukh System.

Laboratory work allows you to combine theoretical and methodological knowledge and practical skills of students in the process of research activities. Laboratory work is a form of organization of the educational process, aimed at obtaining practical skills by working with material objects or models of the subject area of ​​the course.

Before conducting laboratory work, the following tasks were set:

1) primary mastery of students with knowledge about the Glavbukh system;

2) control of knowledge by performing independent work;

3) the formation by students of the skills of using reference systems to obtain the necessary information.

Conducting laboratory work No. 1 "Practical exercises on searching for documents in the Glavbukh System"

Stage number 1 - search for documents using the search bar and search card.

First, it was briefly outlined what the search string, search card, and how to use them are.

The search string in the Glavbukh System is a universal search tool that is available in each section of the System. It consists of a field for entering a query and a "Search" button. The search card is a search "By details ...", which is located just to the right of the search line.

1) You yourself pay the cost of studying at the university for 50,000 rubles. per year. During the holidays, you work part-time. And your salary for this year was 80,000 rubles, including tax withheld at the enterprise. Complete your personal income tax return (on your behalf) to receive a deduction for your own education expenses. Until what time can you file a declaration (3-personal income tax) to return the withheld tax?

2) You are writing a thesis on tax control. Find for use in the work all the articles of the journal "Accounting. Taxes. Pravo” for the last two years on the indicators of the tax burden that the tax inspectorate uses to schedule audits.

3) Find a video seminar on travel expense accounting.

Stage number 2 - search for documents through rubricators.

First, the essence of the rubricator was briefly outlined.

The rubricator provides a quick search for unknown documents on general topics. It is especially effective if you want to view a collection of documents on a common topic. In each section of the System, in the lower left corner of the screen, there are always buttons for switching to the headings of the sections: “All recommendations”, “All forms”, “All directories”, “All codes and PBU”, etc.

For independent decision, students were offered the following tasks, with which they did an excellent job:

2) Find the PBU that establishes the rules for correcting errors in accounting and reporting.

3) Find an article in issue 5 of the Glavbukh magazine for 2014 about what documents you need to draw up the provision of discounts so as not to cause tax disputes.

During the laboratory work No. 1, the students made the following conclusions:

1) Documents can be searched not by details, just enter the type of document with the number or its title in the search box;

2) The search string is ineffective when searching for documents on topics that are too general (for example, "VAT", "Excise taxes").

4) To collect general information, a rubricator is more effective than a search string.

Conducting laboratory work No. 2 "Practical exercises on finding information in the Glavbukh System"

First, it briefly outlined what a recommendation is and how to search for information using recommendations.

Each recommendation separately is a thematic collection of information and links to regulations, forms, sample forms, reference tables, etc. For each issue, the recommendation contains a ready-made analysis of legislation and arbitration practice, warnings about all dangers are posted, all options are considered decisions, conclusions are drawn, advice is given, and practical actions are described with all the details and with examples. As a result, the search method through the recommendation can find everything much faster. Like in an encyclopedia.

For an independent decision, the students were offered the following task, with which they did an excellent job: Find the normative act that establishes the procedure for calculating hospital benefits.

Stage number 2 - search for information in forms and samples.

First, it was briefly outlined how to search for information using forms and patterns.

When the required form is known and it is not necessary to study the procedure for documenting transactions, you can do without searching in the recommendations. It is better to look for the form itself or a sample of its filling in the "Forms" section. There, well-known forms and patterns can be quickly found as separate documents. They will be accompanied by orders for the approval of the form.

For independent decision, students were offered the following tasks, with which they did an excellent job:

1) Find a sample of filling out a payment order for transferring VAT to the budget;

2) Find the form for calculating contributions for compulsory social insurance and accident insurance (Form 4-FSS).

Stage 3 - search for reference information and search for information in the legal database.

At the beginning, it was briefly stated what the directory of the system is and how to use it to find this or that information, as well as how to search for information in the legal database.

Reference books of the System are a brief summary of the legal framework for an accountant about tax rates, fines, composition of reporting, dates of various events in the life of an accountant, reviews of legislative changes by years, etc. In such references, information is presented in a very easy-to-read tabular form . Each thesis of the reference table is always accompanied by references to the normative act-foundation. There are several ways to find help information. For example, using the search string in the "Recommendations" and "References" sections. Reference tables have been added to the search in the "Recommendations" section. And if the keywords of the query exactly match the title and content of the reference document, the result of the search results in these sections can be almost the same.

Searching for information in legislation is a special, most complex search method that requires certain professional training. each document (law and by-law) contains back links to all materials of the System in which this document is mentioned. Backlinks in the System are opened with a button in the form of a number in a square. The number means the number of links. Backlinks greatly speed up the search for all related materials.

For an independent solution, students were offered the following task, with which they did an excellent job: Find a certificate on cases of differences between accounting and tax accounting of fixed assets.

In the course of performing laboratory work No. 2, the students made the following conclusions:

3) Through the recommendation, it is convenient to search not only for a description of the documentation of transactions and regulatory instructions for filling out forms, but also for the forms themselves and samples for filling them out. Especially if it is not known which form to use;

4) Searching for a known form in the "Forms" section is more efficient than searching through a recommendation. Even if the query turns out to be quite general, there will be a minimum of excess in the search results;

5) If you know the exact name of the form or even keywords that accurately characterize the form, then you can search for it even in the "Forms", even in the "Recommendations". In addition, in any section, when you enter the name of the form in the search bar, hints appear that serve as a direct transition to the desired form.

Conclusion

During the passage of pedagogical practice, skills in scientific and pedagogical activities were mastered. At the initial stage, there was an acquaintance with the specifics of the organization of the educational process. Subsequently, he took part in the methodological and pedagogical work of the department, and gained tremendous experience in teaching.

The main difficulties in the work turned out to be working with students who needed to be adjusted to perceive themselves as a teacher, and also, due to the fact that the practice meant the use of modern technical means, there were difficulties using the technology of the Glavbukh System program. But all the problems were overcome and the students actively participated in the educational process, answering questions and completing assignments.

The students also acquired the skills of working with the Glavbukh reference and information system and improved their knowledge in the field of accounting and tax accounting, the legislation of the Russian Federation.

During the practice, not only the skills of professional and pedagogical activity were obtained, but also the skills of communication, interaction between the teacher and students.

List of sources used

1. Modern teaching methods at the university. [Electronic resource] - Access mode: http://sociosphera.com/publication/ conference/2012/138/sovremennye_metody_obucheniya_v_vuze/ (accessed 25.02.2017)
2. Gorbatova M.K., Nazipova M.A. Methods of teaching in higher education. / Study Guide / M.K. Gorbatova, M.A. Nazipova. Nizhny Novgorod: UNN - 2012. - 53 p.
3. Innovative teaching methods in higher education. [Electronic resource] − Access mode: http://sci-article.ru/stat.php?i=1408380616 (accessed 25.02.2017)
4. Modern technologies of teaching at the university. [Electronic resource] - Access mode: http://moluch.ru/archive/92/17764/ (accessed 25.02.2017)
5. Learning theory. [Electronic resource] - Access mode: http://lib4all.ru/base/B3165/B3165Part31-144.php (Accessed 25.02.2017)
6. Innovative forms and methods of teaching. [Electronic resource] - Access mode: https://www.fundamental-research.ru/ru/article/view?id=34868 (accessed 25.02.2017)
7. BSS "System Chief Accountant". [Electronic resource] - Access mode: http://kgermak.ru/sistema-glavbuh (accessed 25.02.2017)
8. Accounting reference system. [Electronic resource] - Access mode: https://www.1gl.ru/about/ (accessed 25.02.2017)
9. Laboratory work. [Electronic resource] − Access mode: http://studynote.ru/studgid/pomosch/chto-takoe-laboratornaja-rabota/ (Accessed 25.02.2017)

Report on teaching practice at the university updated: July 31, 2017 by: Scientific Articles.Ru

State budget educational institution

higher professional education

"North Ossetian State Pedagogical Institute"

Faculty of Psychology and Education

Department of Pedagogy

REPORT

about the passage of research practice

Master of _________ course in the direction44.04.01 Pedagogical education, profile Management of educational systems

Full name of the undergraduate ____________________________________

Supervisor:

___________________________

________________________________

Vladikavkaz

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

Main part……………………………………………….…….……….………4

Section 1. Terms and place of internship………………….……...………4

Section 2. Content of practice……………………………………………………….4

2.1.Individual task for practice…………………………………4

2.2. Analysis of students' activities in accordance with the work plan and the content of the practice……………………………………………………………….5

2.3. Reflection of own achievements………………………………….6

Conclusion………………………………………………………………………………7

List of used sources………………………………………………..8

Applications

Introduction

main goal research practice of undergraduates is the development of the ability to independently perform research work related to solving professional problems necessary for current or future professional activities, as wellgaining experience in managerial, organizational and educational work in a team.Research practice is dispersed and is carried out by a master student with a supervisor. The direction of research practice is determined in accordance with the master's program and the topic of the master's thesis.

Main tasks research practice are: the development of professional research thinking of undergraduates, the formation of a clear idea of ​​​​the main professional tasks and ways to solve them,to form the personality of a future researcher specializing in the field of educationmoreover, the formation of the ability to independently set professional tasks, plan research work and carry out practical research in solving professional problems using modern research methods, as well as the formation of the ability to competently use modern technologies to collect information, process and interpret the experimental data obtained, maintain a bibliographic work on the topic of the final qualifying work with the involvement of modern information technologies.

MAIN PART

Dates and place of internship

In the period from 11/28/2016 to 12/24/2016 in secondary school No. 25 "Municipal budgetary educational institution secondary school No. 25" I underwent scientific and pedagogical practice.

Activity analysis

The topic of scientific research practice was the title of the master's thesis "Quality management of the pedagogical process in a general educational organization". As part of the practice, a number of key areas of writing the work were considered, an introduction and the first chapter were compiled.

The main issue of the work was the study of the features of managing the main areas of activity that ensure the quality of the results of the educational process at school. In its constant increase in accordance with the needs of the individual, society, state and the real possibilities of the traditional education system.

Together with the leader, the most effective hypothesis was identified, which states that: quality management of the results of the educational process at school will be most effective if:

Expand the concepts of "quality of education", "management of the quality of education".

The main directions in ensuring the quality of the results of the educational process will be:

Working with students;

Self-awareness of the individual;

Working with the teaching staff;

Work to unite the team of students.

The criteria for the quality of the results of the educational process will be:

- pedagogical communication;

Cohesion of the whole school team;

- personal results.

Effective indicators, the above criteria will be suitable such as:quality of communication, interaction, level of sociability, student satisfaction with school life, self-determination, self-esteem.

In the 21st century, understanding the quality of education is not only the compliance of students' knowledge with state standards, but also the successful functioning of the educational institution itself, as well as the activities of each administrator and teacher in the direction of ensuring the quality of educational services at school.

To these criteria and indicators, we have selected methods for diagnosing.

1. The method reveals the level of the teacher's competence from the point of view of the student, determines the degree of sympathy of the student for the teacher, shows the real interaction between the teacher and the student (developed by E. I Rogov)

2. A.A. Andreeva "Study of satisfaction with school life".

3. Methodology for studying self-esteem "What am I" (developedbased on the new Federal State Educational Standards (FSES)).

We can see the results of the diagnostic cut at the ascertaining stage in the tables "No. 1,2,3

Table number 1. The development of pedagogical communication, the "teacher-student" methodology.

Table No. 2 The level of satisfaction of students with school life

Question # Level											total amount
Short
Average
Tall

Table No. 3 Methodology for studying self-esteem "what am I"

To the question: think about how you perceive yourself and evaluate yourself on ten different positive personality traits, the answer was received.
Assessed personality traits	Yes	Not	Sometimes	Don't know
Good	83%		17%
Kind	83%	1%	12%
Clever	95%			4%
Careful	70%	8%	20%
Obedient	50%	12%	17%	8%
Attentive	80%		17%	4%
Polite	80%		12%	8%
skillful (capable)	83%	4%	8%	4%
Hardworking	83%		12%	4%
Fair	93%		4%	4%

From the above drawings of the methods carried out, we see that the level of pedagogical interaction between the teacher and the student is high, but there are also students whose level does not even reach the average.

1. The psychologist, together with the class teacher, develop a topic for the classroom.

2. Regularly hold parent meetings, as well as work with certain parents.

3. Conduct trainings every quarter, etc.

Thus, in the course of practice, generalization and systematization of the results of experimental research was carried out, and an educational program was developed.Diagnostics was carried outthe effectiveness of the quality of the educational process at school No. 25. Analytical work has been drawn up to notify the assessment of the quality management system of the educational process, recommendations have been developed for improving management activities.

Conclusion

As a result of scientific research practice, a study was conducted as part of writing a master's thesis, namely, the issue of studyingmanagement features of the main activities that ensure the quality of the results of the educational process at school.

We received results that allowed us to conclude that the low results of our students in conducting methods (questionnaires) at the ascertaining stage and the positive dynamics of results at the experimental stage are not accidental and confirm the need for constant ones;

trainings,

The psychologist, together with the class teacher, develop topics for the classroom;

Organize work with parents (parents' committee) to effectively manage the quality of education in an educational institution.

Diagnostics and analysis of the quality of the educational process of schoolchildren can be considered as the main direction and method of work, allowing purposeful management of the quality of the educational process at school. This involves solving the following tasks:

Planning the educational process on the basis of diagnosing the level of education and upbringing of students.

Constant monitoring of the dynamics of the level of quality of education of students and the development of practical recommendations for improving it.

Diagnostics of value orientations and the level of practical readiness of the teaching staff, especially class teachers to interact with students in extracurricular activities in order to track the dynamics of the quality of the educational process.

Diagnostics of the level of pedagogical knowledge of parents in order to clarify the parental position.

List of sources used

1.Babansky Yu.K. Pedagogy M.2003.-S.366.

2. Bolotov V. A. Evaluation of the quality of education. Retrospectives and prospects // School management - 2012 - No. 5 - p. 9 - 11.

3. Bordovsky G.A. Educational process quality management: Monograph. / G.A. Bordovsky, A.A. Nesterov, S.Yu. Trapitsyn. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001. - C 37

4. Korotkov E.M. Education quality management.- St. Petersburg: Academic Project, 2010.- С 320

5. Maksimova V.N. Diagnostics of learning // Peddiagnostics. - 2004. - No. 2. - S. 56

6. Shipareva G.A. Quality monitoring as an element of the educational process management system. Thesis. M: 2013-s.4.34

in the period from "____" ________ 201 to "______" _________ 201

at the North-Western Institute of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation

Faculty of Law

Department of Criminal Law

Performed: ____________

Master student of the 1st course, 1752 groups, full-time education, direction 40.04.01 "Jurisprudence", master's program "Criminal law, criminology, penitentiary law")

"___" _____ 201 (signature) ____________

Practice leader: Shepeleva Svetlana Vitalievna

PhD in Law, Associate Professor

"___" _____ 201 (signature) Shepeleva S.V.

Head of the master's program: Spitsnadel Vladimir Borisovich

Doctor of Law, Professor

"___" ______ 201 Spitsnadel V.B.

(signature)

St. Petersburg

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

MAIN PART …………………………………………………...……. nineteen

CONCLUSION ………………………………………………………………. 21

LIST OF USED LITERATURE …………………….… 23

Application No. 1 INDIVIDUAL PLAN OF SCIENTIFIC AND PEDAGOGICAL PRACTICE…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Application No. 2 DIARY OF SCIENTIFIC AND PEDAGOGICAL PRACTICE …………………………………….….. 26

Application No. 3 INDIVIDUAL TASK FOR SCIENTIFIC AND PEDAGOGICAL PRACTICE ………………….……….. 28

Application No. 4 LECTURE LESSON ANALYSIS SCHEME ... .. 29

Application No. 5 PLAN - LECTURE LESSON SUMMARY ... 32

Appendix No. 6 REVIEW OF THE LESSON WITH STUDENTS IN SCIENTIFIC AND PEDAGOGICAL PRACTICE ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Application No. 7 SCHEME OF THE ANALYSIS OF THE SEMINAR LESSON... 57

Application No. 8 PLAN - SUMMARY OF THE SEMINAR LESSON, INCLUDING SITUATIONAL AND TEST TASKS …………...… 59

CHARACTERISTICS ………………………………………………….………70

Report on the passage of scientific and pedagogical practice

This report has been compiled in accordance with the submitted individual plan of scientific and pedagogical practice and individual task for practice.

INTRODUCTION

aim scientific - pedagogical practice is the acquisition of skills and abilities of conducting educational, educational and methodological activities, as well as the skills of organizing and performing research work as part of training in the magistracy. The skills acquired during the NPP will be used when writing a master's thesis.

Location of the NPP- Department of Criminal Law of the Faculty of Law of the North-Western Institute of the RANEPA under the President of the Russian Federation.

Practice dates: ____ - _____201__

The fulfillment of the NPP tasks included the following sections:

Ê educational and methodical work:

1. I analyzed the State Educational Standard for Higher Professional Education (GOS VPO) of the direction 40.04.01 "Jurisprudence". The standard was approved by the Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2010 No. 1763.

2. An analysis of the educational lecture by the leading teacher of the Department of Criminal Law - candidate of legal sciences, associate professor Shepeleva S.V. (Appendix No. 4)

Ê academic work:

1. I attended the lecture of the leading teacher of the Department of Criminal Law Ph.D. in Law, Associate Professor Shepeleva S.V. on the topic: "Evidence and proof in criminal proceedings." The lecture was attended by 4th year students of the Faculty of Law as part of the course of lectures "Criminal Procedural Law" (09.02, 12:10-15:20, room 106). Also, together with the 4th year students, she attended lectures by teachers of the Department of Criminal Law such as Epifanov B.V. within the discipline: "Problems of qualifications of crimes in the sphere of economic activity" (08.02, 12:10-15:20, room 111), as well as Art. teacher Dronova T.N. within the framework of the academic discipline: "Crime in the system of state and municipal service" (14.02. 8:30-11:40, room 106) A review of the lecture by the leading teacher of the department is presented in Appendix No. 4.
2. I attended the lecture of the leading teacher of the Department of Criminal Law Ph.D. in Law, Associate Professor Shepeleva S.V. "Measures of criminal procedural coercion". The lecture was attended by 4th year students of the Faculty of International Relations as part of the course of lectures "Criminal Procedural Law" (13.02, 12:10-15:20, room 204).
3. I prepared a lecture on the discipline "Criminal Procedural Law" on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process." The lecture was prepared for 4th year students of the Faculty of Law. The main theses of the lecture are presented in Appendix No. 5. Using the materials of the lecture, as well as scientific literature on the topic of the master's thesis, a scientific article was written entitled: "On the question of the activities of the prosecutor at the pre-trial stages of the criminal process." The article is designed in accordance with the necessary requirements; and in accordance with GOST R 7.0.5-2008.
4. I attended a practical lesson of the leading teacher of the Department of Criminal Law PhD in Law, Associate Professor Shepeleva S.V. "Procedure for the production of investigative actions." The class was attended by students from 210 Center for accelerated training in the discipline "Criminal Procedural Law" (20.02, 09:00-12:10, room 305). A review of the teacher's practical lesson is presented in Appendix No. 7.
5. I prepared a seminar for 4th year students of the Faculty of International Relations, specialty "Customs" on the topic: "Initiation of a criminal case" (22.02, 12:10-15:20, room 208). A plan summary of the course of the practical lesson, as well as situational tasks and test tasks are presented in Appendix No. 8.

MAIN PART

Ø Analysis of psychological and pedagogical literature on the topic established by the head of the NCE - "Actual problems of the participation of the prosecutor in the pre-trial stages of the criminal process." During the period of practice, I analyzed the following tutorials:

Smirnov, A. V . Criminal procedure: a textbook for universities / A. V. Smirnov, K.B. Kalinovsky; under total ed. A. V. Smirnova. - M.: KNORUS, 2007. - 691c.

Bezlepkin, B. T. A lawyer's guide to criminal proceedings / B. T. Bezlepkin. - M.: Prospekt, 2007. - 687 p.

Criminal procedure: lecture notes, materials for seminars, situations and tests: educational method. allowance / T. G. Nikolaeva [and others]; ed. V. I. Rokhlin. - St. Petersburg: Business Press, 2004. - 247 p.

Danilov, E. P. A lawyer's guide: consultations, defense in court, sample documents / E. P. Danilov. - M.: Yurayt, 2007. - 690 p.

Danilov, E.P. Handbook of a lawyer in criminal cases: practical. allowance / E. P. Danilov. - M.: Yurayt, 2007. - 708 p.

A comparative analysis of the content of the textbooks was made orally during a conversation with the head of the NPP Shepeleva S.V. at the Department of Criminal Law.

Ø Description of practical tasks in the process of passing the NPP: in accordance with the plan of the NPP, approved by the Department of Criminal Law, I had to do the following:

ü Prepare lecture material on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process." The choice of this topic is due to its relevance in our time. Since this topic is in the field of my scientific interests and to one degree or another should be reflected in the master's thesis, in addition to the material already collected on this topic, I analyzed the available information on this issue.

Ø Description of the organization of individual work: before the start of the practice, I, together with the supervisor, drew up an individual practice plan, which is attached to the report (Appendix No. 1).

Ø The results of the analysis of the classes conducted by teachers and other undergraduates: the report is accompanied by an analysis of the lecture and seminar classes by Ph.D. in Law, Associate Professor Shepeleva S.V. (Appendix No. 4, Appendix No. 7).

CONCLUSION

1. Description of the skills and abilities acquired in practice.

During the practice, I studied a large number of literature sources that I needed to write my master's thesis. The analysis of textbooks on criminal procedure currently used in Russian universities was also useful.

Analysis of GOS VPO direction 40.04.01 "Jurisprudence" is of practical importance for me. This is important knowledge for every undergraduate, as it gives a complete picture of the master's programs, the importance of obtaining the degree of "Master of Law". This document has a clear description of the structure of the program, the scope of acquired knowledge, and professional skills.

Preparing a lecture for 4th year students of the Faculty of Law allowed me to study in more detail the activities of the prosecutor at the pre-trial stages of the criminal process. It is necessary and useful for writing a dissertation. Attending a teacher's lecture, of course, gave me the practical experience necessary for conducting a lecture, analyzing lecture material.

Preparing and conducting a practical lesson for 4th year students of the Faculty of International Relations of the specialty "Customs" allowed me to deepen my knowledge not only on the topic of the seminar, but also to instill pedagogical skills.

1. Proposals for improving the organization of educational, methodological and educational work.

Offering something specific is not easy. But it is quite appropriate to note that I remain satisfied with the work of the department with undergraduates. The Department of Criminal Law gives great opportunities to its students and is always ready for cooperation.

1. Individual conclusions about the practical significance of the conducted scientific and pedagogical research.

During the practice, the experience gained is very important for my research work. Having studied the GOS VPO standard in the direction 40.04.01 "Jurisprudence", I began to understand the program I study, the quality of the knowledge I receive, and the importance of a master's degree in law much better. I had the opportunity to attend the lectures of the leading teachers of the department, to follow how the teacher presents the topic of the lecture, how he keeps and keeps the attention and interest of students.

LIST OF USED LITERATURE

1. Bezlepkin, B. T. Criminal procedure in Russia: textbook / B. T. Bezlepkin. - M.: KNORUS, 2006. - 487 p.
2. Bessarabov, V. G. European standards for ensuring the rights and freedoms of man and citizen in the Russian criminal process / V. G. Bessarabov, E. V. Bykova, L. A. Kurochkina. - M.: Yurlitinform, 2005. - 229 p.
3. Gavrilov, B. On the issue of provocation of crimes (taking into account the decisions of the European Court of Human Rights) / B. K. Gavrilov, S. Bozhenok // Russian Justice. 2006. no. 5. S. 44-50.
4. Danshina, L. I. Initiation of a criminal case and preliminary investigation in the criminal process of Russia: a study guide / L. I. Danshina. - M.: Exam, 2003. S. 20-28.
5. Kozubenko, Yu. V. Criminal prosecution: the experience of a comprehensive study / Yu. V. Kozubenko. - St. Petersburg: R. Aslanov Publishing House “Jurid. Center Press”, 2006, pp. 74-129.
6. Korotkov, A. P. Prosecutorial and investigative practice of application of the Code of Criminal Procedure of the Russian Federation: commentary / A.P. Korotkov, A.V. Timofeev. - M.: EXAM, 2006. S. 300-323.
7. Kudryavtseva, E. P. Judicial practice in criminal cases / E.P. Kudryavtseva, O. V. Naumenko, S. A. Razumov; under total ed. V. M. Lebedev. - M.: Yurid. programs, 2005, pp. 235-240.
8. Scientific and practical commentary on the Code of Criminal Procedure of the Russian Federation / V. K. Bobrov [and others]; under total ed. V. M. Lebedev; scientific ed. V. P. Bozhev. - M.: Yurayt, 2007. S. 441-448.
9. Nekrasov, S. V. Legal issues of initiating a criminal case and preliminary investigation: textbook.-method. allowance / S. V. Nekrasov, T. P. Kesareeva. - M.: Yurlitinform, 2006. S. 4-9.
10. Smirnov, A. V. Criminal procedure: a textbook for universities / A. V. Smirnov, K. B. Kalinovsky; under total ed. A. V. Smirnova. - M.: KNORUS, 2007. S. 308-335.
11. Criminal procedure law of the Russian Federation: textbook / LN Bashkatov [and others]; resp. ed. I. L. Petrukhin. - M.: Prospekt, 2007. S. 316-326.
12. Code of Criminal Procedure of the Russian Federation dated December 18, 2001 No. 174-FZ (with the latest amendments and additions). - M., 2008. Art. 140-149.

INDIVIDUAL PLAN
SCIENTIFIC AND PEDAGOGICAL PRACTICE

Master's student of the 1st year, 1752 groups, full-time education, direction 030900.68 "Jurisprudence", master's program: "Criminal law, criminology, penitentiary law"

FULL NAME.: ______________________________________________

Head of practice, full name Shepeleva Svetlana Vitalievna _____________________

1. Terms of internship: 08.02 – 01.03.2012

2. Place of passage: Department of Criminal Law of the North-Western Institute of Management, RANEPA under the President of the Russian Federation

3. Plan of scientific and pedagogical practice:

stage number	Event	Deadlines	Reporting form
	Educational and methodical work
	The study of the structure and content of the State Educational Standard of Higher Professional Education in the direction 030900 "Jurisprudence"	08-10.02. 2012	Analysis of GOS VPO
	Academic work
	Preparation of a lecture on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process" for 4th year students of the Faculty of Law	13-17.02. 2012	Lecture text
	Conducting a seminar on the course "Criminal Procedural Law" on the topic: "Initiation of a criminal case" for 4th year students of the Faculty of International Relations, specialty "Customs".	20-24.02. 2012	Seminar plan, tasks, tests.
	Organizational and educational work
	Participation in 2 seminars. Discussion with students on the topic: "Actual problems of the prosecutor's activities at the pre-trial stages of the criminal process."	27-29.02. 2012	Consultation.

Undergraduate Signature _____________________________________________ ____________

Signature of the practice head _________________________________ S.V. Shepeleva