The structure of the content of the research work. The structure of research student work

The main problem in presenting the results of research in the form of an explanatory note is the development of its structure. In this case, the structure should be understood as the structure of the research report, the number of sections (chapters), subsections, paragraphs, their sequence. It is not enough to know what is said above. It is also necessary to first present the content of these chapters, subsections and paragraphs, as well as to know well the ways, methods of a consistent, logical presentation of the material. This subsection of the guidelines considers the general methodological approach and the general structure of the presentation of the results of research work.

In economic systems, the experimental stage of the study is physically difficult, at best, the experiment is an inertial process, long in time. Therefore, research work often ends with the construction of only a theoretical model (development of a concept, methodology, model, etc.), followed by verification on conditional (possibly on real) examples.

In the most general case, the R&D structure should contain 3-4 chapters (sections). It is possible, of course, that there are more, but this will correspond to the structure of research at the level of a doctoral dissertation. In our case, this is not necessary. The experience of writing student research, Ph.D. dissertations demonstrates the presence of three to four sections. In addition, it is necessary introduction, conclusions for each section (chapter), general conclusion, list of sources used, list of symbols, symbols, units and terms, applications(the last two items are entered as needed). Below is the sequence of the location of the structural sections of R&D:

1. Title page

2. Abstract

4. List of symbols, symbols, units and terms

5. Introduction

6. Main body

7. Conclusion

8. List of sources used

9. Applications

View title page The R&D report is presented in Appendix 1 of these guidelines.

annotation should contain: information about the volume, the number of illustrations, tables, the number of sources used, a list of keywords and text.

The list of keywords should characterize the content of the refereed report. The list should include from 5 to 15 keywords in the nominative case, printed on a line, separated by commas.

The abstract text should reflect the object of study; goal of the work; research method; results; efficiency and scope.

The optimal length of the abstract is 1200 characters (but not more than a page); the optimal structure is 3 paragraphs.

List of symbols, symbols, units and terms. If specific terminology is adopted in the work, and also (more than three times) rare abbreviations, new symbols, designations, etc. are used, then their list should be presented in the report as a separate list, otherwise the transcript is given in the text at the first mention . The list should be arranged in a column in which, for example, an abbreviation or term is given on the left (in alphabetical order), and its detailed interpretation or definition, respectively, is given on the right.

Introduction research work should contain purpose of the study; tasks to achieve the goal in general, as well as a general assessment of the current state of the problem being solved (total volume 1-2 pages).

Main part R&D should consist of 3-4 sections (chapters), as mentioned above. Each section (chapter) can contain at least 2 subsections. For student and candidate research projects, it is advisable to take as the upper limit - 5-6 subsections within a chapter.

The general methodology for performing research is as follows. First chapter lies in formation of the purpose of the study and its objectives, which includes doing the following:

1. Stratification and composition of the research goal(dividing into sub-questions and ordering them according to meaning, logic). I.e, goal setting and its objectives.

2. Target localization(limitation of the field of study in accordance with the possibilities).

3. Target Finitization(suggestive description of the expected result).

4. Partial assessment of the purpose of the study, which is as follows:

Conditioning (identification of all methods, methods, techniques, research methods);

Inventory (identification of opportunities and prerequisites for achieving the goal);

compromising the purpose of the study and establishing its relevance (search for arguments, objections against the goal; confirmation of the need for a solution).

Second chapter lies in determining the state of the solution of the problem. This is carried out following assessment of the purpose of the study, namely:

problem cognition (identifying the degree of problematicness of the research goal as a result of information retrieval (literature review)). The second chapter should also include an analysis of existing methods for solving the problem posed and conclusions drawn from them (advantages and disadvantages).

variantization of the purpose of the study (development of alternatives to the formulated tasks);

· description of the research methodology (methods, methods, research techniques). This subsection of the research report, depending on the volume, can be allocated as a separate chapter (section).

Third chapter includes the whole theoretical study. It should contain the following steps:

Definition of basic concepts, introduction of terms and symbols related to the study;

building hypotheses regarding the object (subject) of research and compromising hypotheses;

final formation of a theoretical model (development of a model, methodology, concept, etc.).

It should be noted that after each chapter it is necessary to draw conclusions that are specifically formulated and clearly stated point by point.

Conclusion should contain the conclusions of the entire work as a whole, proposals for their use; assessment of the possibility of implementation, social and scientific value of the results (1-3 pages).

AT applications a report on patent research should be included if they were carried out in the course of R&D; a complete list of copyright certificates or patents obtained as a result of research; auxiliary material:

intermediate mathematical proofs, formulas and calculations;

· calculations on specific numerical data (real or conditional), confirming the conclusions made in the main part of the note.

tables of auxiliary digital data;

supporting illustrations;

· tables and illustrations presented on sheets larger than A4.

The research work contains three interrelated parts 1) descriptive (overview, which presents the categorical apparatus: relevance, purpose, object, subject, hypothesis, tasks, methodological basis of the study, research methods, research base, research stages, practical significance, structure of the work ); 2) main (substantive: theoretical and practical parts); 3) final - this is an analysis of the results of the study in the form of conclusions, conclusions, methodological recommendations, etc.

The relevance of the study is determined by several factors: - the need to supplement the theoretical constructions related to the phenomenon under study; - the need for new data; - the need for new methods; - the need for practice. In the work it is necessary to justify the relevance - that is, to explain why this problem needs to be studied at the present time

Analysis of the relevance of the study Parameters The essence of the parameters Social argumentation of the problem What new social conditions, prerequisites determine the relevance of the phenomenon under study now. Coverage of this problem in official documents. What social needs of society can be satisfied by solving this problem. Scientific argumentation of the problem Illumination of the issue in modern theory, the degree of development of the problem. The problem of research is connected with the solution of what scientific problems. What needs of pedagogy and psychology can be satisfied by solving this problem. Substantiation of the problem from the standpoint of development (achievement) of other sciences

Parameters Essence of parameters Historical and analytical substantiation of the problem from the standpoint of the development of pedagogical thought in the past and present. When and how this problem was treated before. Why is the issue still relevant today? What is the novelty of the problem. Substantiation of the problem from the point of view of the practice of modern educational activities Why does this problem attract the attention of practitioners. What needs of practice can be satisfied by solving this problem. What are the achievements, what should be summarized, what should be analyzed.

The purpose of the study is its desired end result. The most typical are the following goals, beginning with words: - to determine the characteristics; - identify the relationship of phenomena; - to study the dynamics of the pedagogical phenomenon; - describe the new effect of the phenomenon; - generalize general patterns; - create a classification, typology; - create (develop) a methodology; - adapt the previously developed methodology.

The object of study is a process or phenomenon that gives rise to a problem situation (a broad area of study). The subject of research is what is within the boundaries of the object. The subject of research can be phenomena as a whole, their individual aspects, aspects and relationships between individual aspects and the whole (narrow field of study).

A hypothesis is an assumption in which, based on a number of factors, a conclusion is made about the existence of an object, connection or cause of a phenomenon, and this conclusion cannot be considered fully proven. Hypotheses are divided into types: a) linear - a hypothesis enclosed in one common sentence; b) branched - a hypothesis represented by a number of conditions necessary to solve the research problem.

The objectives of the study are the choice of means to achieve the goal in accordance with the hypothesis put forward. The setting of tasks is based on the division of the research goal into subgoals. There may be several tasks in the work (no more than 4): Conduct a theoretical and methodological analysis of the state of the problem under study in domestic and foreign psychological and pedagogical literature; Clarify the fundamental concepts, features, characteristics of the problem under study; Develop content-technological support for solving the problem under study; Experimentally verify the effectiveness of the system, model, methodology, etc. presented by the researcher.

The methodological basis of the study is the methodological approaches, concepts, theories previously known in science that were used in practice in solving a specific problem and gave positive results. For example: the theory of the relationship between culture and education (V. L. Benin, N. B. Krylova, V. V. Safonova, V. D. Semenov, etc.); the theory of modeling the educational space as a special social practice (V. D. Mogilevsky, L. L. Suprunova, E. V. Tkachenko, etc.); theory of speech development (M. T. Baranov, G. A. Bogdanova, A. D. Detkina, N. A. Ippolitova, T. A. Ladyzhenskaya, M. R. Lvov, N. A. Plenkin, L. A. Shkatova and others); theories of the unity of consciousness, activity and communication (N. F. Alieva, V. A. Kan-Kalik, A. N. Leontiev, N. D. Nikandrov, etc.)

Research methods are the main ways in which research is conducted. Empirical research methods: observation, questionnaire, interview, study of the products of students' activities, study and generalization of best practices, experimental verification, pedagogical experiment. Theoretical research methods: analysis and synthesis, induction and deduction, logical methods (similarities and discrepancies, the method of concomitant changes).

The base of the research is any educational institution in which the practical part (experimental and search work) of the research is carried out. The location, name and number of the educational institution is written in the introduction of the work in full. Research stages - the main periods of the study (first, second, third stages, etc.).

Experimental search work. Characteristic of the study is a systematic change in the conditions of observation of the phenomenon and its connection with other phenomena in order to reveal its nature, origin and methods of conscious mastery of this process. Pedagogical experiment is the main research method

The essence of the pedagogical experiment is characterized by: - deliberate introduction of fundamentally important changes into the educational process in accordance with the research task and hypothesis; - organization of the educational process, which allows to see the connections between the studied phenomena without violation; - deep qualitative analysis and the most accurate quantitative measurement of both the modified components introduced into the educational process and the results of the entire process.

1. Why is the experiment carried out, what is its purpose? 2. What is being tested, practiced or expected to be found in this experiment? 3. How is the experiment organized, under what conditions, what is its methodology?

Practical significance is determined by the influence of the data obtained during the study on the effectiveness of the educational process as a whole or the pedagogical phenomenon in particular.

The structure of the work is a description of the constituent components. For example: The content of the work (it is specified which one) is set out on ... pages and consists of an introduction, two chapters, a conclusion, a bibliographic list and appendices, contains 15 tables, 23 figures. The bibliographic list includes ... titles.

Important for the study is to determine the quantity and quality of the object that needs to be studied. Statistical methods make it possible to do this on a scientific basis and assess the level of reliability of the results obtained. Questionnaire survey materials are grouped according to certain characteristics and processed statistically (tables).

Tabular model of the description of the experiment Group Her characteristic before the experiment a Her Characteristic changes after the experiment Experimental Х 1 Х 2 -х1 Control Y 2 -y 1 Y 1

Analysis of the research results. The description of the results of research work, as a rule, causes difficulty for students. We have identified three parameters according to which it is expedient to plan the description of the analytical material. The content characteristic of each parameter is compiled in such a way that it can serve as an order for describing the experiment (table)

The order of analysis of the results of the study Analysis parameter Content characteristics of the study Type of result New pedagogical facts are established and described. The content of new concepts reflecting previously unexplored phenomena is revealed. New essential features of known scientific concepts are revealed. New regularities, causal relationships have been established. New methods of activity (pedagogical, managerial, etc.) have been identified (developed, substantiated). Theoretical Ideas, arguments, evidence, refutation of them, either confirming or denying, are stated. Significance All elements of the presentation of the theory are described: axioms, hypotheses, scientific facts, conclusions, trends, factors and conditions. The essential manifestations of the theory are revealed: contradictions, inconsistencies, opportunities, difficulties, dangers, new

The order of analysis of the results of the study Analysis parameter Content characteristics of the study Scientific novelty Refinement (of principles, patterns, etc.) Controversial, but interesting judgment on any topic, problem. Refutation of outdated ideas and positions. Recommendations for the application in practice of scientific ideas and approaches.

Scheme for constructing the content of research papers No. Composite construction Content 1 The introductory part is a categorical apparatus, which is written in the introduction. Substantiation of the relevance of the study (relevance of the problem); characteristics of the works, theories available on this topic, the historiography of the issue; highlighting a specific issue (subject of research); putting forward a hypothesis; justification for the use of the chosen theory (method); preliminary formulation of conclusions. 2 The main part (consists of coverage of the methodology and research technique, two components: theory and the history of the issue (if necessary) and practice) expected result

Scheme for constructing the content of research papers No. Composite construction Content 3 Brief summary of scientific research; final formulation of conclusions; list of author's works. The final part is the analysis of the results of the study

CONTENTS INTRODUCTION CHAPTER I. Theoretical aspects of the problem under study 1. Theoretical and pedagogical prerequisites for the problem under study 2. Content-technological support for solving the problem under study or Theoretical and methodological basis for studying the problem under study 3. Pedagogical conditions necessary for solving this problem Conclusions on the first chapter CHAPTER II . Experimental - search work on the research topic 2. 1. Logic and stages of the implementation of experimental search work on the research topic 2. 2. Organizational and methodological aspects of the topic under study 2. 3. Results of the implementation of experimental - search work on the research topic Conclusions on the second chapter CONCLUSION REFERENCES

Additional requirements for research 1) Spelling and punctuation literacy. 2) Language and style (brevity, conclusiveness, scientific character). 3) Clarity and structure of experimental and search work. 4) Brevity, but the capacity of the theoretical part of the work. 5) The logic and integrity of the perception of the topic. 6) Practical orientation of the work. 7) Reliance on the legal framework: laws, regulations, programs, etc. 8) Drawing up a bibliographic list according to new requirements. 9) Slogans and calls to exclude, use specific proposals and guidelines. 10) Number of bibliographic sources = work pages.

There is an accepted scheme for writing a research paper. It is the same for term papers, diploma, bachelor's, master's and dissertation papers. This scheme assumes the presence of the following parts in the work: content, introduction, a number of chapters (with at least two paragraphs per chapter), conclusion, list of references, applications.

The most formalized part of the work is INTRODUCTION. The introduction sets out research program- the ideal plan of action for the researcher, which is necessary both for understanding what, why, how and With using what explore, as well as to understand how to implement this research(plan of successive actions). The introduction has a well-established structure:

Relevance of the research topic. In this part of the introduction, a rationale is given for why and why this particular topic, problem is being studied. It is important to formulate the relevance as specifically as possible, within the framework of the chosen research topic. Abstract general statements about the state of humanity and human knowledge, as well as arguments about the high significance of the direction chosen by the student and the importance of this work, are undesirable. Revealing the relevance of the study, it is necessary to show what tasks are facing theory and practice, before psychological and pedagogical science in the aspect of the chosen direction in specific socio-economic conditions, reflect what has already been done by previous scientists and researchers and what has not yet been fully studied, what new the perspective of the problem is revealed in the work.

Coverage of relevance should be laconic. There is no special need to begin its description from afar. It is enough within one (maximum two) for a term paper and two or three pages of typewritten text for a thesis to show the main thing - the essence of the problem situation.

The relevance of the topic of the course work is sufficient to express in understanding the context of the study, the argumentation of interest in the chosen topic, the problematization of the research topic.

The relevance of the topic of the diploma research, master's thesis can be revealed in three directions:

Social. A paragraph about the current social context in relation to the research problem. For example: "In the context of an ever-widening gap in the value orientations of different generations, it becomes relevant ... such and such a problem, the disclosure of which will allow ...".

theoretical. A paragraph about the scale of the theory of the question. For example: “This problem was considered in the human sciences (or psychological and pedagogical sciences) in such and such a perspective (or aspect). However, the main attention was paid to something, and not to the question ... ".

Practical. A paragraph about the state of affairs in the practice of the problem under discussion. For example: “Analysis of practice shows that psychologists (children) are not familiar enough (do not have sufficient skills, do not always pay professional attention), but are increasingly faced with ...”. Or: "The disclosure of this problem will contribute to the development ... in practice ...".

After briefly and at the same time describing in detail the relevance of the study, the author formulates research controversy. A contradiction is understood as a certain relationship between mutually exclusive, but at the same time mutually conditioned and interpenetrating opposites within a single object and its states. In pedagogy and psychology, contradiction is understood as inconsistency, inconsistency between any aspects of a single object. For example: “In the current state of the issue, unresolved contradictions have developed between this and that in theory ... and this and that in practice ...”.

The study begins with the formulation of scientific Problems , which follows from the chosen themes research. In a broad sense, a problem is a complex theoretical or practical issue that requires study and resolution. In science, it is a contradictory situation, acting in the form of opposite positions in the explanation of any phenomena, objects, processes and requiring an adequate theory to resolve it. A research problem is a question that is planned to be answered in the process of working on a study, this is what we are studying. It is easier to formulate the problem as an interrogative form of the topic. For example: the topic sounds like “Psychological features of the role behavior of a woman in an incomplete family”, then the problem can be formulated as “What are the features of the role behavior of a woman in an incomplete family compared to the role behavior of women in complete families?”. Or the topic "Formation of a teacher's professional identity in the process of university training" may involve such a problem as: "What are the psychological and pedagogical conditions for the formation of a teacher's professional identity in the process of university training?"

It is important to understand that the problem is not only a clarification of the topic, but the discovery and concise formulation of a certain contradiction or unknown that needs to be resolved or clarified in the course of the study.

After the problem is formulated, it is necessary to designate purpose of the study. A goal is a imagined and desired future event or state, an ideal representation of the result of our action. The means necessary to achieve it are consistent with the goal. The goal is what the researcher intends to achieve in the process of work; what we want to clarify in the study. For example, "The purpose of the study is to identify, justify and experimentally verify the conditions ...". The more specific the goal, the clearer what, how and by what means it is planned to achieve in the work. The phrase “The solution to this problem was the goal of the study” is also possible, which will avoid the repetition of the “reversal” of the problem.

Following the problem is determined object of study, and then subject of study.

Object of study- this is, as a rule, an area or sphere of phenomena, real psychological and pedagogical processes that contain contradictions and give rise to a problem situation. Defining the object of research, the author designates the field of research.

Subject of study- these are separate sides, properties, characteristics of the object; that side, that aspect, that point of view from which the researcher cognizes an integral object, while highlighting the main, most essential features of the object for research. Formulating the subject of research, the author clarifies the question: what is being studied?

The subject is a narrower concept than the object of study. Reflecting on the subject of research, the student determines what relationships, properties, aspects, functions of the object this research reveals. The subject of research should be consonant with the topic of research.

The object and subject, the problem and the purpose of the study are closely related research objectives. Tasks are the purpose of the activity given in certain specific conditions. In research, tasks are specific questions or actions, the resolution or implementation of which brings closer to the disclosure of the research problem and the achievement of the goal of the work. The comprehension of tasks is facilitated by the search for answers to the question: what needs to be done to achieve the goal, to solve the research problem? When formulating tasks, it should be remembered that by solving them, the research program is actually set: give a description, determine the theoretical foundations of the study, identify, characterize, reveal the specifics of the phenomenon (make an assumption, select methods, develop a program, collect information, obtain data, compare data with each other in terms of certain parameters, etc. - these are internal research tasks that are not included in the category of general ones).

Thus, each next task can be solved only on the basis of the result of solving the previous one. In total, it is recommended to set and solve at least three, but not more than five tasks. After formulating the tasks, it is logical to proceed to the formulation research hypotheses.

Research hypothesis- a scientific assumption, an assumption that requires experimental verification and theoretical justification in order to become a reliable scientific theory. Hypothesis formulation is the most complex and important stage of research design. The hypothesis largely builds the "author's" logic of the study.

The hypothesis contains a hypothetical answer to the question, which is presented in the form of a statement of the purpose of the study.

A hypothesis is a scientifically based assumption about the structure of the subject of research, about the nature of its elements and their relationships, about the mechanism of functioning and development. A hypothesis contains factors that determine a particular phenomenon. Hypotheses should be testable in the course of the study, but they can be either confirmed or refuted.

The hypothesis should not contain unspecified concepts; should not allow value judgments; should not include many restrictions and assumptions; must be verifiable using existing techniques or methods.

There are different types of hypotheses:

1. descriptive:

Structural - an assumption about a characteristic set of elements in the object under study;

Functional - an assumption about the form of connections between the elements of the object under study;

2. explanatory - the assumption of causal relationships in the object under study, requiring experimental verification.

Hypotheses can also be divided into:

general - to explain the whole class of phenomena, to derive a regular nature from relationships at any time and in any place;

private - to find out the reasons for the occurrence of patterns in a certain subset of elements of this set;

single - to identify patterns of single facts, specific events or phenomena;

workers - an assumption put forward at the beginning of the study and not setting the task of finally clarifying the causes and patterns. It allows the researcher to build a certain system (grouping) of observational results and give a preliminary description of the phenomenon under study that is consistent with it.

Besides , hypotheses can be divided into: main (which are the basis of the study) and inferential (derived from the study and are a prerequisite for the next one).

In exceptional cases, research (exploratory work, historiographic, etc.) may not initially have a hypothesis, but this must be justified.

The next step should be understanding theoretical and methodological basis of the study. Theoretical and methodological basis is one or several interrelated conceptual ideas, in line with which one's own research is built. The methodological basis cannot be a simple list of the names of scientists or theories that are discussed in the work. It is not necessary to put forward ideas from conflicting scientific paradigms or concepts as a methodological basis. The methodological basis of the study is the stated position, on the basis of which particular research questions will be understood and interpreted.

The introduction also mentions: research methods in the form of a simple enumeration according to the principle from general (analysis of scientific literature on the problem, terminological analysis, survey, observation, narrative (descriptive) methods, etc.) to specific (methods used in empirical research); experimental research base- organization, enterprise, division (for example, school, university, firm, etc.) in which research or experimental work is carried out; sample - the total number of subjects and detailed by significant differences for the study (gender, age, social groups; experimental and control groups, etc.).

It is possible (but not necessary) to highlight the item defense clauses, which are "answers" to the tasks set, formulated in the form of theoretical statements.

The introduction may state Theoretical and practical significance of the research- statements of what is fundamentally new revealed in this work, how and in what areas it will be possible to use the results of the study.

If the study was carried out in several stages, then a brief description of each stage of the study is given: in what time frame and what was done.

Actually the work is structured into chapters . The number of chapters in a term paper is usually two (maximum three); in the thesis - two or three (if necessary - four). If the work is structured into three chapters, then the following logic is reasonable: the first chapter is theoretical; the second is the rationale and description of research methods; the third is the presentation of the results of the study and their discussion. In a more abbreviated version: the first chapter is theoretical; the second is empirical.

CHAPTER 1. Theoretical part of the work. Review and analysis of the state of knowledge of this problem. This chapter provides an overview of the history of the study of the problem discussed in the paper. This review can be structured according to scientific directions and scientific schools, according to the historical stages of the development of science, according to the development of ideas in foreign and domestic research, etc. In the first chapter, it is significant to discuss the basic concepts, giving their essential characteristics, and theoretical positions in relation to the issues considered in the study. When analyzing the history of a problem, it is reasonable to focus on unexplored aspects or controversial issues. As a result of the first chapter, a clear theoretical substantiation of the planned empirical research should be given, a conceptual apparatus should be formulated, and the logic of the study should be substantiated.

CHAPTER 2 The empirical part of the work. Contains justification and description of the procedure and research methods; characteristics of the sample, research space, collected materials; description of the course of experimental work, the main stages and logic of the study; description of the control and experimental groups; data processing tools. The chapter describes the results of an empirical study or experiment, their analysis and interpretation; conclusions are drawn.

It is important that the first and second chapters are meaningfully interconnected. The rationale for the course of the study, the choice of methods, the logic of analysis and interpretation of data should follow from the theoretical justifications of the empirical study.

Traditionally, a certain compositional structure of R&D has developed, the main elements of which, in the order of their arrangement, are the following: 1. Title page 2. Table of contents 3. Introduction 4. Chapters of the main part 5. Conclusion 6. Bibliographic list 7. Applications Title page is the first page of the research work and is filled out according to strictly defined rules. After the title page is placed table of contents, which lists all R&D titles and the pages they start on. Table of contents headings should exactly repeat the headings in the text. Introduction. Here, the scientific novelty and relevance of the chosen topic, the purpose and content of the tasks set are usually substantiated, the object and subject of research are formulated, the chosen method (or methods) of research is indicated, and the theoretical significance and applied value of the results obtained are reported. The scientific novelty of R&D gives the author the right to use the term "For the first time" when describing the results obtained, which means the absence of similar results before their publication. Scientific novelty is manifested in the presence of theoretical provisions that were first formulated and substantiated in their content, methodological recommendations that are put into practice and have a significant impact on the development of science in general and its individual areas. The relevance of the topic is assessed from the point of view of modernity and social significance, a problem situation is created, a way out of which you propose. In order to inform the R&D reader about the state of development of the chosen topic, a a brief review of the literature, which in the end should lead to the conclusion that this particular topic has not yet been disclosed (or has been disclosed only partially or in the wrong aspect and therefore needs further development). A review of the literature on the topic should show a thorough acquaintance with the specialized literature, the ability to systematize sources, critically examine them, highlight the essential, evaluate what was previously done by other researchers, and determine the main thing in the current state of study of the topic. All publications of any value that are directly and immediately related to the research topic should be named and critically evaluated. From the formulation of the scientific problem and the proof that that part of this problem, which is the subject of research, has not yet been developed and covered in the specialized literature, it is logical to move on to the formulation objectives of the research being undertaken, and also indicate the specific tasks to be solved in accordance with this goal. This is usually done in the form of an enumeration (explore…, describe…, establish…, identify…, derive a formula, etc.). The formulation of these tasks must be done as carefully as possible, since the description of their solution should form the content of the R&D chapters. This is also important because the headings of such chapters are “born” precisely from the formulation of the objectives of the research being undertaken. An obligatory element of the introduction is the wording object and subject of research. An object is a process or phenomenon that generates a problem situation and is chosen for study. A subject is something that is within the boundaries of an object. The object and subject of research as categories of the scientific process are related to each other as general and particular. In the object, that part of it is singled out, which serves as the subject of research. It is on him that the main attention is directed, it is the subject of research that determines the topic of research, which is indicated on the title page as its title. An obligatory element of the introduction is also an indication of research methods, which serve as a tool in obtaining factual material, being a necessary condition for achieving the goal set in such work. The introduction describes other elements of the scientific process. These include, in particular, an indication on which specific material the work itself was made. It also gives a description of the main sources of information (official, scientific, literary, bibliographic), as well as the methodological foundations of the study. in chapters the main part of research the methodology and technique of the study are considered in detail and the results are summarized. All materials that are not essential for understanding the solution of a scientific problem are included in appendices. The content of the chapters of the main part must exactly correspond to the research topic and fully disclose it. These chapters should show the ability to present the material concisely, logically and with arguments. R&D ends the final part, which It's called "conclusion". Like any conclusion, this part of the R&D serves as an ending, determined by the logic of the research, which is in the form of a synthesis of the scientific information accumulated in the main part. This synthesis is a consistent, logically coherent presentation of the results obtained and their relationship with the general goal and specific tasks set and formulated in the introduction. It is here that the so-called "inferential" knowledge is contained, which is new in relation to the original knowledge. This inferential knowledge should not be replaced by a mechanical summary of the conclusions at the end of chapters that present a brief summary, but should contain that new, essential that constitutes the final results of the study, which are often presented in the form of a number of numbered paragraphs. Their sequence is determined by the logic of the study design. At the same time, not only its scientific novelty and theoretical significance, but also practical value, arising from the final results, is indicated. After the conclusion, it is customary to place bibliographic list of used literature. This list is one of the essential parts of R&D and reflects independent creative work. Each literary source included in such a list should be reflected in the text. If the author makes a reference to any borrowed facts or cites the works of other authors, then he must indicate in the subscript where the materials are taken from. Works that are not referenced in the text and that have not actually been used should not be included in the bibliographic list. It is not recommended to include encyclopedias, reference books, popular science books, newspapers in this list. If there is a need to use such publications, then they should be given in subscripts. Auxiliary or additional materials that clutter up the text of the main part are placed in application. The content of the application is very diverse. For example, these can be copies of original documents, excerpts from reporting materials, production plans and protocols, certain provisions from instructions and rules, previously unpublished texts, correspondence, etc. In form, they can be text, tables, graphs, maps. Applications cannot include a bibliographic list of references, auxiliary indexes of all kinds, reference comments and notes, which are not applications to the main text, but elements of the reference apparatus that help to use its main text. Each application must begin on a new sheet (page) with indicated in the upper right corner of the word "Application" and have a thematic heading. If there is more than one annex, they are numbered in Arabic numerals (without the number sign), for example: "Annex I", "Annex 2", etc. The numbering of pages on which appendices are given should be continuous and continue the general pagination of the main text. The connection of the main text with the applications is carried out through links that are used with the word "see"; it is usually abbreviated and enclosed together with the cipher in parentheses in the form: (see appendix 5).

in such a work of purpose. The introduction describes other elements of the scientific process. These, in particular, include an indication on which specific material the work itself was performed. It also gives a description of the main sources of information (official, scientific, literary, bibliographic), as well as the methodological foundations of the study. in chapters the main part of research the methodology and technique of the study are considered in detail and the results are summarized. All materials that are not essential for understanding the solution of a scientific problem are included in appendices. The content of the chapters of the main part must exactly correspond to the research topic and fully disclose it. These chapters should show the ability to present the material concisely, logically and with arguments. R&D ends the final part, which It's called "conclusion". Like any conclusion, this part of the R&D serves as an ending, determined by the logic of the research, which is in the form of a synthesis of the scientific information accumulated in the main part. This synthesis is a consistent, logically coherent presentation of the results obtained and their relationship with the general goal and specific tasks set and formulated in the introduction. It is here that the so-called "inferential" knowledge is contained, which is new in relation to the original knowledge. This inferential knowledge should not be replaced by a mechanical summary of the conclusions at the end of chapters that present a brief summary, but should contain that new, essential that constitutes the final results of the study, which are often presented in the form of a number of numbered paragraphs. Their sequence is determined by the logic of the study design. At the same time, not only its scientific novelty and theoretical significance, but also practical value, arising from the final results, is indicated. After the conclusion, it is customary to place bibliographic list of used literature. This list is one of the essential parts of R&D and reflects independent creative work. Each literary source included in such a list should be reflected in the text. If the author makes a reference to any borrowed facts or cites the works of other authors, then he must indicate in the subscript where the materials are taken from. Works that are not referenced in the text and that have not actually been used should not be included in the bibliographic list. It is not recommended to include encyclopedias, reference books, popular science books, newspapers in this list. If there is a need to use such publications, then they should be given in subscripts. Auxiliary or additional materials that clutter up the text of the main part are placed in application. The content of the application is very diverse. For example, these can be copies of original documents, excerpts from reporting materials, production plans and protocols, certain provisions from instructions and rules, previously unpublished texts, correspondence, etc. In form, they can be text, tables, graphs, maps. Applications cannot include a bibliographic list of references, auxiliary indexes of all kinds, reference comments and notes, which are not applications to the main text, but elements of the reference apparatus that help to use its main text. Each application must begin on a new sheet (page) with indicated in the upper right corner of the word "Application" and have a thematic heading. If there is more than one annex, they are numbered in Arabic numerals (without the number sign), for example: "Annex I", "Annex 2", etc. The numbering of pages on which appendices are given should be continuous and continue the general pagination of the main text. The connection of the main text with the applications is carried out through links that are used with the word "see"; it is usually abbreviated and enclosed together with the cipher in parentheses in the form: (see appendix 5).