Independent work of students, its types and levels. Independent educational and cognitive activity of students

"Organization independent work students"

Independent work of students plays an important role in cultivating a conscious attitude of students themselves to mastering theoretical and practical knowledge, instilling in them the habit of directed intellectual work. It is very important that students not only acquire knowledge, but also master the ways of obtaining it.

Independent work always causes a number of difficulties for students, especially first-second courses. The main difficulty is related to the need for independent organization of their work. Many students experience difficulties associated with the lack of skills in analysis, note-taking, working with primary sources, the ability to clearly and clearly express their thoughts, plan their time, take into account the individual characteristics of their mental activity and physiological capabilities, the almost complete lack of psychological readiness for independent work, ignorance general rules her organization.

Therefore, one of the main tasks of the teacher is to help students organize their independent work. This is especially important in modern conditions development of society, when a specialist, after graduating from an educational institution, has to engage in self-education - to increase the level of his knowledge through independent study.

Independent work of students is carried out with the aim of:

Systematization and consolidation of the received theoretical knowledge and practical skills of students;

Deepening and expanding theoretical knowledge;

formation of skills to use normative, reference documentation and special literature;

development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization;

formation of independent thinking, abilities for self-development, self-improvement and self-realization;

development of research skills.

Types and forms of independent work

IN educational process educational organizations distinguish two types of independent work:

classroom;

Extracurricular.

Classroom independent work on the discipline is carried out in the classroom under the direct supervision of the teacher and on his instructions. In this case, students are provided by the teacher with the necessary educational literature, didactic material, including teaching aids and methodological developments.

Extracurricular independent work is carried out by the student on the instructions of the teacher, but without his direct participation.

Independent work includes:

Preparation for classroom studies (lectures, practical, laboratory, seminar classes) and the implementation of relevant tasks;

Independent work on individual topics of academic disciplines in accordance with perspective-thematic plans;

Preparation for practices and fulfillment of tasks provided for by practices;

Implementation of written control and term papers, electronic presentations;

Preparation for all types of tests, exams and tests;

Preparation for the final state certification;

Work in subject circles;

Participation in the work of electives, seminars and conferences, etc.

Methods of independent work of students:

Monitoring of single objects;

Comparative analytical observations;

Educational design;

Solving educational and professional problems;

Work with various sources of information;

Research activity.

Observation of single objects implies a more or less prolonged perception in order to find out features objects.

Comparative-analytical observations stimulate the development of voluntary attention in students, deepening into learning activities.

Designing makes you penetrate deeper into the essence of the subject, find relationships in the educational material, arrange them in the desired logical sequence, and draw reliable conclusions after studying the topic.

Problem solving contributes to memorizing, deepening and testing the assimilation of students' knowledge, the formation of abstract thinking, which ensures a conscious and lasting assimilation of the studied fundamentals.

Working with information sources contributes to the acquisition of important skills and abilities, namely: highlight the main thing, establish a logical connection, create an algorithm and work on it, independently acquire knowledge, systematize it and generalize.

Research activity is the crowning achievement of the student's independent work. This type of activity implies a high level of student motivation.

Directions of independent work of students

1. To master and deepen knowledge:

Reading the text (textbook, primary source, additional literature, Internet resources);

Drawing up various types of plans and theses on the text;

Note-taking of the text;

Acquaintance with normative documents;

Work with dictionaries and reference books;

Educational research work;

Use of computer technology, the Internet;

Creating a presentation.

2. To consolidate knowledge:

Working with lecture notes;

Rework with educational material;

Drawing up a response plan;

Compilation of various tables.

3. To systematize the educational material:

Preparation of answers to control questions;

Analytical text processing;

Preparation of a message, report, abstract;

Testing;

Compilation of a crossword;

Formation of the poster;

Compiling a memo.

4. For the formation of practical and professional skills.

Solving problems and exercises according to the model;

Drawing and description of schemes;

Implementation of settlement and graphic schemes;

Solving situational and professional problems;

Conducting surveys and research.

Types of independent work:

Reproducing (reproductive), assuming algorithmic activity according to the model in a similar situation;

Reconstructive, associated with the use of accumulated knowledge and a known method of action in a partially changed situation;

Heuristic (partial search), which consists in the accumulation of new experience of activity and its application in a non-standard situation;

Creative, aimed at the formation of knowledge-transformations and methods of research activity.

Learning tools for organizing independent work

1. Didactic tools that can be a source of self-acquisition of knowledge (primary sources, documents, texts works of art, collections of tasks and exercises, magazines and newspapers, educational films, maps, tables);

2. Technical means by which educational information is presented (computers, audio-video equipment);

3. The means that are used to guide the independent activities of students (instructive guidelines, cards with differentiated tasks for organizing individual and group work, cards with algorithms for completing tasks).

Development and application of tools learning is that side of pedagogical activity in which individual skill, creative search of the teacher, his ability to encourage students to be creative is manifested.

Types of practical tasks for independent work of students

1. Make a basic abstract on the topic ...

2. Formulate questions…

3. Formulate your own opinion...

4. Continue the phrase ...

5. Define the following terms...

6. Make a basic summary of your answer.

7. Write an abstract.

8. Write a report on the topic ...

9. Develop an algorithm for the sequence of actions ...

10. Make a table in order to systematize the material ...

11. Fill in the table using ...

12. Fill in the flowchart ...

13. Model a lesson summary on the topic ...

14. Simulate homework.

15. To carry out an analytical analysis of the publication on a topic predetermined by the teacher.

16. Make a thematic crossword puzzle.

17. Make a text plan, abstract.

18. Solve situational problems.

19. Prepare for a seminar, a business game.

Methods of independent work of students

1. Work with the textbook.

To ensure the maximum possible assimilation of the material and taking into account the individual characteristics of students, we can offer them the following methods of processing textbook information:

note-taking;

Drawing up a plan of the educational text;

Annotation;

Identification of the problem and finding ways to solve it;

Self-statement of the problem and finding ways to solve it in the text;

Determination of the algorithm of practical actions (plan, scheme).

2. Basic abstract.

Often the teacher teaches from paragraph to paragraph, from point to point, and only at the end of the topic tries to connect all the material in a general lesson. It is much more expedient, even from a psychological point of view, to give students an idea of ​​the topic being studied in the first lesson, skillfully arranging its content as a small reference summary. Everyone needs it, both the strong and the weak.

And then students will not study today, forgetting what they learned yesterday and not knowing what will happen tomorrow.

The reference summary must be given at the stage of studying new material, and then used when repeating, when organizing students' independent work.

The reference summary allows not only to generalize, repeat the necessary theoretical material, but also gives the teacher a huge gain in time when passing through the material.

3. Tests.

Tests are perceived by students as a kind of game. Thereby

a number of psychological problems are removed - fears, stresses, which, unfortunately, are characteristic of the usual forms of controlling students' knowledge.

The main advantage of the test form of control is the simplicity and speed with which the first assessment of the level of training on a specific topic is carried out, which, moreover, allows one to realistically assess readiness for final control in other forms and, if necessary, correct certain elements of the topic.

Level 1 tests

Requires the choice of one or more correct answers to the questions below.

To check the quality of knowledge acquisition and application of knowledge in practice: choose one of the listed methods ...;

For correlation: find common and differences in the objects under study;

To check reflection: match ...;

Level 2 tests

Substitution tasks: these tasks require the selection and completion of phrases, formulas, graphics, diagrams, etc. proposed missing or constituents.

Tasks for constructing an answer: filling out a table, depicting a diagram, graphics, writing a formula, etc.)

Tasks for solving a specific situation.

Test requirements for students:

1. Tasks should be typical for this discipline;

2. The volume of the task should ensure the completion of the test in a limited time (no more than an hour);

3. The task in terms of complexity, structure, difficulty should be objectively feasible for students to complete at the appropriate stage of education;

4. The content assignment must be such that its correct execution has only one standard;

5. The complexity of tasks in the test system should increase as students advance in mastering the profession;

6. The wording of the content of the task should reveal the task assigned to the students: what he must do, what conditions to fulfill, what results to achieve.

4. Seminar.

The form of the seminar is very flexible.

The following tasks are solved at the seminars:

Deepening, concretization and systematization of knowledge gained by students on previous stages of study;

Development of independent work skills;

Professional use of knowledge in educational settings.

Types of seminars:

Question-answer seminar;

A detailed conversation based on a plan given to students in advance, discussion of written abstracts;

Listening to oral reports of students with their subsequent discussion;

Seminar - debate;

Theoretical conference;

Seminar - simulation game;

Commented reading of primary sources.

5. Task based learning.

Practice-oriented tasks: they act as a means of forming a system of integrated skills and abilities in students necessary for mastering professional competencies. These can be situations that require the use of skills specific to a given profession (knowledge of the content of the subject), situations that require the organization of activities, the choice of its optimal structure, personality-oriented situations (finding a non-standard solution);

Professional tasks: they act as a means of forming students' skills to determine, develop and apply optimal methods for solving professional problems. They are built on the basis of situations that arise at various levels of practice and are formulated in the form of production orders (tasks).

Task-based learning can provide targeted, step-by-step formation and control of the formation of the necessary professional competencies.

6. Preparation of the report.

A report is a message on a given topic, with the aim of introducing knowledge from additional literature, systematizing the material, illustrating with examples, developing skills for independent work with scientific literature, and a cognitive interest in scientific knowledge.

The topic of the report should be agreed with the teacher and correspond to the topic of the lesson. It is necessary to comply with the rules agreed upon when receiving the assignment. Illustrations should be sufficient, but not excessive.

The student's work on the report includes the development of oratory skills and the ability to organize and conduct a debate. The student, in the course of working on the presentation of the report, develops the ability to navigate the material and answer additional questions from the audience, develops the ability to independently summarize the material and draw conclusions in the conclusion.

The student is obliged to prepare and deliver a report within the strictly allotted time by the teacher, and on time.

7. Preparation of a multimedia presentation.

A presentation is a student's oral report on a specific topic, accompanied by a multimedia computer presentation. A computer presentation is a multimedia tool used during reports or messages to increase the expressiveness of a speech, a more convincing and visual illustration of the facts and phenomena described. A computer presentation is created in Microsoft Power Point. When preparing a presentation, special attention should be paid to the fact that the speaker and his speech should become the focus of attention during the presentation, and not the inscriptions in small print on the slides. If the whole process of working on a presentation is built chronologically, then it starts with a well-developed plan, then moves on to the stage of selecting content and creating a presentation, then comes the final, but most important stage - direct public speaking.

The student, based on the speech plan, needs to determine about 10 main ideas, conclusions on the chosen topic, which should be conveyed to the audience, and based on them, make a computer presentation.

Additional information, if any, should be included in the handout or simply spoken, but not included in the computer presentation.

After the selection of information, the student should systematize the material.

Elements that complement the content of the presentation are:

1. Illustrative series. Illustrations of the "picture" type, photo illustrations, schemes, pictures, graphs, tables, diagrams, videos.

2. Sound range. Musical or speech accompaniment, sound effects.

3. Animation series.

4. Color range. The general tone and color screensavers, illustrations, lines should be combined with each other and not contradict the meaning and mood of the presentation.

5. Font row. It is advisable to choose fonts without being carried away by their intricacy and variety. The selected fonts should be easy to read at first glance.

6. Special effects. It is important that in the presentation they do not distract attention to themselves, but only reinforce the main thing.

Rules for organizing material in a presentation:

1. The main information - to the beginning.

2. Thesis of the slide - in the title.

3. Animation is not entertainment, but a method of conveying information that can be used to attract and hold the attention of listeners.

Computer presentation should consist of no more than 10-15 slides.

The performance time is 15 minutes.

8. Preparation and defense of the abstract.

The abstract is a summary in writing or in the form of a public report of the content scientific work or works of specialists on a chosen topic, a review of the literature of a certain direction.

His task is to summarize what others have achieved, to state the problem independently on the basis of facts gleaned from the literature.

The abstract writing process includes the following steps:

1. Choice of topics for the abstract. The topic of the abstract should not be too general, global, as a relatively small amount of work will not allow to reveal it. When choosing a topic, it is necessary to analyze how it is covered in the available scientific literature.

The choice of topic should be conscious and meet the personal cognitive interests of the future author. In this sense, consultations and discussion of the topic with a teacher who can and should provide assistance in right choice topics and task setting.

2. Study of literature.

3. Drawing up a work plan. A properly constructed abstract plan serves as an organizing beginning in the student's work, helps to systematize the material, and ensures the consistency of its presentation.

The student draws up a plan independently, taking into account the plan of the work.

4. The process of writing an abstract. Having chosen a topic, made extracts from the literature and made a plan, you can proceed directly to writing an essay.

It is recommended to present the material in the abstract in your own words, avoiding verbatim rewriting of literary sources. The work must be well written literary language. Shortening of words in the text is not allowed. Exceptions are well-known abbreviations and abbreviations. The abstract must be correctly and neatly formatted, the text (handwritten, typewritten or computerized) must be legible, without stylistic and grammatical errors.

5. Registration and protection of the abstract. An abstract is drawn up in accordance with the accepted rules and submitted for verification to the teacher 1-2 weeks before the test session.

The defense of a thematic essay can be carried out in a dedicated one lesson within the hours of the academic discipline or one essay when studying the relevant topic, or by agreement with the teacher.

The defense of the abstract by the student provides

report on the abstract no more than 5-7 minutes

responses to the opponent's questions.

It is forbidden to read the text of the abstract during the defense.

Organization of independent work of students

When presenting types of assignments for independentnuyu work is recommended to use a differentiated approach to students. Before students perform independent workyou are a teacher giving instructions on how to complete the task, whichincludes the purpose of the assignment, its content, deadlines, estimated scope of work, basic requirements for the results of the work, evaluation criteria. IN during the briefing process, the teacher warns students about possibletypical mistakes that occur when performing a task.

The completeness of instruction depends on the stage of training. On initial stage it is more detailed. Introductory briefing when performing laboratory and practical work includes an explanation of the task (what to do?), the order of its implementation (how to do it?), showing and performing techniques (why do this?).

Written instructions are necessary in those independent works that require a strict sequence of execution. A written instruction is a learning algorithm, guided by which the student solves the problem along a strictly planned path, without allowing arbitrary steps.

During the performance by students of extracurricular independent
work and, if necessary, the teacher can consult for
account of the total budget of time allotted for consultations.

Independent work can be carried out individually or
groups of students depending on the goal, the volume of a specific topic of independent work, the level of complexity, the level of students' skills.

The material for independent work of students should be designed by the teacher according to the following principles:

1. A preliminary comprehensive analysis of the studied material is required with the answer to the questions: What is given? How given? Why is it given? Why exactly this way and not otherwise?

What and how of the material must be used directly, and what can be used in a transformed form.

2. Determine the methods of logical and methodical processing of the material.

3. Clarify the place of the topic in the course system and common system learning.

4. To identify difficulties for students associated with individual characteristics, level of knowledge and cognitive activity.

5. Prepare for the following tasks:

Formation of skills to separate the understandable from the incomprehensible, to isolate the incomprehensible;

Formation of skills to highlight the internal connections between the elements of the phenomenon;

Formation of skills to isolate the main thing.

6. When selecting and developing tasks, exercises, proceed primarily from a comparative analysis, giving questions a clear target direction, determining the expected answers of the trainees.

7. The structure of the material as a whole must strictly follow the principle - from simple to complex, from particular to general.

Needs encourage a person to look for ways to satisfy them. The formation of students' cognitive needs is one of the important tasks of a technical school teacher.

The systematic complication of tasks for independent work stimulates cognitive interest, promotes the activation and development of thought processes, the formation of a scientific worldview and communication skills.

Organization of control of independent work of students

Control of the results of independent work of students can be carried out within the time allotted for compulsory training sessions in the discipline and extracurricular independent work of students in the discipline, can take place in written, oral or mixed form, with the presentation of a product or product creative activity student.

Control of independent work of students provides:

1. Correlation of the content of control with the objectives of training;

2. Objectivity of control;

3. Differentiation of control and measuring materials.

Forms of control of independent work are:

1. Viewing and checking the performance of independent work by the student.

2. Organization of self-examination, mutual examination of the completed task in the group.

3. Discussion of the results of the work performed in the classroom.

4. Conducting a written survey.

5. Conducting an oral survey.

6. Organization and conduct of an individual interview.

7. Organizing and conducting interviews with the group.

8. Seminars

9. Protection of progress reports.

10. Organization of conferences.

The criteria for evaluating the results of independent work of students are:

The level of development of educational material;

The level of ability to use theoretical knowledge in the performance of practical and situational tasks;

The level of formation of general educational skills;

The level of ability to actively use electronic educational resources, find the required information, study it and put it into practice;

Validity and clarity of presentation of the material;

The level of ability to navigate the flow of information, highlight the main thing;

The level of ability to clearly formulate the problem, proposing its solution, critically assess the solution and its consequences;

The level of ability to identify, analyze alternative possibilities, options for action;

The level of ability to formulate one's own position, assessment and argue it;

Formulation of material in accordance with the requirements.

Pedagogical support of independent work of students.

When analyzing the general structure of the discipline, the teacher determines in advance:

Fragments of the topic that students can learn on their own;

Tasks aimed at the formation of general educational skills;

Tasks of a reproductive and creative nature, aimed at developing special skills, individual abilities of students;

Forms of organization of collective independent activity (work in pairs, brigade-group work).

IN work program the main types of independent work should be indicated, reflecting the logical sequence of studying the material.

To determine the place of independent work in the lesson means to calculate the time required for its implementation. This problem can be most effectively solved by using differentiated tasks that determine the load that corresponds to the individual characteristics of students.

Memo to the teacher on the organization of independent work of students

1. Independent work must be organized at all levels of the educational process, including in the process of mastering new material.

2. Students must be put in an active position, make them direct participants in the learning process.

3. The organization of independent work should contribute to the development of students' motivation for learning.

4. Independent work should be purposeful, be clearly articulated.

5. The content of independent work should provide a complete and deep set of tasks for students.

6. In the course of independent work, it is necessary to ensure a combination of reproductive and productive educational activities of students.

7. When organizing independent work, it is necessary to provide adequate feedback, i.e. properly organize the control system.

Topic: Independent work of students, goals and features of the organization.

1. The role of students' independent work in the educational process.

The main task higher education consists in the formation of the creative personality of a specialist capable of self-development, self-education, innovation activities. The solution to this problem is hardly possible only by transferring knowledge in finished form from the teacher to the student. It is necessary to transfer a student from a passive consumer of knowledge to an active knowledge creator who is able to formulate a problem, analyze ways to solve it, find the optimal result and prove its correctness. The current reform of higher education is inherently related to the transition from the paradigm of teaching to the paradigm of education. In this regard, it should be recognized that student independent work (SIW) is not just an important form of the educational process, but should become its basis.

This implies an orientation towards active methods of mastering knowledge, the development of students' creative abilities, the transition from in-line to individualized learning, taking into account the needs and capabilities of the individual. This is not just about increasing the number of hours for independent work. Strengthening the role of independent work of students means a fundamental revision of the organization of the educational process at the university, which should be built in such a way as to develop the ability to learn, form the student's ability for self-development, creative application of the acquired knowledge, ways of adapting to professional activities in the modern world.

2. Basic concepts and definitions.

First of all, it is necessary to clearly define what is independent work of students. In the general case, this is any activity related to the education of the thinking of a future professional. Any type of occupation that creates conditions for the emergence of independent thought, cognitive activity of the student is associated with independent work. In a broad sense, independent work should be understood as the totality of all independent activities of students both in the classroom and outside it, in contact with the teacher and in his absence.

Independent work is implemented:

1. Directly in the process of classroom studies - at lectures, practical and seminar classes, when performing laboratory work.

2. In contact with the teacher outside the schedule - at consultations on educational issues, in the course of creative contacts, in the elimination of debts, in the performance of individual tasks, etc.

3. In the library, at home, in the hostel, at the department when the student performs educational and creative tasks.

The boundaries between these types of work are quite blurred, and the types of independent work themselves intersect.

Thus, independent work of students can be both in the classroom and outside it. Nevertheless, when considering the issues of independent work of students, they usually mean mainly extracurricular work. It should be noted that for the active possession of knowledge in the process of classroom work, it is necessary, at least, to understand the educational material, and most optimally its creative perception. In reality, especially in junior courses, there is a strong tendency to memorize the material being studied with elements of understanding. Departments and lecturers often exaggerate the role of the logical principle in the presentation of their disciplines and do not pay attention to the problem of its perception by students. Internal and interdisciplinary connections are weakly highlighted, the succession of disciplines is very low even despite the existence of continuous training programs. Students' knowledge that is not secured by connections has poor retention. This is especially dangerous for disciplines that provide fundamental training.

Although the educational standards allocate half of the student's study time for extracurricular work, this standard is not maintained in many cases. The number and volume of assignments for independent work and the number of control measures for the discipline is determined by the teacher or the department in many cases based on the principle "The more the better". Even an expert one is not always done, i.e. justified personal experience teachers, assessment of the complexity of the task and the time required for its preparation. The deadlines for submitting homework assignments in various disciplines are not always coordinated in time, which leads to uneven distribution of independent work over time. All these factors push students towards a formal attitude towards doing work, towards cheating and, paradoxically, towards reducing the time a student actually spends on this work. Quite common was the non-self-fulfillment of homework, course projects and work (sometimes for a fee), as well as cheating and cheat sheets at control events. Many educational tasks are not set up for the active work of students, their implementation can often be carried out at the level of a series of formal actions, without a creative approach and even without understanding the operations performed.

3. On the motivation of independent work of students.

Active independent work of students is possible only if there is a serious and stable motivation. The strongest motivating factor is preparation for further effective professional activity.

Consider the internal factors that contribute to the activation of independent work. Among them are the following:

1. The usefulness of the work performed. If a student knows that the results of his work will be used in a lecture course, in a methodological manual, in a laboratory workshop, in preparing a publication, or otherwise, then the attitude towards completing the task changes significantly in better side and the quality of work performed increases. At the same time, it is important to psychologically set up the student, to show him how necessary the work is.

Another option for using the utility factor is the active application of the results of work in vocational training. So, for example, if a student received an assignment for a diploma (qualification) work in one of the junior courses, he can perform independent assignments in a number of disciplines of the humanitarian and socio-economic, natural science and general professional cycles of disciplines, which will then be included as sections in his qualification work.

2. Participation of students in creative activity. This may be participation in research, development or methodological work carried out at a particular department.

3. An important motivational factor is intensive pedagogy. It involves the introduction of active methods into the educational process, primarily game training, which is based on innovative and organizational-activity games. In such games, there is a transition from one-sided particular knowledge to multilateral knowledge about the object, its modeling with the identification of leading contradictions, and not just the acquisition of decision-making skills. The first step in this approach is business or situational forms of study, including those using computers.

4. Participation in olympiads in academic disciplines, competitions for scientific research or applied work, etc.

5. The use of motivating factors for knowledge control (cumulative grades, rating, tests, non-standard examination procedures). These factors, under certain conditions, can cause a desire for competitiveness, which in itself is a strong motivational factor for student self-improvement.

6. Encouragement of students for success in studies and creative activity (scholarships, bonuses, incentive points) and sanctions for poor study. For example, for work submitted ahead of time, you can put down an increased rating, and otherwise reduce it.

7. Individualization of tasks performed both in the classroom and outside it, their constant updating.

8. The motivating factor in intensive educational work and, first of all, independent work is the personality of the teacher. A teacher can be an example for a student as a professional, as a creative person. The teacher can and should help the student to reveal his creative potential, to determine the prospects for his inner growth.

9. Motivation for independent learning activities can be enhanced by using such a form of organization of the educational process as cyclic training ("immersion method"). This method allows you to intensify the study of the material, since reducing the interval between classes in a particular discipline requires constant attention to the content of the course and reduces the degree of forgetfulness. A variation of this type of training is to conduct many hours of practical training covering several topics of the course and aimed at solving cross-cutting problems.

4. Organization and forms of independent work.

The main thing in the strategic line of organizing independent work of students at the university is not to optimize it. certain types but in creating conditions for high activity, independence and responsibility of students in the classroom and outside it in the course of all types of educational activities.

The simplest way - reducing the number of classroom studies in favor of independent work - does not solve the problem of improving or even maintaining the quality of education at the same level, because a decrease in the volume of classroom work is not necessarily accompanied by a real increase in independent work, which can be implemented in a passive way.

In the standards of higher professional education, at least half of the student's time budget is allocated for extracurricular work - 27 hours per week on average for the entire period of study. This time can be fully used for independent work. In addition, most of the classroom time also includes independent work. Thus, there is quite enough time for independent work in the educational process, the question is how to use this time effectively.

In the general case, there are two main directions for building the educational process on the basis of students' independent work. The first is an increase in the role of independent work in the classroom. The implementation of this path requires teachers to develop methods and forms of classroom organization that can ensure a high level of student independence and improve the quality of training.

The second is to increase the activity of students in all areas of independent work in extracurricular time. Increasing the activity of students when working outside the classroom is associated with a number of difficulties. First of all, this is the unpreparedness for it of both the majority of students and teachers, both in professional and psychological aspects. In addition, the existing information support of the educational process is not enough for the effective organization of independent work.

The main task of organizing students' independent work (SIW) is to create psychological and didactic conditions for the development of intellectual initiative and thinking in the classroom of any form. The main principle of the organization of the IWS should be the transfer of all students to individual work with the transition from the formal performance of certain tasks with the passive role of the student to cognitive activity with the formation of one's own opinion in solving the problematic issues and tasks. The purpose of the SIW is to teach the student to work meaningfully and independently first with educational material, then with scientific information, to lay the foundations for self-organization and self-education in order to instill the ability to continuously improve their skills in the future.

The decisive role in the organization of the IWS belongs to the teacher, who should work not with the student “in general”, but with a specific personality, with its strong and weaknesses, individual abilities and inclinations. The task of the teacher is to see and develop the best qualities of the student as a future highly qualified specialist.

When studying each discipline, the organization of the SRS should represent the unity of three interrelated forms:

1. Extracurricular independent work;

2. Classroom independent work, which is carried out under the direct supervision of a teacher;

3. Creative, including research work.

Types of extracurricular IWS are diverse:

preparation and writing of abstracts, reports, essays and other written works on given topics. It is desirable for the student to be given the right to choose a topic and even a supervisor;

Doing various homework assignments. This is problem solving; translation and retelling of texts; selection and study of literary sources; development and compilation of various schemes; performance of graphic works; making calculations, etc.;

· performance of individual tasks aimed at developing students' independence and initiative. An individual task can be received by both each student and a part of the students of the group;

Execution of course projects and works;

preparation for participation in scientific and theoretical conferences, reviews, olympiads, etc.

In order to develop a positive attitude of students towards extracurricular SIW, it is necessary at each stage to explain the goals of the work, control the understanding of these goals by students, gradually forming their ability to independently set a task and choose a goal.

Classroom independent work can be implemented during practical classes, seminars, laboratory workshops and during lectures.

When reading a lecture course directly in the classroom, it is necessary to control the assimilation of the material by the bulk of students by conducting express surveys on specific topics, testing knowledge control, and questioning students in the form of the game “What? Where? When?" etc.

During practical and seminar sessions different kinds SIWs allow you to make the learning process more interesting and increase the activity of a significant part of the students in the group.

In practical classes in natural science and technical disciplines, at least 1 hour out of two (50% of the time) should be devoted to independent problem solving. It is advisable to build practical exercises as follows:

1. Introductory teacher (goals of the lesson, the main issues that should be considered).

2. Quick survey.

3. Solution of 1-2 typical tasks at the blackboard.

4. Independent problem solving.

5. Analysis of typical mistakes in solving (at the end of the current lesson or at the beginning of the next).

To conduct classes, it is necessary to have a large bank of tasks and tasks for independent solution, and these tasks can be differentiated according to the degree of complexity. Depending on the discipline or its section, two ways can be used:

1. Give a certain number of tasks for independent solution, equal in difficulty, and set an assessment for the number of tasks solved in a certain time.

2. Issue tasks with tasks of varying difficulty and set an assessment for the difficulty of the solved task.

Based on the results of independent problem solving, an assessment should be given for each lesson. An assessment of the student's preliminary preparation for a practical lesson can be done by express testing (closed-form test tasks) for 5, maximum - 10 minutes. Thus, at intensive work You can give each student at least two grades in each class.

Based on the materials of the module or section, it is advisable to give the student homework and at the last practical lesson for the section or module to summarize its study (for example, to conduct test module as a whole), discuss the grades of each student, issue additional tasks to those students who want to increase their grade. The results of completing these tasks increase the grade already at the end of the semester, in the test week, i.e. the rating at the beginning of the semester is based on the current work only, and the rating at the end of the test week takes into account all additional types works.

Of the various forms of SIW, “business games” are the best suited for practical training in senior courses. The theme of the game may be related to specific production problems or be of an applied nature, include tasks of situational modeling for topical issues etc. The purpose of the business game is to give the student the opportunity to develop and make decisions in simulation conditions.

When conducting seminars and practical classes, students can perform SIW both individually and in small groups (creative teams), each of which develops its own project (task). The completed project (solution of the problematic task) is then reviewed by another team in a round robin system. Public discussion and defense of one's own version increase the role of the CDS and strengthen the desire for its high-quality implementation. This system of organizing practical classes allows you to introduce research elements into tasks, simplify or complicate tasks.

The activity of students in ordinary practical classes can be enhanced by the introduction of a new form of SIW, the essence of which is that for each task the student receives his own individual task (option), while the condition of the task for all students is the same, and the initial data are different. Before starting the task, the teacher gives only general guidelines (the general procedure for solving, the accuracy and units of measurement of certain quantities available reference materials and so on.). The implementation of the SIW in the classroom with the results checked by the teacher teaches students to competently and correctly perform technical calculations, use computing tools and reference data. The studied material is assimilated more deeply, students' attitude to lectures changes, because without understanding the theory of the subject, without a good summary, it is difficult to count on success in solving the problem. This improves the attendance of both practical and lecture classes.

Another form of SIW in practical classes may be self-study of circuit diagrams, layouts, programs, etc., which the teacher distributes to students along with control questions that the student must answer during the lesson.

The implementation of a laboratory workshop, like other types of learning activities, contains many opportunities for using active learning methods and organizing SIW based on an individual approach.

When conducting a laboratory workshop, it is necessary to create conditions for the most independent performance of laboratory work. Therefore, when doing work, you must:

1. Conduct an express survey (orally or in a test form) on the theoretical material necessary to complete the work (with assessment).

2. Check the lab plans prepared by the student at home (with evaluation).

3. Evaluate the work of the student in the laboratory and the data obtained by him (assessment).

4. Check and rate the report.

Any laboratory work should include a deep independent study of theoretical material, the study of methods for conducting and planning an experiment, the development of measuring instruments, processing and interpretation of experimental data. At the same time, some of the work may not be mandatory, but be carried out as part of independent work on the course. It is advisable to include sections with additional elements in a number of works. scientific research which will require in-depth independent study of theoretical material.

5. Methodological support and control of independent work.

The development of a complex of methodological support for the educational process is the most important condition for the effectiveness of students' independent work. Such a complex should include lecture texts, educational and methodological manuals, laboratory workshops, banks of tasks and tasks formulated on the basis of real data, a bank of calculation, modeling, training programs and programs for self-control, automated training and control systems, information bases of a discipline or group related disciplines and more. This will allow organizing problem-based learning, in which the student is an equal participant in the educational process.

The effectiveness of independent work of students is largely determined by the presence of active methods of its control. There are the following types of control:

Input control of knowledge and skills of students at the beginning of the study of the next discipline;

Current control, that is, regular monitoring of the level of assimilation of the material in lectures, practical and laboratory classes;

Intermediate control at the end of the study of a section or module of the course;

Self-control carried out by the student in the process of studying the discipline in preparation for control measures;

Final control in the discipline in the form of a test or exam;

Control of residual knowledge and skills after a certain time after the completion of the study of the discipline.

In recent years, along with the traditional forms of control - colloquia, tests, examinations, new methods have been widely introduced. First of all, it should be noted the rating system of control used in many universities, including the ISUCT. The use of the rating system makes it possible to achieve more rhythmic work of the student during the semester, and also activates the cognitive activity of students by stimulating their creative activity. The introduction of a rating may cause an increase in the workload of teachers due to additional work on structuring the content of disciplines, developing tasks of different levels of complexity, etc. But such work allows the teacher to reveal their pedagogical capabilities and implement their ideas for improving the educational process.

Quite useful, in our opinion, can be a test control of students' knowledge and skills, which is distinguished by objectivity, saves the teacher's time, largely frees him from routine work and allows him to concentrate more on the creative part of teaching, has a high degree of differentiation of subjects by level knowledge and skills and is very effective in the implementation of rating systems, makes it possible to greatly individualize the learning process by selecting individual tasks for practical classes, individual and independent work, allows you to predict the pace and effectiveness of each student's learning.

Testing helps the teacher to identify the structure of students' knowledge and, on this basis, to reevaluate the methodological approaches to teaching in the discipline, to individualize the learning process. It is very effective to use tests directly in the learning process, with independent work of students. In this case, the student himself checks his knowledge. Without immediately answering the test task, the student receives a hint explaining the logic of the task and performs it a second time.

It should be noted that automated teaching and learning-control systems are increasingly penetrating into the educational process, which allow the student to independently study a particular discipline and at the same time control the level of assimilation of the material.

In conclusion, we note that specific ways and forms of organizing students' independent work, taking into account the course of study, the level of training of students and other factors, are determined in the process of the teacher's creative activity, so these recommendations do not claim to be universal. Their goal is to help the teacher form his own creative system for organizing independent work.

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USING THE GROUP FORM OF WORK

TO DEVELOP KEY COMPETENCES

Lecturer BOU OO SPO OKTES

Pankratova G.V.

Today, the competition of graduates in the labor market requires them to have professional competence, which includes not only knowledge, skills in the chosen specialty, but also basic social and communication skills.

A study of the employers' market in the Omsk region made it possible to determine the main set of key competencies necessary for training personnel in our region.

This list included: the ability to communicate, the ability to work in a team, the ability to solve problems, the ability to manage oneself, self-development.

Professional competencies are a set of professional knowledge, skills and abilities necessary to perform work in any area. At the same time, it is important that the employee knows how to successfully use them in various situations, alone or in a group.

Key competencies do not depend on the field of human activity and are universal.

Key competencies are the most general (universal) abilities and skills that allow a person to understand situations, achieve results in personal and professional life in a particular society.

The education sector, being a traditionally conservative system, does not fully develop the key competencies of students.

In the educational process of OKTEiS, key competencies are acquired by students under the following conditions:

The educational process is oriented towards the development of independence and responsibility of students for the results of their activities through the modular technology of the competency-based approach;

Conditions have been created for students to gain experience in achieving the goal through exhibitions, sales, conferences, competitions, intellectual games, meetings with employers, college graduates.

In the work on the introduction of key competencies into pedagogical practice, the central point is such forms of organization of educational activities, which are based on the independence and responsibility for the results of the work of the students themselves. Thus, there is a shift of the one-sided activity of the teacher to the activity, independence and responsibility of students. At the same time, the teacher acts as an organizer of the educational process on a problem basis, acting more as a leader and partner than as a source of ready-made knowledge and directives for employees.

The development of basic key skills can be ensured through group work. The group form of work in the classes of a special cycle provides great opportunities in mental development student. It is in the conditions of organizing a group way of teaching that students with the greatest activity are included in all links. joint activities: training, control, communication. Working in small groups requires students to adapt to the general pace of work. All this contributes to the development of self-regulation, on which successful learning and further inclusion in labor and social activities depend.

Students in the classroom are divided into groups at will or according to the principle of their academic success (homogeneous group) or, conversely, according to the principle of mixing students of different levels of learning (heterogeneous group).

For example, classes in the discipline "Protection of consumer rights" are held in small groups when solving production situations. First, the lesson develops a general algorithm for solving the situation, which helps students in solving similar and other situations. Each group decides its own situation and, if necessary, plays it out in a playful way. Each group is allowed to discuss the situation, complement each other, provide assistance. Summing up is considered in the group as a defense of their situation. When one group decides its situation, the rest listen, ask additional questions, require clarification. Students try to explain situations in a professional language, try to make as few mistakes as possible when answering, and look for more rational legal solutions. Within the group, the ability to communicate develops, self-esteem is formed. Students are offered home group work on compiling and solving production situations in order to develop communication skills, rational time planning and joining efforts to complete a common task. academic work. Students make up their own general algorithm trading situations, and then discuss solutions together in class. Weak students come for counselling.

Qualitative analysis by students of specific situations "buyer-seller" prepares them for the further creation of a favorable image in the trade enterprise for the high quality of customer service. In the process of studying consumer protection legislation, it is especially important for students to determine the mechanism for protecting consumer rights, their professional capabilities, their competence, to feel themselves in the role of a leader and performer.

To develop key skills and abilities, it is good to use classes and extracurricular activities with game situations, meetings with manufacturers and sellers of goods in the college and at InterSib fairs and with successful college graduates. Extra-curricular activities for the development of key competencies in OKTEiS are traditional:

Intracollege competition of professional skills "Today - a student, tomorrow - a specialist";

Consumer conferences with manufacturers and sellers of goods “Quality. Comfort. Safety.";

Exhibitions and sales of InterSib goods;

Meetings with employers and graduates of the college "Excellence - the path to success";

Intellectual games "This entertaining world of trade."

Students love to play, attend interesting and necessary meetings, sales exhibitions, presentations, consumer conferences. They do it with great desire and pleasure. In addition, such group forms of training serve as a good means of relaxation, relieving mental stress and fatigue, a good way to switch from one type of work to another.

The purpose of these events is to develop such key skills and their skills as the ability to communicate, beautifully present a product, solve problems, rationally plan time and analyze one's work, distribute responsibilities, work in a team and apply knowledge in special disciplines in practice. Participants of intellectual games and professional skills competitions get another experience of independent work, which forms a creative team, provides great opportunities for the mental and personal development of each student, an invaluable emotional charge, new knowledge and skills.

In conclusion, it can be concluded that classes with a group form of work and extracurricular activities in special subjects provide great opportunities for developing key skills in students that are necessary for their future professional development.

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

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

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

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

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

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

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

• 3rd type. Formation of students' knowledge underlying the solution of non-standard tasks. The cognitive activity of trainees in solving such problems consists in accumulating and manifesting in the external plan a new experience for them on the basis of previously acquired formalized experience (actions according to a known algorithm) by transferring knowledge, skills and abilities. Tasks of this type involve the search, formulation and implementation of the idea of ​​a solution, which always goes beyond the limits of the past formalized experience and requires the student to vary the conditions of the task and previously learned educational information, considering them from a new angle. Independent work of the third type should put forward the requirement to analyze situations unfamiliar to students and generate subjectively new information. Typical for independent work of students of the third type are term papers and diploma projects.
• 4th type. Creation of prerequisites for creative activity. The cognitive activity of students in the performance of these works consists in deep penetration into the essence of the object under study, the establishment of new connections and relationships necessary to find new, previously unknown principles, ideas, and generate new information. This type of independent work is usually implemented when performing research assignments, including term papers and graduation projects.

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

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

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

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

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

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

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

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

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

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

• 1. You need to enter the work not immediately, not in a jerk, but gradually drawn into it. Physiologically, this is justified by the fact that the basis of any activity is the formation of a dynamic stereotype - a relatively stable system of conditioned reflex connections formed by repeated repetition of the same influences. external environment to the sense organs.
• 2. It is necessary to develop a rhythm of work, an even distribution of work throughout the day, week, month and year. Rhythm serves as a means of mental stimulation of a person and plays an exceptionally high role in his life.
• 3. It is necessary to follow the sequence in solving any cases.
• 4. It is reasonable to combine the alternation of work and rest.
• 5. Finally, important rule fruitful mental activity is the social significance of labor.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• 1. Teaching students the methods of independent work (temporary guidelines for the implementation of independent work to develop the skills of planning a time budget; communication of reflective knowledge necessary for introspection and self-assessment).
• 2. A convincing demonstration of the need to master the proposed educational material for the upcoming educational and professional activities in introductory lectures, guidelines and manuals.
• 3. Problematic presentation of the material, reproducing the typical ways of real reasoning used in science and technology.
• 4. Application of operational formulations of laws and definitions in order to establish an unambiguous connection between theory and practice.
• 5. Use of active learning methods (case analysis, discussions, group and pair work, collective discussion of difficult issues, business games).
• 6. Development and familiarization of students with the structural-logical scheme of the discipline and its elements; video application.
• 7. Issuance of guidelines to undergraduate students containing a detailed algorithm; gradual reduction of the explanatory part from course to course in order to accustom students to greater independence.
• 8. Development of comprehensive teaching aids for independent work, combining theoretical material, guidelines and tasks for solving.
• 9. Development of teaching aids of an interdisciplinary nature.
• 10. Individualization of homework and laboratory work, and in group work - its clear distribution among group members.
• 11. Introducing difficulties into typical tasks, issuing tasks with redundant data.
• 12. Control questions for the lecture stream after each lecture.
• 13. Students reading a fragment of a lecture (15-20 minutes) with the preliminary preparation of it with the help of a teacher.
• 14. Assigning the status of student consultants to the most advanced and capable of them; providing such students with comprehensive assistance.
• 15. Development and implementation of collective teaching methods, group, pair work.

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

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

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

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

› development of a system of integrated interdepartmental assignments;

› orientation of lecture courses towards independent work;

› collegial relations between teachers and students;

› development of tasks involving non-standard solutions;

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

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

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

UDK 378.147.88 BBK 74.580.267 X 16

F.P. Khakunova

Doctor of Pedagogy, Professor of the Department of Pedagogy pedagogical technologies

Adyghe State University; Email: [email protected] en

THE PROBLEM OF ORGANIZING INDEPENDENT WORK OF STUDENTS AND PUPILS AT THE PRESENT STAGE OF EDUCATION

(Reviewed)

Annotation. The author of the article substantiates the relevance of organizing independent work of the subjects of the educational process, characterizes the levels and types of independent work and the features of independent work of students and schoolchildren, classifies them by type, based on particular didactic goals, cognitive tasks and the specifics of educational and cognitive activity.

Keywords: independent work, educational activity, independence

students, psychological readiness, learning strategies, types of independent work, private didactic goal.

Doctor of Pedagogy, Professor of Pedagogy and Pedagogical Technologies Department, Adyghe

State University; Email: [email protected]

THE PROBLEM OF ORGANIZATION OF INDEPENDENT WORK OF SCHOOL AND UNIVERSITY STUDENTS AT THE PRESENT STAGE OF EDUCATION

abstract. The author of the paper discloses an urgency of the organization of independent work of subjects of educational process, characterizes levels and types of independent work and peculiarities of independent work of school and university students, classifies them according to types, proceeding from the private and didactic purposes, informative tasks and specifics of educational and informative activities

Keywords: independent work, educational activity, self-reliance of pupils, psychological readiness, educational strategy, types of independent work, private and didactic purpose.

In the modern educational process, there is no problem more important and at the same time more complex than the organization of independent work of the subjects of the educational process. The importance of this issue is related to new role independent work, which it acquires in connection with the transition to the activity paradigm of education. As a result of this transition, independent work becomes the leading form of organization of the educational process, and along with this, the problem of its activation arises.

The activation of independent work is understood not as a simple increase in volume, expressed in the amount of time. For example, in current curricula and programs in Russia, the ratio between lectures and independent work rarely exceeds a 1:1 ratio. IN European countries and in the USA there is a steady trend of reducing the total time for lecturing and increasing the time for independent work of students in an approximate ratio of 1:3. It is this threefold excess of time for independent work of students in comparison with the lecture form of classes that is considered the most effective for improving the quality of education and training of specialists. The task is to increase the effectiveness of independent work in achieving qualitatively new goals of school and university education.

Practice shows that the simplest way to reduce the number of classroom lessons in favor of independent work does not solve this problem. Those 50% of students' study time that they spend today on independent work do not give the expected results for the following reasons:

At present, independent work, due to its insufficient focus, weak control, insufficient differentiation and variability, in which the individual capabilities, needs and interests of subjects are minimally taken into account, cannot ensure the qualitative implementation of the tasks assigned to it.

It is no secret that a significant amount of tasks offered for independent work are not performed at all, are performed formally, or are simply written off from various and available sources.

Thus, to activate independent work in the educational process

It means to significantly increase its role in achieving new educational goals, giving it a problematic character, motivating subjects to treat it as a leading means of forming educational and professional competence.

From a psychological point of view, IWS can be defined as purposeful, internally motivated, structured by the subject himself and corrected by him according to the process and result.

There are five levels of independent work. The first level is verbatim and transformative reproduction of information. The second level is independent work on the model. The third level is reconstructive-independent work. The fourth level is heuristic independent work. The fifth level is creative (research) independent work.

To effectively perform independent work, it is necessary to master educational strategies - a stable set of actions purposefully organized by the subject to solve problems. various types learning tasks.

Learning strategies determine the content and technology of independent work. Putting a person in front of the need to choose specific actions from a variety, they characterize the orienting and performing activity of the trainees and consist of habitual skills, which include the established methods of processing information, evaluating, controlling and regulating their own activities. The process of their formation begins in elementary school and continues throughout the entire period of study: different learning activities and algorithms form relationships and stable combinations (sets of actions), automatically being included in learning activities when performing a particular task.

The main components of educational strategies are:

1) long-term goals (plans, programs) that determine the organization of educational activities for the future (achievement of educational goals);

2) technologies (methods, techniques, methods) with the help of which the achievement of educational goals is realized;

3) resources that ensure the achievement of educational goals and management of educational activities.

The learning actions and algorithms included in them make it possible to accept and understand the learning task, plan the course of its implementation, monitor and evaluate the result.

In accordance with the procedural characteristics of educational activities (obtaining and processing information, planning educational work, monitoring and evaluation), students' learning strategies can be divided into two groups.

1. Cognitive strategies: the educational activities included in them are aimed at processing and assimilation of educational information.

2. Metacognitive strategies that organize and manage learning activities.

Cognitive learning strategies include:

Repetition (memorization, rewriting, underlining, highlighting, notation and

Detailing (note taking, selection of examples, comparison, establishment of interdisciplinary connections, use of additional literature, paraphrasing, drawing up a conceptual tree, and others;

Organization (grouping by topic, compiling a classification, tables, diagrams, writing a summary, etc.).

Metacognitive learning strategies include the following:

Planning (drawing up a plan, the logic of building content, setting a goal, achieving a goal, etc.);

Observation (evaluation of what has been achieved, answers to questions for self-control, application of theory in practice, preparation of abstracts on the topic, reference to other scientific sources, etc.);

Regulation (self-control, self-assessment, use of additional resources, volitional regulation, a certain sequence of tasks, etc.).

Researchers and practitioners pay attention to the fact that the independence of students is formed only in the process of vigorous activity. At the same time, it is necessary to direct the activity of schoolchildren in such a way that it is not only imitative, but requires them to find ways to approach the solution of the problem and new actions. In all cases, when a teacher wants to especially actively develop the students' learning independence, the ability to study rationally, he prefers the methods of independent work, which will dominate in combination with other teaching methods, emphasizing the students' independent activity.

A special organization, taking into account the psychology of this phenomenon, is needed, not only and not so much by the teacher, but by the student himself of his independent work. In the process of such an organization, the specifics of the academic subject itself must be taken into account: mathematics, history, a foreign language, etc. At the same time, the organization of independent work raises a number of questions that testify to the readiness for it of the student himself as the subject of this form of activity. The first question is - do the majority of schoolchildren know how to work independently? As the materials of many studies show, the answer to this question is generally negative, even in relation to students, not to mention schoolchildren.

It can be stated that the students are not psychologically prepared for independent work, they do not know the general rules of its self-organization, and they are unable to implement the actions it proposes. If we add to this an insufficiently high level cognitive interest to a number of academic disciplines, it becomes clear that the answer to the first question is negative. Here the second question arises: can this willingness, then the ability to work effectively independently, become a form of activity, and not just a way to do homework? The answer to this question is affirmative, but ambiguous and is determined by the fact that, firstly, the formation of this ability involves general personal development in terms of improving goal-setting, self-awareness, reflexive thinking, self-discipline, and developing oneself as a whole as a subject of activity. Secondly, the ambiguity is determined by the fact that this ability is effective and, as it were, spontaneously formed only in students with positive learning motivation and a positive (interested) attitude to learning. Research results show that even students (57% of first-year students and 12.8% of sophomores) have an attitude towards learning activities

negative. Naturally, under these conditions, the problem of developing in students the ability to work independently develops into the problem of a preliminary increase in learning motivation (especially internal motivation for the “process” and for the “result” of activity), fostering interest in learning.

As the researchers of this problem emphasize, with the purposeful formation of independence, all motives associated with cognitive activity become more conscious and effective. Their anticipatory, regulating role in educational activity is intensifying, the activity of schoolchildren in restructuring in the motivational sphere, active attempts to set independent and flexible goals of educational work are increasing, there is a predominance of internal motives over external ones. At the same time, the researchers note that positive motivational changes, the formation of interest in learning occur as a result of a change, improvement of the student's holistic personality.

In solving the problems of forming the ability of schoolchildren to work independently, there is a big problem. pedagogical problem the entire school staff - purposeful teaching of students, especially middle and high school students, the content of this work. Such training includes the formation of techniques for modeling the educational activity itself, the determination by students of the optimal daily routine, the awareness and consistent development of rational methods of working with educational material. Such training should include the formation of techniques for modeling the educational activity itself, mastering the techniques of in-depth and at the same time dynamic (speed) reading, drawing up plans for various actions, taking notes, setting and solving educational and practical problems.

Let us note once again that, on the whole, the student's independent work is based on the correct, from the point of view of learning activity, organization of his classroom learning activities. In particular, this refers to the connection and transition from the teacher's external control to the student's self-control and from external assessment to the formation of his self-assessment, which, in turn, implies the improvement of control and assessment by the teacher himself. Accordingly, a positive answer to the question of whether a student can develop the ability to work truly independently depends on the joint actions of teachers and the student, on his awareness of the features of this work as a specific form of activity that places special demands on its subject and provides him with intellectual satisfaction.

It must be emphasized that, although the specific forms and methods of organizing the student's independent work understood in this way have not yet been developed, research materials in this area already make it possible to determine the basis for developing the approach itself. At the same time, it is essential that the proposed approach to considering independent work as a special type of learning activity is based on the principles of developmental learning. This suggests that the independent work of schoolchildren, along with an increase in their subject competence, should contribute to their personal development as subjects of this activity.

In conclusion, we note once again that the student's independent work as specific form educational activity requires preliminary training in the methods, forms and content of this work by the teacher. This emphasizes the importance of the organizing and managing functions of the teacher and, at the same time, the need for the student to realize himself as a true subject of educational activity.

The independent work of the student, considered in the general context of his self-education, is the highest form of his educational activity according to the criterion of self-regulation and goal-setting; it can be differentiated depending on the source of control, the nature of the motivation, etc.

It must be said that today there are various classifications of independent work. Some researchers classify them according to their goals, others - according to the nature of the training.

tasks performed by trainees in the course of independent work. Still others take the nature of educational activity in the process of solving various problems as the basis for classification, and in the works of the fourth, attempts are made to create such a classification of independent work that would take into account the most generalized grounds.

In our opinion, the classification most fully reflects the didactic essence and role of independent work in the educational process, which is based on modern interpretations of particular didactic goals, the essence of cognitive tasks and the specifics of educational and cognitive activity. This classification distinguishes four types of independent work.

The first type of independent work includes those whose particular didactic goal is to develop in students the ability to identify in the external plan what is required of them, based on the algorithm of activity given to them and the premises for this activity contained in the conditions of the assignment. In this case, the cognitive activity of trainees should consist in recognizing objects of a given field of knowledge during the repeated perception of information about them or repeated actions with them.

The private didactic goal of independent work of the second type is to form knowledge and activities that allow you to reproduce learned information from memory and solve typical problems. The cognitive activity of students in this case consists in a clear reproduction, partial reconstruction, transformation of the structure and content of previously learned information. This suggests the need to analyze given description object, various possible ways to complete the task, choose the most correct of them or sequentially find logically following friend other ways to solve.

The private didactic goal of independent work of the third type is the formation of knowledge and activities in the trainees that underlie the solution of non-standard tasks. The cognitive activity of students in the performance of independent work of the third type consists in the accumulation and manifestation in the external plan of a new experience for them on the basis of the previously learned formalized experience (the experience of actions according to a known algorithm) by transferring knowledge, skills and abilities. Such activity is reduced to the search, formulation and implementation of a solution. This is what requires going beyond the limits of the past formalized experience and in the real process of thinking makes the trainees vary the conditions of the problem and previously learned information, consider them from a new angle.

The private didactic goal of independent work of the fourth type is to create the prerequisites for creative activity. The cognitive activity of students here consists in deep penetration into the essence of the objects under consideration, establishing new connections and relationships necessary to find new, previously unknown ideas and principles of solutions, generating new information. This requires at each stage of work to think about the essence of new actions, the nature of the information that should be created.

Knowledge and consideration of the shown characteristic features of independent work of each type should underlie their timely and consistent inclusion in the educational process. If such inclusion is organized and taking into account the didactic goals of the stages of education, then we can say that the independent work of students is realized as an organic element of an integral system of education and upbringing.

Thus, at the present stage of development of society, with a rapid increase in the amount of information, the most urgent task is to master the methods of self-learning by students. In this regard, the goals of education are also changing. At the forefront is the formation and development of educational activities and the provision of students not only with subject, but also with general educational intellectual skills that provide independent mastery of knowledge in any branch of science, in any subject.

The goal of modern education is to fully achieve the development of those abilities of the individual that are needed by her and society. Therefore, the main task of the teacher is to help the student become a free, creative and independent person. Independence becomes a quality of personality, which provides the necessary prerequisite for self-management of one's behavior.

Notes:

1. Zimnyaya I.A. Pedagogical psychology: a textbook for universities. 2nd ed. add., correct. and reworked. M.: Universitetskaya kniga: Logos, 2007. 384 p.

2. Kostramina S.N., Dvornikova T.A. Educational strategies as a means of organizing students' independent work // Bulletin of St. Petersburg State University. Ser. 6. Philosophy. Political science. Sociology. Psychology. Right. International relationships. 2007. Issue. 3. S. 295-306.

3. Belkin E.L. Theoretical prerequisites for creating effective teaching methods // Primary School. 2001. No. 4. S. 11-20.

4. Gabay T.V. Educational activity and its means. M.: Publishing House of Moscow State University, 1988. 91 p.

5. Talyzina N.F. Formation of cognitive activity of younger students. Moscow: Education, 1988. 342 p.

6. Khakunova F.P. Design and implementation of an effective educational process (system approach). M., 2003. 180 p.

1. Zimnyaya I.A. Pedagogical psychology: a manual for higher schools. 2 ed. enlarged and corrected. M.: Universitetskaya kniga, Logos, 2007. 384 pp.

2. Kostramina S.N., Dvornikova T.A. Educational strategies as a means of organization of independent work of students // The St. Petersburg State University Bulletin. Series 6 Philosophy. political science. sociology. psychology. The law. The international relations. 2007. Issue 3. P. 295-306.

3. Belkin E.L. Theoretical precondition of creating the effective methods of teaching // Nachalnaya shkola. 2001 No. 4. P. 11-20.

4. Gabai T.V. Educational activity and its means. M.: MSU Publishing house, 1988. 91 pp.

5. Talyzina N.F. The formation of the cognitive activity of junior schoolchildren. Moscow: Prosveshchenie, 1988. 342 pp.

6. Khakunova F.P. Projecting and realization of the effective educational process (a system approach). M., 2003. 180 pp.

Efanova Lyudmila Dmitrievna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Germanic and Romance Languages, Federal State Budgetary Educational Institution of Higher Professional Education " State University management", Moscow [email protected]

Independent work and independence of students at the university

Annotation. The article is devoted to the independent work of students at the university. Various approaches to the concept of independent work are analyzed. The author considers independent work as a learning activity that can and should be managed. The definition of independent work is formulated. The stages of managing independent work and levels of independence are determined. Key words: independent work, independence, activity, assimilation,

reception, transfer, method, management.

The problem of the essence of independent work is devoted to many works of scientists, dissertations. However, there is still no unambiguous definition of it. An analysis of the psychological and pedagogical and methodological literature shows that independent work is:

Kind of activity;

the form of the educational process;

teaching method;

means of organizing educational activities;

subsystem of the training system;

set of skills;

willingness to study the subject. Despite the many approaches to the concept of "independent work", they are not contradictory, but rather complement each other. In fact, independent work is both a type of activity and one of the forms of organization of the educational process. It can be considered as a teaching method and as a means of organizing learning activities. There is no doubt that independent work at a university is a subsystem of the education system as a whole. If we consider independent work as an activity, then it naturally includes a set of certain skills that allow it to be carried out. The foregoing indicates that students' independent work is an extremely complex phenomenon both in terms of functions and tasks, and in terms of its structure. Therefore, it is not easy to develop an exhaustive definition of it. In the methodological literature, more attention is paid to the organizational side of independent work, much less attention is paid to the procedural side. In our opinion, independent work is, first of all, an activity that undergoes certain qualitative changes in the process of its development. Thus, in order to clarify this issue, let us dwell in more detail on the consideration of such concepts as "assimilation", "transfer", "acceptance", "independence", which, obviously, consist of this definition.The concept of "assimilation" is implied, in our opinion, in any independent work. Without

Having assimilation, it becomes unrealizable, or turns into an independent work carried out by the "trial and error" method, that is, spontaneous,

unmanageable

unprepared. According to scientists, the process of assimilation involves the mastery of actions, which are a set of techniques. Ultimately, the process of assimilation comes down to the internalization of actions. In order to make the transition from external to internal actions, apparently, special techniques are needed, the use of which in the activities of students ensures their internalization.

In addition to assimilation, independent work includes such an important concept as "transfer", which involves the use of acquired skills, as well as methods of activity in new conditions. In psychology, it is accepted that the basis of the transfer

there is a similarity factor. There is an opinion that correctly and successfully transferring mastered skills and operations to new tasks means "quickly and with a minimum of errors to master new activities. The wider the range of objects to which a person can correctly apply the mastered operations, the wider the range of tasks which he is able to solve on the basis of his existing skills. In order to formulate a definition of independent work, it seems necessary to consider the concept of “independence”1, which is closely related to independent work. However, these concepts are not completely identical. Independent work, obviously, should be considered as a process, and independence as a sign of this process.In passing, we note that independence cannot be formed without controlled independent work.And if the definitions of controlled/unmanaged independent work can be applied to independent work, then the concept of independence, these definitions are not applicable. If independence is not formed, then the student does not master the necessary actions and techniques, and their mastery should be formed in the process of controlled independent work. In the methodological literature, independent work is differentiated into classroom and extracurricular. Such a division is not, in our opinion, fundamentally important. The crux of the problem is obviously not where the work is done (in or out of the classroom), but how it is done. Insignificant for solving the problem is the question of the presence / absence of a teacher when performing independent work. Only such an activity that meets certain criteria can be considered independent work. So, summing up all of the above, we can formulate the following definition of independent work. new object in changing situations. Independent work includes, therefore, a minimum set of signs of independence, the absence of which no longer gives the right to talk about its presence. This definition can obviously be applied to any type of activity. Independent work of a student is determined not only by the general characteristics of his activity, but also different levels independence in the educational process from controlled to full creative work. This allows us to consider independence as a multilevel, dynamic phenomenon. Such an understanding is one of the most important prerequisites for the development of independence. 1According to the dictionary of the Russian language S.I. Ozhegov "independent - independent, decisive, having his own initiative, carried out on his own, without outside influences, without outside help" (Ozhegov S.I. Dictionary of the Russian language M .: "Russian language". 1990, p. 694). educational process. Independence involves mastering knowledge, skills and abilities as components of the content of education, as well as mastering the methods of rational educational work for the independent acquisition of knowledge, their assimilation, restructuring and processing. In the process of managing independent work, it is possible to achieve the highest level of independence. For example, the invention by trainees of new techniques that they were not taught in the past. Their appearance in the arsenal of students is heuristic, but far from accidental. They could appear only on the basis of previously acquired techniques, assimilated and now available. Consequently, their appearance is natural. At the highest level of independence, a combination of previously learned techniques and actions in a new way is possible. And yet these cases fall under this definition of independent work, since it does not say who introduced this technique in the classroom. It only says “assimilated or digestible”, and what the student “invented himself” is also assimilated. any academic discipline only such management of independent work can be considered expedient, which ensures a gradual decrease in assistance from the teacher and a gradual increase in the independence of students, that is, the modification of subject-object relations into subject-subject relations. The management process involves the interaction of the teacher and students, where the actions of the teacher determine the activities of students and vice versa . The end result of management is self-management, when students have a group of certain skills for independent work, and they are able to independently perform the necessary activities. As you know, independent work is an activity that is extended over time, during which independence is formed. It is advisable to trace the procedural side of the formation of independence, which is the transition from rigid control to flexible, from control to self-government, that is, its dynamics. Based on the analysis of special literature and personal pedagogical experience, it seems appropriate to single out the following stages of independent work of students, which, in our opinion , fully cover the interrelated and interdependent activities of the teacher and students, leading from non-management to management and self-government, reflecting the dialectics of this process. teacher) activities of students (imaginary independence); stage III - rigid management with the inclusion of elements of flexible management (fragmentary independence); stage IV - flexible management (relative independence); Stage V - unmanaged (on the part of the teacher) independent work of students / self-management (complete independence). Let us dwell on the characteristics and analysis of each of these stages. Considering each stage of management, we will try to characterize both the activities of the teacher and the activities of students from the standpoint of a personal-activity approach, taking into account the fact that not only the actions of the teacher determine the activities of students, but also the actions of students influence the actions of the teacher, who builds his activities with taking into account information coming from students. It is quite obvious that their activities can be called interaction, mutual management. Otherwise, this process simply could not take place, which also follows from the concept of personal

activity approach. So, at the initial stage of management (stage I), the teacher, knowing in advance that students are not ready to independently perform a certain activity, nevertheless offers them to complete tasks. At the same time, he deliberately does not influence the actions of students, performing only the function of an observer, a competent judge. It is quite natural that in such a situation, students are forced to act spontaneously according to the “trial and error” method in order to somehow complete the task. Thus, independence here will be of a random nature. The teacher gets a complete picture of the level of independence of the trainees and draws up a program for subsequent management. It is important that the actions and behavior of the teacher be as tactful and delicate as possible. The teacher must in a certain way set up students for the upcoming joint work, leading them from inability to skill, from ignorance to knowledge, from lack of independence to independence. It is during this period that the foundations of subject-subject relations are laid, which are developed and improved in subsequent joint activities. This is the stage at which both the base of management and subsequent self-government are laid. The stage of strict management is preceded by two extremely important and fundamental points, without which the management process cannot take place. They can be correlated with the following links. Formation in the minds of trainees of a general orientation basis for actions in combination with the development of a motivational basis for the forthcoming activity. Theoretical actions are illustrated by specific examples. The admissibility of such an approach to the management process is quite justified psychologically, because short message students of theoretical information provides a sufficiently high scientific character of the educational process and a conscious follow-up activity. II link. Message

students of the basic scheme of mental actions and its primary development. Strict, consistent implementation of the given actions leads to the desired result / goal. Students are invited to write down the action plan in a special notebook. Subsequently, students enter other information about mental actions in the chosen type of activity into the same notebook. For a more complete understanding and updating of the scheme of actions, the teacher comments on the process, focusing students' attention on the most significant points. Students, under the guidance of a teacher, update these actions.

To organize the memorization of the scheme of mental actions, the teacher asks questions like: why? How? Why? for what purpose? how? and so on. A number of tasks of a special nature are performed, that is, analytical tasks to explain the appropriateness of certain actions.

It is desirable that the students' answers and explanations be demonstrated with specific examples. Then, an analysis of the activity is carried out, shortcomings are identified. At this stage of the work, the tasks can be very different, but all of them should be aimed at mastering the scheme of mental actions, at developing the skills of independent work. The stage of hard management is sufficiently prolonged. It is obvious that the automation of actions occurs only when sufficient a large number the same type of tasks. The teacher must keep the students in a strict control mode until he is convinced that the algorithm of actions is basically understood and mastered. The methods of questioning / control by the teacher in subsequent training are assimilated by students and become a means of self-control. With the help of these techniques, the student can control himself, the success of his actions. Stage III. Rigid control of the activities of students with the inclusion of elements of flexible control based on control figures, supports and other prompts. The degree of prompting can be different - from more general to specific. The explicitness/implicitness of a hint depends on the reaction of the trainees to a particular task, on their individual characteristics, on their general level of competence and background knowledge of the trainees.

It is quite natural that during this period of work, tasks are still performed by students in a hard mode, that is, the teacher sets a system of actions strictly according to the algorithm. However, if he is confident in the correctness of the students' actions and the adequacy of the methods they use, then he removes unnecessary supports and gives the student the opportunity to perform individual actions on his own. It seems appropriate to recall that management, for all its expediency, is valuable because it can lead to self-government. If, however, throughout the entire educational process, the teacher manages only rigidly, students get used to such a regime of constant, relentless and “convenient” management, then the need for independent actions

will disappear and independence will not be formed. The transition period from rigid to flexible management is a very important stage in the management process. It is very original, individual, dynamic. Managing the activities of trainees is determined by the nature of the tasks they perform. So, if the task is multicomponent and consists of a large number of actions and operations, then this will require certain efforts from students, high mental activity, and the use of many techniques. In this case, the period of strict control and the transition period from rigid to flexible should be sufficiently prolonged so that students master all the actions and methods of completing tasks. Management of students' activities and control by the teacher will be extremely necessary and appropriate in this case, because this will speed up the automation of actions and techniques. If the task is small-component and does not cause difficulties for students in the process of its implementation, then the teacher "weakens" the managing and controlling function and provides students with the opportunity to act independently. It is in this regard that we are talking about fragmented independence, that is, the teacher can stop prompting actions, tricks anywhere, if he is convinced that students are ready to independently complete the task at a sufficiently high level and no longer need prompts. At the stage of fragmented independence, selective prompts for actions can also be given. It is possible that different tasks will present different difficulties for individual trainees. Therefore, an individual approach to the personality of each trainee is necessary. At the discretion of the teacher, some students can be transferred to the mode of independent completion of individual tasks, while others still perform tasks in the strict control mode. It is very important during the transition period not to release students from the framework of strict control ahead of time, that is, the skills of independent work have not yet been formed. As practice shows, students often overestimate the degree of assimilation of a series of techniques and actions and therefore jump over those that they still need. As a result, they perform tasks with errors and shortcomings. Such a danger in strengthening the element of independence is very relevant. From this follows an important and fundamental conclusion that, in terms of error prevention, joint review of the result obtained by students during the assignment is of great importance. The student must realize that the shortcomings of the final result directly follow from the fact that he did not perform a number of intermediate actions. The next stage of management is the flexible management of the activities of students (stage IV). The teacher, making sure that the students have mastered the basic actions and techniques, transfers them to a flexible control mode, which is characterized by greater freedom in performing actions and using techniques. However, even at this stage, the teacher's management still does not weaken, which, with equal partnership (students have already reached a certain level of competence), still remains the leader. Therefore, independence at this stage we call relative. In this period, management techniques change. Rigid management, as it were, fades into the background. However, the activity of students is still divided into actions that are controlled by the teacher using flexible management techniques. They can be very different, but always unobtrusive, non-deterministic, as far as possible implicit, appropriate (remark, leading question, personal interest of the teacher, heuristic conversation, etc.). At the stage of flexible management, the teacher still cannot afford to come to class and give the task in general view. Students will not yet be ready to complete this task at the proper level, they will not always be ready to overcome the mental difficulties that they will encounter, mistakes will appear. based on the sample. In this case, students receive a hint in the direction of the general train of thought. They work independently, while relying on their background knowledge. Here it is possible

cooperation

mode: ""student-student"', ''student-students'', ''students-teacher''. High mental activity of students is assumed. .Based on our understanding of independence, it is the skill of transferring actions that is one of its most important features.Independence is characterized by the desire of students to organize their activities, apply existing knowledge, skills and abilities in new conditions, act proactively and achieve the tasks set. control and supervision.The importance of control even at this stage should not be underestimated, because if the consciousness and independence of students have not yet reached a high level, then the process may be ineffective. various actions and techniques, have the ability to perform the same task in different ways, but in the end they come to the same result. Let us recall that this was impossible under conditions of strict control, where all the actions of students were the same and were carried out strictly according to the instructions in the same sequences. The students were purposefully placed by the teacher in such a framework, when it was impossible to get away from the task without performing a set of strictly planned actions and operations that she had to master in the course of a given activity.

The teacher, making sure that students in the management process have mastered the necessary and sufficient set of actions and techniques, use the minimum number of prompts, perform tasks quite freely, at a fast pace, at a low level of tension, transfer the learned methods of performing tasks to new material, transfers them to the mode of complete independence, self-government (V stage). At this stage of management, the student uses techniques that meet his psychological, personal characteristics and style of educational activity. Undoubtedly, this is the highest degree of independence in the performance of the task, which the student acquired during the implementation of the above stages of management. The help of the teacher is completely absent here. So, based on the fact that independent work is a process, and independence is the result of this process or part of the process, it is possible to reflect the model of interaction between the teacher and students in the management process in the following table. Table 1 Model of interaction between the teacher and students in the educational process

Stages of control Level of independenceTeacher's activityStudents' activityVstage Unmanaged independent work (self-management)Complete independence The teacher gives the task in the most general formStudents act freely and independently Stage IV Flexible controlRelative independenceThe teacher uses flexible control techniquesStudents act in a non-deterministic mannerIII stage Rigid control with the inclusion of elements of flexible controlFragmented independenceThe teacher uses the methods of rigid and flexible controlSt udents work, combining independent and prompted actions Stage II Rigid control Imaginary independence The teacher uses hard control techniques Students act deterministically, within the rigid framework of the task I stage Unmanaged independent work Random independence The teacher determines the level of students' competence and the presence of prerequisites for developing independent work skills Students act by the “trial and error” method

This model clearly represents the interrelated and interdependent nature of the activities of the teacher and students, the sequence and gradual formation of students' independence, which is characterized by intermediate levels. The model shows the development of the control process in dynamics and reflects its dialectical nature (moving up in a spiral). It should be noted that the height of the spiral turns can be different at different stages. This is due to the degree of formation of the necessary actions and methods for their implementation, characteristic of a particular stage of management, in the absence of which it is inappropriate to move up (to the next stage / turn). The model reflects the beginning of the management process from a certain starting point, passing through several mandatory stages of management , achieving the desired result / goal of management (self-management), which, however, is not the limit of independence in general. The height of the spiral depends on the requirements of the Program. Outside of university education, the height of the spiral (independence) is unlimited and depends on the needs of the specialist. Only with this approach, the student himself, his psychological characteristics, needs, motives, and professional interests are at the center of education. The student takes an active creative position in the educational process. With the help of formed independence and a group of acquired skills for independent work, they solve specific professional tasks that they will face in their future practical activities.

Links to sources1.Efanova L.D. On the dialectical unity of controlled and independent work of students at the university. Philological Sciences. Questions of theory and practice. Tambov: Diploma, 2016. No. 2 (56): in 2 parts No. 1, S. 191194. ISSN 19972911. .2. Petrovsky A.V. General psychology. M .: Education, 1986.478 p. 3. Efanova L.D. Management of students' independent work on receptive vocabulary (French, non-linguistic university): diss. ... Candidate of Pedagogical Sciences. M., 1990.253s.