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Student research work. Research activities: basic concepts and types, organization of students' research and development at the university. Department of Political Economy

07.05.2021

Chuprova L.V. 1

1 FSBEI HPE Magnitogorsk State Technical University named after G.I. Nosov "

The article presents the main directions of the organization of research work of students at a technical university. The characteristics of its main forms and types are given. Various functions of scientific work are shown: educational, organizational-orientational, analytical-corrective, motivational, developing and upbringing, as well as the need for its integration with the real educational process, which will contribute to the formation of such personality qualities as creativity, independence, initiative, mobility. in demand on the labor market.

creative person

research work of students

study

educational process

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2. Chuprova L.V. Systemic formation of the creative personality of the future specialist in educational process university // Bulletin of the Magnitogorsk State technical university them. G.I. Nosov. - 2012. - No. 3. - P.82 - 85.

3. Chuprova L.V. Student as a subject of the educational process // Proceedings of conferences of the Scientific Research Center Sociosphere. - 2012. - No. 8. - P.228 - 231.

4. Sheregi, F. E. Dysfunctionality of the Russian higher vocational education// Alma mater. - 2010. - No. 1. - P. 21–28.

During the period of ongoing socio-economic transformations in the country, a change in value orientations in society, a sharp increase in the volume of information coming from outside, updating scientific knowledge, introducing innovative technologies in various areas of human life, a need arose for a creative personality capable of self-realization in various fields: professional, research, management, creative, educational and others. In these conditions, society and the economy have significantly changed the requirements for education. Today, an emphasis is placed on the general intellectual development of the individual, the encouragement of creativity and independence.

In this regard, a modern specialist must possess not only the necessary amount of fundamental and special knowledge, but also certain skills of creative solution of practical problems, constantly improve his qualifications, and quickly adapt to changing conditions. All these qualities must be formed at the university. They are brought up through Active participation students in research work, which at the present stage is becoming increasingly important and turns into one of the main components of the professional training of a future specialist.

Preparing students for scientific research activities reflected in the federal state educational standards (FSES) and is an obligatory component of the model of a specialist in higher professional education.

The need to increase attention to the organization and conduct of systematic research work of students both at the level of departments and at the level of the university as a whole is also justified by the Ministry of Education. Russian Federation, and the documents indicate that the upbringing creative activity and carrying out research work of students (SRWS) should be carried out in all courses of any university.

Years of experience at the university shows that over the course of several decades, research work in educational institutions of higher professional education was not organized in the best way, a significant part of the student contingent moved away from active participation in scientific work and scientific and technical creativity, including due to insufficient funds in universities for this activity, lack of resources to maintain and develop its material and technical equipment and stimulate its participants, which significantly weakened the influence of this factor on their professional development, but in the last two to three years the situation has changed dramatically. Today, one of the priority tasks of any university is the active involvement of student youth in science, the provision of financial support for fundamental and applied research with the participation of students, and the equipping of laboratories with modern equipment.

Analysis of research and publications. The problem under consideration is not new. The significant practical experience of universities in conducting research work is comprehensively presented in the works of famous domestic scientists and organizers of research work: S.I. Arkhangelsky, G.I. Zhiltsova, E.P. Elyutin, V.I. Krutova, E.A. Nepomnyashchy, G.A. Nikolaeva and others.

Research activity as a means of personality development is presented in the works of V.I. Zhuravlev, V.I. Zagvyazinsky, I.A. Zimney, T.I. Erofeeva, I.I. Ilyasova, V.V. Kraevsky, A.M. Novikova, V.A. Slastenin, M.G. Yaroshevsky and others.

Various aspects of cognitive, educational and research activities are highlighted in the works of V.I. Zagvyazinsky, V.I. Kuznetsova, C.B. Novikov. In the studies of a number of scientists (N.G. Ishchenko, A.A. Lazarevich, L.M. Opykhtina, N.A. Soroka, V.P. Kvashko, V.P. Talov, and others), serious attention is paid to various forms of propaganda and popularization of scientific research work. The issues of improving the methods of research work are considered by scientists: B.P. Gnedenko, V.P. Elyutin, P.L. Kapitsa, V.I. Krutov, G.A. Nikolaev and others.

In many works, the concepts of NIRS and UIRS are analyzed, while research work is identified with the scientific work of students. In our opinion, scientific and technical creativity is a more capacious concept than scientific research work; we believe that the end result of creativity is necessarily the creation of something new, the exploration of the unknown. This concept is widely used in the works of L.G. Kvitkina, T.V. Kudryavtseva, I. Ya. Lerner, P.I. Pidkasistogo, V.G. Razumovsky, etc.

The conducted scientific and theoretical analysis of the work of scientists made it possible to conclude that at present, in the domestic higher school, the research work of students is presented one-sidedly, in isolation from the real educational process, and it is necessary to develop a system for organizing research work, taking into account the real educational process. "Student science is a sphere intellectual development and increasing the level of erudition of young people, self-realization, development creativity; it helps to more deeply assimilate the educational material, develop the skills of independent creativity and work in a team. But all these results are possible if the students' scientific work is informal ”.

The purpose of the article is to consider the forms and types of scientific research work of students, organized at the Department of Chemistry of the Magnitogorsk State Technical University. G.I. Nosov and conducted in the direction of the development of the creative potential of the individual.

Presentation of the main material. Traditionally, the concept of "student research work" (SRWS) is identified with the forms of attracting students to the scientific work of departments, as well as department and university laboratories, the implementation of educational research work, real term papers and theses, participation in conferences, seminars, competitions, exhibitions and etc., which is not entirely correct. An analysis of the work of scientists shows that the leading principles of organizing research work as a system is to ensure the organic unity of scientific and educational processes and, on this basis, to improve the quality of training of specialists, strengthen the connection between science and production, and accelerate scientific and technological progress.

In our study, the concept of "student research work" includes the following elements:

teaching students the basics of research work, instilling certain skills in them;
conducting scientific research under the guidance of teachers.

NIRS is a continuation and deepening educational process, one of the most important and effective means of improving the quality of training.

The goals of students' scientific work are the transition from the assimilation of ready-made knowledge to the mastery of methods for obtaining new knowledge, the acquisition of skills for independent analysis of social and legal phenomena using scientific methods.

The main tasks of the scientific work of students:

development of creative thinking, expansion of scientific horizons;
formation and development of skills for independent research work;
the formation of the ability to apply theoretical knowledge and modern methods of scientific research in professional activities.

Correctly organized and planned research work of students in the process of studying at the university performs a number of functions:

educational: mastering theoretical (scientific facts) and practical (scientific research methods; methods of conducting experiments; ways of applying scientific knowledge) knowledge;
organizational and orientation: the formation of the ability to navigate sources, literature; development of skills to organize and plan their activities; choice of information processing methods;
analytical and corrective: associated with the student's reflection, his introspection, self-improvement in planning and organizing his activities; correction and self-correction of educational and cognitive activities;
motivational: development and. increasing interest in science in the process of carrying out research activities, cognitive needs, beliefs in theoretical and practical relevance developed scientific knowledge; the development of a desire to get to know more deeply the problems of the studied area of scientific knowledge, a variety of points of view; stimulation of self-education, self-development;
developing: the development of critical, creative thinking, the ability to act in standard and non-standard situations, the ability to substantiate, defend one's point of view; understanding the development of motivation (interest, desire for knowledge), the development of abilities (cognitive, communicative, special abilities, etc.);
upbringing: the formation of moral and legal identity; education of the ability to adapt in a changing social environment; the formation of adequate self-esteem, responsibility, dedication, volitional self-regulation, courage in overcoming difficulties and other abilities and character traits. The upbringing function also includes the upbringing of a professional vocation and professional ethics.

In general, the system higher education there are several areas of organization and implementation in the educational process of elements of research activities of students, contributing to the development of creative activity:

the use of research-type tasks in classroom classes of various types (seminars, practical and laboratory classes);
involving students in various forms of extracurricular research work (writing abstracts on a problem, preparing and writing a scientific report on a topic or message, writing scientific articles, participating in olympiads, competitions, developing projects for obtaining GRANTS, participating in work commissioned by an enterprise, etc. .);
the use of collective forms of scientific and practical activities of students (scientific societies of students, creative research teams, etc.).

Within the framework of study time, while enriching the traditional forms of organizing the educational process, the development of research skills and abilities of students is possible in the case of using means of developmental education: problematic, research, project, heuristic, the main task of which is to formulate cognitive contradictions in the process of studying a particular discipline.

In this regard, the forms and methods of attracting students to scientific creativity can be divided into research work included in the educational process and, therefore, carried out during school hours in accordance with curricula and work programs (special lecture courses on the basics of scientific research, various types training sessions with elements of scientific research, educational and research work of students), as well as for research work carried out by students outside the classroom.

An important form of students' research work carried out during school hours is the introduction of elements of scientific research into laboratory work. When performing such work, the student independently draws up a plan for performing the work, selects the necessary literature, conducts mathematical processing and analysis of the results, prepares a report.

For junior courses, the main forms of research work in the framework of the educational process are the preparation of essays, individual homework assignments with elements of scientific research, participation in subject circles. In order for the preparation of a report or an abstract not to be limited to rewriting material from a textbook or journal, a mandatory requirement is the inclusion of a practical or experimental part in the abstract. This contributes to the formation of the following research skills: work with literature; comparative analysis of the material; formulation of conclusions and generalizations. At this stage, we offer students home study and research assignments, which by their nature, structure and methodology are close to scientific research. Such educational and research assignments help the student think creatively, independently, analyze the material being studied, compare, generalize. Some assignments become topics of coursework, and then graduate qualified work, forming their basis. The use of such tasks in the system ensures good assimilation of the studied material and contributes to the development of the student's creative potential. Students can use the acquired skills in their future professional activities.

In senior courses, students are offered the following forms of SRWS: preparation of term papers and term projects, diploma works; performing a scientific experiment in the framework of laboratory research workshops; participation in competitions and olympiads; participation in the implementation of economic contract or state budget work together with the teachers of the department.

The main form of research work carried out in extracurricular time is to attract students to carry out scientific research conducted by the Department of Chemistry on state budgetary and contractual topics. Usually, a group dealing with a specific scientific and technical problem includes several students, usually of different courses. This allows ensuring the continuity, continuity and clear organization of their work. The work is carried out according to the schedule approved by the scientific supervisor. Students' work is supervised by teachers, researchers, engineers and graduate students working in a group.

A very popular form of research work is the participation of students in the annual scientific and technical conference held at the university, the result of which is the writing of articles for collections of scientific papers. Student publications have an important educational goal: the student sees the results of his work, which causes the desire to work even harder and get serious scientific results that could be appreciated by the public.

Output. Thus, the introduction of a system for organizing students' research work at a university and its integration with the real educational process contribute to the formation of such personality qualities as creativity, independence, initiative, mobility, which contributes to the training of a specialist in demand on the labor market.

Bibliographic reference

Chuprova L.V. ORGANIZATION OF RESEARCH WORK OF STUDENTS IN THE CONDITIONS OF REFORMING THE SYSTEM OF HIGHER PROFESSIONAL EDUCATION // International magazine applied and fundamental research. - 2014. - No. 5-2. - S. 167-170;
URL: https://applied-research.ru/ru/article/view?id=5362 (date accessed: 17.10.2019). We bring to your attention the journals published by the publishing house "Academy of Natural Sciences" This is one of the main directions in the learning process, which contributes to the development of the professional qualities of the student. Scientific activity teachers and students is a holistic system of research work aimed at studying urgent problems economic, social and humanitarian profile, as well as one of the main means of achieving state quality standards for training specialists with higher education and training scientific and pedagogical personnel of higher qualifications. These tasks are implemented through the integration of the educational process and scientific research, training specialists based on the use of the latest achievements of scientific and technological progress, holding scientific conferences, seminars, olympiads, student creativity competitions, as well as attracting highly qualified specialists, leading scientists and highly qualified practitioners to implement educational process.
The research work of students consists of very different processes:
obtaining data as a result of experiments and observations;
collection of information - facts and concepts;
their comprehensive analysis;
development of new conclusions and generalizations;
testing them in practice or in scientific use;
registration of the obtained scientific results;
coordination and organization of scientific work, etc.
The student acquires not only knowledge, but also research skills and abilities. In particular, we can highlight such as:
the ability to apply knowledge of fundamental laws and principles of philosophy;
the ability to experiment; process and generalize the results, systematize them;
the ability to use modern scientific research methods and carry out their critical analysis;
the ability to quickly master new devices, equipment in research; the ability to independently work with scientific literature;
the ability to reflect on the merits of certain information, critically assess its merits;
the ability to properly organize your work; know the methodology of mental work.
In organizing and conducting scientific work of students, the following tasks can be distinguished: 1. Deepening knowledge of the discipline.
Training of future specialists for independent scientific observation and research in production conditions.
Selection of the most gifted young people and their preparation for scientific activity.
When organizing the research work of students, it is necessary to be guided by the following interrelated principles:
PIRS compliance with the profile of the future specialty, the requirements for knowledge, abilities, skills and qualities of a modern specialist of this profile;
ensuring the continuity and organic relationship of the goal, objectives and content of this specific form or type of PIRS with the goals, objectives and content of the previous, subsequent and simultaneously performed PIRS both within the educational process and during extracurricular time;
taking into account the nature, place and role of the academic discipline, types of studies and assignments, within the framework of which the scientific work of students is organized, in general program professional training of a specialist and in the system of educational work;
taking into account the course of study and the degree of preparedness of students to perform specific scientific work;
ensuring a gradual increase in the volume and complexity of scientific work entrusted to students;
accounting and reflection of the connection of each form of PIRS with research the work of the university departments in which it is organized;
conformity contained in the development methodological material applicable directives and regulations.
The PIRS system highlights the concept of comprehensive methodological support, covering both academic and extracurricular time. The main goal of the educational and methodological complex is to put the development of PIRS on a solid methodological basis, available for wide use in everyday work by both teachers and students. The main methods of PIRS include the following:
Introduction of R&D elements into sections of work programs for academic disciplines.
Conducting training sessions of a research nature (practical exercises to solve non-standard tasks, research laboratory work and workshops, research carried out during the period of practice, educational and scientific seminars, the implementation of course and diploma projects with a research part, educational and scientific seminars, etc.)
Performing design work outside the classroom.
Development of individual and collective forms of organization of PIRS (individual research, circles, problem research groups, student design bureaus and laboratories, etc.) According to the above methods of research work of students, we will consider in detail the main types and forms of its organization in universities.
There are and are applied two main types of student research work (SRWS).
1. Educational research work of students, provided for by the current curriculum.
This type of NIRS includes:
abstracts,
coursework performed during the entire period of study at the university,
thesis, performed in the fifth year.
Abstract (from Lat. Referre - to report, report) means a short written statement or report of the content of a publication or several publications. This is one of the most widespread scientific and educational works of a student.
The essence of the abstract consists in highlighting the most essential information of the refereed material and presenting them in a concise form. A distinction is made between a mono-abstract intended to convey the content of one book, an article, and a survey abstract summarizing data from several sources on one topic.
The main purpose of the essay is to give a clear idea of the nature and value of the work, the degree to which it is necessary to refer to it. Even MI Lomonosov actually formulated the basic requirements for the abstract: "Whoever undertakes to inform the public about the content of new messages ... undertakes hard and very difficult work, whose goal is not to convey things known and common truths, but to be able to grasp something new. and essential in works that sometimes belong to people of genius. "
During the coursework, the student takes the first steps towards independent scientific creativity. He learns to work with scientific literature (if necessary, then with foreign), acquires the skills of critical selection and analysis of the necessary information. If in the first year the requirements for the course work are minimal, and writing it does not present much work for the student, then the next year the requirements increase noticeably, and writing the work turns into a truly creative process. So, increasing every year the requirements for coursework, the university contributes to the development of the student as a researcher, doing this almost imperceptibly and unobtrusively for himself.
The implementation of the thesis has as its goal further development creative and cognitive ability student, and how The final stage student training at the university is aimed at consolidating and expanding theoretical knowledge and in-depth study of the selected topic. Thesis is a creative work based on a deep study of the theory and history of the issue, the practice of advanced and personal experience, based on the results of the experiment.
The implementation of the thesis involves the solution of the main tasks of the professional training of university graduates:
deepening and systematization of theoretical knowledge,
the formation of research skills,
development of skills in independent scientific and practical activities. Graduation work must meet the following requirements:
reflect the relevance of the topic, its compliance with the current state and development prospects of this field of science;
suggest the study and analysis of monographic and periodical literature on the research topic;
study and characterization of the history of the problem under study and its practical state, advanced experience;
have a clear description of the subject, purpose and research methods, description and analysis of the experiment conducted by the author;
generalization of results, substantiation of conclusions and practical recommendations.
In senior courses, many students already work in their specialty, and, choosing a topic for term paper this is most often taken into account. In this case, in addition to the analysis of literature, one's own practical experience on this issue can be included in the thesis, which only increases the scientific value of the work.
2. Research work beyond the curriculum.
This form of NIRS is the most effective for the development of research and scientific abilities in students. This is easy to explain: if a student, at the expense of his free time, is ready to deal with issues of any discipline, then one of the main problems of the teacher is removed, namely, the student's motivation to study. The student is already so developed that you can work with him not as a student, but as a junior colleague. He follows the novelties of literature, tries to keep abreast of the changes taking place in the science of his choice, and most importantly, the process of comprehending science does not stop outside the university and preparation for practical studies and exams. Even during rest, in the depths of consciousness, the process of self-improvement does not stop.
The main forms of research work performed in extracurricular activities are:
Subject circles;
Problem circles;
Problem student laboratories;
Participation in scientific and scientific-practical conferences;
participation in intra-university and republican competitions. Let's dwell in more detail on each of the above forms. Subject circles.
This form of NIRS is most often used when working with junior students. General scientific and general theoretical departments act as leaders. The scientific circle is the very first step in the research work, and the goals for its participants are simple. Most often, this is the preparation of reports and abstracts, which are then heard at the meetings of the circle or at a scientific conference. The circle can unite as members of a group, course, faculty, and sometimes - and the entire institute. The latter option is most often found in circles studying the problems of social and humanitarian sciences, since in technical and natural circles scientific research is
The students of the fifth year will most likely be incomprehensible to the students of the first year, and they may lose interest in the circle as such.
The work of the circles, as a rule, is as follows:
At the organizational meeting, which takes place approximately in October, the topics of reports and abstracts are distributed by elective means, after which the teacher indicates the availability of basic and additional literature for each topic and recommends to think over a work plan in the near future. Some teachers believe that selective distribution of reports is not necessary, as the student concentrates on one topic, not paying much attention to others. On the one hand, the compulsory distribution of topics can eliminate such "obsession", but, on the other hand, this approach may not find support from the students themselves. Imagine a freshman who first came to a meeting of a circle, where, as he believes, he should be treated almost as an equal, and suddenly he gets a topic for work that interests him very little, but a topic that he I wanted to develop in my work, went to another. Of course, the student will be offended, and his presence at the other meetings of the circle is questioned.
Thus, the distribution of topics should be exclusively elective, especially since by the beginning of study at a university, a person is already sufficiently developed to have his own interests and preferences.
After the distribution of topics, the main and main work of the circle begins. At first, the main role belongs to its leader. It is his experience, talent and patience that determines whether the initial fervor of young researchers will be replaced by thoughtful work, or everything will remain in its infancy. It is necessary to observe each student, try to predict the problems that may arise in his work. It may happen that a young person is ashamed to ask a question, considering himself old enough to solve it on his own, and then, without having come to an answer, refuses to study
in general, having made a decision on their own scientific inconsistency. Such psychological problems often stand in front of undergraduate students. The reason is the prevailing stereotype that a student is already a fully developed person, and he must solve his problems himself. In fact, the thinking of junior students still bears a big imprint of the school and, frankly, just of the child. Therefore, the conflict between the "adult" model of behavior and youthful thinking can negate the efforts of the most talented, but not sufficiently sensitive teacher. Therefore, it will not be superfluous to read to students two or three lectures about methods and methods of scientific research, about collecting material, about working on literature, about using the scientific apparatus, as well as acquainting students with the scientific directions of the department teachers so that students know who to turn to for more detailed advice on some issues.
If the initial period of the work of the circle has passed successfully, and most of the topics are accepted for work, then a schedule of speeches is drawn up, and the hearing of ready-made reports begins. As a rule, at one meeting of the circle, no more than two speeches are heard, since only in this case it is possible to discuss in detail each report, ask questions and get detailed answers to them. In addition, a large number of reports are difficult to understand, and the activity and interest of the members of the circle may decrease.
Forms of summing up the results of the work of the circle can be a competition of reports, participation in scientific conferences and subject Olympiads, holding round tables, meetings with scientists, as well as the publication of abstracts best works in scientific collections of universities. 1

The leading role in improving the quality of training of specialists in the direction of a decisive turn towards the development of the creative abilities of future specialists is to play the research work of students, since the educational process, merging with the scientific work of students, is increasingly turning into real professional activity, which currently forms the basis of the process of becoming a future specialist. Analysis of statistical data for 1999-2003 shows that with an overall increase in the number of students in universities of the Ministry of Education of Russia, their participation in the implementation of research work is constantly decreasing. In 1999, the proportion of students participating in paid work reached 6.3%, and in 2003 it was only 1.4% of the total number of students, that is, it decreased by more than 4.5 times.

The system of students' research work is a set of activities aimed at mastering by students in the learning process according to curricula and beyond them, methods, techniques and skills for performing research work, developing abilities for scientific and technical creativity, independence and initiative. Research work of students (SRWS) is effective method and a means of forming and developing students' motivation for creativity, responsibility and independence, as well as a way to most fully realize individual approach in teaching and educating students. The development and improvement of scientific research work, as an obligatory component of the system of training specialists, was one of the important problems of pedagogy and psychology of higher education. This form of organization of education at the university was inextricably linked with the problem of enhancing the cognitive activity of students, with the formation of their creative thinking, research skills and abilities, as well as with the use of problem-based learning as a means of developing cognitive activity and independence of students. The research work of students is one of the most important means of improving the quality of training of specialists with higher education, who are able to creatively apply the achievements of scientific and technological progress in practice, and, therefore, quickly adapt to modern conditions of economic development. The main goal of SRWS is the formation and strengthening of the creative abilities of students, the development and improvement of forms of attracting young people to scientific, design, technological, creative and promotional activities, ensuring the unity of educational, scientific, educational processes to improve the professional and technical level of training of specialists with higher education. Many universities have accumulated extensive experience in organizing research work with students. At the Starooskolsk Institute of Technology, the number of academic hours allocated for research work is not enough to fruitfully and seriously deal with the majority of students. Each NIRS leader is engaged in research with students, but without additional hours in terms of work. This accordingly leaves an imprint on the number of students seriously engaged in research and on the quality of their work.

A number of teachers are engaged in research work with students, starting from 1-2 courses. Students are included in this work subject to the successful completion of the curriculum. The work manager works closely in contact with production and knows the problems that need to be solved at this or that enterprise at the present time. Moreover, some serious issue or problem is solved not by one student, but by a whole group under the leadership of the leader. At the same time, students already approach in a different way both to the study of planned disciplines, and to the implementation of diploma projects or works. Very often, a thesis project or work is the final stage of practical, theoretical and, mainly, research work of students. So, at the department of MTP, the number of students who defended their graduation projects and works (mainly work) in the direction of research research over the past 3 years amounted to more than 90% (supervisor Timofeeva A.S.). enterprises related to research work during the period of study at the institute account for more than 80%. It should be noted that such students do not experience problems with employment.

Thus, close cooperation of the Department of MTP, Department of E&M and the production enterprise LLC "Lebedinsky GOK" made it possible to implement a number of tasks required for production. The implementation of theses and projects is quite often carried out by order of the enterprise, but for this, the student is engaged in research work related directly to this production for 4-5 years. Obtaining and calculating the economic effect when performing work is impossible without knowledge of economics. Therefore, a close relationship with the relevant department of our institute yields positive results. Students engaged in scientific research work are well versed in the scientific literature, without any particular difficulties find what is necessary for work, successfully analyze the results of research and come to serious decisions and conclusions.

BIBLIOGRAPHY:

1. Organizational and methodological foundations for enhancing the functioning of the SRWS system. Research activities in higher education: analytical reviews on the main directions of development of higher education / ed. A.I. Momot. NIIVO. Issue 5.M., 2003., p. 3.

2. Timofeeva A.S., Fedina V.V., Buryakova A.V. //. The value of term papers in the training of qualified specialists. Collection of scientific papers. Direction 1.- Belgorod 2003.- part 1, pp. 172-173.

3. Timofeeva AS, Fedina VV, Petrova LP // Research work of students in technical universities. Collection of scientific papers. Direction 1.- Belgorod, 003.- part 1, p. 174-175.

Bibliographic reference

Timofeeva E.M., Belik N.P., Timofeeva A.S. SCIENTIFIC RESEARCH WORK OF STUDENTS OF TECHNICAL UNIVERSITIES // Basic research... - 2007. - No. 12-3. - S. 462-463;
URL: http://fundamental-research.ru/ru/article/view?id=4368 (date accessed: 17.10.2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

The tasks set by modern production for engineering personnel are so complex that their solution requires creative search and research skills. In this regard, a modern specialist must possess not only the necessary amount of fundamental and special knowledge, but also certain skills of creative solution of practical problems, constantly improve his qualifications, and quickly adapt to changing conditions. All these qualities must be formed at the university. They are brought up through the active participation of students in research work.

In modern conditions, the research work of students (SRWS) is turning from a means of developing the creative abilities of the most successful and gifted students into a system that makes it possible to improve the quality of training of all specialists with higher education.

The concept of "research work of students" includes the following elements:

- teaching students the basics of research work, instilling in them certain skills;

–Performance of scientific research under the guidance of teachers.

Educational and research work of students (UIRS) is carried out in the study time allotted by the schedule of classes by each student on a special assignment under the guidance of a supervisor (teacher of the department). The main task of UIRS is to teach students the skills of independent scientific work, familiarization with the real working conditions in laboratories, in research teams. In the process of performing educational research, future specialists learn to use instruments and equipment, independently conduct experiments, process their results, and apply their knowledge in solving specific problems.

For conducting educational and research work, students are assigned workplace in the laboratory, the necessary materials and devices are issued. The topic and scope of work are determined individually by the supervisor. The department, which includes UIRS in its curriculum, develops research topics in advance, determines the composition of the relevant leaders, prepares methodological documentation, recommendations for the study of special literature.

The structure of scientific advisers includes teachers who are actively involved in scientific work, researchers, engineers and graduate students.

The final stage of the UIRS is the preparation of a report in which the student sets out the results of his scientific work. The report is defended before a special commission with an offset.

A promising direction is the creation of student research laboratories (SNIL) in higher educational institutions, in which scientific research is conducted and at the same time educational and research work of students is organized.

In some universities, educational and research work is preceded by a special course on the basics of organization and methodology of scientific research, on the organization of bibliographic and patent work (in the disciplines "Introduction to the specialty", "Fundamentals of scientific research", etc.).

Many university departments organize scientific seminars or student scientific and technical conferences (SNTK). Seminars are held regularly throughout the semester so that each student can speak at it with a report or report on the results of the work done. SNTK is held, as a rule, 1-2 times a year between semesters or at the end of each semester.

For junior courses, the main forms of SNTK in the framework of the educational process are the preparation of essays, individual homework assignments with elements of scientific research, participation in subject circles.

Research work of students during industrial practice carried out by performing individual tasks in production on the subject of research work carried out by the department, as well as “narrow” places of production. Tasks are being performed to improve technological processes, equipment, scientific organization of labor, the factual material is collected and its primary processing is carried out for the purpose of further use in coursework and diploma design.

Scientific guidance of students during the period of practical training is carried out jointly by university teachers and specialists of the enterprise. The results of the work are presented in a report, which students defend before the commission after the end of the internship.

The research work of students in course and diploma design is associated with the development of special sections with elements of scientific research and research carried out in the process of solving real problems of specific enterprises. Such diploma projects can end with implementation and in this sense are really real.

The implementation of complex diploma projects developed by a group of graduate students of various specialties is developing. Each student is entrusted with the implementation of a separate independent section of a complex diploma project. The general management of the development of such a project is carried out by one of the leading departments, for each of the sections a head is appointed from the department that ensures its development.

When defending a complex diploma project, a commission is created with the participation of representatives of the customer and the university. She assesses each topic of the graduation project, completed by individual students, and also makes a decision on the project as a whole and on the possibility of using it at the customer's enterprise.

Many departments of universities, together with enterprises, draw up a list of "narrow" places of production, from which they then form the subject of course and diploma projects. This approach makes it possible to effectively use the scientific and creative potential of students to solve specific production problems, increases the responsibility of students for the quality of work.

The scientific work of students, carried out outside the classroom, is realized through the participation of students in research on the topics of planned state budgetary and contractual research of departments and scientific institutions of universities, the organization of student bureaus and associations such as a student research laboratory (SNIL). SNIL can carry out design, technological economic tasks, patronage work at school, lecturer work on the dissemination of knowledge in the field of science, technology, culture.

The main form of research work carried out outside the classroom is to attract students to carry out scientific research conducted by the departments and scientific institutions of the university on state budgetary and contractual topics. Usually, a group dealing with a specific scientific and technical problem includes several students, usually of different courses. This allows ensuring the continuity, continuity and clear organization of their work. Senior students are registered as technicians or laboratory assistants with payment and entry in the work book. The work is carried out according to the schedule approved by the scientific supervisor. Students' work is supervised by teachers, researchers, engineers and graduate students working in a group.

Students who have successfully completed the task in their section are included in the authors of the report as co-executors. Based on the results of the work, an application for an invention can be filed or an article published.

Collective forms of students' creative work - student research laboratories (SNIL), student design, technological, economic bureaus (SKB), scientific and computing centers, etc.

SNIL is organized at the university as its structural unit. The topic of work is formed either on the basis of economic contracts with organizations or in the form of state budget topics of the university and intra-university orders.

The staff of SNIL consists mainly of students performing work under the guidance of the faculty and engineering staff of the university. The head of the SNIL and several engineering and technical workers included in the SNIL provide organizational and methodological guidance to the work of students.

In parallel with the research work, students perform organizational and managerial functions at SNIL, while simultaneously acquiring the relevant skills.

The scheme of the comprehensive program of students' research work for the entire period of study is shown in Fig. 1.

Organizational mass events held in the republic play an important role in enhancing the scientific and technical creativity of students: ²Student and scientific and technological progress ², review contests for the best organization of students' scientific work, republican scientific conferences of students, exhibitions of scientific and technical creativity.

The modern level of student participation in scientific work, the variety of its forms and methods require an integrated approach to its planning and organization. A comprehensive program of scientific research work should provide a stepwise sequence of activities and forms of scientific work of students in accordance with the logic of the educational process.

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Introduction

Types and forms of students' research work

Conclusion

Introduction

Research work of students: types and goals

The main method of presenting educational material has been and remains information. The teacher, through lectures, interviews and other usual methods, communicates the knowledge he has acquired to the students, and the students memorize it. This method would have been ideal at the beginning of the century, but today, when science is developing very quickly, the knowledge acquired in this way is of little value, since it quickly loses its relevance. It should be noted that we are talking primarily about social sciences, such as political economy and economic theory, although in the exact sciences, knowledge even a year old may turn out to be outdated. Nowadays, established dogmas often become just a funny curiosity of the distant past, and the main thing is not so much memorizing a huge amount of information in order to use it for the rest of your life, but the ability to work with this array, select the necessary knowledge from it, be able to group and generalize them. Therefore, for a long time, most teachers have been inclined to think that their goal is not to make students memorize a lecture, and then tell it in a practical lesson or exam and use it in their specialty, but to teach them how to learn so that they update their own stock of knowledge throughout their lives. ...

But the problem is that many students for a variety of reasons (from simple laziness to mental disorders) are unable to approach the educational process creatively. And it may happen that a few students will study additional literature, work with documents and sources, and the bulk will continue to study in the old way. If you focus on the majority, then the most active students can gradually stop their research to join the majority. This difficult problem can be easily resolved by organizing a scientific circle in the chosen subject. The teacher solves two tasks: he gives the opportunity for gifted students to express themselves, since the circle does not limit its members in choosing a research topic, and on the other hand, he is not afraid to pay more attention to the bulk of students, which in turn can highlight new talents in the team. who will also become members of the scientific circle. Ideally, with a great desire and experience on the part of the teacher, almost the entire group can become members of the circle.

Political economy and economic theory open up unlimited scope for young researchers. The economy is so closely intertwined with all aspects of life that one can find a topic for work for every student, no matter what branch of knowledge his interests relate to. If these are the exact sciences, then he will most likely be interested in mathematical modeling of economic processes; the student of history will be interested in the evolution of economic doctrines and concepts, as well as their practical application in different periods of history; even a veterinary student might be interested in developing a business plan for a private veterinary hospital. And if we recall such interesting topics as the study and analysis of banking activities, forecasting the results of government decisions, the functioning of the stock market, which has been developing very actively recently, then, in my opinion, it is difficult to find a student who would not be interested in these issues and not attended a meeting of a circle or laboratory at least once.

The above applies to student research work on economic theory and political economy in universities, where this subject is not major. Students economic universities can study much more complex problems. In addition to "interesting" questions, the list of possible research topics can include those less fascinating at first glance, but the results of which can be applied in practice. These are questions about pricing in resource markets, government policy of protectionism, taxation in a transition economy, theory of consumer behavior, expenditure and revenue items of the state budget, agriculture and new property relations, and so on. The list can be continued indefinitely, because each new day brings a lot of new tasks that require solutions both from the state and from each citizen in particular. So, starting with the particular problem of enhancing the educational process at the university, we came to the global issue of training a new generation of people who can think independently, make non-standard decisions in a non-standard situation, be responsible for their actions - everything that is necessary in a democratic system, to building which we are slowly but approaching. Scientific work from an early age will help to educate people who are truly intelligent and educated, and an important advantage of these qualities is that there are never too many people who possess them.

student research circle

Types and forms of students' research work

There are and are applied two main types of student research work (SRWS).

During the coursework, the student takes the first steps towards independent scientific creativity. He learns to work with scientific literature (if necessary, then with foreign), acquires the skills of critical selection and analysis of the necessary information. If in the first year the requirements for the course work are minimal, and writing it does not present much work for the student, then the next year the requirements increase noticeably, and writing the work turns into a truly creative process. So, increasing every year the requirements for coursework, the university contributes to the development of the student as a researcher, doing this almost imperceptibly and unobtrusively for himself.

The implementation of the thesis has as its goal the further development of the creative and cognitive ability of the student, and as the final stage of the student's study at the university is aimed at consolidating and expanding theoretical knowledge and in-depth study of the chosen topic. In senior years, many students already work in their specialty, and when choosing a topic for a term paper, this is most often taken into account. In this case, in addition to the analysis of literature, one's own practical experience on this issue can be included in the thesis, which only increases the scientific value of the work.

The SRWS, provided for by the current curriculum, can also include writing essays on the topics of practical classes. At the same time, it should be said that most often the abstract is either a rewritten article, or, even worse, a synopsis of a chapter of a textbook. One can doubtfully call this a scientific work. But some abstracts, written on the basis of several dozen articles and sources, can rightfully be called scientific works and their inclusion in the list of types of scientific research work is quite justified.

As mentioned above, this form of NIRS is the most effective for the development of research and scientific abilities in students. This is easy to explain: if a student, at the expense of his free time, is ready to deal with issues of any discipline, then one of the main problems of the teacher is removed, namely, the student's motivation to study. The student is already so developed that you can work with him not as a student, but as a junior colleague. That is, a student from a vessel that should be filled with information turns into a source of the latter. He follows the novelties of literature, tries to keep abreast of the changes taking place in the science of his choice, and most importantly, the process of comprehending science does not stop outside the university and preparation for practical studies and exams. Even during rest, in the depths of consciousness, the process of self-improvement does not stop. The famous Leninist quote is being implemented: “firstly - to study, secondly - to study, and thirdly - to study and then check that science does not remain a dead letter or a fashionable phrase ... so that science really becomes part of the flesh and blood, turned into a constituent element of everyday life in a completely and real way. "

The main forms of research work performed in extracurricular activities are:

* Subject circles;

* Problem circles;

* Problem student laboratories;

* Participation in scientific and scientific-practical conferences;

* participation in intra-university and republican competitions.

* Participation in the implementation of the state budgetary and contractual topics of the departments.

Let's dwell in more detail on each of the above forms.

Subject circles.

This form of NIRS is most often used when working with junior students. General scientific and general theoretical departments act as leaders. The scientific circle is the very first step in the research work, and the goals for its participants are simple. Most often, this is the preparation of reports and abstracts, which are then heard at the meetings of the circle or at a scientific conference. The circle can unite as members of a group, course, faculty, and sometimes - and the entire institute. The latter option is most often found in circles studying the problems of social and humanitarian sciences, since in technical and natural circles the scientific research of a fifth-year student is likely to be incomprehensible to students of the first, and they may lose interest in the circle as such.

The work of the circles, as a rule, is as follows:

At the organizational meeting, which takes place approximately in October, the topics of reports and abstracts are distributed by elective means, after which the teacher indicates the availability of basic and additional literature for each topic and recommends to think over a work plan in the near future. Some teachers believe that selective distribution of reports is not necessary, as the student concentrates on one topic, not paying much attention to others. On the one hand, the compulsory distribution of topics can eliminate such an obsession, but, on the other hand, this approach may not find support from the students themselves. Imagine a freshman who first came to a meeting of a circle where, as he thinks, he should be treated almost as an equal, and suddenly he gets a topic for work that interests him very little, but a topic that he wanted to develop in his work, went to another. Of course, the student will be offended, and his presence at the other meetings of the circle is questioned.

Thus, the distribution of topics should be exclusively elective, especially since by the beginning of study at a university a person is already sufficiently developed to have his own interests and preferences.

After the distribution of topics, the main and main work of the circle begins. At first, the main role belongs to its leader. It is his experience, talent and patience that determines whether the initial fervor of young researchers will be replaced by thoughtful work, or everything will remain in its infancy. It is necessary to observe each student, try to predict the problems that may arise in his work. It may happen that a young person is ashamed to ask a question, considering himself old enough to make an independent decision, and then, without coming to an answer, refuses to study altogether, deciding on his own scientific inconsistency. Such psychological problems often arise for undergraduate students. The reason is the prevailing stereotype that a student is already a fully developed person, and he must solve his problems himself. In fact, the thinking of junior students still bears a big imprint of the school and, frankly, just of the child. Therefore, the conflict between the "adult" model of behavior and youthful thinking can negate the efforts of the most talented, but not sufficiently sensitive teacher. Therefore, it will not be superfluous to read to students two or three lectures on the methods and methods of scientific research, on the collection of material, on the work on literature, on the use of the scientific apparatus, as well as acquaint students with the scientific directions of the department teachers so that students know who to contact for a more detailed consultation on some issues.

If the initial period of the work of the circle has passed successfully, and most of the topics have been accepted for work, then a schedule of speeches is drawn up, and the hearing of ready-made reports begins. As a rule, at one meeting of the circle, no more than two speeches are heard, since only in this case it is possible to discuss in detail each report, ask questions and get detailed answers to them. In addition, a large number of reports are difficult to understand, and the activity and interest of the members of the circle may decrease.

Forms of summing up the results of the work of the circle can be a competition of reports, participation in scientific conferences and subject Olympiads, holding round tables, meetings with scientists, as well as the publication of abstracts of the best works in scientific collections of universities.

Problem circles.

Everything that has been said about scientific circles can be attributed to problematic ones, but some differences should be taken into account.

* A problem circle can unite students of different faculties and courses, as well as, if the university has such, colleges and lyceums. At the forefront can be the problem that the scientific leader of the circle is engaged in, or any other of his choice. The great advantage of this form of research work is the ability to consider the selected topic in the most deeply and from different angles. So, for example, the topic “Unemployment in Russia” can be considered from economic (the impact of unemployment on GNP, government policy on unemployment, etc.), social (social composition of the unemployed, social consequences of unemployment, etc.), cultural ( unemployment and culture, folklore about unemployment, etc.), and even literary (unemployment in the works of Russian writers) points of view. This makes the meetings of the circle more versatile and attracts new members to it. In addition, and importantly, it helps to strengthen ties between students of different ages and specialties, maintains a sense of a single team.

* Problem circles are a "lightweight" form of research work, and therefore, on their basis, it is possible to organize meetings with people who face problems selected by the circle for consideration, at work and in everyday life, conduct various quizzes and KVN.

* A problem circle can combine elements of a scientific circle, laboratory, etc.

Problem student laboratories (PST).

PST refers to the next level of NIRS complexity. They are attended by second-year students and older. The laboratory is not a school of scientific work, classes in it require a certain stock of knowledge and skills. Within the framework of the PST, various types of modeling are carried out, the study and analysis of real documents, programs, business games, as well as practical assistance to enterprises. Working in such a laboratory presupposes not so much the study and analysis of literature, but the setting up of an experiment, the creation of something new. PSTs will likely not be as numerous as scientific and problem circles. There is a dropout of students when the more capable are selected from among the capable.

Another difference between the PST and the circle is the greater importance of the student's ability to work collectively. If in a circle each student is responsible, as a rule, only for himself, then in PST, where research topics are much more global, it is almost impossible to do with one independent work. The head of the laboratory should help the students divide the topic into separate questions, the solution of which will lead to the solution of the main problem. It is important to pay attention to the interests of each student, to his inclinations and capabilities. An experience teamwork does not come immediately, and the resolution of disputes and conflicts arising in the process of work also largely rests on the shoulders of the teacher.

Thus, working at PST is the next important step towards full-fledged research work and valuable experience for further scientific and practical activities.

Participation in scientific and scientific-practical conferences.

Each of the above types of competition is the result of the work done: scientific research, work in the laboratory, practice in the specialty.

At the conference, young researchers have the opportunity to present their work to a wide audience. This forces students to study the future speech more carefully, hones his oratorical skills. In addition, everyone can compare how their work looks at the general level and draw appropriate conclusions. This is a very useful result of the scientific conference, since at an early stage many students consider their own judgments to be infallible, and their work as the deepest and most valuable in scientific terms. Often, even the teacher's remarks are perceived as simple nit-picking. But listening to the reports of other students, everyone cannot fail to notice the shortcomings of their work, if any, as well as highlight their strengths for themselves.

In addition, if within the framework of the conference a creative discussion of the reports he listened to is carried out, then from the questions and speeches each speaker can get original ideas, the development of which he did not even think about within the framework of the topic chosen by him. A kind of mechanism turns on when one thought generates several new ones.

Scientific-practical conferences, already based on the name itself, include not only and not so much theoretical scientific reports, as a discussion of ways to solve practical problems. Very often they are held outside the walls of the university, but on the territory of a plant, factory, collective farm, farm, governing body with which the university maintains relations. For example, a scientific and practical conference can be held based on the results of the summer practice of students, when the latter, faced with certain problems, can, with the help of enterprise workers and teachers, try to find ways to solve them. Such conferences contribute to the establishment of close friendships between the university and enterprises, as well as help students to learn to apply the learned theory in practice. A distinctive feature of the scientific and practical conference is the complexity of its well-coordinated organization, so that participation in it would be equally useful and interesting for both students and employees of the enterprise. The development and implementation of such a conference requires a lot of attention and patience from the organizers and participants.

Conclusion

Research work of students is an important factor in the preparation of a young specialist and scientist. Everyone wins: the student himself acquires skills that will be useful to him throughout his life, in whatever sectors of the national economy he works: independence of judgment, the ability to concentrate, constantly enrich his own stock of knowledge, have a multilateral view of emerging problems, just be able to purposefully and thoughtfully work.

Society gets a worthy member who, possessing the above qualities, will be able to effectively solve the tasks assigned to it.

Each university teacher should pay no less attention to SRWS than to classroom studies, despite the fact that it takes a lot of time and effort. After all, the greatest reward for him is a truly educated, comprehensively developed and grateful person who will always remember the lessons learned in his youth.

The goals and objectives set in the introduction, in my opinion, have been studied and solved. All known types of scientific research work are considered, and the problem of improving the latter by organizing continuous work is solved, when a student, climbing the ladder of knowledge, not only learns to work effectively and fruitfully, while spending a lot of free time and effort, but also gets a lot from the ascent process. pleasure, because the knowledge he has acquired will help him both in work and study, and in his personal life, and will give him the opportunity to live without knowing the word "boredom".

List of used literature

Activation of students' independent work on political economy / A group of authors, 2004;

Topical issues of teaching the political economy of socialism / Collective of authors, 2008;

Questions of teaching political economy in the system of higher correspondence and evening education / A team of authors // Moscow, "High School", 2008;

Makarenko A. S. "Pedagogical Poem", Moscow, 2008;

Problems of methods of teaching political economy / A team of authors // Prospect Publishing House, 2007;

Independent work of students at the university / Team of authors // 2002;

Abstracts of the report and speeches at the interuniversity scientific and methodological conference on social sciences.

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