Creative independent assignments at the university. Independent work of students. Coursework evaluation criteria

Efanova Lyudmila Dmitrievna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Germanic and Romance Languages, FSBEI HPE " State University management ", Moscow [email protected]

Independent work and independence of students at the university

Abstract: 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 an educational activity that can and should be managed. The definition of independent work is formulated. The stages of independent work management 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, dissertation research. However, there is still no unambiguous definition of it. 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;

readiness to study the subject. Despite the many approaches to the concept of "independent work", they are not contradictory, but rather complement each other. Indeed, independent work is both a type of activity and one of the forms of organizing the educational process. It can be viewed as a teaching method and as a means of organizing educational activities. There is no doubt that independent work at a university is a subsystem of the educational 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. This indicates that independent work of students is an extremely complex phenomenon both in terms of functions and tasks, and in its structure. Therefore, it is not easy to develop an exhaustive definition of it. Methodological literature pays more attention 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", "reception", "independence", from which, obviously, this definition is formed. The concept of "assimilation" is implied, in our opinion, in any independent work. Without

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

uncontrollable

according to scientists, the assimilation process involves the mastery of actions, which are a set of techniques. Ultimately, the process of assimilation is reduced to the internalization of actions. In order to make the transition from external to internal actions, it seems that special techniques are needed, the use of which in the activities of the trainees ensures their internalization.

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

there is a similarity factor. There is an opinion that correctly and successfully transferring the mastered skills and operations to new tasks means "quickly and with a minimum of errors master new types of 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 existing skills. "In order to formulate the definition of independent work, it is apparently 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. Along the way, we note that independence cannot be formed without controlled independent work. And if the definitions of controlled / uncontrolled independent work can be applied to independent work, then in relation to the concept of self validity these definitions are not applicable. If independence is not formed, then the student does not own the necessary actions and techniques, and mastering them should be formed in the process of guided independent work. In the methodological literature, independent work is differentiated into classroom and extracurricular. This division is not, in our opinion, fundamentally important. The essence of this problem is, obviously, not where the work is done (in the classroom or outside it), but how it is done. The question of the presence / absence of a teacher when performing independent work is also insignificant for solving the problem. Independent work can only be considered an activity that corresponds to certain characteristics. So, summing up all of the above, we can formulate the following definition of independent work. Independent work of students is such an educational activity in which the directly unspoken transfer of learned (or assimilated) educational actions and techniques to new object in changing situations. Independent work, therefore, includes a minimum set of signs of independence, the absence of which no longer gives the right to speak about its presence. This definition can be applied, obviously, to any type of activity. Student independent work is determined not only general characteristic his activities, but also with different levels of independence in the educational process from controlled work to complete creative. This allows us to consider independence as a multilevel, dynamic phenomenon. This understanding is one of the most important prerequisites for the development of independence 1 According to the dictionary of the Russian language S.I. Ozhegova "independent - independent, decisive, with his own initiative, committed by his own forces, without outside influences, without someone else's help" (Ozhegov S. I. Dictionary of the Russian language M .: "Russian language". 1990, p. 694). educational process. Independence presupposes the mastery of knowledge, skills and abilities as components of the content of education, as well as mastering the techniques 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 of new techniques by trainees 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, learned and are now available. Consequently, their appearance is natural. At the highest level of independence, a combination of previously learned techniques and new actions is possible. And yet, these cases fall under this definition of independent work, since it does not say about who introduced this technique in the audience. It only says “assimilated or assimilated,” but what the student “invented himself.” It seems that the proposed definition clearly delineates the minimum requirements for the characteristic of independence and therefore, as it were, stipulates its minimum level. any academic discipline can be considered appropriate only such management of independent work, which ensures a gradual decrease in assistance from the teacher and a gradual increase in the independence of students, that is, the modification of the subject of object relations into a subject of subjective. The management process involves the interaction of teacher and students, where the teacher's actions determine the activity students and vice versa. The end result of management is self-management, when trainees have formed 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 stretched out in time, during which independence is formed. It is advisable to trace the procedural side of the formation of independence, which is a transition from rigid to flexible management, from management to self-government, that is, its dynamics. Based on the analysis of special literature and personal pedagogical work experience, it seems appropriate to highlight 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. Stage I - uncontrolled independent work of students according to the "trial and error" method (random independence); Stage II - hard control (with the teacher's side) the activities of the trainees (imaginary independence); Stage III - rigid control with the inclusion of elements of flexible management (fragmented independence); Stage IV - flexible management (relative independence); Stage V - uncontrolled (by 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 teacher's activity and the students' activity from the standpoint of the personal-activity approach, taking into account the fact that not only the teacher's actions determine the students' activity, but also the students' actions influence the teacher's actions, who builds his activity with taking into account the 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 personality

thus, at the initial stage of management (stage I), the teacher, knowing in advance that students are not ready to independently perform certain activities, nevertheless invites them to complete the tasks. At the same time, he deliberately does not affect the actions of students, fulfilling 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, autonomy here will be random. The teacher gets a complete picture of the level of independence of the trainees and creates a program for subsequent management. It is important that the teacher's actions and behavior are as tactful and delicate as possible. The teacher must in a certain way set students up for the upcoming joint work, leading them from inability to skill, from ignorance to knowledge, from lack of independence to independence. It was during this period that the foundations of subject-subject relations were laid, which in the subsequent joint activity were developed and improved. The next stage, which we called "" strict management of trainees' activities "(stage II), is predetermining for the entire management process. This is the stage at which both the basis of management and subsequent self-government are laid. The stage of strict management is preceded by two extremely important and fundamental moments, without which the management process cannot take place. They can be related to 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 future activities. Theoretical actions are illustrated with specific examples. The admissibility of such an approach to the management process is fully justified psychologically, because short message students of theoretical information are provided with a sufficiently high scientific character of the educational process and conscious subsequent activity. II link. Message

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

To organize the memorization of the scheme of mental actions, the teacher asks questions such as: why? as? why? for what purpose? how? etc. A number of tasks of a special nature are performed, that is, analytical tasks to explain the expediency of certain actions.

It is desirable that the answers and explanations of students are demonstrated with specific examples. Then the 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 the formation of skills of independent work. It is obvious that the automation of actions occurs only when a sufficiently large number of tasks of the same type are performed. The teacher should keep the students in a tight control mode until he is convinced that the algorithm of actions is basically understood and assimilated. The methods of questioning / control from the teacher in subsequent learning are learned by students and become a means of self-control. With the help of these techniques, a student can control himself, the success of his actions. Stage III Strict management of the activities of students with the inclusion of elements of flexible control based on check numbers, supports and other prompts. The degree of prompting can be different - from more general to specific. The explicitness / implicitness of the prompts depends on the reaction of the trainees to a particular task, on their individual characteristics from their general level of competence and the background knowledge of the trainees.

It is quite natural that during this period of work, tasks are still performed by students in a rigid 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 techniques 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, with all its expediency, is valuable because it can lead to self-government. If, throughout the entire educational process, the teacher controls only rigidly, and the students get used to such a regime of constant, persistent and “convenient” control, 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. He is very peculiar, individual, dynamic. Management of trainees' activities is conditioned by the nature of the tasks they perform. So, if a 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 hard management and the transition period from rigid to flexible should be sufficiently prolonged for students to master all actions and techniques for completing assignments. Management of student activities and control by the teacher will be extremely necessary and appropriate in this case, because this will accelerate the automation of actions. and techniques. If the task is low-component and does not cause difficulties for students in the process of its implementation, then the teacher "weakens" "the controlling and monitoring function and provides students with the opportunity to act independently. It is in this connection that we are talking about fragmentary independence, that is, the teacher can stop prompting actions, techniques 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 student is required. At the discretion of the teacher, some students can be transferred to the mode of independent fulfillment of individual tasks, while others still carry out tasks in the regime of strict control. It is very important during the transition period not to let students out of the framework of strict control ahead of schedule, that is, the skills of independent work have not yet been formed. As practice shows, students often overestimate the degree of mastery of a series of techniques and actions, and therefore skip over those that they still need. As a result, they perform tasks with errors and deficiencies. Such a danger when strengthening the element of independence is very urgent. Hence follows an important and fundamental conclusion that joint reviewing of the result obtained by students in the course of the assignment is of great importance in terms of preventing errors. The student must realize that the disadvantages 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 flexible management of trainees' activities (stage IV). The teacher, having made sure that the students have mastered the basic actions and techniques, transfers them to the flexible management mode, which is characterized by greater freedom in performing actions and using techniques. However, even at this stage, the management on the part of the teacher still does not weaken, who, with equal partnership cooperation (students have already reached a certain level of competence), still remains a leader. Therefore, independence at this stage we call relative. In this period, management techniques are changing. Rigid management seems to recede into the background. However, the activities of the trainees are still split into actions that are controlled by the teacher using flexible management techniques. They can be very different, but always unobtrusive, non-deterministic, as implicit as possible, appropriate (a remark, leading question, personal interest of the teacher, heuristic conversation, etc.). At the stage of flexible management, the teacher cannot yet afford to come to the lesson and give the task in the most general form. 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 encounter, errors will appear.In the period of flexible management, you can no longer break down activities into actions, but use another technique - modeling the task based on sample. In this case, students are prompted in the direction of the general train of thought. They work independently, relying on their background knowledge.

cooperation

mode: "student-student", "student-students", "students-teacher". High mental activity of students is assumed. In the course of performing tasks, the skill of transferring known actions and operations is formed when solving other tasks of the same type 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 trainees to organize their activities, to apply existing knowledge, skills and abilities in new conditions, to act proactively and to achieve the assigned tasks. Gradually, the teacher's function is reduced to The importance of control even at this stage should not be underestimated, because if the consciousness and independence of students has not yet reached a high level, the process may be ineffective. Freedom and independence of students during the period of flexible management is expressed in the fact that students, having mastered various actions and techniques , have the opportunity to perform the same task in different ways, but in the end they come to the same result. Recall that this was impossible in conditions of tight control, where all the students' actions were the same and were performed strictly according to the instructions in the same sequence. Students were deliberately placed by the teacher in such a framework when it was impossible to get away from the assignment without completing a set of strictly planned actions and operations that she had to master in the process of a given activity.

The teacher, making sure that the students in the management process have mastered the necessary and sufficient set of actions and techniques, use minimum amount prompts, perform tasks quite freely, at a fast pace, with a low level of stress, carry out the transfer of the learned methods of performing tasks to new material, transfer them to a mode of complete independence, self-management (Stage V). At this stage of management, the student uses techniques that correspond to his psychological, personal characteristics and the style of educational activity. Of course, this is the highest degree of independence in completing the task, which the student acquired in the implementation of the above stages of management. The teacher's assistance 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 managementThe level of independenceTeacher's activitiesStudents' activitiesStage VUncontrolled independent work (self-management) Complete independence The teacher gives the task in the most general formStudents act freely and independently Stage IV Flexible management Relative independence The teacher uses flexible management techniques Students act non-deterministic Stage III Rigid management uses rigid elements of flexible control combining independent and prompted actions II stage Rigid control Imaginary independence The teacher uses the techniques of strict control Students act deterministically, within the strict framework of the task Stage I Unsupervised independent work Random independence The teacher determines the level of competence of students and the presence of prerequisites for the development of skills of independent work by trial and error

This model clearly represents the interconnected and interdependent nature of the teacher's and students 'activities, the sequence and gradualness of the 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 (upward spiral movement). It should be noted that the height of the spiral turns may be different at different stages. This is due to the degree of formation of the necessary actions and techniques for their implementation, characteristic of one or another stage of management, in the absence of which it is impractical 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 , achievement of the desired result / goal of management (self-government), which, however, is not the limit of independence at all. The spiral height 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, professional interests are at the center of training. The student takes an active creative position in the educational process. With the help of the formed independence and a group of acquired skills of independent work, they solve specific professional tasks that they will face in their future practical activities.

References to sources 1. Efanova L.D. On the dialectical unity of the controlled and independent work of students in the university. Philological sciences. Questions of theory and practice. Tambov: Certificate, 2016. No. 2 (56): in 2 hours No. 1, p. 191194. ISSN 19972911. 2. Petrovsky A.V. General Psychology), Moscow: 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, Moscow, 1990, 253 p.

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

In modern didactics, students' independent work 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, as a means of involving students in independent cognitive activity, forming their methods of organizing such activities. The effect of independent work of students can be obtained only when it is organized and implemented in the educational process as an integral system that permeates all stages of student learning at a university.

Types of students' independent work.On a private didactic goal, four types of independent work can be distinguished.

1st type. Formation of the trainees' skills to identify externally what is required of them, on the basis of the algorithm of activity given to them and the premises for this activity contained in the task condition. In this case, the cognitive activity of trainees consists in recognizing the objects of a given area of \u200b\u200bknowledge during the repeated perception of information about them or actions with them.

Homework is most often used as independent work of this type: work with a textbook, lecture notes, etc. The common thing for independent work of the first type is that all the data of the desired one, as well as the method of completing 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, allowing to solve typical tasks. At the same time, the cognitive activity of trainees consists in pure reproduction and partial reconstruction, transformation of the structure and content of military training information, which implies the need to analyze this description of the object, various ways of performing a task, choosing the most correct of them or sequentially determining methods that logically follow one another solutions.

Independent work of this type includes separate stages of laboratory work and practical exercises, typical course projects, as well as specially prepared homework assignments with prescriptions of an algorithmic nature. The peculiarity of the works of this group lies in the fact that in the task it is necessary to communicate an idea, a solution principle to them, and to put forward a requirement for the students to develop this principle or idea into a method (methods) in relation to these conditions.

3rd type. Formation of trainees' knowledge underlying the solution of atypical problems. The cognitive activity of trainees in solving such problems is the accumulation and manifestation in the external plan of a new experience for them on the basis of the previously mastered formalized experience (actions according to a known algorithm) by transferring knowledge, skills and abilities. Tasks of this type imply the search, formulation and implementation of the idea of \u200b\u200ba solution, which always goes beyond the past formalized experience and requires the student to vary the conditions of the task and previously learned educational information, to consider them from a new angle. Independent work of the third type should put forward the requirement for the analysis of unfamiliar situations and the generation of subjectively new information. Course and diploma projects are typical for independent work of students of the third type.

4th type. Creation of prerequisites for creative activity. Cognitive activity of trainees when performing these works consists in deep penetration into the essence of the studied object, the establishment of new connections and relationships necessary for finding new, previously unknown principles, ideas, generating new information. This type of independent work is usually carried out when performing research assignments, including coursework and graduation projects.

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

The student's independent work under the guidance of the teacher takes the form of business interaction: the student receives direct instructions, the teacher's recommendations on the organization of independent activity, and the teacher performs the function of management through accounting, control and correction of erroneous actions. Relying on modern didactics, the teacher must establish the required type of independent work of students and determine the required degree of its inclusion in the study of his discipline.

The direct organization of students' independent work proceeds in two stages. The first stage is the period of the initial organization, which requires the teacher to directly participate in the activities of the students, with the detection and indication of the causes of errors. The second stage is a period of self-organization, when the direct participation of the teacher in the process of independent 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 the educational material, which is submitted for independent study, as well as the necessary methodological supportindependent work of students. The latter, as a rule, includes a program of work (observation, study of primary sources, etc.), variant tasks, non-standard individual tasks for each student, tools for their implementation. The various methodological manuals for independent work of students that are now used are usually informational in nature. The student, on the other hand, must be oriented towards creative activity in the context of the discipline. Therefore, fundamentally new methodological developments are needed.

The principles of organizing students' independent work... Analyzing the situation in universities with independent work of students, V.A.Kan-Kalik puts forward his ideas about the principles on which such student activity should be based. When planning independent work on a particular course, first of all, it is necessary to highlight its so-called fundamental tree, which includes the basic system of methodological, theoretical knowledge that must be submitted for mandatory lecture study. So, of the 100-hour course, its fundamental volume will take half. Further, as derivatives of this "fundamental tree", it is proposed to form various types of independent work of students, providing them with topics, nature of study, forms, venue, variable ways of implementation, control and accounting system, as well as various reporting techniques. According to Kan-Kalik, outside 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 make knowledge of beliefs. The psychological prerequisites for the development of students' independence lie in their academic success, positive attitude towards it, interest and enthusiasm for the subject, understanding that with the correct organization of independent work, skills and experience of 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 informational process carried by various mental forms of reflection of reality. The general laws 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, is formed in the process of education and self-education. When 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 work, the technique of its scientific organization.

Rules for the rational organization of students' independent work.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 during 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 shifts, and sometimes abrupt changes reaching a state of stress. Mental overload, especially in situations where the student is studying independently, without teacher control, can lead to exhaustion nervous system, deterioration of memory and attention, loss of interest in studies and social work. Exercise, a balanced diet, help to cope with mental overload. correct mode 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 the students to know the rules for the rational organization of mental work formulated by the greatest Russian scientist NA Vvedensky (1852-1922).

1. It is necessary to enter the work not immediately, not in a jerk, but gradually being drawn into it. Physiologically, this is justified by the fact that the basis of all activity is education dynamic stereotype - a relatively stable system of conditioned reflex connections formed with repeated repetition of the same influences of the external environment on 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 observe consistency in the solution of all matters.

4. Reasonably combine the alternation of work and rest.

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

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

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

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

Independent work is intended not only for mastering each discipline, but also for developing the skills of independent work in general, in educational, scientific, professional activity, the ability to take responsibility, independently solve a problem, find constructive solutions, a way out of a crisis situation, etc. The importance of independent work goes far beyond the scope of a separate subject, in connection with which 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 work, any novice specialist must have fundamental knowledge, professional skills and experience in his profile, experience in creative and research activities to solve new problems, social and evaluative activities. The last two components of education are formed precisely in the process of students' independent work. 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 specificity of the applied methods of educational work and the degree of independence of students. 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, not supported by independent activity, can not become a true human property. 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 for independent work for a semester with the attachment of semester curricula and curricula. Schedules stimulate, organize, make use of time efficiently. The work should be systematically supervised by teachers. The basis of independent work is a scientific and theoretical course, a complex of knowledge acquired by students. When assigning tasks, students receive instructions for their implementation, methodological instructions, manuals, a list of necessary literature.

Features of group independent work of students.In a higher educational institution, various types of individual independent work are combined, such as preparation for lectures, seminars, laboratory work, tests, exams, the implementation of abstracts, assignments, term papers and projects, and at the last, final stage - the implementation of a diploma 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 substantially rebuilds the psychology of the student. In the case of individual preparation, the student subjectively assesses his activity as full and complete, but such an assessment may be erroneous. With group individual work there is a group self-examination followed by the teacher's correction. This second link of independent learning activity ensures the effectiveness of work in general. With a sufficiently high level of independent work, the student himself can perform the individual part of the work and demonstrate it to a fellow student.

The technology of organizing students' independent work.The ratio of time allotted to classroom and independent work worldwide is 1: 3.5. This proportion is based on the enormous didactic potential of this type of educational activity of students. Independent work contributes to the deepening and expansion of knowledge, the formation of interest in cognitive activity, mastery of the techniques of the cognitive process, the development of cognitive abilities. In accordance with this, the independent work of students becomes one of the main reserves for increasing the effectiveness of training young specialists at the university.

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

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

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

Activation of students' independent work. Independent work is performed by students at different levels of the learning process: when acquiring new knowledge, consolidating it, repeating it and checking it. A systematic decrease in direct teacher assistance 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. In the pedagogical literature, various methods of activating students' independent work are described and practically applied. Here are the most effective ones.

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

2. Convincing demonstration of the need to master the proposed educational material for the upcoming educational and professional activities in introductory lectures, methodological instructions and teaching aids.

3. Problematic presentation of material, reproducing 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 studies, discussions, group and pair work, collective discussion of difficult issues, business games).

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

7. Issuance of methodological instructions containing a detailed algorithm to junior students; 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 case of group work - its clear distribution among group members.

11. Making difficulties in typical tasks, issuing tasks with redundant data.

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

13. Reading by students of a fragment of a lecture (15–20 min) with preliminary preparation 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.Leading scientists and teachers of Russian universities see a way out of a new quality of training for specialists 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 by orders of enterprises;

›Inclusion of students' independent work in academic plan and the schedule of classes with the organization of individual consultations at the departments;

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

›Development of a system of integrated interdepartmental assignments;

›Orientation of lecture courses to independent work;

›Collegial relations between teachers and students;

›Development of assignments involving non-standard solutions;

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

›Conducting forms of lectures such as lectures-conversations, lectures-discussions, where the students themselves act as speakers and co-speakers, and the teacher plays the role of a leader. Such classes involve preliminary independent study of each specific topic by the speaking students on teaching aids, consultations with the teacher and the use of additional literature.

In general, the orientation of the educational process towards independent work and an increase in its effectiveness presupposes, first, an increase in the number of hours spent on independent work of students; secondly, the organization of permanent consultations and consulting services, the issuance of a set of tasks for independent work of students immediately or in stages; thirdly, the creation of an educational and methodological and material and technical base in universities (textbooks, teaching aids, computer classes), allowing you to independently master the discipline; fourthly, the availability of laboratories and workshops for independent laboratory practice; fifth, the organization of permanent (better than rating) control, which allows to minimize traditional control procedures and, at the expense of session time, to increase the budget for students' independent work; fifthly, the abolition of most of the existing forms of practical and laboratory studies in order to free up time for independent work and maintenance of counseling centers.

Plan.

2. Types of students' independent work.
3. Homework as a type of students' independent study work.
4. Research work of students.
5. Organization of students' independent work by the teacher.

Literature:
1. Batyrshina, A. R. Technology of organizing students' independent work // Higher education Today. - 2008. - No. 9. - P. 82 - 84.
2. Vaysero, ZV Organization of independent work of students - the way to improve the quality of training for mid-level specialists. - 2008. - No. 9. - P. 4 - 8.
3. Galitskikh, E. Organization of independent work of students // Higher education in Russia. - 2004. - No. 6. - P. 18 - 22.
4. Lapina, O. A. Introduction to pedagogical activity: a tutorial / O. A. Lapin, N.N. Pyadushkina. - M.: Publishing Center "Academy", 2008. - 160 p.
5. Moreva, N. А. Technologies of vocational education / N.А. Moreva. - M.: Publishing Center "Academy", 2005. - 432 p.
6. Pidkasisty, P.I., Psychological and didactic reference book of a teacher of higher education / P.I. Pidkasty, L.M. Fridman, M.G. Garunov. - M.: Pedagogical Society of Russia, 1999 .-- 354 p.
7. Rubanik, AI Independent work of students // Higher education in Russia. - 2005. - No. 6. - P. 26 - 29.
8. Semushina, LG, Content and technology of teaching in secondary educational institutions / LG. Semushina, N.G. Yaroshenko. - M.: Vlados, 2002 .-- 298 p.
9. Tyurikova, G. Organization of independent work - a condition for the implementation of the competence-based approach // Higher education today. - 2008. - No. 10. - P. 93 - 97.

1. Content of independent work, main functions. Requirements for students' independent work.
Independent work is the planned work of students, carried out according to the assignment and with the methodological guidance of the teacher, but without his direct participation. Independent work is any active activity of students, organized by the teacher, aimed at achieving the set didactic goal in a specially allotted time for this: the search for knowledge, their comprehension, consolidation, formation and development of skills and abilities, generalization and systematization of knowledge.
The role of students' independent work (IWS) in their cognitive activity is extremely great, therefore it is not by chance that much attention is paid to it by teachers. Independent work, according to many scientists, fosters a conscious attitude of the students themselves to mastering theoretical and practical knowledge, instills the habit of intense intellectual work.
Basic skills and abilities of independent work should be formed in secondary school. However, as practice shows, this usually does not happen. Finding themselves in new learning conditions after school, many students do not immediately adapt to them, they are lost in the choice of methods of independent work. Up to 70% of 1st year students do not use the method of systematizing the material for its better understanding (A. Rubanik, G. Bolshakova, N. Telnykh). According to M.I. Dyachenko, L.A. Kandybovich, 45% of students admit that they do not know how to properly organize independent work; 66% do not know how to allocate their time at all; 85% do not think it can be distributed. With some ability to work independently, students note that they slowly perceive the material by ear; also when reading and taking notes of educational texts. Acceptance, comprehension, processing, interpretation and recording of the necessary educational information causes them difficulty, which indicates that students are not well-formed psychological readiness for independent work.
The problem of students' independent work skills formation develops into the problem of preliminary increase of educational motivation, fostering interest in learning. Therefore, one of the main tasks of a teacher is to help students organize their independent work.
Independent work of students is both extracurricular and classroom. Usually, extracurricular CPC refers to homework. Classroom IWS can be performed in lectures (10-15 minutes), in practical and laboratory classes. Independent student work may include:
-preparation for classroom studies (lectures, practical, seminar, laboratory classes) and the implementation of relevant tasks;
- independent work on certain topics of academic disciplines in accordance with educational and calendar plans;
-preparation for practices and performance of assigned tasks;
-performance of written tests and term papers;
-preparation for all types of control tests, including tests and exams;
-preparation for the final state certification, including the performance of the final qualifying work;
-work in student scientific societies, circles, seminars, etc .;
- participation in electives, special seminars, etc .;
-participation in scientific and scientific-methodological work of departments and faculties of an educational institution;
-participation in scientific and scientific-practical conferences, seminars, congresses, etc .;
- other types of activities organized and carried out by the secondary school (university), faculty or department.
Independent activity performs a number of functions, which include:
- developing, since it is independent activity that contributes to the improvement of the culture of mental work, familiarization with creative activities, enrichment of the intellectual abilities of students;
-information and training. The educational activity of students in the classroom, not supported by independent work, becomes ineffective;
- orienting and stimulating functions allow to give the learning process the so-called professional acceleration, expressed in the fact that in the course of independent activity, students not only develop intellectual abilities and improve the culture of mental work, but also form the ability to see the horizons of progress in pedagogical science;
- the upbringing function is also manifested in independent activity, since the personality of a specialist, his professional quality are developed, formed, and sometimes corrected in the process of direct execution of one or another type of task for independent work;
pedagogical correction, since the organization of students' independent activity is a certain reflection of everything pedagogical process in an educational institution;
- the research function brings students to a new level of professional and creative thinking.
In addition to the above, for independent activity, the practical implementation of the functions of self-motivation and self-management, as well as cognitive, is important.
Independent work performed by students must meet the following general requirements:
- to be done personally by a student or to be an independently completed part of a collective work;
- to represent a complete development or a complete development stage, in which actual problems of the studied discipline and the corresponding sphere of practical activity are revealed and analyzed;
- to demonstrate sufficient competence of the author (student) in the disclosed issues;
- have educational, scientific and (or) practical orientation and significance;
- contain certain elements of novelty.

2. Types of students' independent work. Independent work includes both reproductive and creative processes in the student's activity. Depending on this, three levels of students' independent activity are distinguished: reproductive (training), reconstructive and creative (search).
1. Training (reproducing) independent work - involves the actions of students according to the algorithm or instructions of the teacher. Mastering the system of algorithms leads to the formation of the ability to independently develop a method for solving the problem.
2. In the course of reconstructive independent work - they aim to initiate students to independently solve the general problem reported by the teacher, based on the existing knowledge, formed skills, acquired skills (theses, abstracting).
3. Heuristic work - involves a non-standard situation, atypical tasks. The work is based on search: an independent formulation and substantiation of an idea and ways of solving it. Such tasks are included in separate seminars when completing coursework.
4. Research work - creative. In the course of their implementation, the highest level of independence and cognitive activity of the student is manifested. Through a creative task, the student penetrates deeply into the essence of the issue being studied, finds new ways to solve problems. As a rule, this type of work is manifested when performing a diploma study, preparing a scientific report, in the course of performing a creative assignment.
In its form, independent work can be classroom under the guidance of a teacher and extracurricular with the participation of a teacher and without him.
1. Classroom work - as a rule, it is carried out at lectures, practical, laboratory, seminars. For example: joint reasoning, decoding of the thesis, "inclusion in the discussion" with the justification of one's point of view, the completion of a certain amount of the task, thematic dictations, tests, etc.
2. Extracurricular work - studying scientific and special literature, preparing for classes, writing essays, reports, completing assignments on topics presented on independent study... It is monitored and evaluated through tests, questions for self-control, tests. Tasks can be differentiated as mandatory (the minimum required for assimilation by all without exception, the timing and reporting form may be variable) and optional for everyone, individual: expanding the scope of knowledge or correcting, depending on the student's readiness and interest in the discipline.
Purpose:
1. Current study of the material (TPM) - homework, work with lecture notes, note-taking of primary sources, preparation for seminars, laboratory work.
2. Educational research work (UIR) - the implementation of individual weekly, monthly, semester tasks, independent study of the topic, writing an abstract, report, messages, analysis of special literature.
3. Research work (R&D) - the implementation of term papers and theses, preparation of scientific reports, articles, etc.
A.K. Buryak considers work with a book, observation, experiment, design, modeling, problem solving as the main types of independent work. An important place in the educational activities of students is taken by independent work with a book: educational, additional, reference, normative. The tasks for working with the book should be varied, ranging from commented reading to performing practical exercises based on the read literature. These tasks can be the following:
-commented reading ("Read part of the text and explain how you understand it");
- drawing up a plan of the material read;
-selection of extracts on the questions asked, note-taking of the text;
-composition of abstracts from several literary sources;
- drawing up a plan of provisions formulated in a literary source, and their implementation in practice ("Read the article, tell or describe how you use the knowledge gained in practice";
-search for an explanation of certain terms in dictionaries, reference books, encyclopedias;
-completion of practical tasks using normative, reference literature.

3. Homework as a kind of students' independent work. A peculiar form of organizing students 'independent work is students' self-study on homework. They are a logical continuation of classroom activities, conducted on the instructions of the teacher, who instructs the students and sets the deadlines for the assignment. Unlike other forms of organization of the educational process, the time spent on this work is not regulated by the schedule. The mode and duration of work is chosen by the student himself, depending on his abilities and specific conditions, which requires him not only mental, but also organizational independence. Homework is an independent learning activity for students that complements the lesson and is part of the learning cycle. Its special functions are to develop the ability to study independently, to define tasks and means of work, and to plan training. It develops thinking, will, character of the learner. Its main purpose is to consolidate the knowledge and skills acquired in class, to develop skills, and to master new material. Scientists identify the following conditions for the success of homework: the students have the skills of independent work, pedagogical guidance and control over homework. The latter requires reasonable dosage, limitation of the amount of homework, clear formulation of tasks and recommendations for implementation, timely verification and evaluation.
In secondary vocational schools, the following types of homework are used, depending on the goal:
1. The goal is the primary mastery of knowledge (assimilation of new material).
Types of homework: reading a textbook, primary source, additional literature; drawing up a text plan, taking notes of what has been read, a graphic representation of the structure of the text; extracts from the text; work with dictionaries and reference books; familiarization with regulatory documents; observation.
2. The goal is to consolidate and systematize knowledge.
Types of homework: work with lecture notes, repetitive work on the textbook material, primary source, additional literature; drawing up a plan for answering specially prepared questions; drawing up tables, graphs, diagrams; study of regulatory documents; answers to security questions; preparation for a presentation at a seminar; abstracts and reports, bibliography compilation.
3. Purpose - the application of knowledge, the formation of skills.
Types of homework: solving problems and performing exercises according to the model; execution of computational and graphic, design works, situational production tasks, preparation for business games; preparation of course, diploma projects; experienced work.
Along with homework assignments common to all students, individual assignments may apply. Individual homework assignments are often given in order to fill the gaps that students have in the assimilation of educational material. Also, individual homework can be offered to students who have a special interest in a particular academic discipline. Such tasks not only stimulate the development of students' creative abilities, but also facilitate the exchange of knowledge in classrooms, create a creative atmosphere, the joy of intellectual communication.
The individualization of homework can be carried out by partial individualization of a task common for the entire study group, the use of individual or group homework instead of (or in addition to) frontal tasks, and the use of optional (desirable) tasks along with mandatory homework.
The teacher must correctly determine the volume and content of homework, inform students how to complete the assignments, what techniques and methods to use, what is the method of independent work. Here, systematic instructions from the teacher and demonstration of samples of the completed assignment, as well as exercises of students in the application of certain methods of independent work, are very important.
Along with general instructions, an important place is given to instruction, which orientates students to independent work on a specific material. The attention of students is drawn, first of all, to the amount of work that should be done; to repeat what was previously learned; the methods of work that are more appropriate to use; to organize self-control. Also, when doing homework, it should be borne in mind that some academic disciplines require a large amount of time to master, while others require regular work (daily). When mastering the first, comprehension prevails, and the second - memorizing or accumulating the effect of influence.

4. Research work of students. The main tasks of students' research work are as follows:
1. Familiarization of students with the current state of science in a particular field, with the main approaches to research activities in specific scientific areas, with modern methods of scientific research, with specific theoretical and practical knowledge in relevant areas, with methods of searching for scientific information.
2. Skills formation abstract thinking, the ability to find a scientific or practical problem in the flow of scientific and technical information, to carry out the setting of tasks, planning research, obtaining a theoretical solution to the problem and experimental verification of the results and conclusions.
3. Directing the student to the final practical result and formalizing the result of research work, preparing a scientific report, the ability to defend the result obtained, and conduct a balanced scientific debate.
There are the following types of students' research work:
1. Educational research work of students, provided for by the current curriculum. First of all, it includes coursework and graduation projects; the writing of abstracts on the topics of practical or seminars may also be included.
A thesis is an organizational form of independent research work of students, used at the final stage of training in an educational institution. It consists in the performance by students of diploma theses, on the basis of the defense of which the State Qualification Commission makes a decision on assigning the qualifications of a specialist to students.
The didactic goals of the degree design are:
-expansion, consolidation and systematization of knowledge, improvement of professional skills and abilities for solving specific production problems;
-development of skills and abilities of independent scientific research;
- checking and determining the level of preparedness of graduates for independent work in various structures and organizations.
Thesis is a complex independent creative work, in the course of which students solve specific professional tasks that correspond to the profile of the activity and the level of education of a specialist.
The diploma work is carried out according to an individual schedule, which the student develops with the help of the supervisor. The schedule includes the main stages of work indicating the deadlines for receiving the assignment, collecting material during the pre-diploma practice period, completing certain parts of the work and submitting them for review to the manager and consultants, submitting the work for review and the date of defense.
The following stages of the diploma design can be schematically reflected:
- Determination of the topic of the thesis, including its approval;
- Appointment of the scientific supervisor of the thesis;
-Development of a plan-schedule for writing a thesis;
-Accumulation and processing of the required material;
-Conducting research, experiments, etc .;
-Writing the theoretical and experimental part of the thesis;
-Probation of research;
- Registration of the thesis;
-Submission of the thesis for review to the head and reviewer;
-Pre-defense of thesis and admission to defense;
-Protection of the thesis at a meeting of the State Attestation Commission.
2. Research work in excess of the requirements of the curriculum. These can be: subject circles (most often when working with junior students). This is the first step in research work - the preparation of reports and abstracts, which are then heard at the meetings of the circle or at a scientific conference. At the beginning school year at the organizational meeting, topics of reports and abstracts are distributed, the teacher recommends literature for each topic and thinks over a work plan. The teacher provides assistance to students: he can read 2-3 lectures on methods and methods of scientific research, on the collection of material, on work on literature, on the use of the scientific apparatus, also to acquaint students with the scientific directions of the work of the department teachers, so that students, if necessary, can ask them for help. Next, a schedule of speeches is drawn up and the hearing of finished reports begins. The results of the work done are summed up: a competition of reports, participation in scientific conferences and subject Olympiads, meetings with scientists, publication of abstracts best works in scientific collections.
Problem circles (similar to the previous ones) can bring together students from different faculties and courses. The main problem may be the problem that the scientific leader of the circle or any other is dealing with, while the problem is considered more deeply, from different angles.
Participation of students in scientific and scientific-practical conferences. Scientific conferences include theoretical scientific reports, scientific and practical - also theoretical scientific reports and discussion of ways to solve practical problems. The best reports of students are marked. In this case, the teacher takes into account the following criteria for evaluating student reports: relevance, theoretical and practical significance, novelty and originality of the ideas presented, clarity and concreteness of the content, and the logic of presentation.

4. Organization of students' independent work by the teacher.
When organizing independent work of students, the teacher must provide for didactic, organizational - methodological and scientific - methodological support.
Didactic support includes:
- the ability to formulate the private didactic goals of students' independent work and knowledge of ways to achieve them;
-timely and consistent inclusion of independent work in the process of mastering knowledge.
Organizational and methodological support includes:
-planning of students' independent work;
- determination of the general fund of time for independent work of students;
-security educational literature and all the necessary benefits;
-implementation of control over the independent work of students.
Scientific and methodological support includes:
- Teaching students to work independently on various teaching materials;
- students' mastery of the culture of mental work, rational forms of work;
-methodical guidance of students' independent work.
For the correct and effective organization of students' independent work, the following conditions are of great importance:
-the availability of an educational - methodological complex for each discipline, including a description of the course in printed and electronic form, forms and means of monitoring the level of mastering by a student of tasks for independent work, indicating the content and timing of their implementation, a reference book - a guide for the student for the entire period of study "
provision of educational literature, didactic and educational - methodical materials, their availability in libraries;
- the choice of the form of independent work of students depending on the goals and objectives academic discipline, the degree of complexity and demand for practice;
the main goals of assignments for independent work should be clear to students, accessible, study assignments should contain elements of novelty and algorithms for their implementation;
provision of computer and telecommunication equipment;
- students' independent work should be carried out taking into account the individualization of tasks, as well as taking into account the level of preparedness and inclination of each student;
-application innovative technologies (a set of technical means that provide a student's free access to various sources of information and create optimal conditions for the use of electronic teaching aids;
- the use of various forms of organizing independent work, allowing the most effective stimulation of the cognitive activity of students;
optimal workload of students;
- the system for monitoring independent work should have a personal, developmental orientation and creative character, be connected with self-control, be necessary and useful, first of all, to the student himself;
-the introduction of interdisciplinary independent work and projects;
- development of social infrastructure, improvement of living and recreation conditions for students and other organizational, subjective factors.
Of course, the quality and efficiency of students' independent work also depends on the tasks given by the teacher.
Students are offered a system of various educational, industrial, intellectual tasks for independent work, which are determined by the nature of independence and the type of student's independent activity.
There are four types of students' independent work.
The first type of work allows students to form the ability to perform a given algorithm of actions, to recognize the information received or a pedagogical phenomenon when they are re-perceived. Moreover, the essential thing here is that the signs of the phenomenon should be clearly expressed, presented in a clear form through the task and instructions for its implementation. This type includes tasks based on the pattern.
The second type of work allows you to form the skills of reproducing the learned information from memory, based on reproductive reproduction and partially independent search for solutions to typical educational and cognitive tasks. This type includes constructive-variative tasks. These can be tasks for drawing up your own version of a lesson summary, a game, a newsletter for parents, guidelines for educators, parents, a project, a model, etc.
The third type of tasks allows students to learn how to solve atypical search problems based on previous experience. Such tasks require the identification of the problem, its formulation, search and implementation of solutions. This type includes tasks of a heuristic nature, for example, the resolution of pedagogical situations.
The fourth type of assignment is aimed at creative activity, when students are able to deeply penetrate into the essence of the objects under consideration, establish new facts, and transform them. This type includes research tasks: generalizing advanced pedagogical experience, organizing observation of individual pedagogical phenomena, questioning, testing teachers, parents, children, comparative analysis of the results obtained, drawing up graphs, diagrams, tables, developing their own non-traditional activities with children, inventing their own options for various games for children.
In the system of a specific academic subject, all types of assignments should be given in turn.
The teacher's management of students' independent activities includes five successive stages:
- the informational stage orients students to the actual understanding of the main thing when studying a specific paragraph, chapter, educational text.
-operative stage is aimed at performing a variety of tasks to assimilate the received educational information.
- the stage of feedback is carried out in the form of indicative instructions from the teacher and the student's self-control for their implementation.
- the control stage involves the student performing a variety of tests, which allows the teacher to orientate himself in the degree of assimilation of the material given to students as tasks for independent work.
- the indicative stage allows the teacher, in the course of checking the tasks for independent work, to understand which of them aroused the greatest interest, difficulties in performing, which of the tasks can be completed, which are not.
In this regard, the teacher's work algorithm will be as follows:
1. Development and delivery of tasks. Here the teacher will have to fulfill a number of requirements:
- the system of tasks for independent work should contribute to the fullest implementation of the principles of didactics;
-the content of assignments on a specific topic should correspond to a specific triune goal;
- the content and methodological apparatus of the assignment should ensure the cognitive activity of students at all levels of cognitive independence: reproductive, partial search, creative;
-individualize the cognitive activity of students;
-tasks should be related to other types of educational activities to ensure the effectiveness of students' cognitive activity;
- the system of tasks should be implemented on the basis of tasks of gradually increasing complexity and be determined by a system of particular didactic goals;
-any assignment for independent work should help students to acquire, consolidate, apply, check the acquired knowledge;
- when determining the type of assignment, the teacher should pay attention to the forms of organization of students' activity: the assignment is performed individually, in a microgroup, in a dyad, collectively;
- to ensure the assimilation of knowledge by students at the level of self-creative reproduction of educational information, tasks for independent work must be introduced into the study of any academic discipline and at each stage of mastering knowledge for this course;
-the mediation of the types, types and forms of independent work of students is determined by the discipline, the topic being studied, the type of training session, the preparedness of students.
When giving assignments to students, the teacher can use the following algorithm: topic (name), purpose, content of the assignment, methodological recommendations (instructions) for implementation.
2. Consultation on the implementation of tasks, which is carried out in the form of oral instruction, written instructions, as an auto-instruction, which the student himself gives himself in the form of a prescription. In any kind of instruction, the time allotted for the performance of tasks, the system of rewards and penalties, the requirements for the content and aesthetic design of the building should be indicated.
3. Correction of students' cognitive activity, which is carried out during a second consultation, when the teacher helps to solve the difficulties encountered in completing assignments, suggests new directions of work. The organization of individual teacher assistance to students is of particular importance here.
The method of reconstruction of pedagogical experience can activate students' cognitive activity. Reconstruction as the organization of something on new foundations, as restoration involves not a simple copying, duplication of existing positive experience, but its creative transformation on the basis of existing documents, retrospective representations. The technique contains two stages. The first one consists in realizing a specific practical problem and finding a teacher whose experience will be useful for solving it. The second is to determine the essence of the forthcoming reconstruction. Here you need to consistently answer several questions: what prompted the idea of \u200b\u200bthe need for change; how practical tasks can be defined; what decision was taken as the basis for further work; what amendments should be made to the original concept; what results indicate a positive effect of the work done; what conclusions can be drawn from the experience gained; under what conditions can the experience gained become the property of others?
4. Control, which is carried out by the teacher in several forms. The corrective one performs the function of motivation, and the ascertainer is aimed at checking the results of students' independent work. Collective analysis of results is distinguished as control methods; independent analysis by the student of his work with subsequent collective verification and assessment of the activity; self-examination and self-assessment by the student of the results obtained.

6. Algorithm of the student's work on the implementation of assignments for independent work.
The student's work algorithm for the implementation of assignments for independent work fits into several stages.
Stage 1.
Purpose: designing an independent activity.
Actions:
- definition of goals and objectives;
- design of the implementation process: highlighting the stages of work, time consumption;
- selection of information sources.
Result: selection of techniques and means for independent activities.
Stage 2.
Purpose: assimilation and understanding of information.
Actions:
- perception of information;
- search and selection of information objects in the form of key concepts, terms, facts and their transformation in relation to the content of the assignment for independent work.
Result: generalization of information and its analysis for further use.
Stage 3.
Purpose: synthesis of new information.
Actions:
- construction of new information based on available data;
- drawing up a meaningful model of the task;
- evaluation of the result obtained.
Result: conclusions about the quality of independent activity.
In the process of professional training, a student very often has to work with scientific literature. In this regard, we can talk about some specificity of this type of student activity.
Specificity of working with scientific literature. When starting to work on a scientific text, it is important to pay attention to:
-the title of the work;
-composition;
-the main problems raised by the author;
-confirmation of the position of the author;
-the conclusions of the author;
what conclusions can be reached, what this work gives, what it convinces, what generalizations can be made.
Drawing up abstracts is one of the necessary forms of work with scientific and educational literature. Abstracts are short (one thought - one sentence) and detailed when a motivated characteristic of the main idea is given.
Summaries - "extract" from the read the most important, from the point of view of the student, supplied with their own comments.
There are certain requirements for any synopsis:
- obligatory indication of the author's surname and initials;
-the exact title of the work (title, subtitles);
Place, year of publication, name of publisher, pages from which quotations or exact statements are taken.
Abstracting is the process of folding, compacting information in order to obtain a short, concise presentation of the content of an article, book, chapter or several works on a specific topic, etc.
In the work on the abstract it is necessary:
first isolate the problem or main issues;
- highlight the main provisions that are proven by the author;
- briefly substantiate a personal attitude to the analyzed material, evaluate its theoretical and practical significance;
- make a plan for the future abstract;
The student works with scientific literature when performing coursework, final qualification (diploma) works, reports, abstracts.
In the process of working with scientific literature and completing various tasks for independent work, the student masters the culture of independent activity. In the pedagogical literature, the following components of the culture of independent work are distinguished:
1. The ability to rationally organize cognitive activity - to highlight the priority tasks, to comprehend the educational task and the amount of work, to outline a goal and draw up a schedule for the day, week, semester.
2. Ability to create favorable conditions for activity - in advance to select the necessary literature, make notes, etc.
3. Ability to work with a book, a reference book - to understand what has been read, take notes, make extracts, systematize material, generalize, highlight the main thing, analyze facts, etc.
4. Ability to clearly and competently express what has been learned in writing and orally
5. Having your own style of work - mastering the methods of speed reading, fast writing, systematic work, etc.
6. Ability to work with technical sources of information.
7. Ability to rationally memorize information.
8. Ability to motivate and stimulate their activities, exercise self-control.
The culture of intellectual work is different for everyone, and the degree of scientific information is subjective: someone has the habit of looking through all periodicals in the reading room once a week, taking note of the most modern ideas; someone keeps a filing cabinet basic research indicating information about the author and areas of his scientific interests; someone brings the most valuable things into the computer, creating a series of thematic folders; someone is interested in the technologies of the profession, and he accumulates a bank of methods and techniques for organizing the pedagogical process; etc.
For the successful implementation of independent work of students, it is necessary:
1) an integrated approach to the organization of independent work in all forms of classroom work;
2) a combination of all levels (types) of independent work;
3) ensuring control over the quality of independent work (teacher's requirements, consultations).
Independent work of students performed under the supervision of a teacher is defined as controlled independent work. The pedagogical value of controlled independent work is to ensure the active cognitive activity of each student, its maximum individualization, taking into account psychophysiological characteristics and academic performance, while pursuing the goal: to maximize the development of the student's individuality. The results of students' independent work are assessed directly by teachers, dean's office and departments. As forms of the report on independent work can be submitted:
-evaluation of the oral answer to a question, message, report at seminars;
-solution of situational tasks in practice-oriented disciplines;
-the abstract, performed on the topic studied by the student independently;
- submitted texts of control, term papers and their defense;
- a report on the passage of practice (practice diary), feedback and characteristics signed by the head of the practice base and the curator;
-testing, implementation of written test work on the topic under study;
-modular-rating system for assessing students' knowledge by blocks (sections) of the studied discipline, cycles of disciplines;
-successful passing of the current course, cycle and complex examinations and tests, including the state interdisciplinary complex examination in general professional and special disciplines;
-protection of the final qualifying work;
- articles, abstracts and other publications in a scientific, popular science, educational publication based on the results of independent and research work, published by the decision of the department or faculty.
Thus, students' independent work is an integral part of the educational process in a secondary vocational institution; contributes to the improvement of the quality of education, the development of students' creative abilities, the ability to continuous, uninterrupted education.

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

In modern didactics, students' independent work 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, as a means of involving students in independent cognitive activity, forming their methods of organizing such activities. The effect of independent work of students can be obtained only when it is organized and implemented in the educational process as an integral system that permeates all stages of student education at a university.

Types of students' independent work.On a private didactic goal, four types of independent work can be distinguished.

1st type. Formation of the trainees' skills to identify externally what is required of them, on the basis of the algorithm of activity given to them and the premises for this activity contained in the task condition. In this case, the cognitive activity of trainees consists in recognizing the objects of a given area of \u200b\u200bknowledge during the repeated perception of information about them or actions with them.

Homework is most often used as independent work of this type: work with a textbook, lecture notes, etc. The common thing for independent work of the first type is that all the data of the desired one, as well as the method of completing 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, allowing to solve typical tasks. At the same time, the cognitive activity of trainees consists in pure reproduction and partial reconstruction, transformation of the structure and content of military training information, which implies the need to analyze this description of the object, various ways of performing a task, choosing the most correct of them or sequentially determining methods that logically follow one another solutions.

Independent work of this type includes separate stages of laboratory work and practical exercises, typical course projects, as well as specially prepared homework assignments with prescriptions of an algorithmic nature. The peculiarity of the works of this group lies in the fact that in the task it is necessary to communicate an idea, a solution principle to them, and to put forward a requirement for the students to develop this principle or idea into a method (methods) in relation to these conditions.

• 3rd type. Formation of trainees' knowledge underlying the solution of atypical problems. The cognitive activity of trainees in solving such problems is the accumulation and manifestation in the external plan of a new experience for them on the basis of the previously mastered formalized experience (actions according to a known algorithm) by transferring knowledge, skills and abilities. Tasks of this type imply the search, formulation and implementation of the idea of \u200b\u200ba solution, which always goes beyond the past formalized experience and requires the student to vary the conditions of the task and previously learned educational information, to consider them from a new angle. Independent work of the third type should put forward the requirement for the analysis of unfamiliar situations and the generation of subjectively new information. Course and diploma projects are typical for independent work of students of the third type.
• 4th type. Creation of prerequisites for creative activity. Cognitive activity of trainees when performing these works consists in deep penetration into the essence of the studied object, the establishment of new connections and relationships necessary for finding new, previously unknown principles, ideas, generating new information. This type of independent work is usually carried out when performing research assignments, including coursework and graduation projects.

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

The student's independent work under the guidance of the teacher takes the form of business interaction: the student receives direct instructions, the teacher's recommendations on the organization of independent activity, and the teacher performs the function of management through accounting, control and correction of erroneous actions. Relying on modern didactics, the teacher must establish the required type of independent work of students and determine the required degree of its inclusion in the study of his discipline.

The direct organization of students' independent work proceeds in two stages. The first stage is the period of the initial organization, which requires the teacher to directly participate in the activities of the trainees, with the detection and indication of the causes of errors. The second stage is a period of self-organization, when the direct participation of the teacher in the process of independent 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 the educational material, which is submitted for independent study, as well as the necessary methodological supportindependent work of students. The latter, as a rule, includes a program of work (observation, study of primary sources, etc.), variant tasks, non-standard individual tasks for each student, tools for their implementation. The various methodological manuals for independent work of students that are now used are usually informational in nature. The student, on the other hand, must be oriented towards creative activity in the context of the discipline. Therefore, fundamentally new methodological developments are needed.

The principles of organizing students' independent work... Analyzing the situation in universities with independent work of students, V.A. Kan-Kalik puts forward his views on the principles on which such student activities should be based. When planning independent work on a particular course, first of all, it is necessary to highlight its so-called fundamental tree, which includes the basic system of methodological, theoretical knowledge that must be submitted for mandatory lecture study. So, out of a 100-hour course, its fundamental volume will take half. Further, as derivatives of this "fundamental tree", it is proposed to form various types of independent work of students, providing them with topics, nature of study, forms, venue, variable ways of implementation, control and accounting system, as well as various reporting techniques. According to Kan-Kalik, outside 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 make knowledge of beliefs. The psychological prerequisites for the development of students' independence lie in their academic success, positive attitude towards it, interest and enthusiasm for the subject, understanding that with the correct organization of independent work, skills and experience of 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 informational process carried by various mental forms of reflection of reality. The general laws 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, is formed in the process of education and self-education. When 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 work, the technique of its scientific organization.

Rules for the rational organization of students' independent work.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 during 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 shifts, and sometimes abrupt changes reaching a state of stress. Mental overload, especially in situations where a student studies independently, without the teacher's control, can lead to depletion of the nervous system, impairment of memory and attention, loss of interest in studies and social work. Exercise, balanced nutrition, the correct mode of educational work, and the use of rational work methods help to cope with mental overload.

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

• 1. It is necessary to enter the work not immediately, not in a jerk, but gradually being 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 that are formed with repeated repetition of the same influences of the external environment on 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 observe consistency in the solution of all matters.
• 4. Reasonably combine the alternation of work and rest.
• 5. Finally, an important rule of fruitful mental activity is the social significance of labor.

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

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

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

Independent work is intended not only for mastering each discipline, but also for developing the skills of independent work in general, in educational, scientific, professional activities, the ability to take responsibility, independently solve a problem, find constructive solutions, find a way out of a crisis situation, etc. The importance of independent work goes far beyond the scope of a separate subject, in connection with which 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 work, any novice specialist must have fundamental knowledge, professional skills and experience in his profile, experience in creative and research activities to solve new problems, social and evaluative activities. The last two components of education are formed precisely in the process of students' independent work. 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 specificity of the applied methods of educational work and the degree of independence of students. 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, not supported by independent activity, can not become a true human property. 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 for independent work for a semester with the attachment of semester curricula and curricula. Schedules stimulate, organize, make use of time efficiently. The work should be systematically supervised by teachers. The basis of independent work is a scientific and theoretical course, a complex of knowledge acquired by students. When assigning tasks, students receive instructions for their implementation, methodological instructions, manuals, a list of necessary literature.

Features of group independent work of students.In a higher educational institution, various types of individual independent work are combined, such as preparation for lectures, seminars, laboratory work, tests, exams, the implementation of abstracts, assignments, term papers and projects, and at the last, final stage - the implementation of a diploma 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 substantially rebuilds the psychology of the student. In the case of individual preparation, the student subjectively assesses his activity as full and complete, but such an assessment may be erroneous. In case of group individual work, a group self-examination takes place with the subsequent correction of the teacher. This second link of independent learning activity ensures the effectiveness of work in general. With a sufficiently high level of independent work, the student himself can perform the individual part of the work and demonstrate it to a fellow student.

The technology of organizing students' independent work.The ratio of time allotted to classroom and independent work worldwide is 1: 3.5. This proportion is based on the enormous didactic potential of this type of educational activity of students. Independent work contributes to the deepening and expansion of knowledge, the formation of interest in cognitive activity, mastery of the techniques of the cognitive process, the development of cognitive abilities. In accordance with this, the independent work of students becomes one of the main reserves for increasing the effectiveness of training young specialists at the university.

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

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

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

Activation of students' independent work. Independent work is performed by students at different levels of the learning process: when acquiring new knowledge, consolidating it, repeating it and checking it. A systematic decrease in direct teacher assistance 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. In the pedagogical literature, various methods of activating students' independent work are described and practically applied. Here are the most effective ones.

• 1. Teaching students the methods of independent work (time guidelines for performing independent work to develop skills for planning the budget of time; communication of reflective knowledge necessary for introspection and self-assessment).
• 2. Convincing demonstration of the need to master the proposed educational material for the upcoming educational and professional activities in introductory lectures, methodological instructions and teaching aids.
• 3. Problematic presentation of material, reproducing 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 studies, discussions, group and pair work, collective discussion of difficult issues, business games).
• 6. Development and familiarization of students with the structural and logical scheme of the discipline and its elements; application of video sequence.
• 7. Issuance of methodological instructions containing a detailed algorithm to junior students; 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 case of group work - its clear distribution among group members.
• 11. Making difficulties in typical tasks, issuing tasks with redundant data.
• 12. Control questions for the lecture stream after each lecture.
• 13. Reading by students of a fragment of a lecture (15-20 min) with preliminary preparation 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.Leading scientists and teachers of Russian universities see a way out of a new quality of training for specialists 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 by orders of enterprises;

›Inclusion of students' independent work in the curriculum and class schedule with the organization of individual consultations at the departments;

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

›Development of a system of integrated interdepartmental assignments;

›Orientation of lecture courses to independent work;

›Collegial relations between teachers and students;

›Development of assignments involving non-standard solutions;

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

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

In general, the orientation of the educational process towards independent work and an increase in its effectiveness presupposes, first, an increase in the number of hours spent on independent work of students; secondly, the organization of permanent consultations and consulting services, the issuance of a set of tasks for independent work of students immediately or in stages; thirdly, the creation of an educational and methodological and material and technical base in universities (textbooks, teaching aids, computer classes), allowing you to independently master the discipline; fourthly, the availability of laboratories and workshops for independent laboratory practice; fifth, the organization of permanent (better than rating) control, which allows to minimize traditional control procedures and, at the expense of session time, to increase the budget for students' independent work; fifthly, the abolition of most of the existing forms of practical and laboratory studies in order to free up time for independent work and maintenance of counseling centers.

"Organization of students' independent work"

Students' independent work plays important role in the upbringing of a conscious attitude of the 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 methods of obtaining it.

Independent work always causes a number of difficulties for students, especially the first and second courses. The main difficulty is associated with the need to independently organize 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, an almost complete lack of psychological readiness for independent work, ignorance of general the rules of its organization.

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

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

Systematization and consolidation of the obtained 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 students' cognitive abilities and activity: creative initiative, independence, responsibility and organization;

the formation of independence of thought, the ability to self-development, self-improvement and self-realization;

development of research skills.

Types and forms of independent work

In the educational process of the organization of education, two types of independent work are distinguished:

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 performed by the student on the instructions of the teacher, but without his direct participation.

Independent work includes:

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

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

Preparing for practices and completing assignments stipulated by the practices;

Execution of written tests and coursework, electronic presentations;

Preparation for all types of tests, exams and tests;

Preparation for the final state certification;

Work in subject circles;

Participation in electives, seminars and conferences, etc.

Students' independent work methods:

Monitoring of single objects;

Comparative analytical observations;

Educational design;

Solving educational and professional tasks;

Working with various sources of information;

Research activities.

Observation of single objects implies more or less long-term perception in order to find out the distinguishing features of objects.

Comparative analytical observations stimulate the development of voluntary attention in students, deepening in educational activity.

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

Problem solving contributes to memorizing, deepening and checking the assimilation of students' knowledge, the formation of abstract thinking, which provides a conscious and lasting assimilation of the studied foundations.

Working with information sources contributes to the acquisition of important skills and abilities, namely: highlighting the main thing, establishing a logical connection, creating an algorithm and working on it, independently obtaining knowledge, systematizing it and generalizing.

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

Directions of students' independent work

1. To master and deepen knowledge:

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

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

Abstract of the text;

Familiarization with regulatory documents;

Working with dictionaries and reference books;

Educational research work;

Use of computer technology, the Internet;

Presentation creation.

2. To consolidate knowledge:

Working with lecture notes;

Repeated work with educational material;

Planning a response;

Compilation of various tables.

3. To systematize educational material:

Preparation of answers to security questions;

Analytical text processing;

Preparation of a message, report, abstract;

Testing;

Composing a crossword puzzle;

Formation of a poster;

Drawing up a memo.

4. For the formation of practical and professional skills.

Solving problems and exercises according to the model;

Drawing and description of circuits;

Execution of settlement and graphic schemes;

Solving situational and professional tasks;

Conducting questionnaires and research.

Types of independent work:

Reproductive (reproductive), involving algorithmic activity on 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 (partially 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.

Self-study learning tools

1. Didactic means that can be a source of independent acquisition of knowledge (primary sources, documents, texts of 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. Means that are used to guide the independent activities of students (instructive and methodological instructions, cards with differentiated tasks for organizing individual and group work, cards with algorithms for completing tasks).

Development and application of tools teaching is the 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 supporting summary on the topic ...

2. Formulate questions ...

3. Formulate your own opinion ...

4. Continue the phrase ...

5. Define the following terms ...

6. Make a basic outline of your answer.

7. Write an abstract.

8. Prepare a report on the topic ...

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

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

11. Fill in the table using ...

12. Fill in the flowchart ...

13. Simulate the outline of the lesson on the topic ...

14. Simulate homework.

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

16. Make a thematic crossword puzzle.

17. Make a plan for the text, synopsis.

18. Solve situational tasks.

19. Prepare for a seminar, business game.

Students' independent work techniques

1. Working with the textbook.

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

Designing;

Drawing up an educational text plan;

Annotation;

Highlighting the problem and finding ways to solve it;

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

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

2. Supporting synopsis.

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 generalizing lesson. It is much more expedient, even from a psychological point of view, to give students an idea of \u200b\u200bthe topic under study in the first lesson, skillfully formulating its content as a small supporting summary. Everyone needs him - both strong and weak.

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

The supporting summary must be given at the stage of studying new material, and then use it for repetition, when organizing students' independent work.

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

3. Tests.

The tests are perceived by students as a kind of game. Thereby

removes a number of psychological problems - fears, stresses, which, unfortunately, are characteristic of the usual forms of control of 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 allows, moreover, to really assess the readiness for the final control in other forms and, if necessary, to correct certain elements of the topic.

Level 1 tests

Require the choice of one or more correct answers to the questions from the ones below.

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

For correlation: find common and differences in the studied objects;

Reflection test: set correspondence…;

Level 2 tests

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

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

Tasks for solving a specific situation.

Test requirements for students:

1. Tasks should be typical for the given discipline;

2. The volume of the task should ensure the test execution 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 training;

4. The task in terms of content should be such that its correct execution has only one standard;

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

6. The wording of the content of the assignment should reveal the task assigned to the students: what he should 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, concretizing and systematizing the knowledge gained by students at the previous stages of study;

Development of skills of independent work;

Professional use of knowledge in an educational setting.

Types of seminars:

Question-answer seminar;

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

Hearing oral reports of students with their subsequent discussion;

Seminar - debate;

Theoretical conference;

Seminar - simulation game;

Commented reading of primary sources.

5. Task learning.

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

Professional tasks: act as a means of forming students' skills to identify, develop and apply the best 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 is able to provide targeted, phased 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, in order to bring knowledge from additional literature, systematize material, illustrate with examples, develop skills of independent work with scientific literature, 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 regulations specified when receiving the assignment. Illustrations should be sufficient, but not excessive.

The student's work on the report includes the development of public speaking skills and the ability to organize and conduct a debate. In the course of work on the presentation of the report, the student trains the ability to navigate in the material and answer additional questions from the audience, trains the ability to independently generalize the material and draw conclusions in the conclusion.

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

7. Preparation of multimedia presentation.

A presentation is an oral presentation by a student on a specific topic, accompanied by a multimedia computer presentation. Computer presentation is a multimedia tool used in the course of reports or messages to increase the expressiveness of the speech, more convincing and visual illustration of the described facts and phenomena. A computer presentation is created in Microsoft Power Point. When preparing a presentation, special attention should be paid to the fact that the center of attention during the presentation should be the speaker himself and his speech, and not the small print on the slides. If the entire process of working on a presentation is structured chronologically, then it begins with a clearly developed plan, then moves 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 presentation plan, needs to determine about 10 main ideas, conclusions on the selected topic, which should be conveyed to the audience, and based on them, make a computer presentation.

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

After collecting information, the student should organize the material.

Elements that complement the content of the presentation are:

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

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

3. Animation series.

4. Colors. 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 range. 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 divert attention to themselves, but only reinforce the main thing.

Rules for organizing material in the presentation:

1. The main information - to the beginning.

2. Slide thesis - in the title.

3. Animation is not entertainment, but a method of conveying information, with the help of which you can attract and retain the attention of listeners.

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

The speaking time is 15 minutes.

8. Preparation and defense of the abstract.

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

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

The process of working on an abstract includes the following stages:

1. The choice of the subject of the abstract. The topic of the abstract should not be too general, global, since 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 the topic should be deliberate 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 choosing the right topic and setting work tasks are very important.

2. Study of literature.

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

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

4. The process of writing an abstract. After choosing a topic, making extracts from the literature and drawing up a plan, you can proceed directly to writing an abstract.

It is recommended to present the material in the abstract in your own words, avoiding verbatim rewriting of literary sources. The work must be written in a competent literary language. Abbreviation 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 in computer execution) - 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 lesson.

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

The student's defense of the abstract provides

report on the abstract no more than 5-7 minutes

answers to the opponent's questions.

Reading the text of the abstract is prohibited during the defense.

Organization of students' independent work

When presenting the types of assignments for an independentit is recommended to use a differentiated approach to students in the new work. Before students perform independent workyou are instructed by the teacher to complete the assignment, whichincludes the purpose of the assignment, its content, deadlines, approximate scope of work, basic requirements for work results, evaluation criteria. IN during the instruction, the teacher warns students about possibletypical errors encountered during the task.

The completeness of the instruction depends on the stage of training. At the initial stage, it is more detailed. Introductory briefing in the performance of 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 should it be done?).

Written instructions are necessary in those independent work that requires a strict sequence of execution. Written instruction is an educational algorithm, guided by which the student solves the problem along a strictly planned path, avoiding arbitrary steps.

While students are performing extracurricular independent
work and, if necessary, the teacher can consult for
account of the total budget for consultation time.

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 answers to the questions: What is given? How is it 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 the general training system.

4. To identify difficulties for trainees 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, isolate the incomprehensible;

Formation of skills to highlight internal connections between 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 the questions a clear target direction, defining the expected answers of the students.

7. The structure of the material as a whole must strictly adhere to 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

The 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 the product or product of the student's creative activity.

Control of students' independent work provides for:

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

2. Objectivity of control;

3. Differentiation of control and measuring materials.

The forms of independent work control are:

1. Viewing and checking the implementation of independent work by a 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 lesson.

4. Conducting a written survey.

5. Conducting an oral survey.

6. Organization and conduct of an individual interview.

7. Organization and conduct of interviews with the group.

8. Conducting seminars

9. Protection of reports on the work done.

10. Organization of conferences.

The criteria for assessing the results of students' independent work are:

The level of mastering the educational material;

Ability to use theoretical knowledge when performing 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 apply it in practice;

Reasonableness and clarity of presentation of the material;

The level of ability to navigate in the flow of information, to 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 your own position, assessment and reason for it;

Material design in accordance with the requirements.

Pedagogical support of students' independent work.

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;

Reproductive and creative tasks aimed at the development of special skills, individual abilities of students;

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

The work program should indicate the main types of independent work, reflecting the logical sequence of studying the material.

Determining the place of independent work in the lesson means calculating the time required to complete it. This problem can be most effectively solved by using differentiated tasks that determine the load that corresponds to the individual characteristics of students.

Instructions for the teacher on organizing students' independent work

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 placed in an active position, make them direct participants in the learning process.

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

4. Independent work should be purposeful and clearly formulated.

5. The content of independent work should provide a full 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 learning activities of students.

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