methodological developments

1. General requirements for the content, structure and design of methodological developments.

1.1. Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum.

1.2. Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of the teacher or the quality of training in educational specialties.

1.3. The main goal of a teacher’s methodological work is to improve the qualifications and professionalism of a teacher, increase his competence, as well as create methodological teaching systems focused on the development of students’ professional competencies in accordance with the profile of their activities.

1.4. Depending on the purpose, objectives, quality and significance, methodological work can be at different levels:

Level 1 - the teacher works with literature in order to study and accumulate material for subsequent changes in the content of teaching, studies best practices on the problems of the topic being developed.

Level 2 - the teacher uses elements of the studied best practices in his work, changes the content and technology of teaching. Presents methodological work in the form of a series of lectures, descriptions of laboratory and practical work.

Level 3 - the teacher creates a new system that contains elements of advanced approaches, creativity, and a dialectical style of thinking. The result of this work can be didactic manuals, an educational and methodological complex for a section or topic, including a cycle of classes or educational activities.

Level 4 - the teacher creates work of a creative nature: develops an original program and conducts experimental work on its implementation, develops new teaching aids or new forms and methods of teaching.

Level 5 - the teacher takes part in research or experimental work to create new didactic and technological systems. Develops educational complex.

The form of work at levels 4 and 5 can be the dissemination of one’s work experience and can be carried out both individually and by creative groups of like-minded teachers.

2. Classification of methodological developments

2.1. Methodological development can be:

Development of a specific lesson.

Development of a series of lessons.

Development of the topic of the academic discipline.

Development of a general methodology for teaching subjects.

Development of new forms, methods or means of training and education.

Methodological developments related to changes in the material and technical conditions of teaching the subject.

2.2. Educational publications are divided into:

a) Program:

Contains a systematic presentation of the academic discipline (its section, part);

Officially approved;

Intended for teachers.

b) Tutorial:

Partially complements the program;

Allows for departures from the syllabus to allow students to deepen their knowledge of a topic or issue;

Can be published on one of the special topics of the academic discipline;

Officially approved;

Intended for teachers and students.

c) Teaching aid:

Contains materials on methods of teaching an academic discipline (its section, part) or on methods of education;

Intended for teachers.

d) Workshop:

A collection of practical tasks and exercises that promote the assimilation, consolidation, and testing of knowledge;

Designed for teachers.

e) Training manual:

Dictionaries, reference books, albums, posters, educational cards, tables, diagrams, diagrams, videos, sound recordings, slides, etc.

Intended for students.

2.3. Methodological publications

a) Methodological development:

Contains specific materials on the methodology of teaching an academic discipline (its section, topic, lesson) or conducting an extracurricular activity, on modern teaching technologies, and on generalizing best practices;

Planning of course material (sample and working program, working curriculum), provisions on educational work (based on regulations);

Intended for teachers.

b) Methodological manuals are divided into methodological recommendations and methodological instructions.

Toolkit:

Contains a set of clearly formulated recommendations, instructions for completing coursework and diploma projects, laboratory and practical classes, solving practical issues, and preparing for the IGA; practical tasks with examples of their implementation;

Designed for students.

3. Structure of methodological development

3.1. Structure:

Abstract (briefly, 3-4 sentences). It is indicated what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.

Introduction (the relevance of this work is revealed (1-2 pages), i.e. the author answers the question why he chose this topic and what is its place in the content of education)

Main part

Conclusion

List of sources used

Applications

3.2. Structure of the text of the guidelines:

1. Title of the topic and justification for its relevance.

2. Learning objectives:

a. mastery of competencies (ultimate goal);

b. as a result of mastering the topic, the student should be able to;

c. To develop skills, the student must know (initial basic knowledge and skills).

3. Questions for self-preparation for mastering this topic.

4. Type of lesson (practical, seminar, laboratory lesson).

5. Duration of the lesson (in academic hours).

6. Equipment: tables, posters, etc.

a) control of the initial level of knowledge and skills in the form of tasks (tests) of different levels, standard tasks;

b) analysis with the teacher of the main and most complex issues necessary to master the topic of the lesson;

c) analysis of key issues of the material being studied;

d) demonstration by the teacher of practical techniques on this topic;

e) independent work of students under the supervision of a teacher;

f) monitoring the mastery of the lesson topic (test control, solving situational problems, etc.).

8. Educational and research work on this topic (writing abstracts, preparing visual aids, stands, etc., if provided for by the studio program).

9. Literature: basic; additional.

In conclusion, you can submit test tasks (test control) for independent monitoring of the level of mastery of the topic with a standard of answers.

4. Requirements for the content of methodological developments

4.1. Preliminary work on methodological development:

Selecting a development theme. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.

Determining the purpose of methodological development (for example, the purpose may be as follows: determining the forms and methods of studying the content of the topic; disclosing the experience of conducting classes to study a particular topic of the curriculum; describing the types of activities of the teacher and students; describing the methods of using modern technical and information teaching aids; connecting theory with practice in the classroom; using modern pedagogical technologies or their elements, etc.).

Studying foreign and domestic literature, teaching aids, best practices on the chosen topic.

Drawing up a plan and determining the structure of methodological development.

Determining the direction of upcoming work.

4.2. Requirements for methodological development:

d) The material must be systematized and presented as simply and clearly as possible.

e) The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus.

g) Methodological development must take into account the specific material and technical conditions of the educational process.

h) Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.

i) Methodological development should address the question “How to teach.”

5. Basic requirements for the design of methodological developments

5.1. A methodological development must have a title page, annotation, content, introduction, main part, bibliography, table of contents, and, if necessary, a conclusion and appendices.

5.2. The title page of the methodological development contains: the name of the parent organization (Ministry of Education and Science of the Russian Federation) and the name of the institution (MAU DOD DDT “The Little Prince”); title (title) of the work; type of educational literature (textbook, guidelines, methodological developments, methodological recommendations, instructions for laboratory and practical exercises, program, etc., indicating for whom this publication is intended); place and year of publication.

5.3. On the back of the title page the following is indicated: bibliographic description of the publication (authors or compilers, full title, type, place, year and number of pages of the publication); abstract (for textbooks) of the publication; data on the consideration of the manuscript at a meeting of the cycle commission (protocol number, date of consideration); the compiler of this work (indicate the academic degree, title, position, full name of the compiler); reviewers of the work (indicate academic degree, title, position, place of work, full name). Information about the academic degree, rank and position is given in accordance with the existing abbreviation rules: doctor - doctor, professor - prof., candidate - cand., associate professor - associate professor, biology, history, mathematics, chemistry. and other sciences, for example: Ph.D. those. Sciences, Associate Professor

5.4. An abstract is a brief description that reveals its content, novelty, and purpose.

5.6. The introduction aims to introduce the reader to the content, the problem of the academic discipline, namely, the content of the subject of study of this science is revealed, its formation and development in the historical aspect, connections with other disciplines, etc.

5.7. Requirements for text formatting:

A4 format.

Margins: top, bottom, right, left - 2 cm.

Page numbers are in Arabic numerals, at the bottom of the page, centered, the title page is included in the general numbering, but the number is not indicated on it.

Font - Times New Roman.

Font height - 12 (14) points;

Red line.

Line spacing is single.

Text alignment - width.

Eliminate hyphens in words.

5.8. The text is divided into sections and subsections. They are assigned serial numbers, indicated by Arabic numerals. The names of sections in the text are formatted as headings. The section heading is typed in capital letters, font size 12, highlighted in bold, and placed in the center. The main text is separated from the title by a blank line. Subsection headings begin with a paragraph. There is no period at the end of headings. Headings should not be underlined. It is recommended to start each section on a new sheet.

5.10. Illustrations are designated by the word “Figure” and numbered within the section. The illustration number must consist of the section number and the serial number of the illustration, separated by a dot.

5.11. Applications are placed at the very end of the work in the order they are mentioned in the text. Each application starts on a new page. The word “Appendix” is written on the right side of the page and is designated with an Arabic numeral, for example, “Appendix 1.”

5.12. The total volume of methodological development must be at least 24 sheets of computer text. If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 names. If the development is only practical in nature and does not require theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

Moscow Department of Education

State autonomous professional

educational institution in Moscow

"Moscow educational complex named after Victor Talalikhin"

Malkova L.A.

Moscow

2014

What is methodological development and the requirements for it

How to write a methodological development

Some types and types of lessons

What is methodological development and the requirements for it. How to write a methodological development. Some types and types of lessons. Methodological recommendations for conducting lessons using health-saving technologies./ L.A. Malkova - M.: GAPOU MOK im. V. Talalikhina. 2014. – 26 p.

By getting acquainted with the materials of the brochure, the teacher will learn what methodological development is, its types and will learn to correctly distribute the material, correctly and competently design materials from his experience. In addition, the brochure provides some materials on the types and types of lessons and some recommendations for them.

GAPOU IOC named after V. Talalikhin

2014-10-08

What is methodological development and the requirements for it.

Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies, or the technologies of teaching and upbringing themselves in relation to a specific lesson topic, curriculum topic, and course teaching as a whole.

Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties.

Methodological development may be:

 Development of a specific lesson.

 Development of a series of lessons.

 Development of the program theme.

 Development of a general methodology for teaching subjects.

 Development of new forms, methods or means of training and education.

 M methodological developments related to changes in the material and technical conditions of teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

Carefully approach the choice of development topic. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.

Determine the purpose of methodological development.

Carefully study the literature, teaching aids, and positive experiences on the chosen topic.

Draw up a plan and determine the structure of methodological development.

Determine the directions for future work.

When starting work on drawing up a methodological development, it is necessary to clearly define its purpose. For example, the goal may be the following: determining the forms and methods of studying the content of the topic; disclosure of experience in conducting lessons on studying a particular topic of the curriculum; description of the types of activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; connecting theory with practice in the classroom; use of modern pedagogical technologies or their elements in lessons, etc.

Requirements for methodological development:

1. The content of the methodological development must clearly correspond to the topic and purpose.

2. The content of methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and teaching techniques, forms of presentation of educational material, and the use of modern technical and information teaching aids.

3. Author's (private) methods should not repeat the content of textbooks and educational programs, describe the phenomena and technical objects being studied, or cover issues presented in general pedagogical literature.

4. The material should be systematized and presented as simply and clearly as possible.

5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus.

7. Methodological development must take into account the specific material and technical conditions of the educational process.

8. Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.

9. Methodological development should address the question “How to teach.”

10. Must contain specific materials that a teacher can use in his work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).

Structure of methodological development

General structure:

1. Abstract.

2. Contents.

3. Introduction.

4. Main part.

5. Conclusion.

6. List of sources used.

7. Applications.

The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

How to write a pedagogical development

Pedagogical development is the qualification work of a teacher, by which, to a certain extent, one can judge his professional level.

Types of pedagogical developments

Teacher

Pedagogical developments

Private Methodical Methodical Educational

Methodological Educational Textbooks

manual development

Fig.1.

Methodological developments : contain specific materials to help teachers, set out in detail the issues of studying individual, usually the most difficult to study, curriculum topics, scenarios for conducting various types of training sessions, and notes on individual topics.

Guidelines : are developed according to the composition and implementation of coursework (projects), specific works, preparation for exams, tests, final State certification, independent work of students, etc., as well as laboratory and practical work and practices, where it is important to pay attention to the sequence actions and/or certain precautions are expected to be observed.

Guidelines : cover general methodological issues of maintaining educational documentation, organizing course design, intermediate and final certification, planning educational and educational work, etc., offer technologies for the work of teachers in preparing for training sessions, and highlight issues of specific methods of teaching academic disciplines.

Educational and methodological manual:

1. A work containing materials on the methodology of teaching an academic discipline, its section, part.

2. Type of textbook intended for students to work independently.

Composition of pedagogical development

Title page

A notation

P foreword

P pedagogicalParts

Content

R Development Sections

Introduction

Chapters

ABOUT main

h there are

Paragraphs

Z conclusion

Paragraphs

Applications

Text

judgments

WITH squeak

literature

Fig 2.

This structure of pedagogical development is logical and linguistically oriented, which makes it as easy as possible for the reader to perceive the text.

The main part is necessary for a detailed and complete understanding of pedagogical development, and the abstract, preface, content, introduction and conclusion are necessary and, in principle, sufficient for understanding the general meaning of pedagogical development, its main ideas.

Number of rubrics ( heading- section, subdivision in a printed work) can be shortened depending on the type of pedagogical development, its volume, goals, etc., but in any case, the correct composition of the material of the pedagogical development, regardless of its content and relevance of the topic, will be an indicator of the methodological culture of the author .

Title page

The title page is the first page of the pedagogical development, which contains the output information, the list of which should be as follows:

Name of educational institution;

Title of pedagogical development (title).

This is the dominant inscription on the title page and is therefore in the largest font used on the title page. It should be sufficiently brief, clear, adequately express the content of the work, and not have subordinate clauses, tautologies and semantic twists;

Subheading data may be placed under the title, which includes information:

a) explaining the name (for example, indicating the type of pedagogical

development);

b) about the literary genre;

c) about the reader’s purpose (for example, a novice teacher, graduate student, etc.).

Geographical location (city);

Year of completion.

If a pedagogical development requires official consideration, agreement, or approval, then the corresponding stamps are placed above the name of the development. The approval stamp must consist of the word I approve (without quotation marks), the name of the person’s position, his signature, initials, surname and date of approval, for example:

Reviewed Approved

cycle methodological commission Deputy director of

educational work

Discipline _______ I.I. Ivanova

Minutes of the meeting of the Central Committee on 02/03/200__

From 16.01.200 __ No. 6

Signatures and dates must be written in black ink only.

annotation

Abstract – a brief description of the content of the pedagogical development. It is located immediately behind the title page (on the back of the title page if the printing is double-sided). It indicates in a concise, laconic form only the essential features of the content of the work that are not reflected in the output information on the title page, the novelty and difference from other works that are similar in topic and purpose, and the reader's address.

Abstract includes:

Job title;

The specific form of the annotated work (educational manual, methodological recommendations, etc.);

The object of presentation and its main characteristics;

Distinctive features of the work in comparison with related ones in terms of topic and purpose: what is new in the content that the work contains, as well as the peculiarity of the presentation of the material, for example, a systematic presentation of the issue, statement of the problem, solution to a particular issue, a new methodology, generalization of new data on various sources, a new assessment of the facts, a new concept (hypothesis), specific recommendations of a practical nature, etc.;

A specific reader's address is the specialty or specialization of the reader to whom the work is addressed, an additional circle of readers in addition to the main one.

Preface

The purpose of the preface is to help the reader better imagine the work and choose it from a number of others. The preface can be combined with the introduction.

Content

In pedagogical developments of less than 10 pages of printed text, the “Contents” heading is optional. The location of the “Contents” section at the beginning of development (in comparison with the location at the end of development) is more convenient for the reader both for getting to know the work and for using it. Based on the content, it is possible to make a preliminary assessment of the information offered, and therefore placing this section at the beginning of development is methodologically justified.

How to write: “Contents” or “Table of Contents”?

If the text is divided into chapters, then the word “Table of Contents” is appropriate. If there is no division of the text into chapters, then the title of the heading “Contents” is more universal.

The contents must contain the names of all parts, sections, paragraphs and clauses (if they have a title) indicating the page numbers on which the beginning of the material of the parts, sections, paragraphs and clauses is located. The writing of the heading names in the content should be an exact copy of the heading names in the text, both verbally and graphically, for example, if the text says “part one,” then the content should write “Part One,” and not “Part I.”

Principles of text rubrication

Usually the introduction and conclusion are complete, and the main part is divided into more detailed sections into chapters and paragraphs. This is done by numbering the headings.

1.1

1.2

… no more than 7+2

1.7

2.1

2.2

2.3

2.3.1

2.3.2

2.3.2.1 ← such fragmentation is undesirable

2.3.3

2.3.4

3.1

Fig 3.

Heading requirements

In headings of headings, the rule of logical subordination must be observed: the heading of a heading of a larger level in semantic terms should be wider than the headings of structural units united by this level or simpler, the title of the chapter should be wider than the title of each of the paragraphs included in it, and the title of the development should be wider than any from the titles of its chapters.

Each heading must strictly correspond to the content of the text following it. Section headings should be neither too wordy nor too short. Long headings that span several lines look unwieldy and are difficult to read. Names that are too short, especially those consisting of one word, are not good because they lose all specificity and are perceived as extremely general and therefore turn out to be broader in meaning than the content corresponding to them.

Headings should not include highly specialized terms, abbreviations, acronyms, or formulas.

Introduction

Introduction is the introductory, initial part of pedagogical development. The introduction provides information that prepares the reader for the main part. It could be:

Justification of the need for the appearance of this pedagogical development, its relevance;

Description of the situation on the designated topic, problem at the moment,

assessment of its condition, the degree of development in existing publications;

Goals and ways to solve the identified topic or problem are formed;

Place of the topic being developed in the educational process, connection with others

disciplines, etc.;

Information about the order of placement of material in development with an explanation

the reasons for such placement;

Main part

The main part reveals the idea. The topic to be disclosed must be commensurate with the role and place of the topic in the program, curriculum, educational standard and correspond to the time allocated for its study. In essence, all pedagogical developments of the student direction of vocational education teachers are devoted to the technology of transmitting information on any topic (section, discipline). Such pedagogical developments, on the one hand, represent a compilation (a compilation is a work compiled by combining the best thoughts, research and does not contain its own generalizations or interpretations), and, on the other hand, it is the creativity of the teacher, since it is necessary:

Carefully select information, check its compliance with current regulations, standards, laws, etc.;

Conduct a dosage of information in accordance with the educational standard, the discipline program and process it according to the level of perception of the students;

Present it methodically correctly or, to put it differently, develop a technology for presenting educational information.

Some tips:

Initially, you need to write a pedagogical development yourself, trying not to look at any sources, and only then turn to various publications on this topic and compare your ideas, the course of reasoning, and the text itself with them. In this case, the pedagogical development will to the greatest extent bear the features of the author’s individuality and contain a “zest”;

Strictly adhere to the principle of science;

Where possible, use one of the didactic techniques of the Soviet physicist Ya. Frenkel: simplify, to the point of caricature, present the complex and thoroughly, state the simple.

From Murphy's Laws:

Even if your explanation is so clear that it excludes any false interpretation, there will still be a person who will misunderstand you.

Conclusion

N.V. Gogol defined the role of the conclusion in the structure of a text work as follows: “The conclusion should repeat the work of the treatise and, in abbreviation, embrace it again, so that the reader can repeat it to himself.”

In conclusion you can reflect:

A brief summary of the above;

The final synthesis of everything significant and new that is contained in the development;

Generalization of the proposed pedagogical tools;

Evaluation of results (obtained or expected);

Notes for continuation;

Perspective of the topic being revealed, etc.

The volume of the conclusion should occupy no more than 10% of the total volume of the text of the pedagogical development.

From Murphy's Laws:

The conclusion is the place in the text where you are tired of thinking. The first 90% of the work takes up 10% of the time, and the last 10% takes up the remaining 90%.

Application

An appendix is ​​a part of the text of an additional nature, but necessary for a more complete coverage of the topic or for the convenience of using pedagogical development.

Each application, as a rule, has an independent meaning and can be used by the reader regardless of the main text of the pedagogical development. It is recommended to provide it with a thematic heading that is brief, but accurately and fully reflects the content of the application.

Applications are arranged in the order in which references to them appear in the text of the pedagogical development. There may be applications that are not directly linked to the text. Such applications are called information applications.

Applications must have continuous page numbering in common with the rest of the pedagogical development and be listed in the “contents” heading, indicating their numbers, headings and pages.

Bibliography

The title “List of used sources” is inherent in scientific reports, studies, abstracts, monographs.

The title “Bibliography” means a list (list) of printed works on any issue or topic.

The title “Literature” is by definition neutral and can include the meaning of the titles listed above.

Typically, sources in the list of references are placed alphabetically, but the order of placement may be chronological, thematic, and there may also be a division into official sources, educational, journal, etc. Each source must be described in accordance with GOST 7.1-84 (“Bibliographic description of a document ").

Bibliographic description is a set of information about a printed work or other document, given according to established rules and intended for its identification and general characteristics.

Let's look at examples of bibliographic descriptions.

Example 1. Description of a book written by one or two authors:

Sample: Novikova E.A., Egorov V.S. Information and researcher. – L.: Nauka, 1974 – 99 p.

Example 2. Description of a book written by several authors:

Title proper / Authors' initials and surnames; Initials and surname of the responsible editor. – Information about the recurrence of the publication. – Place of publication: Publisher, year of publication. - Number of pages.

Sample: Introduction to scientific research in pedagogy. Textbook for students of pedagogical institutes / Yu.K.Babansky, V.I.Zhuravlev, etc.; Ed. V.I. Zhuravleva, - M.: Education, 1988. – 239 p.

Example 3. Description of the article:

Sample: Migdal A.B. Physics and philosophy // Questions of philosophy. – 1990.

№ 1. – P. 5-33.

Example 4. Description of the multi-volume edition:

Title proper: Total number of volumes / Information about the editors. – Information about the recurrence of the publication. – Place of publication: Publisher, year of publication. - Volume. - Number of pages.

Sample: Dictionary of modern Russian literary language: In 20 volumes/ Ch. ed. K.S. Gorbachevich. – 2nd ed., revised. and additional – M.: Russian language, 1993. – T. 4. – 576 p.

K.A. Helvetius:

It takes much more intelligence to convey your thoughts than to have them.

Methodological development of the program theme

The main part may consist of the following sections:

Characteristics of the topic.

Planning the study of the topic.

The topic description indicates:

 Educational goals and objectives of the topic;

 Planning the topic and the number of hours allocated to study it;

 Knowledge and skills that students must acquire or improve;

 Place and role of the topic in the course;

 Connection with previous or subsequent material, as well as intra-subject and inter-subject connections;

 A didactic analysis of the content of the material is given;

 The levels of study and assimilation of educational material are highlighted;

 It is possible to conduct a comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.

When planning a training topic, it is necessary:

1. Think over the methodology for teaching the topic.

2. Select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.

3. Highlight the main issues that students must firmly grasp.

4. Analyze the educational capabilities of the educational material and the methodology used.

In conclusion (1-2 pages) the results are summed up on the problematic issues that were posed by the teacher when starting to compile the methodological development.

The structure of the methodological development of a theoretical training lesson.

The main part includes the following sections:

Methodological justification of the topic.

Lesson plan (with technological map).

Didactic material for the lesson (may not be included in the form of attachments).

List of literature (sources) for students.

List of literature for teachers.

1. Theme of the program.

2. Lesson topic.

3. Lesson type.

4. Type of lesson.

5. The goal is methodological.

6. Goals of education (training, upbringing, development).

7. Material and technical support of the lesson.

8. Intersubject and intrasubject connections.

Didactic

Structure

lesson

Methodological substructure of the lesson

Signs

solutions

didactic

tasks

Methods

training

Form

activities

Methodical

techniques and their

content

Facilities

training

Methods

organizations

activist

ness

Lesson type determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Lesson on learning new educational material.

Lesson to improve knowledge, skills and abilities.

Lesson of generalization and systematization of knowledge.

Lesson of control of knowledge, skills and abilities.

Combined.

Lesson on the initial formation of skills and abilities.

Lesson on improving skills and abilities.

Lesson on completing complex tasks (works) and others.

Lesson type is determined by the form of joint activity between the teacher and students, which dominates the lesson:

Lecture.

Conversation.

Independent work.

Practical work.

Laboratory work.

Conference.

Seminar.

Test.

Test.

Business game.

Excursion.

Mixed (several types of activities of approximately the same time).

The didactic structure of the lesson includes the following didactic tasks:

Motivation and stimulation of student activity, goal setting, activation of necessary knowledge.

Formation of new concepts and methods of action.

Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in a lesson, but it can be different (this depends on the goals and type of lesson).

Didactic methods(according to Lerner I.Ya.)

1. Information-receptive.

2. Reproductive.

3. Problematic: problematic presentation; heuristic; research.

Form of activity depends on the method and methodological techniques used. For example: conversation, independent work, working with a book, watching a video, etc.

Ways to organize activities teacher and students:

1. Frontal.

2. Individual.

3. Pairs.

4. Collective.

Educational goals are divided into the goals of training (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson involves creating conditions for the formation of knowledge, skills and abilities; development of abilities; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the purpose of inviting colleagues to this lesson.

General requirements for the design of methodological development.

The total volume of methodological development must be at least 24 sheets of computer text (font 14). If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 names. If the development is only practical in nature and does not require theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

ANALYSIS OF METHODOLOGICAL DEVELOPMENTS

Methodological development is assessed according to the following indicators:

Compliance of the development content with the selected problem.

Literacy of presentation and quality of design of the development.

Independence in performing work, depth of study of the material.

Validity and evidence of conclusions.

Practical significance of the work.

Examples of lesson objectives statements

Develop skills and abilities on the topic (section, ...).

Identify the level of knowledge, skills, abilities on the topic (section, ...) .

To achieve automatic execution (operations), consolidation, mastery, improvement (quality of knowledge), expansion (areas of application of knowledge, abilities, skills, professional skills), rational (logical) sequence of actions.

Achieve compliance with standards (certain indicators).

Consolidate knowledge, abilities, skills, new material.

Complete formation, study, research….

Study the main stages of the creative path.

Explore addiction...

Motivate the development of skills...

To teach to analyze, highlight (the main, essential, main episodes from the works being studied), prepare (micropreparations, food), distinguish, use, apply, carry out, work independently.

Summarize knowledge, abilities, skills, educational material.

Teach skills, operations, actions, use (reference books), design and technical skills.

Explain the principle of operation, organization, device.

Master the knowledge, skills and abilities of... .

Familiarize yourself with the principles of organization, action, device (device, mechanism, production, content of a work, choosing the best solution from given options).

Practice techniques, skills, actions.

Show the relationship, role, significance, advantages, disadvantages, advantages.

Explain the properties, essence, principle of operation.

Develop professional skills and abilities.

Expand knowledge, scope, area (application of knowledge, abilities, skills, participation)

Explain the relationship, basic provisions, ideas, concepts.

Systematize knowledge, abilities, skills (by topic, section, subject, in working with a book, instruments).

Contribute to the formation of...

To promote the study, practice, development (of design skills), and the development of skills.

Form, develop knowledge, abilities, skills, research skills, skills in design and manufacturing (of parts), skills in setting up (technical devices).

Deepen knowledge (on a topic, section, subject, in working with a book, instruments).

Establish a relationship, dependence, level of knowledge on….

Experimentally confirm, check (calculations, formulas).

Evoke a feeling of admiration, pride, interest, collectivism, responsibility, empathy, sympathy, joy, respect, indignation, disgust, contempt.

Develop, develop thinking skills, habits, character traits.

To educate, patriotism, love for the Motherland, ideology, humanity, hard work, honesty, fearlessness, selflessness, vigilance, activity, accuracy, politeness, generosity, loyalty, attentiveness, endurance, good nature, goodwill, discipline, diligence, culture of behavior, curiosity, observation , tolerance, resourcefulness, frankness, objectivity, courage, intelligence, justice, ability, diligence, tact, determination.

Identify views, inclinations, abilities.

Achieve awareness (goals of the lesson, need for education).

Motivate the need (of knowledge).

Study the provisions, principles.

Learn to evaluate.

Explain the essence of worldview, ideas, concepts, principles.

Characterize historical conditions, ideas, views.

Encourage activity.

to conduct lessons using health-saving technologies.

Nowadays, more and more attention is paid to health-saving technologies. Since the “cell” of the educational process is the lesson, thenassessing its impact on student health is the most important part of the overallevaluation of the teacher’s work in this area. Most of the criteria by which classes using this technology are traditionally conducted relate to purely pedagogical aspects of the lesson. Suggested Application Methods lessons are guidelines for teachers.When using health-saving technologies in a lesson, it is advisable for a teacher to pay attention toPay attention to the following aspects of the lesson.

1. Hygienic conditions in class(office): purity, temperature and freshness of air, rational lighting of the classroom and blackboard. Availability(absence) monotonous, unpleasant sound stimuli, etc. Note that student fatigue and the risk of allergic disorders largely depend on compliance with these simple conditions.

2. Number of types of educational activities, used by the teacher. Let us remind you that these include: questioning students, writing, reading, listening, telling a story, looking at visual aids, answering questions, solving examples, problems, practical exercises, etc. The norm is 4-7 types per lesson.

The monotony of the lesson contributes to the fatigue of students, as happens, for example, when doing a test. At the same time, the teacher must remember that frequent changes from one activity to another require additional adaptation efforts from students. This also contributes to increased fatigue.

Average duration and frequency alternating different types of educational activities. The approximate norm is 7-10 minutes (if the lesson lasts 45 minutes).

Number of teaching types used by the teacher : verbal, visual, audiovisual, independent work, etc. The norm is not less than three per lesson.

Alternation of types of teaching no later than 10-15 minutes.

Using Methods , contributing to the activation initiative and creative self-expression of students, which allow them to actually transform from “consumers of knowledge” into subjects of activity for obtaining and creating it. These methods include:

♦ free choice methods(free conversation, choice of action, its method, choice of interaction methods, freedom of creativity, etc.);

♦ active methods(students in the role of teacher, action learning, group discussion, role play, discussion, seminars, etc.);

♦ methods aimed at self-knowledge and development (intellect, emotions, communication, imagination, self-esteem and mutual esteem and etc.

There is an inversely proportional relationship between the creative activation of students in the classroom and the likelihood of them developing unproductive fatigue. And chronic fatigue is one of the main factors in the depletion of health resources in schoolchildren.

7. Duration of application of technical teaching aids in accordance with hygienic standards.

8. Teacher's ability to use the possibility of displaying video materials to initiate discussion, discuss, instill interest in educational programs, i.e. for an interconnected solution like educational and educational tasks.

9. Students’ poses and their alternation depending on the nature of the work performed. The teacher needs to remember that postural disorders are formed precisely in an educational institution. Psychophysical comfort of students on lesson - this is the most important condition for preventing their fatigue.

10, Physical education minutes and physical education breaks which today are
a mandatory part of the lesson. It is necessary to pay attention to their content and duration (the norm is for a 15-20 minute lesson, 1 minute of 3 light exercises with 3-4 repetitions of each), as well as the emotional climate during execution exercise and availability at schoolchildren's desire to fulfill them.

11. Positive Feedback deserves inclusion in the content
part of the lesson on issues related to health and a healthy lifestyle: demonstrating examples, tracing these connections; formation of attitude towards a person and his health as a value; developing an understanding of the essencehealthy lifestyle; formation of the need for a healthy lifestyle: developmentindividual way of safe behavior, discussion of various possibilities and consequences of choosing one or another command, etc. The teacher’s ability to highlight and emphasize in most cases those issuesrelated to health, is one of the criteria of his pedagogical professionalism

Students have motivation to learning activities in the classroom:
interest in classes, desire to learn more, joy from activity, interest in the material being studied, etc.Health questions motivation have the most direct relation: constant coercion to studies
destroys children's health and exhausts teachers. There is a direct connection between interest in learning and its positive impact on health.



Favorable psychological climate in the lesson, which is alsoserves as one of the indicators of its success: a charge of positiveemotions received by students and the teacher himself - additional weight on balance that determines the positive impact of learning on health.

And vice versa: the presence of stress, chronic psychophysical tension, production of negative emotions, etc. manifestations on the part of both the teacher and students indicate the predominance of health-destroying tendencies in the lesson.

The presence of micro-conflicts in such a lesson between the teacher and
students : due to violations of discipline, disagreement with the mark, manifestations
discomfort, etc. The teacher’s ability to prevent such
emotional-negative “outbursts”, competently neutralizing them without disrupting the work of the entire class is a reflection of his ability to manage the educational process, ensuring the prevention of “school neuroses”.

Teacher's dominant facial expression , for example, various projectsphenomena of goodwill or malevolence, smiling -
gloominess, etc. Lessoninferior if there were no emotional and semantic discharges: smiles,appropriate witty jokes, use of humorous pictures, saying, aphorisms with comments, short poems, musical minutes and etc.

At the end of the lesson, pay attention to the following four indicator.

1). The final density of the lesson, i.e. amount of time spent:
students directly for educational work.

2). The moment when students become fatigued and their academic performance declines
activity is determined by monitoring the increase in motor and
passive distractions of students during educational work.

The norm is no earlier than 5-10 minutes before the end of the lesson.

TO undesirable indicators relate:

- the unreasonably fast pace of the final part, its “crumpledness”;

Lack of time for student questions;

The need for hasty, almost no commentary, recording of homework.

All this is unnecessary stress for both students and teachers. In addition, it is unacceptable for students to linger in class after the bell rings for recess. It is desirable that the end of the lesson be calm: students had the opportunity to ask the teacher questions, the teacher could comment on the assignment, and say goodbye to the students.

16. An integral indicator of the effectiveness of the work carried out classes can be considered the state and appearance of the students leaving the lesson: on one pole calm-business, satisfied, moderately excited state of students; on the other - tired, confused, aggressive,"excited"

Ekaterina Durnikova
Requirements for the design of methodological development

1. Structure methodological development

Methodological development must have a title page, abstract, table of contents, introduction, main part, conclusion, list of references, and, if necessary, appendices.

Title page

On the title page methodological development the name of the institution is given (according to licenses) (top of page); title of the work (in the center of the sheet; information about the author (full name, position, qualification category, teaching experience) (bottom right); year of writing development(bottom center).

annotation

Indicated:

The problem addressed methodological development;

The issues it covers are;

Potential users (who might find it useful development) .

Introduction

Revealed:

Novelty methodological development;

Target methodological development;

Conditions of use (what is needed in order to methodological development was implemented in educational practice);

Labor intensity, restrictions, risks.

Main part

Conclusion

Are given:

Main conclusions on the topic development;

Information about where, when and in what form development was introduced to the professional community;

Review Information methodological development by the professional community, indicating the number of the minutes of the meeting, information about the reviewers, etc. an extract from the minutes of the meeting, copies of reviews, reviews, etc. must be placed in the appendix.

Bibliography

Issued in standard form in accordance with bibliographic requirements. The list of sources used should contain 10-15 items (including Internet resources). If development is of a practical nature only, not demanding theoretical references, then the list of sources used can be omitted.

Applications

Number the applications;

Specify the name of each application;

Start each application on a new page. The word is written on the right side of the page "Application", which is indicated by the corresponding Arabic numeral, for example "Annex 1"

The volume of applications is not limited, but they must correspond to the text (links to them in the text are not required)

FEDERAL STATE EDUCATIONAL INSTITUTION

SECONDARY VOCATIONAL EDUCATION

"ROSTOV-ON-DON AUTOROAD COLLEGE"

To the teacher

to the methodical piggy bank

WHAT IS METHODOLOGICAL DEVELOPMENT

& Methodological development- this is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of training and education themselves in relation to a specific topic and type of educational lesson, the topic of the work program of an academic discipline, teaching the discipline as a whole.

Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of the teacher (or master of industrial training), the quality of training of students in a specialty or academic discipline (practice).

& Methodological development may be:

Development of a specific training session;

Development of a series of training sessions;

Development of the theme of the academic discipline program:

Development of a general methodology for teaching disciplines;

Development of new forms, methods or means of training and education;

Methodological developments related to changes in the material and technical conditions of teaching the subject.

& How to prepare for writing a methodological development

Therefore, before you start writing it, you must:

1. Carefully choose a development topic. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.

2. Determine the purpose of methodological development.

3. Carefully study the literature, teaching aids, positive experience on the chosen topic.

4. Draw up a plan and determine the structure of methodological development.

5. Determine the directions for future work.

6. Carefully study the GOST requirements for text documents and the design of bibliographic lists.

When starting work on drawing up a methodological development, it is necessary to clearly define its purpose.

For example, the goal may be the following: determining the forms and methods of studying the content of the topic; disclosure of experience in conducting lessons on studying a particular topic of the curriculum; description of the types of activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; connection between theory and practice in classrooms, the use of modern pedagogical technologies or their elements, etc.

& Requirements for methodological development:

4. The material should be systematized and presented as simply and clearly as possible.

5. The language of methodological development must be competent and convincing. The terminology used must correspond to the pedagogical thesaurus.

7. Methodological development must take into account the specific material and technical conditions of the educational process.

8. Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.

9. Methodological development should address the question “How to teach.”

10. Must contain specific materials that the teacher can use in his work (task cards, UPD samples, lesson plans, instructions for laboratory work, scheme cards, tests, differentiated tasks, etc.).

& Shared with structure of methodological development

1. Abstract.

3. Introduction.

4. Main part.

5. Conclusion.

6. List of sources used (Bibliography).

7. Applications.

IN annotations(3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.

In administered(1-2 pages) the relevance of this work is revealed, i.e. the author answers the question of why he chose this topic and what is its place in the content of education.

& Methodological development of the program topic:

Main part may consist of the following sections:

Characteristics of the topic;

The topic description indicates :

· educational goals and objectives of the topic;

· planning the topic and the number of hours allocated to study it;

· knowledge and skills that students must acquire or improve;

· place and role of the topic in the course;

· connection with previous or subsequent material, as well as intra-subject and inter-subject connections;

· a didactic analysis of the content of the material is given;

· the levels of study and assimilation of educational material are highlighted;

· it is possible to conduct a comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the proposed methodological development.

When planning a training topic, it is necessary :

· think over the methodology for teaching the topic;

· select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.;

· highlight the main issues that students must firmly understand;

· analyze the educational capabilities of the educational material and the methodology used.

IN conclusion(1-2 pages) summarizes the problematic issues that were posed by the teacher when starting to compile a methodological development.

& The structure of the methodological development of a training session

theoretical training.

IN basic The following sections can be distinguished:

Methodological justification of the topic;

· intended for teachers.

Toolkit (methodological recommendations and guidelines):

· contains a set of clearly formulated recommendations, instructions for completing coursework and diploma projects, laboratory and practical classes, solving practical issues, and preparing for the IGA; practical tasks with examples of their implementation;

· intended for students.

&The approximate structure of the text of the guidelines is as follows:

1. Title of the topic and justification for its relevance.

2. Didactic goal and educational objectives:

· mastery of skills (ultimate goal);

· as a result of mastering the topic, the student should be able to;

· to develop skills, the student must know (initial basic knowledge and skills).

3. Type of lesson (practical, seminar, laboratory lesson).

4. Questions for self-preparation for mastering this topic.

5. Duration of the lesson (in academic hours).

6. Equipment: tables, posters, dummies, phantoms, laboratory data, etc.

· control of the initial level of knowledge and skills in the form of tasks (tests) of different levels, standard tasks;

· analysis with the teacher of the main and most complex issues necessary to master the topic of the lesson;

· analysis of key issues of the material being studied;

· demonstration by the teacher of practical techniques on this topic;

· independent work of students under the supervision of a teacher (solving problems, laboratory work, recording the results of the work, etc.);

· monitoring the mastery of the lesson topic (test control, solving situational problems, etc.).

8. Place of self-study (library reading room, study room, etc.).

9. Educational and research work on this topic (writing abstracts, preparing visual aids, stands, etc.).

10.Literature:

· main;

· additional.

Methodological instructions in a laconic form can provide background information on the topic being studied, the graphological structure of the topic, methodological advice and instructions for students on completing test tasks, a standard for solving a problem, test tasks in the required number of options, making it possible to ensure individual completion of the task by the student. In conclusion, you can submit test tasks (test control) for independent monitoring of the level of mastery of the topic with a standard of answers.

& Basic requirements for the preparation of methodological work

1. A methodological work must have a title page, annotation, contents, introduction, main part, bibliography, table of contents, and, if necessary, a conclusion and appendices.

On the title page methodological work is given: the name of the higher organization (Ministry of Education and Science of the Russian Federation) and the name of the institution (FGOU SPO "Rostov-on-Don Road College"); title (title) of the work; type of educational literature (textbook, guidelines, methodological developments, methodological recommendations, instructions for laboratory and practical classes, program, etc., place and year of publication.

On the back of the title page are indicated:

Compiler of this work (indicate the academic degree, title, position, full name of the compiler);

Abstract (for textbooks) of the publication; data on the consideration of the manuscript at a meeting of the cycle commission (protocol number, date of consideration);

Reviewers of the work (indicate academic degree, title, position, place of work, full name).

Information about the academic degree, rank and position is given in accordance with the existing abbreviation rules: doctor - doctor, professor - prof., candidate - cand., associate professor - associate professor, biology, history, mathematics, chemistry. and other sciences, for example: Ph.D. those. Sciences, Associate Professor

annotation– a brief description, in this case, of a textbook, revealing its content, novelty, and purpose.

Introduction pursues the goal of introducing the reader to the content, the problem of the academic discipline, namely, the content of the subject of study of this science is revealed, its formation and development in the historical aspect, connections with other disciplines, etc.

& Requirements for text formatting:

· Format A 4.

· Orientation – portrait.

· Margins: top, bottom – 2 cm, right – 1.5 cm, left – 3 cm.

· Page numbers – in Arabic numerals, at the bottom of the page, centered, the title page is included in the general numbering, but the number is not placed on it.

· Font – Times New Roman.

· Font height – 12-14 points;

· Red line (paragraph indent –1.27 cm).

· Line spacing is single.

· Text alignment – ​​width.

· Eliminate hyphens in words.

· It is necessary to follow the basic rules of computer typing.

The work is prepared in accordance with generally accepted requirements, which are based on the following standards:

GOST 2.105-95. Unified system of design documentation. General requirements for text documents.

· Title page. P Missing words on the title page is not allowed, a period is not placed at the end of titles, the size of the margins of the title page is generally accepted.

· Content(table of contents) of the work is drawn up on a separate sheet. The word “CONTENTS” is printed in capital letters, placed symmetrically to the text, and there is no period at the end. The names of chapters and paragraphs are written in lowercase letters, starting with a capital letter. Chapters and paragraphs must have serial numbers within the work, indicated in Arabic numerals and separated by a dot. There is no period at the end of the paragraph number. Chapters and paragraphs have indications of the page numbers from which this part of the document begins.

· Text of work

The structural parts of the main text of the work are designated headlines, which are distinguished by capital letters, font size or style of writing. There are headings of the first and second levels. The first level headings include: “CONTENTS”, “INTRODUCTION”, “CHAPTER TITLES”, “CONCLUSION”, “LIST OF BIBLIOGRAPHICAL RECORDS”, “APPENDICES”. In the text of the work, they are printed in capital letters without underlining and a period at the end, aligned in the center, hyphens in words are not allowed. Each first-level heading and subsequent text begin on a new page.

Unlike them names of paragraphs, which relate to second-level headings, are written as paragraph headings in lowercase letters, except for the first capital, but also without underlining and a period at the end.

You cannot write a heading at the end of a page if three lines of text below the heading do not fit on it.

The text must be divided into paragraphs, i.e., approximately equal in volume parts of the text, closely related to each other and united in meaning, the beginning of which is written with a paragraph indent of 1.27 cm.

Within chapters and paragraphs there may be transfers. Each listing item must be preceded by a hyphen [-]. To further detail the listings, it is necessary to use lowercase letters [a)] and Arabic numerals, after which a parenthesis without a dot is placed, and the entry is made one step to the left of the paragraph indentation, i.e. digit under digit. Subparagraphs in numbered sections are usually separated by a semicolon [;], and a period is placed after the last subparagraph.

·IN formulas As symbols, the designations established by the relevant state standards should be used. Explanations of symbols and numerical coefficients included in the formula, if they are not explained earlier in the text, should be given directly below the formula.

Example: Return on sales, expressed in %, is calculated using the formula

Rsales = https://pandia.ru/text/78/265/images/image003_73.gif" width="12" height="13 src=">100%, (1)

Where Pch– net profit, thousand rubles;

Vrp– volume of products, works, services sold.

Formulas are numbered consecutively using Arabic numerals, which are written at the formula level on the right in parentheses. One formula is designated by one number - (1). References in the text to serial numbers of formulas are given in parentheses, for example, in formula (1). Numbering of formulas within a section is allowed. In this case, the formula number consists of the section number and the serial number of the formula, separated by a dot, for example, (3.1).

Formulas placed in appendices must be numbered separately in Arabic numerals within each appendix, for example, (B.1).

·In the text numerical values ​​of quantities with the designation of units of physical quantities and units of counting should be written in numbers, and numbers without designation of units of physical quantities and units of counting from one to nine - in words. ( Example: select 15 pipes for pressure testing; test five pipes, each 5 m long). The unit of physical quantity of the same parameter within one document must be constant.

It is unacceptable to separate a unit of physical quantity from a numerical value, that is, transfer them to different lines or pages.

Digital material is usually presented in the form tables. The word “Table”, its number and name are placed above the table on the left. The word “Table” and the title of the title are written in lowercase letters, the first is in capital letters, the title is not underlined. Word hyphenation in the title is not allowed. The table, depending on its size, is placed under the text in which a link to it is first given, or on the next page, and, if necessary, in an appendix to the document. It is allowed to place the table along the long side of the document sheet.

· Illustrations(tables, graphs, diagrams, drawings, etc.), occupying less than 1/2 page, can be located in the text of the work. Illustrations that occupy more than 1/2 of a page are taken out of the text, done on a separate sheet and given in the “Appendices” section. The illustrations must be positioned so that it is convenient to view them: without rotating the work or with a clockwise rotation. Illustrations are designated by the word “Figure” and are numbered with continuous numbering in Arabic numerals. The word “Figure”, its number and name are located under the illustration in the center.

· Bibliographic references and footnotes, list of bibliographic records are an integral part of the reference apparatus of scientific work and serve as a source of bibliographic information about documents cited, considered or mentioned in the text of the study. All quotations and other borrowings must be accompanied by footnotes and references, the design of which should be given the most serious attention, since to a certain extent scientific ethics and the culture of scientific work are expressed in this way.

Since January 1, 2009, the preparation of bibliographic references of all types is regulated by GOST R 7.0.5-2008 “Bibliographic reference. General requirements and rules of registration." This standard establishes general requirements and rules for compiling a bibliographic reference: main types, structure, composition, location in documents. The standard applies to bibliographic references used in published and unpublished documents in any media.

By composition of elements bibliographic reference can be full or brief.

By location the document may contain:

· intratextual(placed in the text of the document).

· subscript(moved from the text to the bottom of the page of the document (in a footnote).

· behind-the-text(removed from the text of the document or its component part into a callout or reference).

A set of extra-text bibliographic references is drawn up as a list of bibliographic records, placed after the text of the document or its component part. The textual link is visually separated from the document text and is designed independently. When preparing a list of references doesn't have to be broken it on book, periodical and electronic publications, you can indicate all sources in a row, arranging them in an alphabetical list according to the first letters of the authors' surnames(usually the bibliographic description begins with the surname).

The serial number of a bibliographic record in a post-text reference is indicated in the callout sign on the top line of the font or in the reference, which is given in square brackets in the line with the text of the document.

For example, in the text:

“Scientists such as and many others have studied this issue.”

26. Kolls mechanism of innovation processes. Novosibirsk, 19с.

For electronic sources, you need to indicate almost the same data, but the entry must contain the text [Electronic resource], and after the email address in parentheses give the words (date of circulation), indicate the day, month, year.

· Application should start on a new page and be placed after the list of bibliographic entries in the order in which references to them appear in the text of the work. In the middle of the page, the word “APPENDIX” is written in capital letters, followed by a letter indicating its sequence. Application numbers are indicated in capital letters of the Russian alphabet, starting with A, with the exception of the letters E, Z, Y, O, CH, b, Y, Ъ. The application must have a title, which is written symmetrically relative to the text with a capital letter on a separate line.

·Work pages numbered in Arabic numerals in order from the title page to the last, including appendices without omissions or repetitions. The page serial number is placed in the middle of the bottom margin. Page numbers are entered starting with the contents (third page).

·The finished work must be bound in hard or soft cover with a title page.

APPENDIX A

Examples of designing a list of bibliographic records

For books you need to provide the following information.

It should look like this:

Likholetov, the potential of universities in the system of forming a competitive business environment in the region: monograph. – M.: Creative Economy, 2008. – 352 p.: ill. ISBN-036-3

The easiest way is to look at the back of the title page of the book, which contains the correct bibliographic entry. Usually it is located next to the UDC and BBK codes.

Periodicals (magazines)

Design example:

Abramov, the most important assets of modern enterprises still remain unaccounted for? // Russian entrepreneurship. – 2006 – No. 6 – p. 55-59.

Electronic sources

For electronic sources, you need to indicate almost the same data as for journals: author, title of the article, name of the site (or section of the site), URL and date of access. The entry must contain the text [Electronic resource]. After email address in parentheses quote words (date of the application), indicate the day, month, year.

Design example:

Popov reporting in the era of the knowledge economy. // Library of Creative Economy. – 2005. [Electronic resource]. URL: http://*****/library/prd93.php (accessed 04/07/2009).

Methodological development and requirements for it

Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies themselves about teaching and upbringing in relation to a specific lesson topic, curriculum topic, and teaching the course as a whole.

Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties.

Methodological development can be:

Development of a specific lesson;

Development of a series of lessons;

Development of the program theme:

Development of a general methodology for teaching subjects;

Development of new forms, methods or means of training and education;

Methodological developments,

associated with changes in material and technical conditions

teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

Carefully approach the choice of development topic.

The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.

Determine the purpose of methodological development.

Carefully study the literature, teaching aids, and positive experiences on the chosen topic.

Draw up a plan and determine the structure of methodological development.

Determine directions for future work

When starting work on drawing up a methodological development, it is necessary to clearly define it target. For example, the goal may be the following: determining the forms and methods of studying the content of the topic; disclosure of experience in conducting lessons on studying a particular topic of the curriculum; description of the types of activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; connecting theory with practice in the classroom; use of modern pedagogical technologies or their elements in lessons, etc.

Requirements for methodological development:

4. The material must be systematized and presented as simply and clearly as possible.

5.The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus.

7. Methodological development must take into account the specific material and technical conditions of the educational process

8. Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.

9. Methodological development should address the question “How to teach.”

Structure of methodological development

General structure:

1. Abstract.

3. Introduction.

4. Main part.

5. Conclusion.

6. List of sources used.

7. Applications.

The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

Methodological development of the program theme

The main part may consist of the following sections:

Characteristics of the topic;

The topic description states:

Educational goals and objectives of the topic;

Planning the topic and the number of hours allocated to study it;

Knowledge and skills that students must acquire or improve;

Place and role of the topic in the course;

Connection with previous or subsequent material, as well as intra-subject and inter-subject connections;

A didactic analysis of the content of the material is given;

The levels of study and assimilation of educational material are highlighted;

It is possible to conduct a comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.

When planning a training topic, you must:

1. Think over the methodology for teaching the topic.

2. Select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.

3. Highlight the main issues that students must firmly grasp.

4. Analyze the educational capabilities of the educational material and the methodology used.

In the conclusion (1-2 pages) the results are summed up on the problematic issues that were posed by the teacher when starting to compile the methodological development.

The structure of the methodological development of a theoretical teaching lesson.

The main part includes the following sections:

Methodological justification of the topic.

Lesson plan (with technological map).

Didactic material for the lesson (may not be included in the form of attachments).

List of literature (sources) for students.

List of literature for teachers.

1.Theme of the program.

2. Lesson topic.

3. Lesson type.

4. Type of lesson.

5. The goal is methodological.

6. Goals of education (training, upbringing, development).

7. Material and technical support of the lesson.

8. Intersubject and intrasubject connections.

Didactic structure of the lesson

Methodological substructure of the lesson

Signs

Solutions to didactic problems

Teaching methods

Form of activity

Methodological techniques and their content

Means of education

Ways to organize activities

Lesson type

determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Type of theoretical training lessons (according to M.I. Makhmutov):

Lesson on learning new educational material.

Lesson to improve knowledge, skills and abilities.

Lesson of generalization and systematization of knowledge.

Lesson of control of knowledge, skills and abilities.

Combined.

Types of practical training lessons (according to M.I. Makhmutov):

Lesson on the initial formation of skills and abilities.

Lesson on improving skills and abilities.

Lesson on completing complex tasks (works).

Lesson type

is determined by the form of joint activity between the teacher and students, which dominates the lesson:

2. Independent work.

   Practical work.

   Laboratory work.

   Conference.

3. Test.

4. Business game.

   Excursion.

   Mixed (several types of activities of approximately the same time).

Didactic structure of the lesson includes the following didactic tasks:

Motivation and stimulation of student activity, goal setting, activation of necessary knowledge.

Formation of new concepts and methods of action.

Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in a lesson, but it can be different (this depends on the goals and type of lesson).

Didactic methods (according to I.Ya. Lerner)

1. Information-receptive.

2. Reproductive.

3. Problematic: problematic presentation; heuristic; research.

Form of activity depends on the method and methodological techniques used. For example: conversation, independent work, working with a book, watching a video, etc.

Ways to organize the activities of the teacher and students (according to Molchan L.L.):

1. Frontal.

2. Individual.

3. Pairs.

4. Collective.

Educational goals

are divided into the goals of training (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson involves creating conditions for the formation of knowledge, skills and abilities; development of abilities; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the purpose of inviting colleagues to this lesson.

General requirements for the design of methodological development.

The total volume of methodological development must be at least 24 sheets of computer text (font 14 or 15). If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 names. If the development is only practical in nature and does not require theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

Criterion

Indicators

Complies in full - 2 points

Partially compliant – 1 point

Does not correspond – 0 points

Relevance and significance of methodological development

Compliance of the goals and objectives of methodological development with software

The novelty of the presented methodological development.

The originality of methodological development relative to traditional educational materials.

Ways to achieve your goals

Personality-oriented orientation of the methods and methodological techniques presented in the development.

Correspondence of teaching methods to the goals and age characteristics of students.

The realism of methodological development in terms of the time allocated for studying the section.

The use of methods and techniques for the formation of universal educational activities (development of independence, creativity, mobility of thinking, etc.).

Orientation of the educational process towards new learning outcomes (competencies, general educational skills, providing a general outlook and connections between what is being studied and the phenomena and processes of the real world, interdisciplinary connections, etc.).

Coherence or systematicity of the content of the material in development.

Compliance of the content of educational material with the goals set.

Design quality

The material is systematized and presented as simply and clearly as possible.

There are no grammatical or spelling errors in the methodological development.