Organization of educational research activities. Organization of educational and research activities of students

Lapshina N.K., Russian teacher

literature MBOU SOSH

"Education Center No. 1".

Organization of scientific research activities pupils

Doesn't exist in any way

valid tests of giftedness, other than those that appear as a result of active participation in at least the smallest search research work.

A.N. Kolmogorov

The main change in society, affecting the situation in the field of education, is the acceleration of the pace of development of society. As a result, the school must prepare its students for life, for changes, develop in them such qualities as mobility, dynamism, competence in general educational skills. Such training cannot be provided only through the assimilation of a certain amount of knowledge. At the present stage, something else is required: the development of the ability to make choices, efficiently use resources, compare theory with practice, and many other abilities necessary for life in a rapidly changing society.

Involvement of schoolchildren in research activities allows the most fully to determine and develop both intellectual and potential creative abilities. The full-fledged cognitive activity of schoolchildren is the main condition for the development of their initiative, active life position, resourcefulness and ability to independently replenish their knowledge, navigate the rapid flow of information. These personality traits are nothing more than key competencies... They are formed in a student only under the condition of his systematic inclusion in independent cognitive activity, which in the process of performing a special type study assignments, acquires the character of a problem-search activity.

The acquired skills in mastering the principles of research activity are further developed. By teaching students synthesis, analysis, analogy, acquainting them with the basic methodological principles of this kind of activity (formulation of a problem, hypothesis, theoretical justification, analysis of literary and experimental data, conclusions on the results achieved), the teacher prepares the student to realize the need for independent research work as the most full form realization of their creative potential, self-disclosure and self-realization.

Research objectives:

* Identification and support of students inclined to engage in research activities;

* Development of intellectual, creative abilities of students;

* Development of a personality capable of self-actualization, self-realization, self-affirmation in a constantly changing socio-cultural environment;

* Formation and development of students' skills in research work;

* Development of competencies in students with an interest in research activities.

Of course, not all children manage to get involved in research activities, because and the student himself must have certain competencies:

Ability to critically comprehend the material presented in the book, i.e. you must be able to independently compare concepts and phenomena, draw your own conclusions.

Ability to clearly and clearly express your thoughts.

It should be remembered that the main result of research activity is an intellectual, creative product that establishes one or another truth as a result of the research procedure and is presented in a standard form.The mainkinds research activities of students are:

Problem-abstract - creative works written on the basis of several literary sources, involving a comparison of data from different sources and, on the basis of this, their own interpretation of the problem posed.

Experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the characteristics of the result, depending on changes in the initial conditions.

Naturalistic and descriptive - creative work aimed at observing and qualitatively describing a phenomenon. May have an element of scientific novelty. A distinctive feature is the lack of a correct research methodology. Works performed in this genre often lack a scientific approach.

Research - creative work done with the correct s scientific point of view, methods that have their own experimental material obtained with the help of this methodology, on the basis of which analysis and conclusions are made about the nature of the phenomenon under study. A feature of such works is the uncertainty of the result that research can give.

There are other classifications of research conducted by schoolchildren:

Type I is a mono-subject research. It is performed in one subject, involving the attraction of knowledge to solve a problem precisely on the issue that the student is exploring.

Type II (promising and interesting for schoolchildren) is interdisciplinary research or, in other words, interdisciplinary. This type of research is aimed at solving a problem that requires the involvement of knowledge on the issue by the student under study from different academic subjects or sciences.

Type III is supra-subject. In this case, this is the most common type of research. Here, the joint activity of the student and the teacher is evident, which is aimed at researching specific, personally significant problems for the student.

The problem of identifying and teaching children intellectually gifted and showing interest in a particular field of knowledge is one of the most urgent. Particular attention is paid to the development of scientific thinking, broadening one's horizons, organizing practical creative activity. Creativity is a universal way of self-realization, self-affirmation of a person in the world.The main task of teachers is to create an environment for the child - an intellectual atmosphere that will help him discover his abilities and achieve high results.I suggest the following steps for working with students interested in scientific research.1. Preparatory
It is known that what younger schoolboy, the stronger he has creative thinking, the more interest in experimental activities. Our school teachers understand the need to develop early interest in a variety of subjects. So on the basis of "CO # 1" there is a city Scientific Conference for elementary school students "I am a researcher". The teachers have gained a lot of experience, which helps to supervise the research activities of students primary grades today and achieve good results.I would like to say that there has been close cooperation between primary school teachers who are interested in serious training for their students, and senior teachers. Together we single out a group of interested children, and most importantly, we establish contacts with their parents, we convince them of the need for such work.2. Organizational After the lessons, I identify the level of preparation of students to perform a particular research work, and preparation begins (choosing the topic of the work, determining its goals and objectives).3. Supervision of research works Students receive from the teacher the necessary knowledge and skills to work on this topic, learn to work with popular science literature. Using individual approach, direct the activities of students, help in drawing up a plan for organizing their research activities.4. Preparation for the performance.
At this stage, the work is being prepared in accordance with the requirements for the design of work, preparation of speeches, presentations using a multimedia projector. I form students' ability to competently report on their research, stand in front of an audience, answer questions, prove their point of view, relying on knowledge of the material on their problem.Then a preliminary presentation of the research work takes place, first in a collective familiar to the speaker (or a group of children) (in his class), and then in an extended audience in front of the commission. This stage does more than just allow the performing children to gain experience public speaking but also encourages other students to join research activities in the future. After the speeches, the students discuss, analyze the work, give recommendations, and ask their questions.5. Promotion of research activities among students and the use of research results in the educational process.
At this stage, students who already have a positive experience in research activities, present the material of their work in front of students in other grades when studying the relevant topics.

There are different forms of organizing the research activities of students:

work on abstracts;

project development;

scientific and practical conference;

Olympiads in subject areas;

creative contests;

excursions and classes in museums, libraries;

cooperation with external partners.

Every year (for 5 years), on the basis of our school, city humanitarian readings are held for students in grades 5-7. The work is carried out in three sections: Russian language, literature, history. The goal of humanitarian readings is to involve students in research activities, the development of intellectual and creative abilities. It is clear that 12-13 year olds do not create large research projects. Therefore, to the jury, students submit abstracts that meet certain previously stated requirements. There must be a practical part in the work. It is also necessary to publicly present your work (using a multimedia presentation), answer the questions of the commission, consisting of the administration and teachers, and those present in the audience.

Performing such work requires students to be able to work with scientific and popular science literature, freely navigate the Internet to search the information you need, collate and analyze different sources. We can say that, taken together, all this develops intelligence, stimulates the cognitive activity of students, promotes independent critical thinking about certain results, which is so important for a young novice researcher whom we want to educate already in school.

I believe that the value of organizing research work on the basis of our school has many positive aspects:

for students is the development of creative and research ability, skills of independent work (including with literature), work in a group and in a team, the ability to choose a topic and a leader, "immersion" in the topic (since the work must be done for a certain time), the development of oral speech skills using scientific terminology and having its own special structure, the acquisition of public speaking skills in the presence of the jury, opponents and strangers, training in the skills to defend one's point of view, to be able to listen to the opinions of other people, not to lose control over the situation and to quickly find an answer to the questions that have arisen.

for teachers - the organization of research work helps to organize children, to reveal the creative, organizational, leadership abilities of the child, to delve into the problem under study;

for parents, this is the organization of children's free time, improving the results of their studies, the possibility of active participation in school life;

an educational institution gets the opportunity to form an adaptive learning and communication environment for all communities involved in the educational process.

The philosopher and educator Sophocles said: "Great things are not done all of a sudden." To achieve high results, improve the quality of education, teach a child the basics of understanding the world, you need a long, painstaking, joint work teacher, student and parents.V modern world the success and relevance of an erudite person who knows how to argue, to prove his point of view, who has creative potential became obvious. We must prepare ourselves for the fact that it is important not only to assimilate knowledge, but also to increase, process, and use it in practice. That is why it is important for children to join research activities already in school years.The research work of students leads to an active knowledge of the world, participation in this activity makes it possible to gain a deeper understanding of their abilities and skills.

NOTES

1. Abramova S.V. Organization of educational research work on the Russian language / S. V. Abramova // Russian language: ed. house The first of September. - 2006. - N 18. - S. 4-11.
2. Abramova S.V. Organization of educational research work on the Russian language / S. V. Abramova // Russian language: ed. house The first of September. - 2006. - N 19. - S. 2-10.
3. Artsev, M. N. Educational research work of students: guidelines for students for students and teachers / MN Artsev // Zavuch. - 2005. - No. 6. - p. 4 - 29.

4. Belykh, S. L. Management of student research activity: Toolkit for teachers of secondary schools, gymnasiums, lyceums / S. L. Belykh. - Comments by A.S. Savichev. Ed. A.S. Obukhova. - M .: Journal "Research work of schoolchildren", 2007. - 56 p.

5. Derekleeva, N. I. Research work at school / N. I. Derekleeva. Derekleeva. - M .: Verbum-M, 2001.- 48 p.

6. Drozdova O.E. Linguistic research of students is real / OE Drozdova // Russian language: ed. house The first of September. - 2003. - No. 37. - P. 13.

The main communication between the student and the teacher takes place in the lesson. How should a lesson be structured that arouses interest in search activity? What should be guided by the teacher when planning research activities. Having studied the literature on the organization of research activities and relying on the reasoning of scientists dealing with this problem, we will consider the issue of the organization of research activities at school.

After a wide revision of school curricula in developed countries in the 60s and 70s, especially in an environment of increased requirements for a general education school at the turn of the 80s and 90s, the search orientation in didactics turned out to be associated with the acquisition, the development of theoretical ideas about subjects and phenomena of the surrounding world. The educational process is built as a search for new cognitive landmarks. In the course of such a search, learning not only occurs on the basis of the assimilation of new information, but also includes the organization and creative restructuring of existing concepts or initial cognitive guidelines. However, the point is not at all to replace incorrect ideas with correct ones, “unscientific” - “scientific”, as it might seem at first glance. Task modern learning consists not only in the communication of knowledge, but in the transformation of knowledge into a tool for the creative assimilation of the world. The data of psychological and pedagogical studies show that new knowledge is not formed in an additive way (ie, not by simply superimposing new knowledge on existing knowledge), but through restructuring, restructuring of previous knowledge, rejection of inadequate ideas, posing new questions, and proposing hypotheses. [ clarin] Thus, the benchmark for the modern educational process is not only the formation of new, but also the restructuring of existing knowledge, and such, in which preliminary information on the studied topic may not so much facilitate, but complicate educational knowledge, in any case, will require rethinking. This, in turn, means the need to stimulate the cognitive activity of students by all means. Moreover, the teacher has to knowingly put up with the fact that the results of independent "discoveries" of students may be clearly incomplete. As the researchers note, the premature presentation of "correct ideas" leads to the fact that students are unable to apply these ideas, to work with them.

Modern psychological and pedagogical research outlines some guidelines for how to work with existing ones and move on to the formation of new ideas in the course of the educational process. These guidelines can be presented in the form of a combination of the following psychological and didactic requirements.

Content requirements:

• 1. The student should have a feeling of dissatisfaction with the existing ideas. He must come to a feeling of their limitations, divergence from the views of the scientific community.
• 2. New ideas (concepts) should be such that students clearly understand their content. This does not mean that students are obliged to adhere to them themselves, to believe that they describe the real world.
• 3. New ideas must be believable in the perception of students; they should perceive these ideas as potentially admissible, combined with the existing ideas about the world. Students should be able to relate a new concept to an existing one.
• 4. New concepts and ideas should be fruitful; in other words, serious reasons are needed for students to abandon more familiar notions. New ideas should clearly be more useful than old ones. New ideas will be perceived as more fruitful if they help to solve an unsolved problem, lead to new ideas, and have wider possibilities for explanation or prediction.

Of these conditions, two (second and third) roughly correspond to the well-known didactic requirements for the accessibility of learning and the transition from “close to distant”, from “known to unknown” (J. Comenius). At the same time, the first and fourth requirements - they can be briefly designated as dissatisfaction with existing knowledge and as a requirement for heuristicity of new knowledge - go beyond traditional didactic principles and are associated with the search nature of learning.

Process requirements:

• 1. Encourage students to formulate their ideas and ideas, express them explicitly.
• 2. To confront students with phenomena that are in conflict with existing ideas.
• 3. Encourage to put forward assumptions, guesses, alternative explanations.
• 4. Provide students with the opportunity to explore their assumptions in a relaxed and relaxed environment, especially through small group discussions.
• 5. Provide students with the opportunity to apply new concepts to a wide range of phenomena, situations, so that they can appreciate their applied value.

In fulfilling these requirements, the teacher needs to carefully plan his activities. A.V. Leontovich proposes to follow the following steps when designing and organizing research activities:

Stage 1. The choice by the teacher of the educational area and subject area of ​​the field of future research activities of students:

• - the degree of connection with the basic program of the corresponding class;
• - having your own practice scientific work in a chosen area;
• - the possibility of consulting assistance of specialists and its form;
• - the form of educational activities in terms of the work of the institution.

Stage 2. Development of an introductory theoretical course program:

• - accessibility - the correspondence of the teaching load to the capabilities of the students;
• - reliance on the basic program (new information is based on basic subject programs, the number of new concepts and schemes introduced does not make up the greater part of the program);
• - the need and sufficiency of the volume of theoretical material for the emergence of students' interest in work, the choice of a topic and the formulation of research objectives.

Stage 3. Choosing a topic, setting goals and objectives of the study, proposing a hypothesis:

• - correspondence of the chosen topic to the taught theoretical material;
• - the availability of the complexity of the topic and the volume of work to the capabilities of students;
• - the research nature of the topic, the formulation of the topic, limiting the subject of research and containing the research problem;
• - the correspondence of the objectives to the goal, the adequacy of the hypothesis.

Stage 4. Selection and development of research methods:

• - methodological correctness of the methodology. Compliance with the scientific prototype, the validity of adaptation to the specifics of children's research;
• - compliance of the methodology with the goals and objectives, the expected volume and nature of the research;
• - the availability of the methodology for the development and implementation by schoolchildren;

Stage 5. Collection and primary processing of material:

• - availability of the planned amount of work to students;
• - the availability of the research object;
• - the adequacy of the technique used to the object and conditions of the study.

Stage 6. Analysis, conclusions:

• - availability of discussion, comparison of data with literary sources;
• - correspondence of the results and conclusions to the set goals and objectives, the formulated goal.

Stage 7. Presentation.

• - compliance of the format of the submitted material with formal requirements;
• - reflection of research stages;
• - reflection of the author's position of the student.

The initial stage in the practical implementation of the research approach in teaching is the mandatory conduct by the teacher of a didactic analysis of the topic to be studied using the research approach. The didactic analysis of the topic means the active cognitive activity of the teacher, aimed at isolating the main and formulating particular problems, which makes it possible to determine the possibilities of introducing methods scientific knowledge when students study a specific topic. Didactic analysis allows the teacher to determine the topics and types of creative tasks, as well as organizational forms of training, the use of which is advisable in the study of this topic.

It is didactically grounded in preliminary informing students about the study of the topic using a research approach. Information should be visual, therefore it is advisable to create a corner "Information for students" in the office, dedicated to the study of the upcoming topic. It is desirable that it reflects: the name of the topic, the structure of its study, the number of hours allotted for study, a list of suggested literature (both mandatory and optional), a list of possible topics for reports, abstracts.

T.A. Fine believes that when organizing learning using an exploratory approach, it is recommended to study the material in a large block. At the same time, schoolchildren do not remember individual paragraphs or articles from the text of the textbook, but they perceive the topic as a whole.

How to practically study the material in a large block? First, the widespread use of lectures is mandatory. The content of the introductory lecture focuses on the main ideas of the topic; its problems (main and particular) are formulated, with the simultaneous involvement of material reflecting the history of the studied fact or phenomenon, shown on specific examples the process of scientific search in its cognition. It is didactically justified when, during the introductory lecture, the teacher gives examples state of the art the studied fact (phenomenon, event), which creates the necessary mood for further research.

Secondly, an organic combination of various organizational forms of training is a must. Along with the lesson in its traditional sense, it is necessary to apply lessons-seminars, lessons-disputes, lessons-consultations, workshops, interviews, discussions, excursions. The use of various organizational forms of education has a positive effect on the development of students' cognitive independence as a necessary quality of a socially active person. Research activities organized by the teacher in the classroom have the most direct impact on extracurricular activities in the subject. It is known that the lesson does not always provide an opportunity for a thorough and in-depth understanding of facts, phenomena and patterns. A logical continuation of a lesson or a series of lessons on the topic can be any form of scientific and educational, search and creative activity outside the classroom ("Week of Science", scientific and practical conference, oral journals "In the world of science", quizzes, contests, olympiads, debate clubs, creative workshops, competitions of social projects), the material for which is the work of students, performed by them as independent research. [fine].

There is no doubt that a special relationship is established between teacher and children when organizing research activities in the classroom. To the teacher, in order to successfully organize such a view learning activities, special training is required. The teacher does not just set his own goals, but strives to ensure that these goals are accepted by students, who also have their own goals, desires, needs, and they do not always coincide with the desires and needs of the teacher. The teacher is not only looking for ways to achieve the set goals, but is working to ensure that the methods of mastering reality are mastered by the student, become “their own” for the student. the teacher should not only have his own ideas about the object under study, but know what ideas the student has about this object. The teacher should be able to take the student's point of view, imitate his reasoning, anticipate possible difficulties in his activity, understand how the student perceives a certain situation, explain why the student acts this way and not otherwise.

At the same time, the teacher must not only understand what, why and how the student is going to do, but purposefully influence the search activity, transform it, deepen it, develop it. However, you should not impose your opinion on the student. [prokofiev]

The student's activity is to implement the scientific method of cognition on the subject material of various fields of knowledge. The young researcher is required to know and perform a number of procedures characteristic of the process of obtaining new knowledge, namely: 1) recognition and clear formulation of the problem; 2) collecting data through observation, work with literary sources and, as far as possible, in experiment; 3) formulating a hypothesis using logical reasoning; 4) hypothesis testing.

The researcher must formalize the results of the search activity in the form of an abstract and report on them at the conference. The presentation of the content and results of research work is subject to certain rules, which students also need to know. The student, who draws up the results of his research, performs the following procedures for organizing the knowledge gained: 1) formulates the objectives of the research; 2) highlights hypotheses; 3) sets the tasks of search; 4) makes a literary review; 5) submit their own data, compare and analyze them; 6) formulate conclusions.

Young researchers also need to know that writing an abstract and writing a report on it are different types scientific activities that are performed in different ways. Therefore, the report is the next genre scientific creativity, which is mastered by schoolchildren - participants in scientific and practical conferences.

From the first steps, novice researchers learn to outline a plan of action, which makes it easier for them to conduct research, fosters a serious attitude to the organization of their work.

Fourth, as you know, the research and project activities of schoolchildren are popular; it has become an indicator of the quality of education in an educational institution. The concept of specialized education assumes to include in the curriculum of senior grades the research and project activities of schoolchildren as mandatory, despite the opinion that there is no need to teach research activities to all schoolchildren without exception. Moreover, there is a danger of formalizing student research activities as difficult and unattractive for most students. [Prokofiev]

Based on this, we can conclude that the objects of activity of the teacher and students in this case, generally speaking, are different. The student's activity is aimed primarily at finding (an answer to a question, a solution), while the teacher's activity is aimed at students' search activity. Its main task is not to find the truth, but to help schoolchildren do this by methodically competently organizing and directing their activities.

The teacher should build his management of this activity not as a direct impact, but as a transfer to the student of those foundations on which the student, as a result of vigorous activity, could independently derive his decisions.

S.N. Pozdnyak concretizes the features of the activities of teachers and students in the process of organizing and carrying out research activities as follows:

Features of the teacher's activities

The main task of the teacher is to organize research by students. The teacher is a senior comrade who helps to master the difficult path of movement towards knowledge. The teacher's actions are aimed at:

identify student opportunities and break them into groups;

help them learn to act together;

arouse interest in what is being studied; monitor the dynamics of pupils' interest in the problem under study; be able to support and develop it - “to protect the spirit of research in children”;

to reveal the diversity of the content of the studied material and outline the options for its study;

indicate the ways and methods of independent individual and collective research; encourage and develop a critical attitude towards research action;

fill in the gaps and correct the mistakes of the completed educational work, collective work.

Features of student activities

Features of the educational activities of students:

the whole educational work students do it independently;

research work is carried out collectively, according to the principle of division of labor;

educational work goes beyond the classroom-lesson system;

Learning takes place with constant consultation and general guidance from the teacher;

Educational work is carried out according to plans and programs developed by the students themselves on the basis of general programs in accordance with their vital interests;

Accounting for work performed, pedagogical control is carried out according to real results (reports, drawings, diagrams, etc.);

You can work on any material taken from a book or life.

Thus, S.N. Pozdnyak emphasizes once again the difference between research teaching and traditional teaching, its heuristic essence, aimed at a deeper and more conscious assimilation of knowledge.

Indeed, in research and design, schoolchildren study subject material selectively and meaningfully, are active in setting and achieving goals. This is why research activity is valuable, and this is how it differs from traditional teaching in school. But in this work, strange as it may seem, there is a basic set of difficulties experienced by both the teacher and the student in project or research activities.

• - the development of research skills of students is blocked by the predominance of reproductive methods in their teaching, the orientation of students to transfer, and students to assimilate ready-made knowledge;
• - the main type of research activity of students is most often abstracts, reports, essays that do not become truly creative due to the stereotyped theme and reduced minimum, or even does not imply an independent solution of the research problem;
• - students are not actively involved in search activities due to the lack of free time, their workload;
• - research skills are developed spontaneously without taking into account their structure, the logic of development, which inhibits the formation of students' creative abilities;
• - in order to master the techniques of research activity, the student needs special training, which is often impossible due to the lack of study time.

The work presents theoretical basis organization of research activities of students in a modern general education school; the history of the emergence and development of research activities, its essence, goals and types, stages of organization, as well as the organization of research activities in the real educational process on the example of the experience of the teacher of history and social studies Sergeeva Irina Nikolaevna.

Download:

Preview:

State budgetary educational institution

Secondary school №535

St. Petersburg

Organization of research activities of students in a modern educational institution.

Performed

Sergeeva Irina Nikolaevna,

teacher of the highest category

year 2013

Introduction ………………………………………………………………………… ... 3

Chapter 1: Theoretical Foundations of Research Organizationstudents in a modern secondary school ………………… ..4

1.1. The history of the emergence and development of the organization of research activities of students in an educational school ……………… .. ……… .4

1.2. The essence, goals and types of research activities of students ... 7 1.3. Stages of organizing research activities of students in a modern school ................... .....twenty

Conclusions on the first chapter ………………………………………………… ...… 24

Chapter 2. Organization of research activities of students in the real educational process of a comprehensive school ………………… ... 25

2.1. The teacher's experience in organizing the research activities of students in the process of teaching history and social studies ………………………………… .. ……… ... ………………… ... 25

Conclusions on the second chapter ………………………………………………….… ..31

Conclusion ……………………………………………………………………… 32

References …………………………………………………………… 34

Appendices ……………………………………………………………… ...… 3

Introduction

For centuries, the technology of the classroom-lesson system has proven to be the most effective for the mass transfer of knowledge, skills, and abilities to young recruits. The ongoing changes in social life require the development of new methods of education, pedagogical technologies dealing with individual development of the personality, creative initiation, the skill of independent movement in information fields, the formation of a student's universal ability to set and solve problems to solve problems arising in life - professional activity, self-determination, daily life. The emphasis is transferred to the upbringing of a truly free personality, the formation in children of the ability to think independently, to obtain and apply knowledge, to think carefully about the decisions made and to clearly plan actions, to effectively cooperate in groups that are diverse in composition and profile, and to be open to new contacts and cultural ties. This requires widespread introduction of alternative forms and methods of educational activities into the educational process.

This is due to the introduction of methods and technologies into the educational context of educational institutions based on the project and research activities of students.

The object of the research was educational research activity.

The subject of the research is the use of the method of research activities of students in teaching history and social studies.

In this regard, the goal was determined: to study educational and research activities, its types, forms and to design a system for organizing research activities in teaching these subjects.

Tasks:

1. Determine the essence, types and goals of educational and research activities.

2. Consider the algorithm of step-by-step actions in the organization of educational and research work in a modern school.

3. Design a system for organizing research activities in the real educational process of a general education school.

Research hypothesis: if we study the essence, types and forms of educational and research activities, then it is possible to draw up a system for organizing research activities in history education, the use of which contributes to the realization of the creative potential of graduates, the formation of them scientific views and successful assimilation of history and social studies.

The following research methods were used in the work: analysis of methodological, psychological and pedagogical literature, on the implementation of educational and research activities, generalization and compilation of a table.

Chapter 1: Theoretical foundations of the organization of research activities of students in a modern secondary school

1.1. The history of the origin and development of ideas for organizing research activities of students in a general education school.

The need to develop the research abilities of students was recognized by many teachers of the past.This can be seen in the works of I.G. Pestolozzi, J.A. Kamensky, A. Disterweg. Even Jean-Jacques Rousseau spoke about practice as the basis of knowledge of the world.The practical study of the surrounding reality became the basis for the reforms carried out in the field of education in Russia over the course of 18 and subsequent centuries. It was this direction that was developed by F.I. Yankovich and N.I. Novikov. Thanks to their activities, a significant number of supporters of the "excursion method" of research activities have emerged among the pedagogical community. These pedagogical ideas found reflection in such documents as the "Charter of public schools of the Russian Empire" (1786) and "Charter educational institutions subordinate to universities "(1804). Then the idea of ​​"visibility" develops further. So, in the book by F. Gansberg "Creative work at school", translated from German language, it is directly said that “any meaning has meaning only insofar as it can be applied to the present and to the future, to our life and to the development of mankind. Applicability is the touchstone for all knowledge. " The applicability of knowledge was a kind of social order in an emerging industrial society.

In Russia, such ideas made their way much more difficult (this was due to the conditions historical development the 19th century itself). The pioneer of research activity was the teacher of the Yalutorovsk girls' school I.D. Yakushkin.

During the post-reform period in domestic pedagogy a lot of attention was paid to the tourist and excursion direction of research activities. Here the interests of the state, teachers and the students themselves are united. At the beginning of the 20th century, about a hundred organizations were engaged in excursion work. During this period, a large number of voluntary societies were created throughout Russia, the main purpose of which was to get to know and study native land, organization of educational excursions and scientific trips to various parts of the country. At the same time, the participants not only contemplated the beauty of nature and historical and cultural monuments, but also carried out practical observations, set up experiments, the results of which were published in scientific and educational publications. Undoubtedly, the emergence of such societies to a large extent depended on the enthusiasm of the teachers themselves, their awareness of the importance of their work. Much merit in substantiating the effectiveness of excursions in terms of obtaining scientific and practical knowledge belongs to K.D. Ushinsky, A. Ya. Gerdu, P.F. Kapterev. The latter, in his work "Didactic Essays", wrote that the time will come when " trip around the world, in the types of teaching and educational, will be a necessary element of a serious general education ... the teacher needs to seriously attend to the fact that, if possible, in each branch of knowledge, the basic concepts and concepts are acquired in a completely visual way, otherwise there will be a lack of solidity and firmness in knowledge. " Such activity of teachers was noticed by N.K. Krupskaya and, in 1910, the Ministry of Public Education recommended the inclusion of excursions in the curriculum as a type of research activity.

From the late 1920s to the early 1930s, research activities took the form of club work. The main names here are A.I. Makarenko, S.T. Shatsky and V.N. Tersky. In the 40s - 50s, the research movement was formalized, it was distinguished by excessive pomp and ideologization, which is understandable, given the political situation in the country.

From the beginning of the 60s and in the 70s, the scientific and technological revolution that began again increased interest in the scientific activities of schoolchildren, Small Academies of Sciences appeared, non-educational institutions stand out in the foreground, where interest in applied research prevails. In the 80s and 90s, work in this direction was continued. The task of modern non-governmental educational institutions is to develop the need and ability to independently acquire knowledge, expand their horizons, as well as professional orientation (choice life path). Moreover, research activities in a general education school are being conducted today, already starting from the elementary grades.

1.2. The essence, goals and types of educational and research activities.

The educational and research activity of schoolchildren is understood as the process of solving scientific and personal problems, which has as its goal the construction of subjectively new knowledge.

Under the independence of a student in educational and research activities, it is meant that the supervisor consults, advises, directs, pushes on possible conclusions, but in no case dictates or writes a work for the student. Educational research retains the logic of scientific research, but differs from it in that it does not open up objectively new knowledge for humanity.

The main feature of research in the educational process is that it is educational. This means that its main goal is to develop the personality, and not to obtain an objectively new result, as in "big" science. If in science the main goal is to acquire new knowledge, then in education the goal of research activity is to acquire a functional research skill as a universal way of mastering reality, to develop the ability for a research type of thinking, to activate the student's personal position in the educational process based on the acquisition of subjectively new knowledge ( i.e. independently acquired knowledge that is new and personally significant for a particular student). Therefore, when organizing educational process on the basis of research activities, the task of designing research rises in the first place.

Before starting research with schoolchildren, it is necessary to clearly set goals and objectives. ...

The main goal of organizing research for schoolchildren is to develop their research position, analytical thinking skills. It follows from this that at each stage of research it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the formal protocol - otherwise research, main meaning which - in activating the cognitive activity of students, can gradually turn into a sequence of standard educational stages that is usual in the reproductive system of education.

In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first broadcasts knowledge, the second assimilates them; all this happens within the framework of the worked out classroom-lesson scheme. With the development of research activities, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to the blackboard: the phenomena seen in living nature do not mechanically fit into ready-made schemes, but require independent analysis in each specific situation. This initiates the beginning of evolution from the object-subjective paradigm of educational activity to the situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair. The second component - "mentor-junior comrade" assumes a situation of transferring the skills of practical activity associated with mastering reality from the teacher who possesses them to the student. This transfer takes place in close personal contact, which determines the high personal authority of the position "mentor" and specialist, teacher, its carrier. The main result of the considered positional evolution is the expansion of the boundaries of tolerance of participants in research activities.

The success of the implementation of any undertaking depends, first of all, on the teacher, and therefore he must push the boundaries of independence. High school students need to be given the opportunity to find solutions to intractable problems themselves, in particular, to solve a research problem.

Educational and research activity is the activity of students related to the solution of creative and research problems in advance unknown decision... In contrast to the workshop, which serves to illustrate certain laws of nature and presupposes the presence of the main stages characteristic of research in the scientific field: posing a problem (or highlighting a fundamental question), studying a theory related to a chosen topic, putting forward a research hypothesis, selecting methods and practical mastery of them, collection of their own material, its analysis and generalization, own conclusions. Any research, no matter in which field of natural sciences or humanities, it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm for its conduct.

The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and is presented in a standard form.

Educational and research activities should perform the following didactic functions:

Motivational, which consists in creating such incentives for students that encourage them to study this subject, form interest and positive attitude to work;

Informational, allowing students to expand the volume of knowledge by all available ways presentation of information;

Control and corrective (training), which involves the possibility of checking, self-assessment, correction of the course and learning outcomes, as well as the implementation of training exercises to form the necessary skills and abilities.

It is necessary to emphasize the intrinsic value of achieving truth in research as its main product. Often, in the context of competitions and conferences, one can meet requirements of practical significance, applicability of research results, characterization of the social effect of research (for example, environmental effect). Such activity, although often called the organizers of research, pursues other goals (in themselves, no less significant) - socialization, the development of social practice by means of research activities. The child research leader should be aware of the shift in the goals of the work being carried out when such requirements are introduced.

Tryapitsyna A.P. divided educational research into three types: mono-subject, intersubject and supra-subject.

1. Mono-subject research is research carried out on a specific subject, involving the attraction of knowledge to solve a problem on this particular subject. The results of performing a mono-subject research do not go beyond the scope of a separate academic subject and can be obtained in the process of studying it. This research aims to deepen students' knowledge of a specific subject at school.

The purpose of a mono-subject educational research is the solution of local subject problems, it is realized under the guidance of a subject teacher, in only one subject. An example of such a mono-subject research can be the historical fact: "The role of the populists in the formation of revolutionary views among the peasants." Of course, when a student begins to carry out research work in this case, he does not go beyond the subject of history, "digging" only in one direction - the historical direction, without affecting either mathematics (algebra, geometry), nor biology, nor chemistry, and so on.

2. Interdisciplinary research is a study aimed at solving a problem that requires the involvement of knowledge from different academic subjects of one or more educational areas.

The results of the implementation of interdisciplinary research go beyond the framework of a separate academic subject and cannot be obtained in the process of studying it. This research is aimed at deepening the knowledge of students in one or more subjects or educational areas.

The purpose of the interdisciplinary educational research is the solution of local or global interdisciplinary problems, it is realized under the guidance of teachers of one or several educational areas.

Interdisciplinary study research is sometimes referred to as integrated study. For example, research work: "Environmental characteristics of St. Petersburg in the systems of different directions in history and geography." Here is the intersection of four school subjects: history, geography, chemistry, ecology. But judging by the title of the research work, the number of subjects sounds only two - history and geography.

3. Overdisciplinary research is a study that involves joint activities of students and teachers, aimed at researching specific personally significant problems for high school students. The results of such a study go beyond curriculum and cannot be obtained by studying the latter. The study involves student interaction with teachers in various educational fields.

The purpose of the over-subject educational research is the solution of local problems of a general educational nature. This educational research is being implemented under the guidance of teachers working in one parallel of classes. Example: "The Internet in our lives: its role in shaping international economic cooperation."

Overdisciplinary research has a number of advantages over educational mono-subject and interdisciplinary research. First, they contribute to overcoming the fragmentation of students' knowledge and the formation of general educational skills and abilities. Secondly: as a rule, their mastering does not require the allocation of additional study time, since their content is, as it were, "superimposed" on the content of linear courses. And finally, third: the research process contributes to the formation of a team of teachers united by one goal.

A.P. Tryapitsyna formulated the pedagogical expediency of over-subject research as follows:

1. Overdisciplinary research is a specific tool teaching activities ensuring the unity of approaches of teachers of different subjects to achieve the general goals of school education.

2. By virtue of its generalization, oversubject research allows the teacher to maximally reveal the value orientations of his activity as an intermediary between generations, between the past and the future by means of broadcasting his unique individual creative attitude to the world (V.V. Abramenko, M.Yu. Kondratyev, A.V. Petrovsky).

3. Above-subject research provides a basis for the implementation of the idea of ​​creating conditions for "real life in the classroom" (L.V. Zankov, Sh.A. Amonashvili, V.A. Sukhomlinsky), when the lesson not only "prepares for life," a means of the student's cognition of the most important problems of his life today.

4. Above-subject research provides content and worldview support and coordination of school curricula through a holistic consideration of all areas of increasing the level of competence of schoolchildren: expanding the range of personally significant problems, expanding the range of means for solving problems.

5. Above Subject Research Enriches Opportunity curriculum without overloading students, since it can be the basis for the construction of integrated modules and contribute to the enrichment of the content of certain topics of specific academic subjects.

6. Above-subject research can be considered as a way of pedagogical support of the student's self-education process and expanding the forms of taking into account the student's achievements in educational activities.

7. Overdisciplinary research can act as a means of integrating school education, additional education, self-education and education in the experience of social activities of the student.

Students often do not see the difference between abstract and educational research work. However, the title of the work carries a definite application for its nature. The title of the abstract, as a rule, is quite simple, general, or covers a wide range of issues, for example: “Ideas of humanism in art”, “Ural ice caves”. The name of the educational research work is complex, indicates the specificity of the issue under study, it contains such concepts as "causes", "modeling", "role", "features", "assessment", "analysis", "influence", "characteristics" etc. For example, the topic of educational and research work may sound like this: “Characteristics of state colonies in modern political map the world ".

Ogorodnikova N.V. subdivides educational and research activities into several forms, but this division is rather arbitrary and often the proposed forms are combined and successfully complement each other.

a) Traditional lesson system.

For the organization of educational and research activities of students in the 9th, 10th, 11th grades, a lesson is presented. Teachers use pedagogical technologies in the classroom based on the application of the research method of teaching.

The research method can be defined as an independent (without the teacher's step-by-step guidance) students solving a new problem for them with the use of such elements scientific research, as observation and independent analysis of facts, hypothesis and its verification, formulation of conclusions, law or regularity.

The use of the research method is possible in the course of solving a complex problem, analyzing primary sources, solving a problem posed by a teacher, and more.

b) Unconventional lesson system.

There are many types of unconventional lessons that involve students performing educational research or its elements: lesson - research, lesson - laboratory, lesson - creative report, lesson in invention, lesson - "Amazing is near", lesson in a fantastic project, lesson - story about scientists, lesson - defense of research projects, lesson - examination, lesson - "Patent for discovery", lesson of open thoughts, etc.

c) An educational experiment allows you to organize the development of such elements of research activities as planning and conducting an experiment, processing and analyzing its results.

Usually a school experiment is carried out on the basis of a school using school equipment. An educational experiment can include all or several elements of a real scientific research (observation and study of facts and phenomena, identification of a problem, formulation of a research problem, definition of the goal, objectives and hypothesis of an experiment, development of a research methodology, its plan, program, methods of processing the results obtained, conducting a pilot experiment, adjusting the research methodology in connection with the course and results of the pilot experiment, the experiment itself, quantitative and qualitative analysis of the data obtained, interpretation of the obtained facts, formulation of conclusions, protection of the experimental research results).

G) Homework research character can combine a variety of types, and allows you to conduct educational research, quite extended in time.

Extracurricular activities involve broader opportunities for educational and research activities.

1) Some schools include in their educational programs research practice of students. It can be carried out in the school itself, on the basis of external educational and scientific institutions, or in the field.

2) There is a practice of passing transfer exams in the form of defense of the final examination work.

3) Educational expeditions - hikes, trips, excursions with clearly defined educational goals, a program of activities, thoughtful forms of control. Educational expeditions include active educational activities schoolchildren, including those of a research nature.

4) Optional classes, involving in-depth study of the subject, provide great opportunities for the implementation of educational and research activities on them.

5) Student Research Society (UNIO) - a form of extracurricular work that combines work on educational research, collective discussion of the intermediate and final results of this work, organization of round tables, discussions, debates, intellectual games, public defenses, conferences, etc., as well as meetings with representatives of science and education, excursions to institutions of science and education, cooperation with UNIO of other schools.

6) Participation of high school students in olympiads, competitions, conferences, including distance ones, subject weeks, intellectual marathons involves the implementation of educational research or their elements within the framework of these activities.

7) Educational and research activities as component training projects is necessary for goal setting and diagnostics of project performance.

Work on research topics is carried out as individually and collectively ... They should be called "Research Laboratories", where the work is carried out by high school students individually or "Research Groups", where, in turn, the work is carried out in groups. The organization of work in these two cases will be slightly different, let us consider these areas in more detail.

1. Individual work on scientific research.

First of all, in order to organize individual work on scientific research, it is necessary to identify those who wish, and not just those who wish, but those students who will not quit their work unfinished. Further, individual work with high school students must be divided into stages:

2) Pupils' choice of general directions for further work (for example, history or history + economics).

4) Final agreement "supervisor-student-researcher"; the first working meeting with the head, at which the research topic is specified (for example, "Characteristics of the economic situation in the city of St. Petersburg").

8) Reviewing of educational research papers by a "senior" reviewer - a subject teacher and a "junior" reviewer - a student who has previously achieved better results in this area.

9) Defense of educational research (best of all by the end school year).

10) Final conference on the results of the work.

2. Group work on a scientific research, or let's call it collective.

A collective or group unites people not only in a common goal and in common work, but also in the general organization of this work.

Each action of one student, each of his failures against the background of a common cause, is like success in a common cause.

The sequence of group work is almost the same as the sequence of individual work, the difference is only a few points - the stages:

1) Organizational meeting, which tells about teaching and research activities.

2) Pupils' choice of general directions for further work and grouping on the basis of these directions; selection of the student responsible for the work of the group.

3) Classes in the special course "Introduction to Research".

4) Final agreement of the composition and the person responsible for the work in the group; the first working meeting with the head, at which the research topic is specified (for example, "The problem of the Kuril Islands in relations between Russia and Japan")

5) Approval of the topic of educational research during the classes of a special course.

6) Continuation of the special course "Introduction to educational research activities" and parallel work on educational research work.

7) Approbation of work - discussion of the results of educational and research work in the classroom of a special course.

8) Reviewing of educational research papers by a "senior" reviewer - a subject teacher who did not supervise the work and a "junior" reviewer - a student who previously achieved better results in this area.

9) Defense of educational and research works (best of all by the end of the academic year). This implies the discussion part of the study, the presentation of the work, as a rule, there is a discussion of the problem.

The presentation of research, especially in modern times, is critical throughout the work. The presence of presentation standards is a characteristic attribute of research activity and is expressed rather harshly in contrast to, for example, activities in the field of art. There are several such standards in science: theses, scientific article, oral presentation, dissertation, monograph, popular article. Each of the standards defines the nature of the language, volume, structure. When introducing, the leader and the student must determine from the very beginning the genre in which they work and strictly follow its requirements. The most popular at modern youth conferences are the genres of abstracts, articles, reports. Moreover, in these forms, not research works, but, for example, abstracts or descriptive works can be presented.

10) Final conference on the results of the work of UNIO.

Analysis of the works presented at conferences and competitions allows us to distinguish the following types of them:

Abstract works are creative works written on the basis of several literary sources, assuming the fulfillment of the task of collecting and presenting the most complete information on a selected topic.

Example: "Contemporary views on the problem of globalization."

Experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the characteristics of the result, depending on changes in the initial conditions.

Example: "Study of the dependence of the economic state of the country on the foreign policy situation on the continent."

Design is creative work related to planning, achieving and describing a certain result(by building an installation, finding an object, etc.). May include a research stage as a way to achieve the final result.

Example: "Establishing the place of death of the expedition."

One of the varieties design work are works of a socio-ecological orientation, the result of which is the formation of public opinion about the problems of environmental pollution.

Example: "No pollution of Lake Baikal by a pulp mill!"

Naturalistic descriptive - these are works aimed at observing and qualitatively describing a phenomenon according to a certain method with fixing the result. At the same time, no hypotheses are put forward and no attempt is made to interpret the result.

Example: "Accounting for the number of historical monuments of St. Petersburg associated with revolutionary events."

Research - creative work, performed using a scientifically correct methodology, having its own experimental material obtained using this methodology, on the basis of which analysis and conclusions about the nature of the phenomenon under study are made. A feature of such works is the uncertainty of the result that research can give.

Example: "Study of the toponyms of the Leningrad region."

Final conference - The final stage, both in individual work of students and in group, it means summing up the results of educational and research activities. Summing up includes a final reflection, which helps to assess what was conceived in the study and what was not; what was the individual or group contribution of students to solving the problem; what are the prospects for the development of the topic; what have you learned and what you need to continue working on.

In organizing the activities of the "Research Laboratories" it is possible to use the technology of route sheets.

Practice shows that in the work of research groups, round table technologies, discussion and debate are actively used - effective tools for the development of scientific thinking, the ability to formulate and defend one's point of view, listen to the interlocutor, analyze arguments, operate with facts.

The culmination of the research activity of the student is the defense of educational research work. A huge role in assessing the defense of educational research work is played by the quality of the report on its results. It often happens that a high school student has done the educational and research work itself very well, just fine, and the quality of the report and its defense leaves much to be desired.

To summarize the results of the activities and search for the main directions and prospects of the work of the research group, such a form of work as a school scientific-practical conference is widely used.

The research group has great educational potential. In addition to working on educational research, children cangain experience in the development of their communication skills in a group.

The intellectual energy of students, for whom the labor of consuming knowledge is boring, must find a way out in their own cognitive activity, independence. Activity is determined by the need to resolve troubling issues or, according to at least, think about them.

1.3. Stages of organizing research activities of students in a modern general education school.

The first block of educational and research activities includes the activities of the teacher. The functions of a teacher include the following:

1. The teacher introduces the construction of research, with methods;

2. Identifies the most significant elements of the course content for students and establishes their compliance with the basic program and educational objectives of the course;

3. Organizes their study by methods in a particular science (observation, measurement, questioning, interpretation of information, and others);

4. Forms a research group from among students who have shown interest and ability to research any of the issues raised;

5. Introduces students to the methodology of conducting educational research work (conducts instructions);

6. Summarizes the initial acquaintance with the topic based on the collection of empirical, helps in its analysis;

7. Conducts a training session using materials from the conducted educational and research activities (discussion);

8. Evaluates independent work members of the research group.

The second block of educational and research activities includes the very activity of schoolchildren. Student functions include the following:

1. Familiarization of students with the structure and methods of teaching and research work;

2. Participation in a joint search for topics for research, the content of which meets their cognitive interests and value orientations;

3. Uniting in groups to research the problem of interest to them;

4. Planning an independent research work on a selected problem;

5. Organization and conduct of research in accordance with the developed program;

6. Summing up the results of the research (conclusions and generalizations) and the formulation of the most pressing questions for further discussion discussion by the whole class in the lesson, training session or after hours;

7. Participation in the discussion study of the topic;

Let us consider in more detail the structural elements of the debatable study of the problem in any science.

At the first stage, which is an introduction, the teacher names the topic, justifies the choice of this topic and its relevance, communicates the tasks, goals and discussion plan to the students. If necessary, restore the material of the lessons passed, which is related to the content of this lesson.

Then the teacher (or the leader of one of the research groups) acquaints the students with the main aspects of the problem, official or unofficial points of view on it, defines the tasks facing the participants in the discussion, specifies the conditions for the discussion.

At the second stage, speeches of the leaders of the research groups take place, who acquaint everyone present with the results of the study, conclusions and proposals.

Particular attention is paid to the provisions and issues that caused the greatest disagreement in the research group. These provisions set the logic of the discussion of the problem, shape it. internal structure, which allows you to avoid the chaos ("who is about what"), typical for school discussions.

At the third stage, discussion takes place - the main element, the involvement of invited teachers in the conversation.

The final stage, at which the results of the study of the problem are summed up on the basis of student research, the formulation of conclusions reached by all participants in the educational and research activities.

In his concluding remarks, the teacher evaluates both the collective and the individual work of the students. At the same time, special attention is paid to the content of the speeches, the depth and scientific character of the arguments, the accuracy of the expression of thought, and the understanding of the essence of the phenomenon. The teacher assesses the ability to answer questions, use methods of proof and refutation, use various means of conducting a discussion.

8. Execution test work on the studied problem or topic, in order to test the acquired knowledge and skills, as well as the execution of a written report on the study.

With the help of this model of educational and research activities, research work is organized at a sufficiently high professional level. Also, this model helps students master the algorithm of scientific research - a system of constant and strictly defined actions.

Speaking about the structure of scientific work, we can distinguish the main parts in it:

Title page - drawn up according to the requirements of the conference organizers;

Introduction is the most difficult and time consuming part of the job. It begins with a justification of the relevance of this work. The importance of the work done is indicated, the reasons that do not are stated. those steps that have been taken to achieve the goal.

The goal within the work is one, but there can be several tasks.

The next section of the introduction can be a bibliography, a list of authors, titles of works and their a brief description of, those in which one way or another previously covered the selected topic. This is the foundation on which the student can rely in his research.

Main part (theory, experiment, results, discussion of results)

The main body is divided into chapters and paragraphs within chapters. Their number is arbitrary. Each of the chapters solves one of the problems outlined in the introduction. For example, the introduction has three objectives to achieve a goal. Then the main part should have three chapters, no less and no more.

In each chapter, solving the problem, it is necessary to mark at the end the conclusions reached in the process of research. In this case, the conclusion is nothing more than the sum of the above-mentioned conclusions for each chapter and paragraphs. That is, the conclusion is that part of the work where the conclusions are brought together, and in general it is stated whether there was

the goal of the work is achieved or not. It is small in volume. There should not be any new ideas in this part, this is a summary.

Conclusion (conclusions, recommendations) - in this section, the main results are briefly formed in the form of a statement, and not a listing of all that has been done. Conclusions should be short and, correctly, consist of two or three points;

References contains bibliographic description used literature should be arranged in alphabetical order.

A bibliographic description is a collection of bibliographic information about a document, given according to established rules. It is necessary for identification and general characteristics documents. The general order is as follows:

1. Information related to the title

2. Statement of responsibility

3. Publishing area

4. Output area

Appendices - include materials (tables, diagrams, graphs, drawings, photographs) that the author needs to illustrate scientific research.

Conclusions on the first chapter:

There are long traditions in the development of student research activities in Russia. Thus, in many regions, youth scientific and technical societies and small academies of sciences were created and functioned. The activities of many youth scientific and technical societies often boiled down to the implementation among senior schoolchildren of a model for the functioning of academic research teams, the implementation in a simplified form of research tasks of laboratories of research institutes. The main goal of this activity was the preparation of applicants for universities and the formation of a young shift for research institutes. In fact, this meant the implementation of the educational process in a more individualized form in an additionally introduced subject area. In modern conditions, when the issue of reducing the educational load of children is relevant, the meaning of the term "research activity of students" acquires a slightly different meaning.

The importance of scientific novelty of research is put forward, the content associated with the understanding of research activity as a tool for improving the quality of education is increasing. And, at the same time, the educational and research activity of students is a relatively independent study, the solution by students of individual problems, creative and research tasks by various means in the conditions of joint activities of the teacher and students.

When designing the research activities of students, the model and research methodology developed and adopted in the field of science over the past few centuries is taken as a basis. This model is characterized by the presence of several standard stages that are present in any scientific research, regardless of the subject area in which it develops. At the same time, the development of the research activities of students is normalized by the traditions developed by the scientific community, taking into account the specifics of educational research - the experience accumulated in the scientific community is used through setting a system of norms of activity.

Chapter 2. Organization of research activities in the real educational process of a comprehensive school

2.1 The teacher's experience in organizing research activities in the process of teaching history and social studies.

To study the experience of research activities, an ordinary general education school was chosen. The Research Society is headed by a history teacher of the highest category, Sergeeva Irina Nikolaevna.

The purpose of creating a society is to develop intellectual creative abilities, to support the research activities of students.

The main tasks of the society:

Creation of conditions conducive to increasing the level of education of students;

Promotion of knowledge about the surrounding world;

Participation in scientific and practical conferences, seminars and other events.

The main direction of activity is the organization of research activities of students (both within the framework of the curriculum and outside it).

The organization of research activities is based on the following principles: an integrated approach, search and research direction.

Methodology:

Carrying out the first direction - an integrated approach, local history and practical research work in the sections of the program should be arranged systematically in order to create continuity in the study of this material. Comprehensive study of the native land forms among students associative links between the facts of their daily observations of the environment and theoretical material... To strengthen the practical orientation of the school course in the history and culture of the native land, a complex of research practical work arrange in stages. (teaching - training - final - creative). They should be interconnected and become more complex from topic to topic, from section to section, from course to course. Therefore, using research methods and techniques of a partial search and creative nature in the classroom, the teacher directs students to cognitive and practical research activities. For this, field practices, route surveys, observations, work on a historical site, in a training project are organized. Studying history "on site" significantly expands the scope of educational knowledge, creates a special background of emotional comfort, intensively influencing all aspects of the student's personality, primarily the sensory and emotional components of the adolescent's psyche. Communication with "living history" in teaching is of great importance. When conducting excursions, students are drawn to modern and historical objects. During the excursions, the children get acquainted with various professions, which may determine their professional orientations in the future. The research approach in local history education, in my opinion, equips schoolchildren with the ability to use various sources of historical information, integrate this information, "put" it on the map, conduct observations, correctly navigate the historical space, and predict development trends.

Search and research direction in the study of the native land, contributes to the formation and development cognitive activities and the interest of students, mastering elementary methods of scientific research, skills and abilities of independent acquisition of knowledge, the development of creative abilities. To achieve this goal, educational research is organized. Familiarity with the literature is necessary to identify the problem and achieve the desired result when performing subsequent search and research work. Research assignments in the classroom and in extracurricular hours teach students not only to solve, but also to set tasks, plan actions and ways to perform them, find new, objectively valuable ways in various options, apply them in life situations... In search, research and creative work, schoolchildren have leadership, and the teacher controls and directs their activities. There are various forms of search and research activities. (Annex 1) .

So in the 5th grade at the beginning of the school year, introductory forms of research activity prevail: drawing up the simplest plans. Then field and analytical research: excursions followed by the preparation of a report, observation of the object, followed by drawing up diagrams and essays. At the end of the school year, students can be offered to perform creative work on drawing up the simplest projects: "My pedigree", "Life of my family."

In the senior grades, the topics of search and research activities become more diverse: "My pedigree", "National and religious composition of the region", "National and religious composition of the class", "The level of quality of life of my family." Research works have a practical orientation to apply the acquired knowledge and skills in everyday life. In the course of their implementation, research skills and abilities are developed: search for information in literature, museum archives, the Internet; observation, experimentation, scientific processing of the collected data, their analysis, comparison, generalization and the ability to draw conclusions, hypothesis, making forecasts, monitoring ongoing processes. The works are distinguished by clearly set goals, deep content, a large amount of collected and processed information, own observations, conclusions and perspectives.

The main value of research assignments is that they develop the ability to independently pose a problem and solve it, develop projects, plan actions and ways to perform them, find new, objectively valuable ways in various options, apply them in life situations, educate the main human values ​​of good and respect for the environment.

A unifying form of search and research activity is agitation and information. Its goal is to attract the attention of the general public to various problems: speaking at various levels of conferences. This form makes it possible to develop and express one's own opinion.

Thus, having studied the essence, types and forms of educational and research activities, I have drawn up a system for organizing research activities in geographical education, the use of which will contribute to the realization of the creative potential of graduates, the formation of their scientific views and the successful assimilation of socio-economic and physical geography. [Appendix 2]

History, studying the socio-political, economic and cultural aspects of the life of society, their changes over time, offers ways to solve the problems of society. In this regard, it is so important to answer the question: "What is the purpose of teaching history and social studies to schoolchildren?" The development of criteria for selecting the content of historical education, the relevance of results in the life of the future generation is connected with its decision.

The content of the disciplines "History" and "Social Studies" becomes a means of preparing a person for life, for behavior in environment, in society. The knowledge gained should equip schoolchildren with the ability to use various sources of historical information, integrate and interpret this information, and correctly navigate the geopolitical space.

1.In order to organize research activities, first of all, it is necessary to identify students' readiness to this kind activities.

To find exactly the child who is interested in it, and who will not leave the race (will bring the work to the end), it is necessary to use diagnostics both in the lesson and after school hours.

2. In the lesson, first of all, these are practical activities - performing practical work, drawing up projects, presentations. When checking such tasks, attention is paid to the scientific nature of this work, to a creative approach to completing tasks, if it is a project or presentation, then to the use of additional literature. During the demonstration of this work, the listeners are invited to discuss what they liked about this work and what they can recommend.

3. Particular attention should be paid to what determines the setting of the goal (hypothesis), how the goal is achieved, to the ability to draw conclusions from the work done. At the end of the discussion, diagnostics are carried out, it is proposed to answer several questions aimed at identifying attitudes towards this type of activity. For example, questions might be:

one). Was this job interesting to you?

2). If yes, then what, if not, why?

3). Would you like to expand your understanding of this topic? - this question makes it possible to identify interest in a particular topic.

4. When analyzing the questionnaires, special attention is paid to those students who have a stable interest in this type of work. In the future, it is these children who are invited to participate in research work.

5. In extracurricular hours, in extracurricular activities, it is necessary to talk about scientific - research projects, about their meaning for each student, about different levels of protection of projects. Help determine the choice of topic. To do this, I propose to answer the questions:

1) Think about which objects attract you the most?

2) Why and what is interesting about this particular object?

3). What would you like to know about this new object?

4) What is the reason for this interest? (Exit to relevance.)

6. For adolescence, a still low general educational level, an unformed worldview, an underdeveloped ability for independent analysis, and a weak concentration of attention are characteristic. Excessive workload and specialization, which lead to a withdrawal into a narrow subject area, can harm general education and development, which are, of course, the main task at this age. Therefore, not every research task brought from science is suitable for implementation in educational institutions... Such tasks must satisfy certain requirements, based on which it is possible to establish general principles designing research tasks for students in various fields of knowledge.

7. For the organization of educational and research work of senior pupils, it is acceptable to create educational research groups in schools. The creation and further development of these groups is one of the productive ways of organizing educational and research activities of schoolchildren.

The experience of various schools in this direction has allowed the accumulation of many pedagogical technologies that make it possible to make each an effective organization, at the same time, having its own unique face.

Conclusions on the second chapter:

The contribution of the school subject of history to the organization of research activities is valuable because:

Introduces students to basic methods historical science, equips them with appropriate cognitive and practical teachings (observe, create an image, perceive and characterize a historical and cultural object, etc.);

Forms a system of solid and effective knowledge of students, ensures the development of skills to independently work with various sources of historical information, navigate the map, do historical analysis;

Promotes the formation of historical competence, realizing a close connection between theory and practice, with life; contributes to the professional self-determination of schoolchildren, helps to choose a life path;

Develops the personal attitude of schoolchildren to the organization of the cognition process, independent creative activity.

The research activity of students helps to reveal the uniqueness of historical and social science education, to show its invaluable applied value in the education of a patriot, a zealous master of his country, to formstudents' readiness to use the acquired knowledge, skills and methods of activity in real life to solve practical problems.

Conclusion

The role and significance of the research activity of students in the process of teaching history and social studies at school is that with their help the problems of formation public conscience the younger generation, a deeper study by students of socio-historical processes and phenomena.

The tasks set at the beginning of the work: to determine the purpose, essence, types; to consider the forms of organization of educational and research work and draw up a system for organizing research activities in historical (social science) education have been fully achieved.

Through the use of the following research methods: analysis of methodological, psychological and pedagogical literature, practical work on the design of the organization of research activities, it is proved that the use of the method of educational and research activities contributes to the realization of the creative potential of graduates, the formation of their scientific views and the successful assimilation of historical (social science) science.

Bibliography

1. Kolesnikov L.F. School: a time of change: from the experience of schools in the Novosibirsk region. - 2nd edition, revised and enlarged. - M .: Pedagogika, 1987 .-- 144 p.

2. Kochetov A.I., Vertsinskaya N.N. Working with Difficult Children: A Book for a Teacher. - M .: Education, 1986 .-- 160 p.

3. Leontovich A.V. Research activity as a way of forming a worldview. // Public education, 1999. - No. 10. - p. - 42-47.

4. Leontovich A.V. Research activities of students: Collection of articles. Moscow: MGDD (Yu) T, 2002.110 p.

5. Lerner I.Ya. Problematic learning. - M .: Knowledge, 1974 - 197 p.

6. Lanina I. Ya. Not a single lesson: Developing interest in school subjects... - M .: Education, 1991 .-- 223 p.

7. Makarenko A.S. Education of a citizen / Compiled by R.M. Beskina, M.D. Vinogradova - M .: Education, 1988 .-- 304s.

8. Obukhov A.S. Research activity as a way of forming a worldview. // Public education, 1999. - No. 10. - p. - 34-41

9. Pedagogical search / compiled by IN. Bazhenov. - 3rd edition, revised and supplemented - M .: Pedagogy, 1990. - 560 p.

10. Pedagogical Dictionary edited by I.A. Kairov and others, in 2 volumes, M .: Publishing house of the Academy of Pedagogical Sciences. 1970 .-- v. II. - 765 p.

11. Poddyakov A.N. Children as researchers: [Psychol. aspect] // Magister. - 1999.- N 1. - p. 85-95.

12. Podlasy I.P. Pedagogy: 100 questions - 100 answers: Textbook for students of higher educational institutions. - M .: Publishing house VLADOS - PRESS, 2004. - 368 p.

13. Development of research activities of students. Methodical collection. - M .: Public education, 2001 .-- 272 p.

14. Savvichev A.S. Model of the subject content of a youth research expedition. // Public education, 1999. - No. 10. - p. - 23-29.

15. Savenkov A.I. Children's studies in home teaching // Research work of schoolchildren. 2002. - No. 1. - With. 34-45.

16. Dictionary pedagogical terms edited by Berezikov V.N., M .: Educational project, 1996. - 367 p.

17. Slutsky V.I. Elementary pedagogy or how to control human behavior: A book for a teacher. - M .: Education, 1992 .-- 159 p.

18. Stepanova M.V. Educational and research activities of schoolchildren in profile training: Teaching aid for teachers / Ed. A.P. Tryapitsyna. - SPb .: KARO, 2005 .-- 96 p.

19. Tysko L.A. Research activities of students in a comprehensive school. // Teaching history and social studies at school. 2006. - No. 4. - With. 14-22.

20. Khutorskaya A.V. The development of the giftedness of schoolchildren: Methods of productive learning: a guide for the teacher - M .: Humanitarian publishing center VLADOS, 2000. - 298 p.

Annex 1

Appendix 2

The system of organizing research activities in history education

Purpose: to study in the literature the features of research activities in education and the features of the implementation of research activities in historical education.

Directions	Expected Result
1. Study in literature: Features of research activities in education; Features of the implementation of research activities in geographical education;	Comprehension and design of the application of research activities in history education.
2. Formation of a system for the application of search and research works of local lore at the appointed time (mono-subject research activity)	Draw up thematic planning, taking into account the application of research practical work in history lessons. Selection among various training systems of those methods and techniques that contribute to the development of independent thinking, initiative, creativity and research skills: Conducting a training experiment Research homework Research practice - Work in research groups
3. Improvement of the system of preparation and organization of scientific and practical conference (interdisciplinary and oversubject research activities)	Inclusion of students of different ages in research activities Participation in educational expeditions
4. Improving the organizational foundations for holding Olympiads and subject competitions in history and social studies.	Realization of the abilities of gifted childrenthrough various extracurricular contests, intellectual games, olympiads, allowing students to show their abilities
5. Expansion of the network of extracurricular activities and elective courses on subjects	Providing an opportunity to improve abilities in joint activities with peers, a scientific advisor, through research activities.

Forms of search and research activities

Introductory

Research

Creative

Agitation and information

field

analytical

Philosophers call the modern school a trap set by a person in his path. Passing on to children "nobody's" knowledge, alienated from their own experience, the school educates the consumer, at best a know-it-all-encyclopedist and loses the creator and the doer. This leads to a weakening of internal motivation among students, the lack of demand for their creative abilities. Hence - the reluctance of children to learn.

If the school will only broadcast to the students the existing achievements of mankind, then who and how will they learn to create new ones? How can society prepare people to deal with their problems? After all, you can realize your potential only in your own activity, in accordance with its goals. Does the modern school give such an opportunity to its students and teachers? State standards of general education of the new generation presuppose the introduction of significant changes in the structure and content, goals and objectives of education, a shift in emphasis from one task - to equip the student with knowledge - to another - to form his general educational skills as the basis of educational activities. (SLIDE 2, Appendix 1). Currently, the issue of creating conditions for improving the quality of the educational process is being widely discussed. Graduate modern school must have practice-oriented knowledge necessary for successful integration into society and adaptation in it. (SLIDE 3).

To solve this problem, it is necessary to move away from the classical formation of knowledge, skills and abilities and go to the ideology of development, based on a personality-oriented model of education. Creative teaching methods must take the lead. In the arsenal of innovative pedagogical tools and methods, a special place is occupied by research creative activity. Having studied the materials on this topic, I came to the conclusion that the technique is oriented towards to a greater extent for high school students whose subject interests have already been formed. A elementary School nevertheless remained a little aloof, but after all, it is in elementary school that the foundation of the skills, knowledge and skills of active, creative, independent activity of students, methods of analysis, synthesis and assessment of the results of their activities and research work should be laid - one of the most important ways in solving this Problems. The specificity of research work in primary school lies in the systematic guiding, stimulating and corrective role of the teacher. The main thing for a teacher is to captivate and "infect" children, show them the importance of their activities and instill confidence in their abilities, as well as involve parents in participating in their child's school affairs. This work becomes interesting and exciting for many parents. (SLIDE 4). Together with the children, they take photographs, carry out simple studies to observe the cultivation of plants, weather phenomena, help to select information for the theoretical justification of projects, and help the child prepare a defense of his work. The work turns out to be very interesting, because it is a common interest and joint work of the child and the parents.

The role of parents in a child's research activities is enormous from the moment the baby is born. The most natural way of actions of an infant (as below) is to explore (the environment, sounds, objects, the capabilities of his body, voice, emotional manifestations ...). If the parents managed to maintain interest in these studies, responded to the child's call for joint activities, did not alienate him from themselves, shared, if necessary, their experience and knowledge, leaving the priority independent research of children, then such a child will develop his research interest in school and will ready to go on a “journey for knowledge”. In the preschool period, almost all healthy children show interest in everything they see and hear (their endless “how?”, “Why?” And “why?” Can serve as an example). Smart parents do not push their children away (“leave me alone,” “I don’t know!”, “How tired you are with your questions!” reflections on the formulation of a concept that interests them, sometimes showing how to do this. (SLIDE 5). This is the beginning of the formation of the personality of the researcher. Coming to school, faced with a certain mental load, students who are not accustomed to intellectual work (or students with increased fatigue) quickly get tired of “thinking” and begin to “screen” the “unnecessary” knowledge, leaving only the necessary minimum for themselves (the law of energy saving). This is how healthy “middle peasants” are formed, who do not want to know more than what they may ask about tomorrow in the lesson. For intellectually trained students, the knowledge and assignments that are given at school are not enough for a full load, they either find this load at home (with the help of their parents), or in circles, or begin to "yearn", gradually lose interest in learning and move to the category of "naughty" (they are bored in the lesson when all the tasks are completed), they distract the teacher and students, receive entries in the diary about bad behavior and gradually can go into the category of not even "good", but "capable, but lazy, C grade" ... (SLIDE 6). To prevent this from happening, it is necessary to track such an underloaded child in time and apply an individual approach to him, giving additional tasks of increased complexity. Then interest may arise again, or it may not arise, if a lot of time has passed since the beginning of the “yearning” for intellectual loading. (SLIDE 7).

Therefore, from the first grade I begin to involve my students in mini-research, I include this type of activity in all educational areas of elementary school. In the first and second grade, almost all work is of a collective nature, the topic is determined by the teacher, but each student contributes to general work, it teaches children to work in a team, to put common interests above their own. In the third and fourth grades, many students already know what subject they are interested in, they can choose the topic of research themselves. The teacher can and should only "push" them to the correct choice by asking them to answer the following questions:

What interests me the most?
What do I want to do first?
What do I do most often in my free time?
What would you like to know as much as possible?
What could I be proud of? (SLIDE 8).

By answering these questions, the child can receive advice from the teacher on which research topic to choose. The topic could be:

fantastic (the child puts forward some kind of fantastic hypothesis);
experimental;
inventive;
theoretical. (SLIDE 9).

Research activity makes and teaches children to work with a book, newspaper, magazine, which is very important in our time, because from my own experience and based on the opinion of colleagues, I know that children, at best, only read textbooks. They do not want to read not only additional literature on subjects, but also fascinating works of literature and periodicals. Children are passionate about computers, the Internet replaces friends, the street and even the real world. With my work I try to direct the activities of my students in the direction that is necessary and useful for them. The guys behave in different ways: some with some passion are actively looking for information for their research on libraries, others involve their parents in their work, but there are those who have to be taken as “assistants”, asking them for help. The child, feeling his own importance, tries to help the teacher and gets involved in research work. We look through the found material, along the way it turns out that we need to conduct a questionnaire, survey or experiment, pick up photos. We draw up the finished material together, and the child prepares to speak at the classroom hour, or we include his speech at one of the lessons. Naturally, the topics of such works should be thought out in advance by the teacher, and the children should get a positive result.

When organizing the study, I offer students the following work plan:

Research topic. What will my research be called?

Introduction. The urgency of the problem. What is the need for my work?

Target. What do I want to research?

Research hypothesis. What do I want to do research for?

Research objectives.

Date and place of my research.

Method of work. How did I do my research?

Work description. My research results.

Conclusions. Did I accomplish what I intended? What turned out to be difficult in my research, what I failed to accomplish.

References.