Educational research work of high school students, provided by current curricula.

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Development of a lesson on the use of interactive technologies and means of motivating students to learn on the example of a lesson in the Ukrainian language for 3rd grade. The purpose is to acquaint students with the role of prefixes in words, their word-forming function, with the most used prefixes; to form the ability to form new words with the help of prefixes

Prefix as a significant part of the word

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Author: Furik Natalia Pavlovna Position: primary school teacher.

The material is posted as part of the Forum of pedagogical ideas "LESSON"

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The collection reveals the issues of cooperation between schools and universities, presents the experience of biology teachers and teachers of the natural cycle. Such work of schoolchildren should correspond to scientific methods of knowledge, expand the maintenance of their education and improve preparation for future activity.

Involvement of students in research work

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One of the urgent tasks of a modern school is to find optimal ways to interest students in learning, increase their mental activity, encourage creativity, educate students as vital and socially competent individuals, able to make independent choices and make responsible decisions in various life situations , developing practical and creative skills. application of acquired knowledge.

This means that the teacher should focus on the use of such pedagogical technologies that would not only replenish knowledge and skills in the subject, but also develop such qualities of the student as cognitive activity, independence, ability to perform tasks creatively. Cognitive activity at the level of the structural unit of personality indicates that the student is willing to absorb this or that information, moreover – has a strong need for quality cognitive activity, strong and stable motives for this activity.

Thus, it is necessary to form not only narrow educational, but also broad cognitive motives, the student must move from curiosity (situational interest) to interest.

Teachers of the natural cycle of Prelesnyansk school note the high efficiency of research techniques and methods in teaching to deepen students’ interest in cognitive and creative activities, to form in them relevant knowledge, skills, abilities and research position in the perception of understanding and the world.

Learning as a study assumes that the peculiarity of educational and research activities of the student is the subjective discovery of new knowledge on the basis of individual actualization of previously acquired knowledge and skills, introducing them to the personal cognitive space.

The application of the research approach in teaching is aimed at the formation of students’ experience of independent search for new knowledge and their use in creative conditions, the formation of new cognitive values ​​of students and the enrichment of their cognitive value orientation. Therefore, learning to a large extent becomes initiated by students who learn new experiences, including research and cognitive.

Students’ research practice should correspond to scientific methods of knowledge, expand the content of their education and improve preparation for future activities.

The process of cognition is a process of transition from the simplest https://123helpme.me/narrative-essay-topics/ models of the world to more complex ones. The child must develop and learn at all times. It is necessary that various cognitive research activities take place continuously – in cooperation with teachers, parents and other children. As soon as interest, inspiration, surprise disappear, laziness and coercion immediately begin to prevail. Then learning difficulties become insurmountable, and a child who has been diligent and disciplined will no longer be able to acquire true knowledge and skills.

Research activity is the highest form of self-educational activity of a student. The formation of research skills in schoolchildren is a complex and long process. It does not arise in an empty place and does not develop by itself. Therefore, the task of the teacher-supervisor is to gradually and methodically form research skills, exercising constant control over the performance of research work by students; analyze and correct errors; identify the best, most effective ways to perform the work, divide it into certain components and sections, teaching students to combine research with scientific, as well as to identify opportunities for further application of the results.

One of the first steps of the teacher – the head of scientific work is the study of scientific and cognitive interests of students, which affects both the choice of research topic and the course of work on it. It is no secret that even an extremely interesting topic, caused only by the needs of time or imposed by the teacher on the student, will not contribute to the successful completion of the work. The priority and determining factor in choosing a topic is the researcher’s steady cognitive interest in it and his desire to bring something new to its disclosure.

Several principles should be followed in the organization of students’ research work:

students’ research activity is close to research activity, its beginning and most often has a continuation in further scientific activity; the content of the study must be combined with the educational purpose, the general needs of society and current issues; scientific research is a continuous process, it cannot be performed in a few days; research activity is necessarily a managed process.

The teacher-mentor teaches research methods, advises the student in the process of work, solving problems, taking into account the intellectual and psychological characteristics of the child, evaluates the results; in the implementation of productive research, a mandatory combination of managed research activities with independent, self-educational activities of the student, which is the basis of intellectual growth of the child, the formation of his creative personality.

The research process has an individual character and follows the following scheme: choice of topic – drawing up a work plan – selection of sources and literature – acquaintance with sources and drawing up a plan for writing research – selection and evaluation of facts – processing and systematization of collected material – writing work – her reviewing and finalization – final editing and design – protection of work.

The choice of topic involves taking into account the relevance of the problem, the degree of its development, the availability of sources and literature, cognitive interests and abilities of students. The subject of educational and research works is determined by subject teachers, considered at the meeting of the methodological association, agreed with the administration of the educational institution.

The task of the school is not only to provide students with certain knowledge, but also to teach them to use it, and if necessary, to work creatively. Hence: conducting research at school should be combined with the development of creative personality; it must be its end result.

Speaking about the introduction of science in school and their relationship, we must distinguish three main areas of such activities.

The first is the development of scientific thinking of the student and the future citizen, which is achieved by a number of special measures, methods and this directly in the educational process: appropriate tasks, non-standard lessons at school, etc. This activity should cover almost all students, and it becomes an integral part of modern school education.

The second direction of development of scientific work should be considered extracurricular activities, when students participate in the work of scientific circles, in collective research, as well as in various competitions, contests, seminars, competitions and more. This is the further development of collective scientific thinking, which to some extent or largely is carried out in school.

The third independent direction of scientific activity of schoolchildren is their participation in the work of the Academy of Sciences, in particular in the annual competitions-defenses – district, regional, state. This is an individual scientific activity that should be considered the highest for students. It is regulated by special requirements.

Types and forms of research work

There are two main types of research work of students.

Educational research work of high school students, provided by current curricula. Such research papers include educational research projects and essays with well-covered practical parts.

While writing essays, students take the first steps towards independent scientific creativity. They learn to work with scientific literature (if necessary, then with foreign), acquire skills of critical selection and analysis of necessary information. If in the 9th grade the requirements for the term paper are minimal, and writing it is not a big job for students, then next year the requirements will increase significantly, and writing the work becomes a truly creative process. Thus, increasing the requirements for abstracts every year can promote the development of the student as a researcher, making it almost imperceptible and unobtrusive to himself.

Work on research projects aims at further development of creative and cognitive activity of the student, activities aimed at consolidating and expanding theoretical knowledge and in-depth study of the chosen topic, and as the final stage of students’ learning, in most cases, at the University of Economics. the student can expand theoretical knowledge and deepen the study of the chosen topic.

Writing abstracts on the topics of practical classes should not be evaluated as a research work, as the abstract is often either a rewritten article, or, worse, a summary of the chapter of a textbook.