Scientific research work goal. Nir as the initial stage of the innovation process. Organization of inventive, innovation and patent license work

The peculiarity of scientific work is that it is, first of all, targeted and active activities. For science, a systemic organization, validity and evidence is characteristic. Although the science is known random discoveries, however, only carefully planned and well equipped modern means Scientific research allows to open and deeply know the objective patterns of development of both nature and society. That is for success scientific research It must be properly organized, plan and perform in a certain sequence. These plans and sequence of actions depend on the type, object and objectives of the scientific research.

Applied to applied research work Allocate the following main steps.

1. The formulation of the topic, determining the purpose, tasks, object and the subject of the study.

2. Drawing up concept, program and research plan.

3. Development of a system of research methods and techniques of their effective use.

4. Collection, systematization and analysis of empirical material. Experimental studies. Check and clarifying the hypothesis.

5. Analysis and registration of research results.

6. Implementation of results and determination of economic efficiency.

4.1. The formulation of the topic, determining the purpose, tasks, object and the subject of the study. This stage of scientific research suggests:

ü overall familiarization with the problem on which research should be carried out;

ü Preliminary familiarization with the literature and classification of the most important directions;

ü Selection and preparation of bibliographic lists of domestic and foreign literature;

ü Study of scientific and technical reports on the topic of various organizations of the corresponding profile;

ü compiling sources annotations;

ü drawing up abstracts on the topic;

ü analysis, comparison, criticizing the information being worked;

ü a generalization, criticism, making your own judgment on worked issues;

ü Formulation of methodological conclusions on information review.

Thus, the main focus on the first stage is given to the study and analysis of literary and other sources in order to:

1) substantiation of the scientific problem and the topic of research;

2) identifying and accumulating scientific facts with the help of the analysis and synthesis of various sources of knowledge, as well as scientific description facts;

3) theoretical generalization of the results of the primary scientific research (explanation, comparison, conclusions);

4) formulating an object, subject, objectives and objectives of the study.

Determine the terminology of this stage. In research work is distinguished directions, problems and topics.

Scientific direction - the scope of scientific research of the scientific team on solving any large, fundamental theoretical and experimental tasks in a certain branch of science.

Problem - A complex scientific task that covers a significant area of \u200b\u200bresearch and has a perspective value.

Problem- discovered inconsistency between the desired and valid; A controversial situation in science that requires its permission.

Problem This is the initial stage of the study on which the researcher is aware of the presence of an unknown and puts the goal by searching, cognitive activity to make an unknown known. The presence of the problem acts as a motivation of the study ("trigger").

That is why the preliminary stage of the study of any kind is to identify the problem formulation, determination of its relevance, significance and scope.

The correct wording of the problem is half of success, as it means the ability to separate the main thing from the secondary and divide what is known from what is unknown on the research topic, and this defines a further search strategy.

Any problem consists of a number of topics.

Subject - This is a difficult, requiring solution to the scientific task, covering a certain area of \u200b\u200bscientific research.

Topics may be theoretical, practical, mixed.

Setting (selection) of problems or is the difficult, responsible task. Subject Must have the following characteristics:

A) relevance - the value of the topic on this moment Time for the progress of science and technology. This is the answer to the question why this study must be carried out right now, and not later;

B) scientific novelty - The topic in such a production has never been developed and is not being developed at present, i.e. duplication is excluded;

C) economic efficiency - those proposed as a result of scientific research should be more efficient solutions;

D) practical significance - the ability to use scientific research results for solving actual problems and tasks, both in production and related or interdisciplinary research.

E) compliance with the profile of the scientific team (organization).

No less important is the allocation of an object and subject matter. Recall the definition (see clause 2): n auropean study - This is an activity aimed at the comprehensive study of the object, process or phenomenon, their structure and connections, as well as obtaining and implementing the results useful for man. Its object is the material or ideal system, and the subject is the structure of the system, the interaction of its elements, various properties, the patterns of development, etc.

Object of study - These are certain existing outside and regardless of our consciousness of the reality phenomenon.

It must be remembered: the object of the study exists objectively, regardless of the will of people, it is not created and not constructed by them.

As an object of research, for example:

ü Social institutions and systems (school, university, hospital, education system, health system);

ü Separate elements of social institutions and systems (pedagogical team, studentism, the maintenance of the highest medical education);

ü processes (training, upbringing, socialization, market metabolism);

ü mechanisms for the functioning of systems and processes (pedagogical technologies for the formation of competencies);

ü different kinds activities, states and properties of the personality;

ü dependence and relationships (for example, personality - group, conflicts between individuals), etc.

The subject of the study, in contrast to the object, is subjective in nature, that is, it is determined by the researcher himself. The object and subject matter, of course, are interrelated. But the subject of the study, as a rule, covers only the individual elements and the relationship of the object being studied.

Subject of study - What is directly directed by the attention of the researcher, about which the new (missing) information is required.

Subject of study - generalizing structure (device) of the object under study or its individual private aspects, conditionally separated mechanisms of the objectivity of an object, which predetermining the observed properties (manifestations) of the object under consideration.

For example, an object is a sociotechnical system, and the subject is an economic device of the sociotechnical system.

Anatomy - a living organism is the structure of a living organism.

Physiology - a living organism - processes inside a living organism.

Generalizing and private structures, and individual mechanisms of vital activity things or phenomena have their carriers, namely, things and phenomena themselves. The required information can be "removed" only from things and phenomena in their whole livelihoods. Concerning information base research Quite often mixed with its object.

For example, when studying demographic processes (fertility, migration, mortality), information "remove" by regions and settlements. Meanwhile, neither settlement, nor regions are objects of research. They are an information base, and not only by demographic, but also by many other processes related to other aspects of their livelihoods.

The form of scientific foresight in the scientific research is hypothesis - The necessary link between the theory and the research on the way of obtaining a new knowledge. Definition and requirements see above (clause 3.). Sometimes scientific research is carried out without hypotheses. This happens when the task is raised, on the one hand, to turn the "all known" from everyday view to the scientifically established fact, and on the other - to give an accurate scientific characteristic of "all known" facts.

Initially, hypotheses can be adjusted, complemented, develop during the study, but according to the results of the study, it should be clearly indicated that from the initial hypothetical assumptions it was confirmed which changes were made to their content, which did not receive due confirmation at all (for in science and negative result Very important).

In the structure of scientific research, its goal and tasks occupy an important place.

Under purposeany type of activity understand the perfect image of the desired result. .

Purpose of the study - This is a planned end result, which has a large theoretical and practical importance for a particular sector of scientific knowledge.

It is designed not to illustrate already established and indisputable positions, but to identify new connections and relationships. The universal goal of any research is to obtain new, reliable knowledge about nature and society, allowing to transform, adapt to the human needs and society to the needs of man.

The goal has a decisive influence on the organization, methods and other structural components of the scientific research, acts as its dominant, as a lighthouse, illuminating the path to the researcher in difficult contradictions of the problem under study. The goal of a scientific study is designed to clearly outline its area and content, answer the question, what is the essence of the problem being studied and is it possible to obtain the necessary data for its comprehensive coverage during the study.

The objectives of the study are very diverse. In one case, they can provide, in one case, the disclosure of the essence of complex physiological, economic, pedagogical and other phenomena and processes, in another - identifying the dependence between factors affecting students and changes that occur in their personal characteristics under the influence of these factors in the third - the development of new forms and methods of training and education of young people, the treatment of individual diseases, in the fourth - to determine the conditions under which one or another method or means of exposure bring the greatest effect, etc.

Objectives of research They are concrete directions for the study of individual aspects of the problem under study, the implementation of which leads to the achievement of the overall goal of the study.

The objectives of the study are mainly in two types: empirical and theoretical.

TO empirical tasks relate:

ü Settlement, clarification and classification of scientific facts that belong to the subject of the study, the characteristics of their and observed dependencies;

ü Study of specific conditions and scope of dependencies formulated in the form of trends, patterns, principles;

ü empirical verification of truth patterns, theories, hypotheses, models;

ü Setting the reality of alleged hypothetical processes, phenomena;

ü Decision of constructive cognitive tasks.

Theoretical tasks include:

ü Detection and study of specific reasons, links, dependencies, interactions, processes that allow you to explain certain facts of real reality;

ü Construction of new hypotheses that theoretically explain the facts detected, trends, processes, phenomena, causal relationships, activity mechanisms;

ü The formulation of theoretical knowledge in the form that allows it to check it empirically.

Usually, three - five research tasks are put forward in scientific papers. This is not fundamentally. The main thing is that when they decide the essence of the phenomenon is disclosed.

It is necessary to emphasize that all the tasks of the study, regardless of their species, are closely interaction and inseparable interdependence. At the same time, each task exists in a dialectical unity in the overall aim of the study, its object, subject and hypothesis.

Drawing up concept, program and research plan.

Concept of research - Complex of the main position (submissions) on how to conduct a study. This is a holistic, logically linked viewing system, combined by any common idea and aimed at achieving the goal of the study.

The choice of the study concept of a significant impact has a predominant in this time interval in a specific paradigm knowledge branch.

Scientific paradigm - The system of views arising from the fundamental ideas and scientific achievements of large (outstanding) scientists determining the focus of thinking of the majority of researchers.

Based on the concept, the detailed program is being developed.

Research program - This is a set of provisions that defines the goal and objectives of the study, its subject, the conditions for conducting the study, the resources used and the estimated result.

The program is considered as a means of achieving a research goal, as a form of concretization of the concept.

Program sections:

1) justification of the relevance of the chosen topic;

2) disclosure of its degree of development in the scientific literature;

3) object, object, goal, objectives and hypothesis of the study;

4) theoretical methodological basis, system of methods;

5) scientific novelty, theoretical and practical significance;

6) resource provision;

7) how to test and test the theoretical conclusions obtained and practical recommendations;

8) research efficiency indicators;

9) Stages and scope of work and other issues whose solution will contribute to the successful implementation of the work plan.

On the basis of the program, the detailing plan is developed.

Research Plan - A set of indicators reflecting the connection and sequence of key activities (actions) leading to the full implementation of the program and permission to solve the problem. The study plan is considered as the organizing factor of consistent movement towards the purpose of the study.

4.3. Development of a system of research methods and techniques of their effective use.This stage is extremely important and will be considered in the next lecture.

4.4. Collection, systematization and analysis of empirical material. Experimental studies. Check and clarifying the hypothesis. This stage occupies a central place in the scientific research. The history of science convinces that to make some scientific findings, it is possible to develop theoretical provisions on the basis of the facts (definition, see clause 3).

Requirementsto the collection of empirical material:

ü Select no random facts, but only those that are "measured" and have accurate criteria that are characterized;

ü take not separate facts, but the whole set of facts related to the question under consideration, without a single exception;

ü Facts are value only when they are deeply understood;

ü After collecting and accumulating the actual material, it is necessary to classify the facts, analyze and summarize them.

Experimental experiment involves additional stages characteristic of experimental studies:

ü Development of the purpose and objectives of the experiment;

ü Experiment planning;

ü Development of research program techniques;

ü choosing measurement tools;

ü Designing devices, layouts, devices, models, stands, installations and other means of experiment;

ü Justification of measurement methods;

ü conducting an experiment in the laboratory, on experienced sites, in enterprises;

ü Processing measurement results.

Experiment is one of the stages of the study. But the stage is so important that his role often exaggerates to an independent study. Often, experiments are considered as synonymous with research.

Meanwhile, the experiment itself is one of the ways, and the most expensive, targeted receipt of information necessary for evidence (refutation) nominated in the study of the hypothesis, which cannot be obtained by any other way.

Experiment- This is the "room" of the object of study in special conditions, monitoring its behavior, due to changes in conditions, and fixation of information (indicators) reflecting this behavior. Based on the results of the experiment, the hypothesis extended can be confirmed or refuted.

Experience - This is a single experiment. The experiment is set, as a rule, a series or even several series of monotonous experiments.

The experiment is most often carried out by original, carefully thought-out techniques. For example, Ivan Petrovich Pavlova's experiment (proof of availability conditional reflexes and signaling system conducted over dogs).

Special care requires a social experiment, since in its process it is possible to appear a specific effect that called the effect of Pygmalion (Opened R. Rosenthalem).

Pygmalion effect - manifestation of the prejudice of the experimenter affecting the result of the experiment. That is, formulating the attitude of the experimenter to the subject, you can predict the outcome of the experiment in some cases.

So, for example, when teachers characterized students in one case as capable, and in the other as unable (with their actually the same abilities), the positive attitude towards students in the first case was reflected positively on the pedagogical situation in general and success of students, as well as their estimates .

What is the difference between research work from abstract

As noted in chapter 1 of this work, writing an abstract in the form of an analysis of literature data in order to allocate an urgent scientific problem is a necessary stage and an important prerequisite for further, deeper study, but already within the framework of research work. That is why any research work always contains in itself a problem-oriented analysis of literary data on the topic, i.e., abstract work.

However, research work is definitely differentfrom abstract:

§ formulation of research goals and objectives;

§ a special structure and content of work. Consider each of these differences in more detail.

Purposeof any research work, if we talk generally, is the study of influence subjectresearch by an objectstudies that are carried out using toolsachieve the goal (methods) within the framework of the formulated hypotheses.

Let us clarify this difficult to understand the definition of examples of specific goals of several scientific research works of students.

For example. Subject:"Genre" Drama on the hunt "L. P. Chekhov."

Hypothesismay look like this: This is a work or a novel, or a story. Then, if we assume that the "drama on the hunt" is a novel, then, along with other signs of the romance genre, the selection of 1 "Roy, which affects the fate of the world should be described in the work under study.

If this is a story, the choice of the hero should only affect his fate. In addition, if this is a story, there must be a cyclic storyline and a certain copyright position, more distant than the novel, from the events described.

Purpose:to identify with the help of the analysis of the work "Drama on the hunt" of its main genre signs. In this example subject studies are genre signs, object - the work of A. P. Chekhov "Drama on the hunt", and the means of achieving the goal - genome analysis works.

A similar example of natural scientific work. Subject: "Study of the relationship of the structure and the main properties of surfactants". Hypothesis: the main properties of existing surfactants are determined by their structure. Chain:examine the relationship between the structure and the main properties of the series of surfactants. In this objective purpose subject studies are the structure, and object - Properties of surfactants. Meansthe achievement of the goal in the CE is not specified formulation, as this is not mandatory. Most likely, with such means there will be analytical and spectroscopic methods for the structure of the structure of chemical compounds, experimental methods associated with the definition of the main properties of surfactants, correlation analysis, allowing to establish the relationship between the structure and properties of chemical compounds.

Tasksany research work is usually:

§ problem-oriented analysisinformation (literarydata) on the chosen actual scientific problem;

§ Development hypothesisresearch - scientific assumption related to the explanation of the detected contradictions and the choice possible paths solutions to current problems in this paper;

§ theoreticaljustification of the choice of research methods and experimentalconfirmation or refutation of the hypothesis extended;

§ generalization obtained resultsand their assessment scientificand practical value.

Scientific research - This is a targeted process of knowledge, which is carried out in order to identify the patterns of changes in objects, depending on certain conditions for the place and the time of their functioning for further use of them in practical activities. This is an organized process of mental labor, directly aimed at the production of new knowledge. Obtaining new scientific data - social need Society that has grown lately in the Epoch of the HTR.

Each research work can be attributed to a specific direction. Under scientific direction Understand science or complex of sciences, in the sphere of which research is underway. In this regard, they distinguish technical, biological, social, historical and other directions with possible subsequent details. The basis of the scientific direction is special science, as well as the methods of research and technical means of their implementation.

The structural units of the scientific direction are complex problems, problems, topics and scientific issues. Comprehensive problem - This is a combination of problems united by a single goal. The problem is a number of complex theoretical and practical tasks, whose decisions are called in society. From social positions, the problem is the reflection of the contradiction between the social need for knowledge and the known methods of their preparation, contradiction between knowledge and ignorance. Depending on the scale of the tasks that occur, there are global, national, regional, industry and intersectoral problems. The topic is an integral part of the problem. As a result of research work on a particular topic, they receive answers to a certain circle of scientific issues covering part of the problem. Generalization of research results on a complex of topics may allow to solve the scientific problem. Under scientific issues Understand small scientific tasks relating to a specific topic of scientific research.

The specifics of scientific work causes the goal of research work. Objective of scientific research - Comprehensive, reliable study of the object, process or phenomena, their structures, links and relations based on the principles and methods of knowledge developed in the science and methods of knowledge, as well as obtaining and implementing results useful for man. Modern scientific research has certain features affecting the effectiveness of scientific work:

spain characterizes the relationship between the living and negative scientific work in previously performed studies. The scientist is creating, using the heritage of the past, which avoids parallelism and errors in research work;

probable nature of research results It is manifested in the fact that it is aimed at creating new information. In this regard, the results of scientific research can significantly exceed the expectations of the researcher, and may be meager. This feature of scientific research requires scientific workers of volitional and moral qualities (organized, indilation, hardness);

the uniqueness of D Oslіzhenna is reflected in the restriction of the use of many conditions or typical methods and regulatory materials, which facilitate the organization of labor in material production ( technological maps, production standards, etc.). This requires a researcher independence, efficiency, initiative;

the complexity and complexity of Doslіzhenna increase the requirements for scientists - to their abilities, professional qualifications and organizedness - and create additional difficulties in the labor cooperation of researchers of various profiles. First of all, this refers to the economic aspects of the problem under study. They require not only the expansion of economic worldview, but also the use of knowledge of related professions, attract qualified economists;

scale and laboriousnessoslіzhenna are based on the study of a large number of objects and experimental verification of the results obtained;

duration The study requires a scientist of clear planning of work both in time and in space;

communication of research with practice due to the need to transform science in direct production force. It provides for the constant contact of scientists with practitioners and cooperation of their labor.

The main themes of the NIR of the Expert Analytical Center of the Russian Academy of Sciences:

Standards for research and research work (NIR)

What is NIR?

Research work (NIR) is an activity whose goal is to obtain new or deepening of existing scientific knowledge and achievements in a particular area.

1. Planning (select the topic, preparation of the work plan, etc.).
2. Formulation of the hypothesis, the choice of its verification method, data collection, data analysis, confirmation or refutation of the hypothesis. (In Western sources of this stage, the most attention is paid).
3. Creating the text of the NIR according to the results of paragraph 1 and paragraph 2.
4. Publication of work results in scientific publications, participation in conferences, seminars.
5. Public protection.

Nir is an important component and the necessary condition for the preparation of qualified specialists. For example, to obtain a degree of a candidate or doctor of science, you must independently fulfill your research work. The scientific community believes that in the conditions of the information society and the continuous update of knowledge, the ability to quickly navigate the flow of information, analyze, allocate the desired, conduct independent research and prove their effectiveness in practice - very important and useful skills.

Standard Stages of Research

Despite the different directions and areas of the study, Nir has one common basic structure and is performed in stages.

Stage I: Definition of the problem and wording theme.
Stage II: setting goals and hypothesis nomination.
III Stage: Work with literature, including the search for the required material and its analysis.
IV Stage: Preparation of theoretical part of work.
V Stage: Experimental research.
VI Stage: Working. Summarizing.
VII Stage: Announcement of results (Public protection, publications in scientific publications, participation in conferences, etc.).

Accordingly, different chapters of scientific work are written at different stages. For example, for the candidate thesis, a structure was adopted in 3 chapters. The first chapter includes works on three first stages, the second chapter includes the 4th and 5th stage of work, the third - sixth. Public protection is carried out separately from the scientific work itself, and another NIR is being made to conduct it - under the generalized name "dissertation author's abstract."

Common Research Tasks

Scientific work is carried out under the guidance of a specialist experienced in this field (supervisor). It has specific tasks:

familiarize with modern scientific research methods and teach them to practice them;

teach yourself planning and organize research.

allocate relevant scientific problems and find ways to solve them;

put specific goals, formulate hypotheses and prove them in practice;

conduct experimental research;

issue research results in accordance with the requirements;

proving the correctness of the results obtained and their benefit for science, to defend their point of view in scientific discussions through public protection, participation in conferences, seminars, etc.

Commercial Nir

It should be noted that the Nir now is not only in its pure form scientific research. Often the results of the NIR are purely applied importance - allow NIR to plan for the planning of one or another area in Moscow - this is a working material of NIII General Plan G. Moskva, and Nir to assess this or that building is almost 90% of the appraisers (building evaluation reports) . We carry out research and development and in the area

The importance of education among students of cognitive interest, the development of analytical and creative thinking. The system of research work as one of the means of raising the level of training of specialists with higher professional education.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Test:

Research work of students (NIRS):her goals and tasks

Introduction

1. The concept and importance of students research work

2. Objectives and objectives of students research work

Conclusion

Bibliography

Introduction

Modern requirements for specialists determine the special importance of education in students of persistent cognitive interest, the development of analytical and creative thinking, which are inalienable characteristics of harmonically and comprehensively developed personality. From graduates higher School It is required that they not only qualify themselves in the special and scientific fields of knowledge, but also knew how to form and protect their ideas and suggestions. For this, first of all, you need to be able to independently analyze and summarize scientific facts, phenomena and information.

In this control work, the author considers the main purpose of determining the essence and importance of the research work of students, the analysis of forms and basic types of NyrS, as well as the definition of the goals and objectives of such work both by students and the teaching staff, society as a whole.

When writing test work To achieve the target, the author performs an analysis tutorials According to pedagogy, scientific papers in the formation of modern authors, comprehensively considers the issue of scientific research work of students, determines its goals and objectives, species and forms, and value for science.

1. The concept and importance of research workstudents

Student engaged in scientific work, is only responsible for himself; Only the topic of research, the timing of the work, and also, is also important, and whether work will be performed at all. By spending their personal time, the student develops such important quality researcher as creative thinking, responsibility and ability to defend their point of view.

From the teacher, good attention and support are needed, without which the student, especially in junior courses, does not want (and just can not) engage in "boring science", which it seems almost any discipline at the initial stages of its development. Often the work of the teacher compares with the difficulty of the gardener. So, if the preparation of simple students can be compared with growing potatoes, where there are developed technologies and fertilizers, the preparation of future scientists in circles and laboratories of universities can be compared with growing rare on our fields of pineapple. One wrong step, one wrong advice, - and all long work may be useless, and a rare plant will die without bringing fruits.

Student scientific associations often become a blacksmith of young frames for universities, in the walls of which they work and beyond. Already in the writings of Lomonosov, we encounter words about the need to encourage young students who have expressed the desire to engage in their own studies in extracurricular clock. Isn't it obliged to Russian science, by his release by the end of the 19th century from the Zasili of foreigners, having put forward a number of global scientists - see: Schurkov N.E. Workshop on pedagogical technology - M.: Ice, in Russia. 1998. P.73. .

There is also two main types of research work of students (NERS) - see: Vishnevsky M.I. Introduction to the philosophy of education: studies. Manual for studies Ped. specialist. Universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002. p.112. :

1) Educational research and development of students stipulated by the current curricula. To this type of NURS can be attributed to the coursework performed during the entire period of study at the university, as well as thesisPerformed at the graduation course - see: Makarov Yu.A. The essence of the individualization of development is Zhytomyr, Zaguchny, 1999. C.261. .

During the course work, the student makes the first steps to independent scientific creativity. He learns to work with scientific literature (If necessary, then with foreign), acquires the skills of critical selection and analysis of the necessary information. If in the first year the requirements for the course work is minimal, and the writing does not represent a lot of work for a student, then the next year the requirements increase noticeably, and writing the work turns into a really creative process. So, increasing the requirements for the course work every year, the university contributes to the development of a student as a researcher, making it almost imperceptibly and unobtrusively for him.

The fulfillment of the thesis is intended to further develop the creative and cognitive ability of the student, and as the final stage of student learning in the university is aimed at consolidating and expanding theoretical knowledge and in-depth study of the chosen topic. At the senior courses, many students already work in the specialty, and, choosing the topic for the course work this is most often taken into account. In this case, in addition to analyzing the literature, the diploma may include its own practical experience on this issue, which only increases the scientific value of the work.

The NERS provided for by the current curriculum can be attributed to the writing of abstracts on the topics of practical training. At the same time, it should be said about the fact that the essay is most often or a rewritten article, or, even worse, the abstract of the head of some textbook. You can call it scientific work with great doubt. But some abstracts written on the basis of several dozen articles and sources can rightly be called scientific works And the inclusion of them in the list of types of NIRS is quite justified.

2) Research work over the requirements that are presented by curricula.

As mentioned above, this form of NyrS is the most effective for the development of research and scientific abilities in students. It is easy to explain: if the student is ready to deal with any discipline at the expense of free time, then one of the main problems of the teacher is removed, namely, a student's motivation for classes. The student is already so developed that it is possible to work with him not as a student, but as with the younger colleague. That is, a student from a vessel, which should be filled with information, turns into a source of the latter. He follows the novelties of the literature, tries to be aware of the changes occurring in the science chosen by him, and most importantly - the process of understanding science does not stop outside the university and prepare for practical exercises and exams. Even during the rest in the depths of consciousness, the process of self-improvement does not stop. The well-known Leninsky quote is being implemented: "First - to learn, secondly - to learn and in third - to learn and then check that the science does not have a dead letter or fashionable phrase ... so that science really entered the flesh and Blood, turned into a composite element of life quite and hereby "- see: GershUn B.S. Philosophy of education. - M.: Prospekt, 1998. p.76. .

The main forms of NIRS, performed in extracurricular - see: Schurkov N.E. Workshop on pedagogical technology - M.: Ice, in Russia. 1998. P.79. :

- Site mugs. This form NIRS is most often used when working with junior courses. Heads are general scientific and general theoretical departments.

The scientific circle is the very first step in the NERS, and the goals in front of its participants are simple. Most often, this is the preparation of reports and abstracts, which then heard at meetings of a circle or at a scientific conference. A circle can be combined as members of a group, course, faculty, and sometimes - and the whole institution.

The last option is most often found in the circles that study the problems of public and humanitarian sciences, as in technical and natural science circles, scientific studies student's student will most likely be minor to students of the first, and they may have lost interest in the circle, as such - see: Ogardennikova E.I., transition criteria educational institutions on new forms of learning. - M.: Pedagogy, 1997. p.165. .

The work of the circles, as a rule, is as follows: at the organizational assembly, passing approximately in October, there are distribution of topics and essays by elected way, after which the teacher indicates the presence for each topic of the main and additional literature and recommends that in the near future it is recommended to consider the work plan.

Some teachers believe that the election distribution of reports is not necessary, since the student is concentrated on one topic, not paying much attention to others. On the one hand, the forced distribution of those may eliminate such "loopiness", but, on the other hand, this approach may not find support from the students themselves. Imagine a freshman who first came to the meeting a mug, where, as he believes, it should treat him almost like equal, and suddenly he gets to work the topic that he interests him very little, and the topic he wanted to develop In his work, got another. Of course, the student will be offended, and his presence at the rest of the meetings the mug is questioned.

Thus, in my opinion, the distribution of topics should be exclusively elected, especially since the person is already quite developed to have their own interests and addictions.

After the distribution, the main and main work of the mug begins.

At first, the main role belongs to his leader. It is from his experience, talent and patience depends, whether the initial dust of young researchers will change thoughtful work, or everything will remain in the infarded stage. It is necessary to observe each student, try to predict problems that may arise in the process of work.

It may happen that a young man is ashamed to ask a question, considering himself enough adults for his independent decision, and then, not having to answer, refuses the study at all, making a decision on his own scientific inconsistency.

Such psychological problems Often get up to students of junior courses. The reason is the established stereotype that the student is a fully established person, and he must solve his problems. In fact, the thinking of junior courses students also carries a large school imprint and, speaking frankly, just children's.

Therefore, the conflict between the "adult" model of behavior and youthful thinking can cross the efforts of the most talented, but not sufficiently sensitive teacher. Therefore, it will not be superfluous to read two or three lectures on the methods and methods of scientific research, about the collection of material, about working on literature, on the use of the scientific office, as well as introduce students with the scientific areas of teachers of the department, so that students know who you can contact For more detailed advice on some issues.

If the initial period of operation, the mug was successful, and most of the topics were taken into work, then a schedule of performances is drawn up, and the hearse of ready-made reports begins. As a rule, at one meeting, no more than two performances are heard at one meeting, since only in this case each report can be discussed in detail, ask questions and get detachable answers to them. Besides, a large number of The reports are difficult to perceive, and the activity and interest of the members of the circle may decrease.

Forms of summing up the work of the work, a contest of reports can be a competition of reports, participation in scientific conferences and subject responds, holding round tables, meetings with scientists, as well as the publication of the theses of the best works in scientific collections of universities - see: Vishnevsky M.I. Introduction to the philosophy of education: studies. Manual for studies Ped. specialist. Universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002. P.116. .

- Problem circles. All of the scientific circles have been said to be attributed to problematic, but should take into account some differences.

First, the problem circle can combine students of different faculties and courses, as well as if there are those, colleges and lyceums at the university. The chapter can be delivered to the problem of which the scientific leader of the circle is engaged in, or any other choice. The greatest advantage of this form of NIRS is the possibility of consideration of the chosen theme most deeply and from different angles.

So, for example, the topic of "unemployment in Russia" can be considered with the economic (influence of unemployment at the GNP, state policy towards unemployment, etc.), social (social composition of the unemployed, social consequences unemployment, etc.), cultural (unemployment and culture, folk folklore on unemployment, etc.), and even literary (unemployment in works russian writers) Points of view. This gives meetings a mug of great versatility and attracts new members to it. In addition, it is important, it helps to strengthen the ties between students. of different ages and specialties, supports a sense of a single team.

Secondly, the problem circles represent the "lightweight" form of the NIRS, and therefore, on their base, it is possible to organize meetings with people who face problems chosen by a circle for consideration, at work and in everyday life, conducting various quiz and KVN.

Thirdly, the problem circle can combine elements of the scientific circle, laboratory, etc.

- Problem student laboratories - See: Schurkova N.E. Workshop on pedagogical technology - M.: Ice, in Russia. 1998. p.81. . Refer to the next stage of the complexity of NyrS. Second year students and older students take part in them. The laboratory is not a school of scientific work, classes in it suggest a certain stock of knowledge and skills. Within the framework of the PST, various types of modeling, learning and analysis of real documents, programs, business games, as well as practical assistance to enterprises. Work in such a laboratory involves not so much the study and analysis of the literature, how much is the formulation of the experiment, the creation of something new. Such laboratories are likely to be not so numerous as scientific and problem circles. There are examinations of students when even more capable are selected.

Another difference of the laboratory from the circle is the greater importance of the student's ability to collective work. If in the circle, each student responds, as a rule, only for itself, in this case, where the topics of research are much more global, one independent work It is almost impossible to do.

The head of the laboratory should help students divide the topic into individual questions, the solution of which will lead to the solution of the main problem. It is important attention to the interests of each student, to his inclinations and opportunities. The experience of collective work does not come immediately, and the resolution of disputes and conflicts arising in the process of work also largely lies on the teacher's shoulders.

In the process of work in such a laboratory, a student can be obtained in the time of study and work in the knowledge circles to implement in studies with practical importance. In addition, students who are interested in enterprises subsequently can be invited to work in them, which during the absence of public distribution is a valuable result.

Thus, work in a problem student laboratory - the next important step towards full-fledged research and valuable experience for further scientific and practical activities - see: Makarov Yu.A. The essence of the individualization of development is Zhytomyr, Zagaud, 1999. p.211. .

- participation in scientific and scientific and practical conferences. Each of the above conference types is the result of the work done: scientific research, work in the laboratory, practices in the specialty.

At the conference, young researchers get the opportunity to speak with their work before the broad audience. This makes students more carefully work out the future performance, honing his oratory. In addition, everyone can compare how his work looks like general level And make the appropriate conclusions. This is a very useful result of the scientific conference, since at an early stage, many students consider their own judgments with infallible, and their work is the deepest and most valuable in the scientific plan. Often even the comments of the teacher are perceived as simple quirks. But listening to the reports of other students, everyone can not not notice the shortcomings of their work, if any, as well as allocate their strengths for themselves.

In addition, if a creative discussion of listened reports is held within the conference, then from issues and speeches, each rapporteur can draw original ideasThe development of which in the framework of the topic chosen by him did not even think. A peculiar mechanism is included when one thought generates a few new ones - see: Ogardennikova E.I., criteria for the transition of educational institutions to new forms of training. - M.: Pedagogy, 1997. p.169. .

Scientific and practical conferences, already on the basis of the title, include not only not so many theoretical scientific reports, how much discussion of ways to solve practical tasks. Very often they are held outside the university walls, and in the territory of the plant, factory, collective farm, farm, the governing body with which the university supports relations. For example, a scientific and practical conference can be carried out according to the results of the summer practice of students, when the latter, facing certain problems, can try to find ways to solve them with the help of employees of the enterprise and teachers. Such conferences contribute to the establishment of close friendly connections between the university and enterprises, and also help students learn to apply the studied theory in practice. A distinctive feature of the scientific and practical conference is the complexity of its coherent organization, so that participation in it was equally useful and interesting and students and employees of the enterprise. The development and holding of such a conference requires the organizers and participants in greater attention and patience.

- participation in intravouris andstatecompetitions.This form of research work of students is a "higher pilot". Here, students are required not only didity in the process of such work, and the desire to prove that its position on the problem is the only true. In addition, the student requires the ability to prove it, often in disputes with opponents - the same contestants. The effectiveness of such work can be exhaustively identified by one phrase - "Truth is born in the dispute."

In addition, it is this form of research work that is the source of an additional student incentive to work - incentive to be a winner that is peculiar to any normal person.

Thus, Nirce is one of the forms of the educational process in which training and practice is most successfully combined. As part of the scientific work, the student first acquires the first research skills (first step, that is, scientific and problem circles), then begins to embody acquired theoretical knowledge in research, one way or another related to practice (the second stage - various student laboratories), and at the end This long-term process is able to participate in "adult" scientific conferences, symposia of a different level, up to the international (third stage).

At the same time, it should be noted that NJSC requires much attention and patience from scientific leaders, as luck or the failure of each student is largely the result of their own correct and incorrect actions. NIRS should be in the center of attention of the leading links of the university.

The diversity of the forms of the NIRS of modernity gives every student of the university to find a lesson in the soul, and participation in it is necessary for the most harmonious and deep education - see: Schurkova N.E. Workshop on pedagogical technology - M.: Ice, in Russia. 1998. p.88. . The research work of students is organized and carried out both in the educational and extraction time. In school, research work is carried out, as a rule, with students who are successfully studying under the training plans of bachelor and magistracy. It can also provide for the implementation of coursework or projects, graduation qualifications, other types of training activities that have research. In extracurricular time, research work is organized individually or by participating students in the work of scientific circles, seminars, various scientific conferences.

2. Objectives and objectives of students research work

Modern requirements for specialists determine the special importance of education in students of persistent cognitive interest, the development of analytical and creative thinking, which are inalienable characteristics of harmonically and comprehensively developed personality. From graduates of the Higher School, they are required not only to qualify themselves in special and scientific areas of knowledge, but also knew how to form and protect their ideas and suggestions. For this, first of all, it is necessary to be able to independently analyze and summarize scientific facts, phenomena and information - see: Loferov A.P. Main trends integration processes In world education: author. dis. Dr. Ped science. - M., 1997. P.89. .

The NIRS system is one of the most important means of increasing the level of training of specialists with higher professional education Through the development of training activities, methods, techniques and skills of professional and collective activities, methods, techniques and skills of individual and collective implementation, development of abilities to scientific creativity, and see: Skonikov N.M. Education: Tradition and innovations in social change - SPb.: Neva, 1999. P.302. .

Component parts NyrS systems are - see: GershUn B.S. Philosophy of education. - M.: Prospekt, 1998. p.442.

The inclusion of research elements in the curriculum (protection of coursework and diploma projects with elements of scientific research, problem lectures, laboratory and practical classes with elements of scientific research, the implementation of abstracts on interesting scientific topics);

Participation in all types of research works, conferences, competitions, presentation of work for publication, use of the services of scientific units;

Research work in the composition of scientific, technical, economic or other student bureaus and associations, as part of student scientific and production detachments, which allows students not only to get acquainted with real tasks, develop projects of their decisions, but also to carry out their proposals in practice;

Research work in student scientific circles, where students learn not only to conduct research, but also to provide the results obtained, share experiences.

The goal of research and educational work is to develop the creative abilities of future specialists and raising their professional training on the basis of an individual approach and strengthening independent creative activities, the use of active forms and methods of training.

Currently, the research work of students pursues the following goals - see: Makarov Yu.A. The essence of the individualization of development is Zhytomyr, Zagaud, 1999. p.216. :

Expand and deepen the knowledge of students in the field of theoretical foundations of the disciplines studied, obtain and develop certain practical skills of independent scientific research activities;

Conduct scientific research to solve topical tasks extended by science and practice;

Earn skills to competently express the results of our scientific research (reports, abstracts, reports, etc.) and the ability to be argued to protect and justify the results obtained;

creation of computer technology skills when conducting scientific research and processing obtained results;

Widely introducing new information Technology When conducting Nirts, provide information and software support for research and maintenance of the results obtained;

Form a systemic methodology for the knowledge of various objects, principles and methods of their research;

Spend individual work on the formation of systemic thinking among students in the new conditions of economic development and the formation of market relations in the state;

Prepare and select young frames for admission to graduate school and further use of their universities, organizations and enterprises.

The main tasks of research work with students are - see: Skonik N.M. Education: Tradition and innovations in social change - SPb.: Neva, 1999. p.331.

Formation of interest among students in scientific creativity, training techniques and ways to independently solve research tasks and work skills in scientific groups;

Development of students of creative thinking and independence, deepening and consolidation of theoretical and practical knowledge gained in teaching;

Identifying the most gifted and talented students, the use of their creative and intellectual potential to solve the urgent tasks of science;

Preparation of the most capable and successful students of the reserve of scientific and pedagogical and scientific personnel and science figures.

Z.action

Scientific research work of students is an important factor in preparing young specialist and scientist. All winning: the student himself acquires skills that will come in handy throughout the life, in whatever sectors of the national economy, it does not work: the independence of judgments, the ability to concentrate, constantly enrich its own margin of knowledge, have a multilateral look at emerging problems, just be able to purposefully and thoughtfully work.

The society receives a worthy of his member, which, possessing the above qualities, will be able to effectively solve the tasks set in front of it.

Each university teacher must pay Nires no less attention than to the audit classes, despite the fact that it takes a lot of time and effort. After all, the biggest reward for it is really educated, comprehensively developed and grateful person who will always remember the lessons obtained in his youth.

There are also two main types of research work of students (NERS): 1) Student's research and development work provided for by existing curricula; 2) Research work over the requirements that are presented by curricula.

The NIRS system is one of the most important means of increasing the level of training with higher professional education through development in the process of training on curricula and additionally the foundations of vocational and creative activities, methods, techniques and skills of individual and collective implementation of research work, the development of abilities to scientific creativity , independence.

The variety of forms of the NIGS of modernity gives every student of the university to find a lesson in the soul, and it is necessary for the most harmonious and deep education in it. N.the scientific research work of students is organized and carried out both in the educational and in extracurricular time. In school, research work is carried out, as a rule, with students who are successfully studying under the training plans of bachelor and magistracy. It can also provide for the implementation of coursework or projects, graduation qualifications, other types of training activities that have research. In extracurricular time, research work is organized individually or by participating students in the work of scientific circles, seminars, various scientific conferences.

The goals and objectives of research work are reduced to identify the most gifted and talented students, followed by the formation of their interest in scientific creativity, training techniques and ways to independently solve research tasks and work skills in scientific groups, development of creative thinking students and independence, deepening and consolidation of theoretical and practical knowledge obtained in teaching.

FROMpikov used literature

1. Vishnevsky M.I. Introduction to the philosophy of education: studies. Manual for studies Ped. specialist. Universities / Mogilev: Moscow State University. A.A. Kuleshova, 2002.

2. GershUn B.S., education philosophy. - M.: Prospekt, 1998.

3. Lifers A.P. The main trends of integration processes in world education: author. dis. Dr. Ped science. - M., 1997.

4. Makarenko A. S. Pedagogical Poem - M.: Science, 1988.

5. Makarov Yu.A. The essence of the individualization of development is Zhytomyr, Zeadh, 1999.

6. Ogardennikova E.I., criteria for the transition of educational institutions for new forms of training. - M.: Pedagogy, 1997.

7. Skonikyak N.M. Education: Tradition and innovations in social change - SPb.: Neva, 1999.

8. Shchurkova N.E. Workshop on pedagogical technology - M.: Ice, in Russia. 1998.