The most adequate form of presenting the results of scientific work (tested by the centuries-old practice of world science) can be considered a three-part form. Three equally important main sections:
Introduction to the research problem (literature review) with setting goals and objectives, developing a research program,
Description and analysis of own results,
Discussion of the results in accordance with the original goals and objectives - structure the presentation in a logic that is convenient for understanding the essence of scientific research.
The main criteria of work, which are paid special attention to when defending a scientific work:
1) the real scientific novelty of the work - the content (essence) of the approach proposed by the author, the results obtained and the validity of the conclusions drawn, the author's contribution to the study of this research problem are taken into account.
2) the design of the work - it is taken into account to what extent the author was able to present (express, convey) his understanding of the research problem, the data obtained, the consistency of his own and literature data (for example, if the work contains uncorrected typos, then this reduces the assessment of the work).
3) labor intensity - an assessment of the real amount of work done (labor intensity of the organization, methodological support and research).
4) harmony ( common culture work) - the final assessment of the extent to which the content and method of presentation (design) in the work are consistent, the agreement between the idea and implementation, the general impression of the reader about the work done by the author, the skills, knowledge and efforts expended by him.
The structural elements of the R&D report are:
Title page;
List of performers;
Definitions;
Designations and abbreviations;
Introduction;
Main part;
Conclusion;
List of sources used;
Applications.
In accordance with the main goal, a scientific work is drawn up for presentation to a specific reader - a scientist, a specialist in a certain field of knowledge, who must understand it and extract the information of interest to him, as well as evaluate it from the point of view of scientific novelty, the validity of the results obtained, the prospects for use, etc. Therefore, when designing the work, it is necessary to take this into account, facilitating the process of understanding at all levels as much as possible:
Use good literary Russian;
The text should be easy to read;
A concise, objectively impartial style of presentation should be used;
Specially structure the work and present the results in a convenient form;
A strict and uniform way of referring to cited literary sources;
As a result, the scientific position of the author himself, the clarity and consistency of the presentation of the material of the work, the practical significance of the positions of the work are evaluated.
23. Methods of theoretical research
The main methods of theoretical research are:
Deduction;
Modeling;
Axiomatics;
Mathematization and Formalization.
The name deductive method comes from the word “deduction”, which means inference from the general to the particular. With the deductive method, the first stage of the formation of skills and abilities - familiarization - is implemented in the process of getting to know the rule and examples, the second stage - training - includes the development of isolated formal operations, the third stage - speech practice - is organized on the basis of translation exercises. In scientific knowledge, deduction is closely related to induction.
Modeling - 1) production and use of models; 2) study of the object (original) by creating and studying its copy (model). Modeling is one of the main categories of the theory of knowledge, one of the forecasting methods. The reliability of knowledge and the efficiency of forecasting in modeling increase significantly when forming and studying several variants of models of the objects under study.
The axiomatic method is one of the methods of deductive construction scientific theories, with k-rum:
1) a certain set of propositions of a certain theory (axioms) accepted without proof is chosen;
2) the concepts included in them are not explicitly defined within the framework of this theory;
3) the rules of definition and the rules of inference of this theory are fixed, which allow introducing new terms (concepts) into the theory and logically deriving some sentences from others;
4) all other propositions of this theory (theorems) are derived from (I) on the basis of (3)
Mathematical coding of natural and social phenomena makes it possible to understand, control and predict the course of real processes
Research work can be presented in various forms. The most common text works:
Literature review
Review
Research Article
In addition, research work can be presented in the form of a computer presentation or a video film with text accompaniment. Less commonly, it is shown in the form of a working model or layout with textual accompaniment.
Report
A report is a document containing a summary of the results research activities published in print or read in an audience. The report should reflect the novelty and practical significance of the topic, disclose its main content and substantiate the conclusions and proposals of the speaker. All this is noted in the abstracts of the report, which, as a rule, are published in the collection following the results of the event (conference, seminar, etc.).
Literature review
A literature review is a brief description of what is known about the phenomenon under study from various sources. It indicates the directions of research conducted by various scientists.
When preparing a literature review, you should start with a general introduction - read the table of contents and skim through the contents of the source. Then, when carefully reading the source chapters and sections, it is necessary to highlight the most important parts of the text. Further, it is advisable:
Make a plan of the material read, in the paragraphs of which reflect the most significant thoughts and ideas;
Write out complete and informative quotations from the read text with exact references to the source, indicating its output data.
After that, you need to compare and contrast this information with information obtained from other sources. In conclusion, it is important to give a critical assessment of what has been read and write down comments, while paying attention to the objectivity of judgments. A literature review should show that its author is familiar with the field of study from several sources and is able to set himself a research task. Preparation of a literature review helps the researcher to master the material, reasonably answer questions during a scientific report.
Review
The review is a critical analysis and evaluation of scientific work. Also, as a review, a review of a scientific work or work of fiction before their publication, protection. The review can be published as an article in a newspaper or magazine. The main functions of the review - informative and appraisal.
Research Article
Scientific article is peculiar literary genre. In a scientific article, the problem should be identified, known attempts to solve it should be noted. Based on this, it is advisable to single out in the structure of a scientific article:
Description of the problem and its relevance for theory and practice;
Brief information about the research methodology;
Analysis of own scientific results and their generalization;
Conclusions and proposals for conducting research activities in the future;
Scientific report
A scientific report is a document containing detailed description methodology and course of the study, its results, as well as the conclusions obtained in the process of scientific research or experimental experimental activities. The purpose of a scientific report is to comprehensively highlight the work done upon completion or for a certain period of time.
Structure of the scientific report:
1. Summary plan and program of completed stages of scientific work.
2. The significance of the work done, its research value and practical significance.
3. Characteristics of the research methods used.
4. Description of the results of the study.
5. Conclusion, summing up the results of the study and noting unresolved issues.
6. Conclusions and suggestions for further research activities.
abstract
This is a concise presentation of the main information of the original source based on its semantic processing. The abstract is written in order to deeply study the material. It reveals the essence of the problem under study; different points of view are given, as well as their own views on it. It gives an answer to the question of what is new, significant in the text on the problem of interest. Formulation of the goal: using the verbs "analyze, systematize, answer, create, state, consider, summarize."
General requirements for the development of an abstract
1. Think over the problem, topic and purpose of your work. In general terms, define its content, outline a preliminary plan.
2. Make a list of literature that needs to be worked out. As you read, mark, scan, or write down anything that needs to be included in the work.
3. Develop a plan as detailed as possible for all points and sub-points, indicate where to get the necessary material from.
4. In the introduction to the work, reveal the meaning of the problem, the topic, determine the purpose of the abstract.
5. Consistently reveal all the questions provided for by the plan, substantiate, explain the main provisions, reinforce them with specific examples and facts.
6. Show your personal attitude to the problem in your work, reflect your own thoughts and feelings about it.
7. Write correctly, accurately, divide the text into paragraphs, avoid repetition, briefly formulate conclusions.
9. Each chapter starts on a new page.
11. Be sure to follow the ethics of working with the author's text, make footnotes, put quotation marks, highlighting quotes.
12. At the end of the work, draw a general conclusion.
13. Self-critically read your work, identify and correct any shortcomings noticed, rewrite the work clean.
Abstract Evaluation Criteria
1. The relevance of the research topic.
2. Relevance of the content to the topic.
3. Depth of study and logic of presentation of the material.
4. Independence of performance of work.
5. Correctness and completeness of the use of sources.
6. Compliance of design with accepted standards.
Work form. The text of the work uses a scientific style, the narration comes from third faces: In our opinion… As our study showed…
The work must be written correctly, literary language, typed on a computer on white paper format A4. Used for text TimesNewRoman, font size 14 village, line spacing - 1,5 , indent the first line of the paragraph - 1,25-1,5 . The text is written on one side of the sheet with margins around the text. Left margin size - 2-3.5 cm, right - 1 cm, top and bottom - 2 cm. Text alignment is done according to width.
All pages research work, except for the title page, must be numbered. Page numbers are given at the top of the page center or right.
Too many citations should not be given in the work; citation is used as a method of argumentation.
If necessary, you can express other people's thoughts in your own words, but in this option, you must make a link to the source. The link is made under the line at the bottom of the page where the quotation or presentation of someone else's thought ends (the surname, initials of the author, title of the work, publisher, place and year of publication, pages are indicated).
If tables are included in the work, then the numbering of the tables should be continuous throughout the work. The word "table" and its serial number (without the number sign) are written on top of the table itself, then its name and unit of measurement are given (if it is common to all columns and rows of the table).
When referring to a table, indicate the number of the table on which it is located. You can break a table and move it to another page only in one case, if it does not fit entirely on one page.
Olesya Khisametdinovna Ilyasova,
teacher of chemistry, biology
MKOU "Sarinsky secondary school", Sary village.
Project and research activities of schoolchildren (from work experience)
The modern social order to the education system is aimed at research activities as essential resource personality. The implementation of a research approach in teaching will help to achieve a new quality of educational results of today's graduates. It is on the new quality of education that the emphasis is placed on the introduction of the Federal State Educational Standard. This is due to the processes of globalization, modernization, informatization, scientific discoveries and fast updates. Modern stage The development of education dictates the need to involve students in research and project activities, since at the same time they develop the ability to independently think, analyze, acquire and apply knowledge, put forward hypotheses, plan actions, cooperate in various groups, carry out introspection and self-assessment - that is, mastering universal activities and technologies that will be useful to them in the future.
research form work complements the educational and cognitive process with new ways of obtaining and presenting information.
Educational and research activity is understood as a form of organization educational process, in which students themselves master the ways of solving problems in the process of independent cognition, organized and directed by the teacher, solve creative, research problems. Educational research activity focuses on the solution of educational problems by students that have already been developed by science.
Getting acquainted with the materials presented by teachers (articles, projects, research works of students, works of NOU), we can conclude that at present the organization is a research and project activities students are taught by teachers from all regions of our country. In addition, the research activity of students in itself is not new in education, but the requirements for the design and content of the work themselves have changed slightly. The authors of the articles pay special attention to the problem of creating effective conditions for organizing research and project-based learning. For the organization of high-quality research and project activities of students, an important condition is the possession of the necessary competencies by the teacher himself. This is especially true for beginner teachers.
In my article, I present the results and analysis of the work during the first year of using project activities in chemistry, biology lessons and after school hours. Together with the students, we conducted research of both practical and theoretical nature.
Research activity is known to be a specific learning activities, suggesting the presence of the main stages characteristic of scientific research, and includes seven stages:
1) the formulation of the topic,
2) formulation of the purpose and objectives of the study,
5) analysis and design scientific research,
6) implementation and effectiveness of scientific research,
7) public presentation of the work.
The first step is to choose a topic. The choice of the topic of work is a very important stage, since the topic predetermines the entire further course of work. The topic of the work should not be too broad or too narrow. At the same time, it is clear that the fewer words in the title of the topic, the wider it is, it covers a wider field of activity (production of paints). And vice versa - the more words in the title, the narrower the topic, covers a narrower area (production of paints based on natural dyes).
Requirements for the topic of research work:
relevance and novelty (correspondence current state certain science);
scientific character (correct use of terms, concepts, formulations);
problematic (the topic should have a research and search character);
accuracy (correspondence to objectively existing facts in science);
originality (the theme should not be template).
The next stage is connected with the development of the structure of the design of the content of the research work. At the same time, it is necessary to adhere to general requirements, according to which the structure of the research work includes: title page; content; list of symbols (if necessary); introduction; main part; conclusion; bibliography (list of literature).
At the initial stages of the formation of research skills, certain difficulties arose: at the first stage, the problem arose of the inability of students to work with information sources. It's hard to choose the main huge amount information provided by encyclopedias, textbooks, scientific literature, as well as the computer network Internet. In addition, work with literature is less attractive for students than the experimental part. It takes some time to instill the skills of working with a book, the ability to correctly formulate one's reasoning and conclusions in an abstract, learns to make references to used works. Better with theoretical part done by high school students. Students in grades 7-8 needed more time and help from the teacher. Here, we were greatly helped by the fact that the guys were engaged in a chemical and biological circle, or came for additional consultations, so there was enough time to prepare projects.
Great importance have basic knowledge of students. In order to immediately get involved in the design and research activities, the child must have a certain amount of knowledge in this subject, this is especially important for experimental sciences- chemistry, biology, physics, etc. Therefore, propaedeutic courses become a big plus in this regard.
The work must be presented and defended by answering the questions of listeners and opponents. The guys who spoke for the first time, even in front of classmates, sometimes got lost when students had questions. Therefore, for a successful presentation of the work, a good knowledge of the material, fluency in speech and a sufficiently high speed of thinking are necessary.
The material and technical base of an educational institution, especially a small one locality, often does not meet the requirements of research activities (lack of reagents, special equipment, etc.), so we had to abandon some projects, or choose studies with a less intense experimental part. In the decision this issue communication with other better equipped educational institutions(lyceums, scientific societies of students at universities, etc.). In addition, this is an invaluable exchange of experience, broadening the horizons of students, going beyond the school for research activities, and this can also become an effective career guidance work.
To increase interest in project activities, we involved senior students: a survey was conducted “What do you know about the dangers of cigarettes?”, About the use of alcoholic beverages, cigarettes (anonymously). After the research, the guys with projects spoke at classroom hours during health week.
Also very interesting was the project "History of tempera paints and their manufacture", in which comparative analysis paints from natural dyes and artificial paints and varnishes. In the practical part of this project, the student made several paints of different colors and offered them to other students who gave their assessment of the paints.
Research activities can be organized at three levels: school, teaching and research and research.
The first level allows you to attract a sufficient number of students, but the research topics are quite simple (meeting the interests of the author of the work), and the work itself is a search for information from primary sources.
The second level, in addition to the ability to work with primary sources, also involves conducting experiments, accumulating data for constructing tables, graphs, and charts.
The third level requires not only the practical significance of the chosen topic, but also novelty in its development, i.e. logical conclusions, own proposals for conducting an experiment, interpreting its results, etc.
Further work will be aimed at increasing the interest of students in research activities.Why engage in scientific work for students? This question is probably asked by many teachers and students.
First of all, scientific work best demonstrates the relationship between theory and practice; secondly, it develops logic, intuition, clarity and consistency of thinking, speech skills; thirdly, it gives talented children a chance to prove themselves; fourthly, it forms skills that can be applied in real life.
The research work of schoolchildren is the first step towards obtaining a qualitatively new education. However, for the successful implementation of project-research activities, it is necessary to solve many issues and create conditions for the organization of research and project-based learning in modern educational practice.
Bibliography:
Akhramovich M.I. Conditions for the organization of research activities of schoolchildren //
Bogush N.F. Place and role of research activities of students in the study of the subject "chemistry" (from work experience) //From design and research activities of students to research work: Proceedings of the International scientific and practical conference. - Minsk: APO "Belarusian Association" Competition ", 2013.
Volochko A.M. The main characteristics of the research work of students //From design and research activities of students to research work: Proceedings of the International Scientific and Practical Conference. - Minsk: APO "Belarusian Association" Competition ", 2013.
Gostev A.G., Lebedev M.V. Scientific society of students in the lyceum: modern ideas and factors of development. - Chelyabinsk: IC "Ural Academy", 2001.
"The discussion of the results"
The next structural section of a scientific article after the “Research Results”, which is unique to it, is the “Discussion of the Results”. It is included in the size of the article, which can lead to its exceeding, so the "Discussion of the results" should be as short as possible. Its main content is usually devoted to the thematic interpretation of the presented research results. Moreover, one that convincingly proves (logical explanation) the fact of eliminating the actual problem, in the form of eliminating its causes and negative consequences. Inadequate interpretation of the experimental material, in principle, will not allow logical substantiation of this proof, which means that the reader of the article will never understand whether the set scientific goal was achieved and whether the actual problem was eliminated along with its causes and consequences.
Before you start writing this theoretical section of the article, it is advisable to carefully read its content in other journal articles where you intend to publish. In this way, the information quality of the relevant information can be improved, which will facilitate its publication. The presence or absence, for this section, of a separate title is determined by the requirements of the editorial board.
Within the limits of the editorial limitation of the volume of the article, the section "Discussion of the results" can be the largest, and in terms of its content the most interesting. This is explained by the fact that it presents the author's interpretation of the results obtained, as well as their comparative analysis and logical relationship with the work of other scientists who dealt with a similar problem. Using this information, the author of the article gives an argument that confirms the solution of the tasks set, the achievement of the scientific goal and the elimination of the actual problem presented in the "Introduction". Such an argument involves, first of all, an explanation of how the results presented eliminate the causes (Negative consequences) actual problem, by solving the relevant scientific tasks. In the "Discussion of the results" the author's view of his experimental material is stated and its scientific significance is analyzed in relation to the considered problem. Thanks to this analysis, the adequacy of the applied scientific approach and reliability of the obtained results. The author explains the consistency of the identified relationships between the studied indicators and substantiates, in this way, the success of eliminating the existing actual causes and negative consequences of the problem under consideration. At the same time, the correspondence of the obtained data and their interpretation to the scientific materials of other scientists is discussed. (primarily known) who dealt with similar topics. Such a discussion is aimed at explaining the differences or coincidences in the views on the adequacy of the scientific problems posed, on the effectiveness of the methods for their solution, on the success of achieving the scientific goal and eliminating the actual problem as such. But the most informative and significant in the "Discussion of the results" is either an original methodological approach to the problem under study, or a new hypothesis, or a theory that explains its features and allows them to be predicted. The author's reasoning on this matter can become an informational basis for the further development of existing or for the creation of new ones. scientific directions, both on the topics considered, and on related or even completely new ones, as well as for experimental verification of the theoretical conclusions made.
- 1. based on the formulations of the tasks presented in the "Introduction", build a logical chain between their consistent solution and the elimination of the corresponding causes and negative consequences of the current problem;
- 2. Interpret only those thematic indicators that indicate successful solution specific scientific objectives and explain how they provide it;
- 3. Based on this explanation, logically substantiate the fact of achieving the set scientific goal and eliminating the considered actual problem as such. The conclusion drawn can be used as the basis for the formulation of the main conclusion in the section of the article "Conclusions";
- 4. Give the results of research by other scientists, on the basis of which this justification can be interpreted, within the framework of your author's approach to eliminating the problem;
- 5. formulate this approach, using the interpretation carried out, thus creating a model (hypothesis or theory) studied problem (phenomena). The conclusion drawn can be used as the basis for the formulation of one of the intermediate conclusions in the section of the article "Conclusions";
- 6. based on this model, predict new results and, if possible, confirm them (directly or indirectly) experimental data of other scientists;
- 7. Summarize the given scientific material (own and from primary sources) to substantiate the adequacy of the implemented approach to eliminate the considered topical problem and others similar to it, outlining the prospects for continuing research on the topic under study. The conclusion drawn can be used as the basis for the formulation of the final conclusion in the section of the article "Conclusions".
In the "Discussion of the results", the relevant information should be provided in the same sequence as the experimental results in the "Study Results" section. Moreover, they must be considered, first of all, from the point of view of solving the set scientific tasks to eliminate the corresponding causes and negative consequences previously formulated in the "Introduction". Such consideration should demonstrate the fact of achieving the scientific goal and eliminating the actual problem. To do this, first, each experimental result associated with the solution of a specific scientific problem is interpreted within the terminological basis applied, taking into account a targeted thematic analysis of existing literary primary sources. Then, using the same terminology, a logical solution to each scientific problem is given, in the form of eliminating a specific cause and / or its consequences. Then, using the same terminology, it is explained how the scientific goal was achieved and the problem was eliminated and what is the use of this.
A typical discussion of the results, necessarily, includes a focused short review worked primary sources (given in the "List of references" and not duplicated in their content in the "Introduction"), related to the interpretation of specific thematic indicators presented in the “Research Results”. On the basis of these bibliographic materials, the degree of compliance of the author's interpretation of the obtained data with existing points of view within the framework of the developed topic is determined. This is accompanied by adequate scientific comments with the formulation of new views and scientific and practical approaches, both to the considered and to other similar problems. The author's interpretation of the presented results can be used as the basis for creating a new hypothesis or theory, both within the framework of the subject considered, and in other thematic areas directly or indirectly related to it. Them scientific essence will reflect the adequacy, consistency and comprehensibility of the given interpretation of the presented experimental material, from the standpoint of achieving the goal of the study and eliminating the actual problem. The reader can use this informative part of the discussion to get acquainted with the existing scientific views, both regarding the known and new experimental data presented in the article. If desired, he can work through the given primary sources for a detailed study of the material presented in them.
Unlike the "Introduction", which provides only generalized thematic information from well-developed scientific primary sources, the literary review part of the "Discussion of the Results" is aimed only at the works of other scientists who are directly or indirectly related to the specific experimental data presented in the article. Moreover, they, in the author's interpretation, are directly related to the solution of specific scientific problems to achieve the goal of the study. The presentation of the available literary primary sources when discussing the author's results should be logical, consistent and clearly aimed at explaining the adequacy of the chosen interpretation of the experimental data. (from "Research Results") to achieve the scientific goal formulated in the "Introduction". If the results obtained are "extravagant" in nature, then it is necessary to enlist the virtual support of other scientists. (primarily known) whose point of view either coincides, or is close, or at least does not contradict the author's position. This can be done by quoting the relevant statements taken from specific publications or limiting themselves to their detailed retelling. But quotations or their retelling should be given only in the case when the author did not find any experimental data in the primary sources confirming the adequacy of the author's extraordinary statements, conclusions, etc., applied by him to prove the fact of achieving the goal of his research. In this way, he can virtually enlist the support of scientific authorities to justify the legitimacy of his scientific approach and interpret the data obtained on the basis of his own terminological basis.
The information content of the bibliographic review in the "Discussion of the results" should be associated with comments on the points of the technological plan for presenting the relevant material. This literature review provides, first of all, the information that, in the author's opinion, confirms the correctness of the interpretation used and is important for proving the elimination of the actual problem. In addition, it should also consider materials from similar studies, but explaining the results obtained from other positions. At the same time, it is necessary to try to find a common approach to solving similar scientific problems, as well as to discuss the possible reasons for the existing differences. Ultimately, such a discussion should convince the reader of the adequacy and correctness of the final conclusions of the article, in their interpretation by the author. The presented evidence is aimed primarily at explaining the logic of achieving the scientific goal of the study, by consistently solving the relevant scientific problems to eliminate the causes and consequences of the actual problem. The contents of the "Discussion of the results" section should characterize this logic, based on the chosen interpretation of the experimental data obtained, which, in the author's opinion, indicates the elimination of the actual problem. This interpretation should take into account scientific information from the primary literature, in relation to each of the thematic indicators appearing in the final conclusions. In this regard, first of all, it is necessary to provide information from specialized scientific periodicals (magazines) behind last years. At the same time, it is advisable to refer to well-known scientists who have worked with similar issues and who share (or at least non-denials) scientific views and approaches of the author. With regard to those scientists, primarily well-known ones, who have a different point of view, it is advisable to talk about them in detail only if the author and / or his “like-minded people” (from "Literature List") there are strong arguments in favor of their rightness. Otherwise, it is better to limit ourselves to a generalized mention of their existence and return to a detailed discussion of their scientific views, after the comments of the reviewer of the article. (if they are). Only on his recommendation, in connection with the revision of the article, should this issue be considered in more detail. At the same time, in order to prove the legitimacy of the scientific approach of the author and his interpretation of the results obtained, it will be necessary to rely on those well-known scientific authorities who share (do not deny) the author's point of view on the problem under consideration.
When presenting the “Discussion of the results”, terms and definitions from the descriptions of the actual problem, the causes and consequences of its existence, the scientific goal, tasks and experimental data from the “Introduction”, “Research Methods” and “Research Results” should be used. In addition, these same terms and definitions should be used in the formulation of the relevant conclusions in the Conclusions section.
"Discussion of the results" it is desirable that it does not exceed = 2.0 pages of the "A-4" format, according to the previously proposed printing parameters (See subsection 3.1 "Recommendations for the textual presentation of results", with paragraphs).
The presented recommendations for writing a section of a scientific article - "Discussion of the results" will help the student to more effectively interpret his experimental material and prove the validity of the approach used to achieve the scientific goal of the study. Such an interpretation can be used as the basis for creating a new hypothesis or theory for describing the problem under study. The reader can use them to build their own theoretical approaches to solve similar scientific problems and to conduct appropriate experimental tests. This will contribute to the formation of the scientific authority of the author of the article, as a theorist specializing in a particular scientific topics. In addition, knowledge of the features of creating an information-quality "Discussion of the results" will help the student to more effectively work out the relevant material from other publications, more adequately perceiving their theoretical orientation. Adequate application of the presented recommendations will improve the quality of the scientific interpretation of the research results and thus increase the chances of a student article. (work) be published in a professional scientific journal. The presented tips on creating the "Discussion of the results" section are advisory in nature and can be creatively changed by its author, but, taking into account the requirements of the editorial board of the journal where it is planned to be published.
THE INFLUENCE OF MARTIAL ARTS ON
FORMATION OF VALUE AND MOTIVATIONAL SPHERE
TEENAGERS
A.L. Sivkov
The article presents the results of a study of the influence of oriental
martial arts on the formation of the value-motivational sphere of adolescents.
It is shown that oriental martial arts among teenagers is one of the
effective ways formation of the value-motivational sphere of adolescents in order to prevent the formation of deviant forms of behavior in them, the development and consolidation of adequate, socially approved values and motives of activity in the younger generation.
Key words: values, motives, value-motivational sphere, martial arts, teenagers.
The influence of oriental combat sports training on the formation of value-motivational sphere of teenagers. The results of the study the influence of oriental combat sports training on the formation of value-motivational sphere of teenagers are presented. It is shown that oriental combat sports training are an effective way of forming value-motivational sphere of teenagers in order to prevent the formation of their deviant behavior, development and consolidation of the younger generation of adequate, social values and motives of approved activities.
Key words: values, motives, values and motivational sphere, martial arts, teenagers.
In modern Russian society, the problem of deviations among adolescents is acute. Such forms of deviant behavior as alcohol and drug addiction, antisocial behavior, juvenile delinquency, adherence to youth subcultures are becoming more widespread. This is a consequence of existing defects in the socialization of the younger generation, such as violations in the system of parent-child relations, weakening of the educational, socializing potential as a modern secondary school, and additional, out-of-school education, alcohol consumption by parents, etc. As a result of improper socialization, deformation of the value-motivational sphere of adolescents occurs.
Human values are the basis for choosing one or another behavior in social environment. AT domestic psychology There are several approaches to understanding value orientations.
A number of authors who study personality in connection with attitudes note that the concept of "value orientations" is close to such concepts as attitudes, needs, interest and reflects the attitude of the individual to certain material or spiritual values that exist in society (Davydova K.D. ., Zdravomyslov A.G., Kon I.S., Yadov V.A. and others). Ideas about the relationship of needs and values are presented in the works of Alisheva B.S., Lengle A., Nikolaeva I.A., Shakurov R.Kh. and etc.
The authors who study the psychological relations of the individual understand the values of the individual as a plan of personal relations carried out in interaction. The attitude testifies to the subjectivity, partiality of a person, the selectivity of preference for some values over others (Gruzd L.V., Gryaznov A.N., Myasishchev V.N., Rogov M.G., etc.).
The authors, who consider the personality in connection with the analysis of its activities, characterize values as stable, extra-situational generalized motivational formations, the function of which is the indirect motivation for activity through the generation of specific situational motives (Zubova L.V., Karandashev V.N., Leontiev D.A. , Nurlygayanov I.N. and others).
The works of B.S. Alisheva, S.P. Dyrina, V.T. Lisovsky, P.N. Osipova, M.G. Rogova, R.Kh. Shakurova and others.
As many researchers note, values, on the one hand, determine the process of human cognition of the social world, on the other hand, they regulate human behavior in the social environment. That is, "the values, the knowledge organized by them and the behavior motivated by them, set the most important meanings of human life activity."
The value-motivational sphere of the personality acts as a complex hierarchized set of values, motives and its relationship to reality. At its core, there is a relationship between activity and value orientations of the individual.
The value-motivational sphere of the personality is characterized by all structural components systems:
general integrative properties, integrity, structure, multidimensionality and multiplicity, hierarchy and dynamism. If we “put” the selected components of the system on the value-motivational sphere of adolescents, then we can note:
1. General integrative properties, i.e. values and motives allocated in general for the entire social group, will differ from the properties of its constituent components, i.e. from specific values and motives.
2. Values and motives are structured, i.e. they have a very specific form of organization, which includes various forms and methods of interconnection and interaction of elements.
3. The system of values and motives has integrity, because it includes specific values and motives.
4. The system of values and motives is characterized by multidimensionality and multiplicity, since it can include the values and motives of various types of life (professional, educational, etc.). This indicator reflects, first of all, the development of the content of values and motives.
5. Values are inherently hierarchical, which manifests itself depending on gender characteristics and socio-demographic characteristics. By hierarchy, we will understand the dominance of certain values and motives within the groups of adolescents we have identified for analysis.
6. Values and motives tend to change depending on age and specific situation. Values and motives are both stable and situational. All of them have both common manifestations, characteristic of all representatives of a given social group, and different ones, associated with specific situations of life activity. Here we especially note that the achievement of a very specific value can lead to the fact that it will reduce its significance in the future, give way to another value. But it will not “disappear”, but will be included in the “systemic determination” and will act as an internal factor and a prerequisite for the formation of a new value.
Based on the foregoing, we can conclude that values and motives underlie any behavior. Values answer the question “for what?”, “What is the point ...?”, And motives answer the questions “why?”, “Why?” an action is performed, this or that behavior is realized. Thus, the value-motivational sphere of a person can be defined as a set of causes psychological nature explaining human behavior, its beginning, direction and activity. A value-motivational explanation is required for the following aspects of behavior: its occurrence, duration and stability, direction and termination after reaching the goal, pre-tuning for future events, increasing efficiency, reasonableness or semantic integrity of a single behavioral act.
It is necessary to look for effective ways to correct the value-motivational sphere of adolescents in order to prevent the formation of deviant forms of behavior in them, the development and consolidation of adequate, socially approved values and motives in the younger generation.
Oriental martial arts are considered a very common way of self-education among modern teenagers. The passion of teenagers in martial arts is associated not only with the possibility of developing physical and volitional qualities, nor with the opportunity to join the culture of the East, in which a strong emphasis is placed on the formation of socially approved values and behavioral motives. And if in ordinary physical culture and sports activities there is an intensive physical and volitional formation of the personality, then when practicing martial arts, changes occur in the picture of the world, in the value-motivational structure of the personality, which is the most important element of socialization in adolescence.
Analysis of the work of domestic and foreign authors devoted to the history, philosophy and methods of teaching martial arts (S.V. Bidzhiev, S.A. Ivanov-Katansky, I.V. Oransky, V.D. Osokin, M. Oyama, G. Funakoshi, etc.) showed that they are practically not defined theoretical basis the formation of the value-motivational sphere of adolescents by means of martial arts, the potential of martial arts in the formation of socially approved values and motives of activity, behavior in adolescents has not been sufficiently studied.
Thus, the contradictions between the needs of the system additional education in the scientific and methodological support of the process of formation of the value-motivational sphere of adolescents involved in martial arts, and insufficient theoretical and empirical development of this issue, determine the relevance of the topic of our study.
The object of our study were teenagers involved in martial arts.
The subject is the features of the value-motivational sphere of adolescents involved in martial arts.
In 2011, in Kazan, we conducted a study in which 44 teenagers involved in martial arts and 47 teenagers who were not involved in martial arts took part.
When studying the value orientations of adolescents involved in martial arts, we relied on the understanding of values as motivational goals that they express.
The study was conducted using the methodology for studying the values of the personality of Sh. Schwartz, adapted by Karandashev V.N., Rettges S.V. school motivation(W. Henning).
As a result statistical processing obtained in the course of the study of data using Student's T-criterion, adolescents involved and not engaged in martial arts showed significant differences in average indicators for such elements of the value-motivational sphere at the level of individual priorities as conformity (t = 2.64, p 0, 01), traditions (t = 2.90, p 0.01) and universalism (t = 2.32, p 0.05). This suggests that martial arts teenagers, more than their peers, limit their actions and urges that can harm others or lead to conflicts. It is important for them to interact harmoniously with other people, suppressing their antisocial tendencies. Such teenagers are more respectful of the customs and traditions that have developed in the society, following the traditions for them means belonging to this society, to its culture. Also, they are more than their peers who are not engaged in martial arts, they are tuned in to understanding other people, tolerance, gratitude and maintaining the well-being of both the people around them and society as a whole, they have a more pronounced need for beauty, harmony and justice. Moreover, since these significant differences were revealed at the level of individual priorities, and at the level of normative ideals there were no significant differences between these two groups of adolescents, we can say that adolescents involved in martial arts not only declare these features as values, but and show in their behaviour.
As for the differences in the motivational orientation of adolescents of the two studied groups, significant differences were found in the average indicators on the scale of labor motivation (t = 2.02, p 0.05), which indicates that adolescents involved in martial arts are ready to achieve their goals. work harder and harder than their non-sport peers.
Table 1.
Significant reliability of differences in average indicators of school motivation among adolescents involved and not engaged in martial arts.
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Significant significance of differences in average indicators on motivation to study at school are presented in Table 1.
The table shows that for adolescents involved in martial arts, in the process of studying at school, it is more important than for their peers who are not engaged in martial arts that their knowledge and behavior be approved by teachers. They are more interested in gaining knowledge, they are more interested in learning, and they understand that good knowledge will bring them respect from classmates, make them leaders in their team. They share the interests of classmates, participate in the life of the class, it is important for them to feel belonging to their own school staff. They also get more pleasure from school than teenagers who do not practice martial arts.
Based on the above results of the study, the following conclusions can be drawn:
1. Occupation in martial arts contributes to the formation of socially oriented value orientations in adolescents, aimed at the interests of both their group and society as a whole, and emphasizing the possibility of maintaining stability through voluntary self-restraint and submission, the need for harmony and justice.
2. Classes in martial arts orient teenagers to work in order to achieve their goals, and also significantly enhance and expand their motivation to study at school.
Consequently, martial arts classes among adolescents are one of the effective ways of forming the value-motivational sphere of adolescents in order to prevent the formation of deviant forms of behavior in them, the development and consolidation of adequate, socially approved values and motives of activity in the younger generation. In the system of additional education, it is important to focus on creating interest and wide opportunities for teenagers to practice this sport.
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