I spent sociological survey among students of the third and sixth grades, in which 47 people were accepted, containing the following questions:

1. When buying products, do you pay attention to their composition?

2. Do you know how they are deciphered nutritional supplements, denoted by the index E?

3. Do you know how they affect your health?

Sociological survey results

This sociological survey showed that only 2% of respondents pay attention to the composition of products, 98% do not know how index E stands for, and do not know how

Survey results

Also, during the research work, questioning third and sixth grade students. 47 people took part in the survey, they were asked to answer the following questions:

1. Do you like carbonated drinks, crackers, chips?
2. Do you often drink carbonated drinks, crackers, chips?
3. Do you and your loved ones use semi-finished and instant products (soup blocks, mashed potatoes, noodles, meatballs, etc.) for cooking at home?

The analysis of the survey showed that all the students surveyed 95% use certain foods in their diet, 90% of the students answered that they are very fond of carbonated drinks, crackers, chips. Of these, 30% drink soda and 15% crackers and chips very often (almost every day).

10% noted that they and their parents use semi-finished and instant products (noodles, potatoes, etc.) in preparing home-cooked food.

The results of the study of nutritional supplements

Using the information provided on the labels, we researched nutritional supplements used in the production of crackers, chips and carbonated drinks.
The results are shown below:

Analysis of the qualitative composition of crackers

Crackers "Flint" contain the following additives: E621, E551 - flavor enhancer. Producer - LLC "Factor".

Croutons "3 crusts" with the taste of salmon, cheese contain additives: E621, E527, E631. Producer - Bridgetown Foods.

Croutons "3 crusts" with taste of tomato, greens - E621, E627, E631, E160. Producer - Bridgetown Foods.

Analysis of the qualitative composition of chips

Chips "Lays" contain additives: E621, E631, E627
Chips "Estrella" - E621, E627, E631
Chitos chips - E621, E551

Analysis of the qualitative composition of carbonated drinks

Lemonade contains the following additives: E330, E211, E952, E951, E950, sodium saccharate.

In a Pepsi drink- E338 - phosphoric acid, E330, E124, E152,
AT orange juice TOV "Sandora" on the technology of "PepsiCo Inc" - E950, E951, E952, E954, E330, E221.

As a result of the study of samples of carbonated drinks, food additives such as E211 - sodium benzoate, E338 - phosphoric acid, sweeteners E951, E952, E953, and carbon dioxide which can lead to serious illness.

As a result of the study of samples of chips and crackers, a high content of flavors and flavor enhancers, such as E621- monosodium glutamate, E551- silica, E631- sodium inosinate and many others.

During the study:

1. Systematized theoretical material on food additives in food.
2. A relationship has been established between the food additive and its effect on the human body.
3. Recommendations on the use of products containing nutritional supplements have been developed.
4. The main food additives used in the production of carbonated drinks, chips, crackers have been identified.

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 the 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 the existing defects in the socialization of the younger generation, such as violations in the system of child-parent 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 an 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. The value-motivational sphere of a person, therefore, 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.

Martial arts classes are considered to be a very common way of self-education among modern teenagers. The interest 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 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.

–  –  –

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.

Literature:

Gryaznov A.N. Tertiary socialization: diss ... doc. psycho. Sciences / A.N. Gryaznov. Yaroslavl. 2007.

Karandashev V.N. Schwartz's methodology for studying personality values: concept and methodology 2.

management. St. Petersburg, publishing house SPEECH. 2004. 72 p.

Lebedeva N.M. Value-motivational structure of personality in Russian culture // 3.

Psychological journal. 2001. Volume 22. No. 3. S. 26.

Rogov M.G. Values ​​and motives of the individual in the system of continuous professional 4.

Cheverikina E.A. Value Orientations students prone to addiction to psychoactive 5.

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

Literary 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 as detailed a plan 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 of the research paper, Besides 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) is 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.

DIFFICULTIES IN ORGANIZING AND CARRYING OUT RESEARCH WORK OF SCHOOLCHILDREN (RESULTS OF THE STATEMENT EXPERIMENT)

Trifilova Ekaterina Anatolievna
GOU VPO "Moscow State Pedagogical University"
postgraduate student of the department of rhetoric and verbal science teacher of Russian language and literature ChUOO School "Vybor"

annotation
The article analyzes the results of a stating experiment aimed at identifying the difficulties that students face in the preparation and implementation of educational and research work at school, and also suggests key areas of activity that ensure a high level of results in this aspect of schoolchildren's education.

DIFFICULTIES IN ORGANIZING AND CONDUCTING RESEARCH WORK OF STUDENTS (RESULTS OF AN EXPERIMENT)

Trifilova Ekaterina Anatolyevna
Moscow State Pedagogical University
graduate teacher of russian language and literature, School «Vybor»

Abstract
The article analyzes the results of ascertaining experiment aimed at identifying the difficulties faced by students when preparing and performing educational research work in the school as well as proposes key activities, providing high level results of this aspect of student learning.

Bibliographic link to the article:
Trifilova E.A. Difficulties in organizing and conducting research work of schoolchildren (results of a stating experiment) // Modern Scientific research and innovation. 2016. No. 2 [Electronic resource]..03.2019).

federal state educational standard middle general education(FGOS of May 15, 2012) establishes uniform requirements for the development of basic general education, based on the subject, personal and meta-subject results of development curriculum which includes "independence in planning and implementing learning activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory. In the context of a systemic-activity approach in education, the most important stage of learning becomes “the formation of the foundations of a culture of research and development among students. project activities and skills in the development, implementation and public presentation by students of the results of research, subject or interdisciplinary educational project aimed at solving a scientific, personally and (or) socially significant problem” .

In connection with the foregoing, research activity at school becomes an integral part of education. Where previously mostly individual students represented best work at thematic conferences, now all high school students are faced with the task of creating a research paper and publicly defending the results. It is important to determine the direction of the work of schoolchildren and mentors, to organize the systematic training of students in the conditions of general secondary education.

Thus, in order to improve the quality of schoolchildren’s research, to simplify the task of teachers in preparing students for independent research, we conducted a survey to identify the main difficulties experienced in the implementation process, as well as to identify key areas of activity that high school project managers should pay attention to. .

The survey involved 56 high school students, participants of the Educational research conference in GBOU School No. 1347. They were asked to answer the following questions:

1. Was the theme of the project chosen independently or jointly with the leader?
2. What caused the greatest difficulties in preparing the research paper? What difficulties did you have to face?
3. What kind of help from the leader did you expect? What should it be?
4. Did everything we planned work out? What will you pay special attention to when preparing a new project?

Choosing a research topic for schoolchildren is often difficult. It should be noted that the majority of students chose research papers in history and computer science, while 29 students answered that the topic was chosen by them independently in accordance with their subject interests, 27 people resorted to the help of a supervisor in determining the research topic.

To the question, “What caused the greatest difficulties in preparing the study? What difficulties did you have to face in the course of work?” Most of the schoolchildren answered that they experienced difficulties with the search and analysis of information (16 people), as well as with the design of work (16 people). Moreover, under the source of information, students primarily understand the Internet, as evidenced by some comments in the answers “there was not enough information on the Internet”, “I could not find it on the Internet”, etc. None of the respondents named work with printed sources. Difficulties in the design of the scientific apparatus were named by only 5 people, while, according to the jury members, most of the schoolchildren did not cope with the formulation of the goals and objectives of the study, and the conclusions often did not correspond to the topic of the work.

In general, defining the difficulties of the research work, the students named the following of them:

• Search and analysis of information - 16
• Registration of work - 16
• Design of the scientific apparatus - 5
• Creating a decorated text (abstract) - 6
• Laziness, lack of time - 5

The answers also noted the difficulties in working on the practical part related to the specifics of the subject: “ a large number of opinions on this topic" - story; “difficulties in the course of the survey of respondents” - informatics; “it was not possible to measure the pressure” - biology, “building a model” - physics, etc. Some students noted that they did not know the criteria for evaluating their activities, which indicates an insufficient elaboration of the system for evaluating this type of work and preliminary acquaintance of students with it. Only one person from total number respondents, and 7 people noted that there were no difficulties during the work, which indicates an insufficient level of understanding of the specifics of this type of creative educational research.

Let's pay attention to the results of a survey among teachers, during which we found out that the key points in the preparation educational research Indeed, only 5-6 people out of the total number of respondents noted, many project managers do not attach importance to the important stages of the research activities of schoolchildren, do not represent the system for preparing students for it, which causes difficulties for schoolchildren when working on key stages of research. Teachers associate their role in preparing students for research work with help in choosing a research topic, in collecting material and presenting the results of work (about 20% of the project managers surveyed), about the other most important stages of work (drawing up a plan, discussing the content of the work, familiarizing themselves with the scientific apparatus research, problem solving, etc.) were mentioned by less than 10% of the total number of teachers surveyed. Thus, the difficulties experienced by schoolchildren in conducting research work are primarily due to the insufficient methodological training of the teacher.

In this regard, we asked the students the question “What kind of help from the leader did you expect? What, in your opinion, should it consist of? ”The largest number of respondents answered that the manager should evaluate the correctness of writing and design design work, correct the text - 16. At the same time, 11 people noted that they did not turn to the teacher for help, they did everything on their own, and 7 people would like to be provided with necessary information on the topic of the work and assisted in the disclosure of the topic (4 people), three participants only wanted moral support from the mentor and his “adequate assessment”. Thus, the lack of systematic preparation for research work and control over the implementation leads to the fact that important stages of work are not mastered by schoolchildren, as a result, their quality is significantly reduced. The role of the project leader is mainly to correct the final text and help in the selection of information on the research topic.

To the question “Did everything planned work out? What will you pay special attention to when you prepare a new project?” About 35 people answered that they were satisfied with the result of the work (“everything worked out”). However, many schoolchildren noted an insufficiently high level of both the practical and theoretical parts of their work. The answers related to the time of preparation of the study deserve special attention: about 10% of the respondents said that when preparing the next work, they plan to start preparing it in advance. Indeed, according to the jury members, many of the submitted projects were made hastily and were an abstract review, not even always corresponding to the stated topic. Note that only 3 people would like to make the work more interesting for the audience (“I will pay attention to what needs to be of interest”, “I want to make the work more interesting”). And only one person said about better training public speaking generally.

Thus, in the process of implementing the training scientific activity schoolchildren in the preparation and organization of educational and research work at school, it is necessary to pay attention to the formation of general educational skills that ensure a high level of results in this aspect of schoolchildren's education. Let's name the most significant of them:

• the ability to independently and with the help of a teacher determine the topic of research, taking into account personal goals, interests and relevance of the study as a whole;
• the ability to select and analyze information on the research topic;
• the ability to use various research methods that are used in certain areas of scientific activity;
• the ability to arrange work in accordance with the requirements that are formulated and implemented in scientific communication;
• the ability to speak publicly with a report (message) based on the results of the study;
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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 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 a given theory are fixed, which make it possible to introduce new terms (concepts) into the theory and logically derive one sentence from another;

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