"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. The "Discussion of the results" presents the author's view of his experimental material and analyzes it. scientific significance, in relation to the problem under consideration. 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 ones 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 understandability 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. In this literature review, first of all, those data are given that, in the author's opinion, confirm the correctness of the interpretation used and are 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, we must try to find a common approach to solving similar scientific problems, as well as discuss possible reasons 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 solving 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.

F forms of presentation of research papers

Research work can be presented in various forms. The most common text works (report, poster presentation, abstract, literature review, review). 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

Report - is a document containing a summary of the results research activities or development work 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 in this academic year will be published in the collection following the results of the conference.

poster presentation

This form of the report is accepted in modern international practice as the most successful, providing ease and concentration of perception of the content at conferences and other events.

For each research work a stand with a size of about 1 m is provided 2 . Materials intended for a poster presentation can be pre-designed on a sheet of whatman paper and attached to the stand using pins (buttons, etc.).

At the top of the stand there is a strip 840x100 mm with the title of the work in font no less than 48 (height capital letter 12 mm). Under the title on the same page, in font no less than 36 (capital letter height 8 mm), the names of the authors and supervisor, the name of the institution and the city in which the work was performed are indicated.

Poster presentation requirements:

1) Visibility. A cursory glance at the booth should give the viewer an idea of ​​the theme and nature of the work performed.

2) Illustrative ratio(photos, diagrams, graphs, flowcharts, etc.)and text materialset approximately 1:1. In this case, the text must be in a font that is freely readable from a distance of 50 cm.

3) Optimality. The amount of information should allow you to fully explore the stand in 1-2 minutes.

4) Popularity. The information must be presented in a form accessible to the participants of the conference.

Poster structure

Goals and tasks of the work.

Description of what was done during the research.

Methods used in the course of research activities.

Main results and conclusions.

Thanks to the organizations and professionals who assisted in the work.

It is advisable to present the methods and results of the study in a graphical or illustrative form.

Literature review

Literature review -This 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:

draw up a plan of the material read, in the paragraphs of which reflect the most significant thoughts and ideas;

write out full and meaningful 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

Review (from lat. recensio - consideration) is a critical analysis and evaluation of a new work of art (book, play, concert, film) or scientific work. Also, as a review, a review of a scientific work or work of fiction before their publication, protection, etc. The review can be published as an article in a newspaper or magazine.

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 data on 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 research or experimental work. The purpose of a scientific report is to comprehensively highlight the work done upon completion or over a certain period of time.

Scientific report structure

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

According to the dictionary of foreign words essay (from lat. referre - report, report) is:

a brief oral communication or a written presentation of a scientific work, the content of a book read, etc.;

a report on a topic based on a review of literary and other sources.

In practice, one has to meet with significant differences in the requirements of teachers for the work of students on abstracts, their design and defense procedure.First of all, you need to remember that the abstract is not a synopsis of literary sources. The genre of this work requires the author to analyze the information used and make independent conclusions.

The following are key points to consider when guiding student work on abstracts.

1. Readiness of the student to work on the abstract

The abstract allows you to check not only how students understand the material, but also their ability to independently extract and interpret knowledge. Therefore, it is advisable to involve in such activities students who are prone to research activities, who have analytical skills and critical thinking. Of course, the success of the student in the work on the essay will be ensured only if he independently decides to engage in this type of activity.

2. The functions of the teacher in managing the student's abstract work

The management of abstract work involves the provision of assistance by the teacher in choosing the topic of the abstract by the student, advising him in the process of studying the chosen problem and designing the text. It should be noted, however, that this form extracurricular activities of students should not be massive - not every student, even with the support of a teacher, is able to decide on the choice of a topic and formulate a problem, independently work with several sources of information. Undoubtedly, the teacher should fully manage the work of students on essays, but he should limit his activity to advisory functions. He can give recommendations on the content of the introduction and conclusion, the selection of illustrative material and sources of information on the problem, the design of the text and the defense procedure. The student himself must identify the relevance of the problem, determine the structure of the work, formulate conclusions.

3. Terms of the abstract

As a rule, work on an essay takes a student at least one month. It should be noted that after the teacher has read the draft of the abstract, the student may need time to finalize the content and edit the text. A week before the defense, the abstract is submitted for review to the subject teacher who supervised the work.

4. Structure of the abstract

Initially, the student prepares a detailed abstract plan, which defines its structure and main content by sections:

introduction;

the main part, independently structured by the student into chapters, sections, paragraphs, points, etc.;

conclusion;

list of sources (should be drawn up in accordance with GOST);

applications (if necessary).

The introduction provides that the problem is formulated in its content, its relevance is described, the goals and objectives of the abstract are determined. The volume of the introduction should not exceed 1-2 pages.

Each section of the main part of the abstract ends with a logical conclusion arising from the content of the reviewed sources, with its own assessment of the material. In addition, all text must contain well-formed citations and references.

In conclusion, the results of the work are summed up, conclusions are formulated, and prospects for solving the stated problem are indicated. The volume of the conclusion should not exceed 1-3 pages.

The list of sources should be drawn up in accordance with GOST. It may contain not only literary sources, such as books, magazines, newspapers, but also information gleaned from the Internet, information from television and radio programs, as well as private messages of any specialists expressed in personal conversations with the author of the abstract.

5. Procedure for defending the abstract

At the procedure for defending the work, the teacher reads out a review of the abstract to the members of the commission. Next, the floor for the report is given to the student. A copy of the abstract may be kept by the speaker.

The report should be designed for 5-7 minutes. It is prepared as a separate text. The report should not be a retelling of the text of the abstract, especially its reading. In his speech, the student indicates the relevance of the chosen topic, the purpose of the essay, its tasks, reports the findings. It is permissible to dwell on the most interesting moments of the work. It is desirable that the student reported how significant the topic of the essay is for him personally. After the report, the members of the commission ask the student questions.

Then you can open a free discussion of the members of the commission, during which they express their views on the topic and content of the abstract. After all the questions have been answered and the discussion has ended, the committee meets to evaluate the abstract. At this time, the student is not present in the room where the defense is being held. After the commission reaches agreement on the evaluation of the work, the results of the defense are announced to the student. Members of the commission express their opinions on the content of the abstract and recommendations for the continuation of this kind of work.

6. Evaluation of the abstract

Evaluating the abstract, the teacher must take into account the following components of the work:

content(the originality of the topic, the depth of the problem statement, the structure of the work, relevance, etc.);

registration (compliance with the design standard, aesthetics of illustrative material, etc.);

representation at the defense procedure(how the student holds himself, how freely he orients himself in the text of the abstract, how he answers questions, etc.).

Project

Project (from lat. projectus - thrown forward) - a plan, a plan.

Design, in fact, is the process of creating a project - a prototype, a prototype of a proposed object or state.

Project types

1. Monosubject project carried out within a single subject. Work on it fits perfectly into the class-lesson system.

2. Interdisciplinary projectwhich involves the use of knowledge, skills and abilities in two or more subjects. Most often used as a supplement to lesson activities.

3. Oversubject project , which is performed at the junctions of knowledge areas and goes beyond the content school subjects. It is used as a supplement to educational activities and is in the nature of research.

The sequence of work on the project

Some concepts necessary for conducting research work

Aspect (lat. aspeсtus - view, look) - a point of view from the position of which certain objects, concepts, phenomena are considered or perceived.

Approbation (lat. approbatio) - approval, approval, based on verification, testing.

Argument (lat. argumentum) - a judgment or a set of judgments given in support of the truth of another judgment (concept, theory); basis of evidence.

Hypothesis (Greek hypothesis - foundation, assumption) - a scientifically based assumption put forward to explain any phenomena and requiring experimental verification, confirmation by facts in order to become a reliable scientific theory.

Deduction (lat. deductio - derivation) - conclusion, reasoning from "general" to "private". The beginning of the deduction process is axioms, postulates, or simply hypotheses, which have the character of general statements, and the end is consequences from premises, theorems.

Induction (lat. inductio - guidance) - conclusion, reasoning from "private" to "general". Inference from facts to some general hypothesis.

Keyword - a word or phrase that most fully and specifically characterizes the content of the text or its part.

Context (lat. contextus - connection, connection) - a relatively complete passage of the text, within which the meaning and meaning of the words, expressions, etc. included in it are most accurately determined.

Concept (lat. conceptio - understanding, system) - a system of views on something, the main point of view, the guiding idea for highlighting any phenomena; the leading idea, the constructive principle of various activities.

Methodology of scientific knowledge -the doctrine of the principles, forms and methods of research activities.

Review - a document, a text containing systematic scientific data on a topic, obtained as a result of the analysis of primary sources.

Object of study -process or phenomenon that produces problem situation and favorites for study.

Subject of study -what is within the boundaries of the object of study in a certain aspect of consideration.

Principle (lat. principium - beginning, foundation) - the main, starting position of any theory, doctrine, science.

Problem (Greek problema - task, task) - a theoretical or practical issue that needs to be resolved.

Thesaurus (Greek thesaurus - treasure) - a dictionary in which the words of the language are presented as fully as possible with examples of their use in the text.

Thesis (Greek thesis - position, statement) - a statement requiring proof; more broadly, any statement in a dispute or in the presentation of some theory.

Theory (Greek theoria - consideration, research) - a system of basic ideas in a particular branch of science; the form scientific knowledge, which gives a holistic view of the patterns and essential connections of reality.

Fact (lat. factum - done, accomplished) - event, result; knowledge, the reliability of which is proven; sentences fixing empirical knowledge.

The sequence of the course of scientific research

1. Justification of the relevance of the chosen topic:

setting the goal and specific objectives of the study;

definition of its object and subject;

choice of methods (techniques) for conducting research;

description of its process and discussion of the results of the study;

formulation of conclusions and evaluation of the results.

2. Methods of scientific knowledge: observation, comparison, measurement, experiment, abstraction, analysis and synthesis; the historical method, the method of ascending from the abstract to the concrete.

3. Application of logical laws and rules: the law of identity, the law of contradiction, the law of the excluded middle, the law of sufficient reason; rules for constructing logical definitions.

4. Search for information: types of information (overview, abstract, signal, reference); information retrieval methods.

E student work steps in the research process

Before describing the stages of work in the research process, it is necessary to pay attention to certain requirements for the student and teacher who are able and willing to engage in research activities, as well as to the features of the content and presentation of research results.

Consider the content of the stages of the student's work in the research process.

Requirements for participants and features of the study

At the first preparatory stage, which lasts no more than a month, it is necessary to determine the field of study - a phenomenon, an era, a process, etc. Further in this area, one should choose a narrowly defined problem, outline the line (course) of research and the working formulation of the topic. Then proceed to collect a variety of information on the research problem. To do this, it is worth visiting libraries, turning to the Internet and other sources. Simultaneously with the collection of information, it is necessary to create a database in which to include excerpts of texts on the research problem, bibliography, and illustrative materials.

At the second stage the student, under the guidance of a teacher, determines the structure of the research work: indicates the relevance of the problem, formulates the goal, objectives, object and subject of research, selects the methods and techniques necessary for its implementation. All this is reflected in the text of the introduction of the research paper.

At the third stagethe student conducts a literature review on the research problem and proceeds to describe its stages, which in the future will form the main part of the research.

And finally on the final stage the student summarizes - formulates the results of the study and draws conclusions. This part is reflected in the text of the conclusion of the research work. In addition, at this stage it is necessary to clarify and finally formulate the topic of the study.

O formulation of research work

The structure of the content of the research work

In any research work, as a rule, there are three main sections: introduction, main part and conclusion.

In the introduction, it is necessary to substantiate the relevance of the research problem. Based on the relevance, it is necessary to determine the object and subject of research. Further, based on the object and subject, the purpose of the study is formulated, and on the basis of the purpose, its tasks are determined.

The object of study is a process, phenomenon, etc., which is being studied, and the subject is a part of the object that can be transformed so that the object changes. In other words, the subject of the study indicates what it is devoted to.

Determining the purpose and objectives of the study often causes significant difficulties. The goal of research activity is usually formulated briefly, in one sentence, and then detailed in tasks. The sequential solution of each problem in the course of the study, in fact, is its separate stage. When formulating a goal, verbs can be used"prove", "substantiate","develop". The last verb should be used if the final product of the study will receive a material embodiment, for example, a video film, a working model or a layout of something, computer program etc. When formulating tasks, it is advisable to use verbs"analyze", "describe", "reveal", "define", "establish".Research tasks should not be too many. Their optimal number is three to five.

The objectives of the research determine its methods and techniques, that is, the techniques and methods used by the researcher. They are treated as common methods scientific knowledge, such as analysis, observation, measurement, comparison, experiment, modeling, etc., and special methods. Examples special methods studies can serve as a method of labeled atoms, statistical and thermodynamic method, spectral analysis (used in physics and chemistry), methods of intervals and mathematical induction (used in mathematics). AT humanities testing, questioning, interviews are very actively used as research methods. In some cases, highly specific methods are also used, which are usually named after the scientists who developed them. So, for example, in mathematics, Newton's method (the method of tangents) is very effective for solving equations, and the most common method for solving a system of linear algebraic equations is the Gauss method (method of successive exclusion of unknowns); the main methods of hydrodynamics are the Lagrange method and the Euler method (methods for describing the motion of fluids).

The main part of the study contains a review of sources on the research problem, a description of its stages and process.

In the conclusion of the research work, the author lists the results obtained during the study and formulates conclusions. Moreover, the results should be in a logical connection with the objectives of the study, and the conclusions - with the goal. So, if the research objectives are formulated with the words “analyze”, “describe”, “identify”, “define”, “establish”, then the results are given in the following form: “In the course of this study, an analysis was carried out ..., revealed ..., determined ..., installed...".

The conclusions, consistent with the purpose of the study, are formulated approximately in the following form: “Based on the results of this study, it has been proved ... (justified ..., developed ...)”.

Thus, all of the above allows you to identify the logical relationship and interdependence of the goal, objectives, results and conclusion (see diagram); the sequence of presentation of research materials, as well as to choose the methods of research activities necessary for this.

Language, style and structural features

research text

When working on the text of a research paper, it is customary to be guided by the so-called formal-logical method of description. The text of the study has the form of reasoning, the features of which are clarity, clarity and consistency. In research work, it is allowed to use analogies, comparisons, aphorisms that make it more attractive to the reader.

When preparing a research paper, allocate title page, table of contents, introduction, main part, conclusion (conclusions), bibliography and other sources.

The logical relationship of the goal, objectives, results and conclusion

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 of research and project activities of students is carried out 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 the organization of research and project 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,

3) theoretical studies,

4) experimental studies,

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 to the current state of a particular 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 the 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 studied in the chemistry and biology club, 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 resolving this issue, communication with other more 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 production", in which a comparative analysis of paints from natural dyes and artificial paints and varnishes was carried out. 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 diagrams.

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, 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 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 (general culture of 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.

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 ways of deductively constructing scientific theories, with Krom:

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