The most important task facing the teachers of a professional school is the choice of such teaching technologies that would ensure the process of formation of general and professional competence in students. IN modern world a person must show such personality traits as productivity and originality of thinking, ingenuity, the ability to see a problem, show the speed of mental reaction, the ability to self-improve in professional activities, readiness for competition. These abilities are essentially basic for a modern specialist. And it is worth noting that they cannot be fully formed by reproductive methods alone. At traditional learning the teacher communicates ready-made knowledge to students: explains, shows new objects educational material, gives examples, achieves understanding, checks the degree of assimilation. The activity of the teacher is explanatory and illustrative. Students perceive knowledge, memorize, reproduce, not always understanding their necessity. At the same time, it should be noted that reproductive activity is inevitable for any type of education, but at the same time it does not sufficiently ensure the development of personality traits, which were mentioned above. One of the ways to successfully achieve the set goals is the use of problem-based learning technology.
Problem-based learning technology is one of the leading pedagogical technologies the following reasons:
It allows you to organize independent activities of students in the assimilation of new knowledge;
The effectiveness of problem-based learning is manifested in the formation of creative, critical thinking;
helps to strengthen the relationship between theory and practice;
stimulates cognitive activity students, forms an interest in the educational material.
The essence of problem-based learning is to create problem situations and solve them in the process of joint activities of students and the teacher.
Let us dwell on the main concept of problem-based learning: a problem situation.
A problem situation is the conditions that arise when students do not have enough knowledge or known methods of action to comprehend something or perform some necessary operations, i.e. they have an intellectual difficulty. The problem situation on the basis of the analysis is transformed into a problem task. The problematic task involves the formulation of questions: “How to resolve the contradiction that has arisen? How to explain it?" A series of problem questions transforms the problem task into a solution search model, where various ways, methods and means of solution are considered. So, the problem method involves the following steps: problem situation → problem task → solution search model → solution.
Consider the main ways to create problem situations:
1. A problematic situation arises when there is a contradiction between facts or phenomena and the lack of knowledge among students for their theoretical justification.
2. The use of learning situations that arise when students perform practical tasks. A problem situation arises when students try to independently achieve the goal, but they do not know how to solve the problem.
3. Statement of educational problems to explain phenomena or search for practical solutions. For example, this is any research during educational practice, as knowledge is used in new conditions.
4. Putting forward a hypothesis; formulation of conclusions, their experimental verification.
5. Creating a situation of choice. At the same time, facts are compared, contrasted, conclusions are formulated.
6. Familiarize students with historical facts. Thus, they are faced with problem situations that take place in the process of formation of the theory they study.
7. Organization of intersubject communications. Often the material of the subject does not provide the creation of a problem situation (when developing skills, repeating educational material, etc.). In this case, facts related to the subject being studied should be used.
I will give examples of creating problem situations in the lessons of economic and accounting disciplines.
1. An example of such a situation can be a fragment of a lesson on the topic "Organizational and legal forms of enterprises." Students are asked the question:
“Is it possible to create an enterprise if there is not enough capital to create it?”
In this case, two options are possible: take partners into business and use their money, or contact the bank with a request for a loan. During the discussion, students come to a certain conclusion: if there is a risk of non-repayment of the loan, then the entrepreneur can create an enterprise with the help of partners.
2. When studying the topic “Determining the net income of an enterprise”, students are invited to independently determine the amount of income, while they still do not know how to solve the problem. Thus, a problematic situation is created, but with the help of an instructional map, which shows the items of income and expenses, students are able to solve the problem.
3. During the practical training in the subject "Financial Accounting", students are offered various production situations for keeping records at the enterprise based on their theoretical knowledge: filling out primary documentation, accounting registers, working in the "1C Accounting" program. Thus, the possibility of applying knowledge in new conditions is used, which stimulates the cognitive activity of students.
4. In the course of studying the topic “Financial stability of an enterprise”, a hypothesis is put forward about the dependence of financial stability on the availability of equity capital. When performing practical tasks, this hypothesis is confirmed, and students independently draw a conclusion.
5. In the lessons on the subject "Economics of the organization" students are faced with the need to analyze the facts, their comparison. This also creates a problematic situation. For example, when studying the following topics: “Analysis of the profitability of an economic entity”, “Analysis of the state of own and borrowed capital”, etc.
6. When studying the topic "Inflation and its types", a problematic situation is created when students become familiar with historical facts. Examples of types of inflation in various states in different periods of time and different methods of dealing with this phenomenon.
8. When solving problems in the lessons of financial accounting on the topics "Accounting for wages", "Accounting for settlements with buyers and customers", "Accounting for tax settlements", etc., the concepts obtained in the lessons on the subject "Taxes and taxation" are used. Thus, a problem situation is created on the basis of interdisciplinary connections.
The structure looks like this:
1. Introductory-motivational stage.
2. Updating the basic knowledge of students.
3. Assimilation of new knowledge and methods of action.
4. Formation of skills and abilities.
During the introductory-motivational stage, the teacher sets up students for productive activities throughout the lesson.
The concept of actualization differs significantly from the usual reproductive repetition. Its purpose is to activate the work of memory and prepare the basic knowledge for the successful assimilation of new knowledge. Actualization should also arouse interest in the problem under consideration, create an emotional mood, determine the readiness of students to perceive new material. Types of activities of students at this stage: oral or written presentation of previously acquired knowledge; independent work; test survey; problem solving. At the update stage, a problem situation is most often created.
Assimilation of new knowledge and ways of action. Already in the title of this structural element its content is reflected, it is here that new knowledge is assimilated, the essence of new concepts and methods of mental activity of students are revealed. The teacher's activity at this stage should be aimed at creating a problem situation (if it did not arise at the actualization stage), formulating an educational problem, and managing students' activities.
Formation of skills and abilities. Deep and lasting assimilation of knowledge occurs only in the process of applying them in practice, so this is the most important stage of the lesson. Here there is a development of knowledge, the formation of skills and abilities, as well as mental and practical actions. The third stage usually includes verification of the correctness of the solution of the educational problem.
Since an indicator of the problematic nature of a lesson is the presence of stages in its structure search activity it is natural that they represent the internal structure of the problematic lesson:
1) The emergence of a problem situation and the formulation of the problem.
2) Making assumptions and substantiating the hypothesis.
3) Proof of the hypothesis
4) Checking the correctness of the solution to the problem. It is the presence of this internal structure that distinguishes a problematic lesson from a traditional one.
Thus, the structure of the problem lesson is a combination of internal and external learning processes and creates the opportunity to manage students' independent activities.
When using problem-based learning technology great importance has an optimal combination of teaching methods and forms of organization of the educational process. Of all the variety of teaching methods, I consider the following classification to be the most acceptable:
1. The method of problematic presentation of educational material, which is possible in two forms:
a) monologue presentation - the teacher explains the essence of new concepts, facts, doing this using a problem situation. The form of organization of the educational process is a lecture. For example, a lecture on the topic "Calculation of piecework wages" begins with the question "How could you fairly distribute wages in your team?"
b) the method of dialogic presentation - the teacher formulates the problem, but finds its solution with the students, they must actively participate in the discussion, put forward their own hypotheses and draw conclusions on their own. The main forms are conversation, story.
2. The partial search method is as follows, the teacher selects a system of problem questions that should cause intellectual difficulties for students. In addition, you need to come up with leading questions that will help draw conclusions. Forms of organization - seminars, practical work.
3. Self research activities organized by the teacher, for this purpose, students are offered theoretical or practical tasks with a high level of difficulty. Tasks are performed by them independently, but the teacher's control is not excluded. Forms of organization can be very diverse: excursion and collection of facts, preparation of a report, term paper.
Thus, problem-based learning provides a stronger assimilation of knowledge (what is obtained independently is better absorbed and remembered for a long time); develops analytical thinking (conditions are analyzed, possible solutions are assessed), logical thinking (requires proof of the correctness of the chosen solution, argumentation)
Bibliography
1. Basova N. V. Pedagogy and practical psychology. Rostov-on-Don - 1999
2. Brushlinsky A. V. Psychology of thinking and problem-based learning. - M., 1983.
3. Ilnitskaya I. A. Problem situations and ways of creating them in the lesson. - M., 1985.
4. Kudryavtsev T. V. Problem-based learning: source, essence, prospects. - M.: Knowledge 1991.
5. Lerner I. Ya. Problem learning. - M., 1974.
6. Leptina I., Semenova N. The use of effective learning technologies // Teacher. 2003. No. 1.
7. Nikitina N. N., Zheleznyakova O. M., Petukhov M. A. Fundamentals of professional and pedagogical activity: Proc. allowance for students. medium institutions. prof. education. - M.: Mastery, 2002.
1. Use of problematic situations
The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement.
In a problematic lesson, the teacher "guides" the students through the links of the problem statement: the creation of a problem situation or a leading dialogue. He offers schoolchildren a system of feasible questions and tasks that lead them step by step to formulate the topic of the lesson. Often it is built from the repetition of the material covered.
At the stage of consolidation, the main means of creating a problem situation is the integration of questions and practical methods that allow finding an invariant solution to the problem. At the stage of control and correction of educational cognitive activity students control the strength of assimilation of the acquired knowledge, as well as the formation of grammatical skills. The leading means of problematicity at this stage are tasks in the form of texts, where you not only need to choose the correct answer, but also justify it.
Example.
Compare the right and left bars.
I am a first grade student. I am first class.
There are pens and pencils in the box. They are in the pencil case.
I put notebooks in my portfolio, I put them in my portfolio.
textbooks and pencil case.
1. Are both entries of words a sentence? If not, why not?
2. What word and where should be added to make a sentence?
The art of obtaining oral or written information from a student lies in the ability to ask a question in such a way as to systematically educate students in the habit of updating necessary knowledge and to research by observation and reasoning, which leads to a synthesis of the available material.
Example.
A chain of words is given:
Car, plane, Masha, Bug, shovel, Murka, Moscow.
1. Can these words be combined into two groups?
2. If possible, then on what basis?
3. Some words are capitalized, while others are small. Why?
3. Which category can include words that are written with a capital letter: a) names; b) names of cities, rivers; c) animal names?
4. What questions do all these words answer? What parts of speech are they?
In order for the activity of students to perform problematic tasks to be effective, it is necessary to teach children to understand the purpose for which they perform this or that task and what results they managed to achieve. Significance Principle learning activities for the child has importance. It is problematic tasks in the lesson that allow the student to feel this significance. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, helps to bring students to the ability to independently acquire knowledge, and not to receive it in finished form.
Example.
Read the text. Find in it a noun with the following characteristics: inanimate, common noun, neuter, stands in singular, in the nominative case, in the sentence is the subject.
Baikal is located in the east of Russia. People call it the blue eye of Siberia. In count fresh water This lake ranks first on Earth. Thousands of species of rare animals and plants live in Baikal.
It is difficult for a child to explain why independent activity in a lesson is necessary, because its result is not always positive. And again, a problem task comes to the rescue, which brings interest to the independent activity of students and is a constant activating factor.
Example.
In the language of the Kroks tribe, as well as in the Russian language, three types of declension are distinguished for nouns. This language has the same system of case endings as in Russian:
1 declination2 declension
3 declension
guva
row
magra
shgara
opasch
greedily
kryach
ryun
loss
skip
cloves
vishch
All the endings of nouns have disappeared from the story in the Krok language. Try to include them:
Shgara grumbles about ___ and skich __. Vishch buzzes on magr__, on zhadr__ and on ter___. From the cloves __ and from the runes __ roaring opasch.
However, while engaging in independent activities in the classroom, students do not go on an “independent voyage”. The teacher unobtrusively corrects their activities so that the principle of scientificity is not violated when obtaining knowledge.
Very often, when students are presented with a problematic task, the teacher asks if they know anything in this area and if they can solve the task on their own. Even if the students unequivocally refuse to make independent decisions, the teacher tries to lead the students to a conclusion through logical questions, without giving ready knowledge straightaway. At the same time pproblematic tasks should be so difficult as to cause difficulty for students, and at the same time feasible for finding an answer on their own. They should aim the student at actions that cause the emergence of a cognitive need for new knowledge and methods, without which these tasks cannot be completed.
Example.
I. In each group, find the "extra" word, justify your choice:
1) sea, coffee, sun, plant
2) salt, dust, belt, pier
3) stone, horse, doe, fire.
II. Group the verbs into groups according to their meaning: 1) the beginning of the action; 2) the end of the action; 3) incomplete action:raise, speak, finish playing, get sick, carry, take off, swim, hold, dig.
Competence and competitiveness, creativity and mobility, the desire for self-improvement today determine the psychological and material well-being of a specialist, his confidence in the future. Under these conditions, a college graduate needs to firmly master the basics of the upcoming labor activity providing further career, professional and personal growth. Therefore, in Lately the emphasis in determining the goals of professional training is shifting from the assimilation of knowledge, skills, abilities by students to the formation of professional competence of graduates, which becomes the basis for the formation of a strategy vocational education, choice of approaches, methods and means of training. First of all, this circumstance is manifested in a change in approaches to understanding the quality of training of specialists, which is determined today by how productively the graduate uses the received theoretical knowledge. In this case, it is no longer possible to rely on explanatory-illustrative and reproductive teaching methods.
At the first stage, we got acquainted with a wide range of innovative learning technologies, identifying the most suitable for effective study of our subject, and studied in depth the technology of problem-based learning. At the second stage, the lessons of teachers working on this technology were attended. At the third stage, we designed and implemented the technology of problem-based learning of economics in the college.
It is well known that the study of the same scientific content material can be carried out in different ways in terms of the methods, means and organizational forms used. The use of this technology makes it possible to contribute to the development analytical skills and to cultivate a keen interest in the independent search for information.
Thus, by systematically applying progressive methods of enhancing cognitive activity, which allow students to be included in the process of creative assimilation of knowledge, it is possible to contribute to the development of students' creative abilities. On the contrary, if the presentation of the material is limited by traditional methods without creating problematic situations, the potential developmental opportunities of classes are not used to the full extent. The practical implementation of the idea of the relationship between learning and scientific research has given rise to a kind of didactic system, which is called problem-based learning, since its main elements are an educational problem and a problematic task.
The analysis shows that the use of problem-based learning technology requires their special organization, affects the choice of teaching methods and techniques, and also affects the structure and, to a certain extent, the content of the educational material presented. Therefore, there is every reason to interpret problem-based learning as a modern didactic system with a special technology.
Creative assimilation of knowledge and methods of activity by students involves:
Independent transfer of knowledge and skills to a new situation;
vision of the structure of the object to be studied;
vision of a new function of a familiar object;
the ability to see an alternative solution, an alternative approach to its search;
the ability to combine previously known methods of solving in a new way;
the ability to create an original way of solving with known others, etc.
It should also be emphasized that problematicness is an integral feature of the pedagogical process. However, not every activity is problematic. It all depends on the volume of methods and organizational forms inherent in problem-based learning that is used in the lesson.
Problem situation – a difficulty perceived by the subject, the ways to overcome which require the search for new knowledge, new ways of action. The problem situation is the source of thinking. But it does not follow from this that every psychological difficulty necessarily stimulates thinking. So, if a person who has not studied economics is asked: “Is it necessary to increase the tax burden on economic agents during the period of the economic crisis?” - the process of thinking will not arise, because the subject does not have the necessary initial data for this. For a problem situation to become a source of thinking, it must be accepted by the subject for a solution. And this is possible if the subject has sufficient initial knowledge that corresponds to the subject content of the situation.
In addition, a problem situation may arise:
when students are faced with the need to use previously acquired knowledge in new practical conditions;
when there are contradictions between a theoretically possible solution and its practical impracticability;
due to the contradiction between the practically accessible result and the lack of knowledge for theoretical justification;
if the student does not know how to solve the problem, cannot give an explanation for a new fact in the educational and life situation, i.e., he realizes the insufficiency of previous knowledge for such an explanation. In this case, the problem situation develops into a learning problem.
Our experience shows that the most effective are those problem situations that are identified, described and prepared for analysis by the students themselves as part of their work experience.
An educational problem is a problem situation accepted by the subject for solution on the basis of the means available to him (knowledge, skills, search experience). A learning problem is usually expressed in the form of a question. Signs of a learning problem: the presence of a problem situation, a certain readiness of the subject to find a solution, the possibility of an ambiguous solution.
A problem task is a learning problem that can be solved under given conditions or parameters. An example of a problematic task can be the following task: determine how the inflation rate in the Russian economy will change if the Central Bank of the Russian Federation increases the amount of money supply in the country corresponding to the increase in the GDP of the Russian Federation. (Of course, such a task will be problematic if the answer is not yet known to the students). Any educational problem and problematic task is an artificial didactic construction, since they are specially built for educational purposes.
The formulation of a problem situation, the creation of conditions for its transition into a learning problem, the design of a problem task - this is only the initial moment in problem-based learning. Further, under the guidance of the teacher, students must independently perform the following creative mental operations:
put forward possible options for solving cognitive activity, express hypotheses;
theoretically or practically test hypotheses;
formulate a cognitive conclusion.
Research conducted by students, in some cases, goes beyond training sessions and acquire scientific and practical value. These are, for example, term papers based on the study of the economic performance of enterprises in the Taimyr Dolgano-Nenetsky municipal district, work in a creative group, didactic games“Labor Market”, “International Trade”, “Supply Planning” (Protection of student research work), “Project Protection”, etc. Knowledge of the essence of problem-based learning by college teachers, despite the existing different approaches to such learning and its many facets, is dictated not only by increasing the information content of the learning process in general, but also by preparing each specialist for the creative implementation of their duties and a scientifically based approach to solving the problems put forward by life.
Based on the foregoing, the teacher, relying on the advantages of problem-based learning as a system or individual methods and techniques of this system, will eventually develop a clear idea of the logic of research search, its stages, and the need to strive to build most hypotheses. The main line of problem-based learning in college should be a focus on the looseness of thinking of students, a departure from excessive standardization in approaches to solving various problems, which, unfortunately, education still sometimes suffers from. Naturally, this looseness should by no means slide down to the level of denial for the sake of denial, demagogic discussion. It should serve, first of all, the awakening of the inexhaustible creative potential of the individual, whose activity is based on creation. The effectiveness of problem-based learning largely depends on the skill of the teacher, as well as on the readiness for problem-based learning of the students themselves. A prerequisite for the success of problem-based learning is the degree of formation of basic logical techniques among students: analysis, synthesis, comparison, generalization, abstraction. However, when preparing students for a working profession, there are difficulties in applying the technology of problem-based learning. This is due to the specifics of the content of the studied material and the general tasks of professional training, which most often do not require high intellectual and analytical abilities. In addition, NGO students have low level preparedness and a low degree of formation of logical techniques. There is a drawback in the NGO standard - the absence of hours for self-study. The limitation of independence leads to the fact that students are able to solve only ready-made tasks set by someone and are not capable of independent analysis of real conditions, identifying problems, and creative approach to their actions. An analysis of work experience convinces us that our thoughts and views sometimes become the thoughts and beliefs of students, and even the manner of presentation, generalization, evidence and argumentation is sometimes used by them as a standard. However, education should stimulate and guide the mental activity of students, make them not just witnesses, accomplices in the discussion and search. It is impossible to do this without introducing elements of problematicity.
The plan of the student's speech at the defense of the qualification work
It must be remembered that no matter how great and high-quality the qualifying work is, it is impossible to get it without a qualified and successful presentation. appreciated. Evaluation largely depends on how the work will be presented and protected.
In his presentation, the student must state:
Relevance and justification of the chosen topic,
Object and subject of study,
research hypothesis,
Purpose and objectives of the study,
WRC research base and research methods,
The results obtained, confirming and demonstrating them visually (presentation),
General conclusion on the research work.
The message should focus on the following points:
Identification of promising and fruitful directions in the further study of the topic,
Presentation of independently made conclusions reflecting the content, significance and practical effectiveness of the work,
Further prospects for the development of the subject of this study, confirming them with visual diagrams, tables, figures, graphs.
APPENDIX A
Sample questions for bachelors to state exam"Theory and practice of social work"
1. The social work management system in Russia as a combination of various organizational forms.
2. Social technology: concept, types, types.
3. Relationship between theory and practice in social work.
4. Experiment as a research method and its application in social work: conducting an experiment, a plan for conducting, errors in the experiment.
5. Conflict management in social work organizations.
6. Methodology of social work (object, subject, principles and methods).
7. Social work as one of the types of social technologies.
8. Features of the structural and functional construction of social services.
9. Management functions in organizations and institutions of the social sphere.
10. Organizational structures of management. Their advantages and disadvantages in relation to organizations of the social sphere.
11. Concepts, types, features of management functions, their relationship with the organizational structure. Methods for implementing functions.
12. Deviant behavior and social work with persons of deviant behavior.
13. The essence of social therapy and its varieties.
14. Concepts, types, classification of social services in Russia.
15. Professiogram of a specialist in social work.
16. Personal potential of a social work specialist.
17. Professionally important qualities of a social work specialist.
19. Social adaptation personality as the central problem of modern social work.
20. Reforming the system of social work in Russia.
21. Social work in the structure of social sciences.
22. Technology of regulation of processes of social adaptation.
23. Moral and humanistic nature of social work.
24. Social policy: essence, stages of development, theoretical models.
25. Formation of the system of social services for the population in modern Russia.
26. Psychological research methods in social work: psychoanalytic methods, methods humanistic psychology., methods of measurement (testing) and its application in social work.
27. Diagnostics and analysis of conflicts.
28. Regulatory framework of social work.
29. Methods of socio-economic assistance and categories of the population eligible for it.
30. Comprehensive and systems approach in social work.
31. The use of quantitative sociological methods in social work: the problem of reliability and representation of the study, the calculation of the sample population, types of surveys and the construction of the questionnaire.
32. Conflicts in the social and labor sphere. Strike: stages and forms of settlement.
33. Technologies of social work with the elderly.
34. Technologies of group problem solving.
35. Theory and technology of social work with disabled people.
36. Family as the central object of social work.
37. Specificity of technologies of medical and social work.
38. Techniques of counseling in social work.
39. Use of qualitative methods in social work: in-depth interview method and focus group method.
40. Technologies of social and preventive work at the place of residence and at work.
41. Theory and technology of social work with women.
42. Methods of peer review and expert interviews and their use in social work.
43. Theory and technology of social work with migrants.
44. Theory and technology of social work with military personnel and their families.
45. Theory and technology of social work with youth.
46. Theory and technology of social work with women.
47. Mediation and its role in social work.
48. Management styles in a social organization.
49. Theory and technology of social work with convicts and former convicts.
50. Targeted model of social work: the essence and features of use in modern Russia.
51. Paternalistic model: the essence and features of use in modern Russia.
52. Foreign models of social work.
53. Socio-psychological technologies of social work.
54. Social technologies of social work.
APPENDIX B
Problem Situation #1. The Comprehensive Center for Social Services of the City of N received a call from a certain citizen that a family lives in her house, in which the child is starving and poorly dressed. A social worker of the Center responded to the incoming call. During the social raid, there was no food at all in the house.
The mother did not exchange the old passport. The teenager also does not have a passport.
It was decided to take the family on patronage.
Reason and circumstances for registration: the child is starving; the mother has a mental illness and is registered in a dispensary. The mother does not work anywhere.
Incomplete family, 1 child, who is now 14 years old.
Plan of work with the family for 2008:
1. Assistance with products; 2. Assistance in the exchange of the mother's old passport, in obtaining a passport for a teenager; 3. Request to the dispensary whether the mother is registered; 4. Consultation on the mother's registration with the Employment Center; 5. Issuance of MDK (municipal discount card) for the purchase of food.
Difficulty in solving this problem is that the woman has a mental illness, and the staff of the Center did not know what kind of illness and how to behave in this situation. In response to a request to the dispensary about what kind of mental illness the client has, the answer was received that they do not have the right to disclose medical confidentiality, since the patient's diagnosis is part of medical confidentiality.
Basic laws based on which this problematic situation was solved:
1. Federal Law “On Basic Guarantees of the Rights of the Child in Russian Federation» dated July 24, 1998 No. 124 (as amended on December 21, 2004);
2. Federal Law "On the basics of social services for the population in the Russian Federation" dated December 10, 1995 No. 195;
3. Federal Law "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" dated June 24, 1999 No. 120 (as amended on December 29, 2004);
4. GOST R 52143-2003 Social services for the population. The main types of social services.
5. Law Novosibirsk region dated December 5, 1995 N 29-OZ "On social assistance to the population in the territory of the Novosibirsk Region" (as amended and supplemented on February 9, 2005)
APPENDIX C
Sample questions for graduate students for the state exam "Social work in the region"
1. Region as a political, legal and socio-economic system. Conditions and factors for the emergence of regional systems.
2. Subjects of the region's social policy.
3. Goals and objectives of the regional social policy.
4. Forms and mechanisms for the implementation of regional social policy.
5. Features of the socio-economic development of the Siberian Federal District.
6. Social infrastructure of the Siberian Federal District.
7. Financial provision of social policy in the region.
8. The specifics of the socio-economic problems of indigenous and small peoples of the North, Siberia and the Far East.
9. Priority areas of social policy in the Novosibirsk region.
10. Regional target programs as a system of measures to solve social policy problems.
11. Characteristics of city and regional targeted programs regulating the areas of social work with families and children (on the example of Novosibirsk and NSO).
12. Description of activities public organizations in the field of social work in the Siberian region.
13. Services of social rehabilitation of the population in the Siberian region.
14. Characteristics of the main subjects of social work with unemployed citizens in the Siberian region.
15. Social work with orphans and children left without parental care in the NSO and the city of Novosibirsk.
16. Social guarantees for youth and young families in the region.
17. Characteristics of labor-surplus and labor-deficit regions of the Russian Federation.
18. Features of the regional labor market in the Siberian Federal District.
19. Features of the regional labor market in the federal districts of the Russian Federation.
20. Family in the Siberian region and the Novosibirsk region: main statistical indicators (statistics of marriages and divorces, abortions and fertility, family structure).
21. Socio-demographic characteristics of the Siberian region.
22. Conditions and procedure for conferring the honorary title of labor veteran of the Novosibirsk region and measures of their social support.
23. Organizational bases for the protection of children's rights in the region.
24. Youth Parliament of the Novosibirsk region as a subject and object of youth policy in the region.
25. Social support for certain categories of citizens living in the Novosibirsk region.
26. City in the system of the region: characteristics of megacities, large and small cities.
27. Characteristics of migration processes in the federal districts of the Russian Federation.
28. Characteristics of the municipal social policy.
29. Subjects of social policy in the Novosibirsk region and the city of Novosibirsk.
30. The system of social protection of the population of Novosibirsk.
31. Features of regionalization in Russia.
32. Theory of regional studies.
33. Social status ethnic groups of the Siberian region.
34. History of volunteering in Russia. Features of the formation of the volunteer movement in the region.
35. Characteristics of the main groups of volunteer movements and forms of volunteering in the region.
36. Characteristics of the city target program "On municipal support of national-cultural autonomies and organizations in the city of Novosibirsk" for 2004-2006 dated 17.09.2003 No. 300.
37. Characteristics of the city target program "Formation of an accessible living environment for the disabled and other low-mobility groups of the population in Novosibirsk for 2004-2006" dated 12/11/2003.
38. Characteristics of the regional target program "Creation of mechanisms for providing housing for young families in the Novosibirsk region for 2004-2011" dated 27.05.2004.
39. Characteristics of the regional target program "Older generation" for 2004-2008 from 02.10.2003.
40. Characteristics of the regional target program "Prevention and control of diseases social character for 2004-2006” dated 02.10.2003.
41. Characteristics of the law of the Novosibirsk region "On measures of social support for certain categories of citizens living in the Novosibirsk region" dated December 23, 2004 No. 253-OSD.
42. Characteristics of the program of socio-economic development of the Novosibirsk region for the medium term (2004-2008) dated 07.07.2004 No. 215-OSD.
APPENDIX D
Stages of preparation and defense of the qualification work of a graduate student
Preparatory stage
August 2001
In a previous article, we talked about main job manager - resolve problem situations.
Problems and their solution is one of the most common topics in management literature. However, most of the research on this topic is of a narrow-subject nature - it considers problems only from a psychological, or only from a sociological, or economic point of view, but, as a rule, researchers do not see control system as a multifaceted holistic object, and this naturally leads to the fact that so far in the theory of management there is no single concept of the problem, and this term itself is often used in completely different meanings. As a result, in managerial practice, problems are usually not formulated, and decisions are often based on superficially described symptoms of situations than on the results of a professionally performed analysis.
Meanwhile, the possibility of resolving problem situations to a large extent depends on how the problems are formulated.
Indeed, here is one of the favorite ways of formulating problems by practitioners: "I want (to achieve something), BUT I can't?
An even more popular way of framing the problem is to find someone else to blame and formulate the problem in third person: "They ... (are doing or have done something) BUT ... (we need them to act differently for our successful activity)". These are the "complaints" about unreasonable taxes, unreliable partners, etc. The formulation, in which there is no managerial "I", is also in no way suitable for a solution. The guilty, of course, are often on the side, but the fact that we talk about it will not change anything.
How should problems be formulated so that they are solvable?
This requires a professional
Analysis of the problem situation
This is a special act of management activity carried out in order to identify contradictions that create difficulties and obstacles on the way to achieving the goal. Contradictions are revealed not at the level of visible facts, but at the level of their causes, deep properties systems in which activities are carried out. Analysis result - list problems. The problem is the formulation of this contradiction.
Analysis is undertaken in those cases ( situations), when the goal of the activity becomes unattainable by previously adopted methods, and the way to achieve it in the changed conditions is unknown. Such a situation is called a problem. With all the variety of problem situations, you can find them general properties, which make it possible to form methodological basis analysis of situations and search for solutions.
The general idea of the occurrence of a problem situation is as follows.
The activity of any subject unfolds in complex natural and social systems and generates changes and processes occurring in them. In addition to the activities of this entity, factors changes are the activities of other subjects, and natural phenomena.
We will call the factors that are the product of the activity of this subject artificial, and those that do not depend on it - natural. For example, for the head of an enterprise, the factors of change determined by his decisions are artificial (since they are created and normalized by him), and those determined by the actions of competitors are natural (since they appear to him as a given, and he cannot normalize them). Processes generated exclusively by natural factors, we will call natural processes; processes generated with the participation of artificial factors are artificial.
Any subject, carrying out activities, can move towards its goal only if it uses, "captures" at the same time some natural changes in the surrounding world. A person is not able to set the world in motion if there are no causes in the world that set it in motion. Human activity is to use natural processes for their own purposes.
From the foregoing follows the most important methodological principle: artificial processes cannot be carried out arbitrarily. Implemented artificial processes are being built only based on natural.
This means that each subject, while rationing his activity, must take into account how other entities included in the same system of activities ration their activities. As soon as one of the participants in the system of activities changes something and thereby introduces dissonance into the system - at least for one of the participants in the entire system of activities, his goal becomes unattainable - unless he takes appropriate measures in a timely manner and changes accordingly. own activity.
The last phrase is of fundamental importance. The art of management consists in calculating in advance what changes can be made by other subjects of activity, how this can affect the entire system of activities and what measures need to be taken so that the consequences of changes for this subject do not turn out to be catastrophic. Anyone who knows how to do this does not get into problem situations, or gets out of them quickly and with minimal losses. The same manager who lives according to the principle "What I want, then I turn back", without trying to predict what others can "do" or does not know how to prevent the consequences of this, often gets into problem situations and gets out of them with great difficulty, and then not always.
From the foregoing, it follows that the emergence of a problem situation can be caused by changes in those areas where activity is regulated: administrative and legal (i.e., in the norms of activity that are set imperatively, by the power of power), sociocultural (for example, when activities of persons with other traditions, knowledge, skills), as well as in the field value orientations a person that determines his goals and means - in the latter case, the most important in this respect are the following forms of expression of value orientations: economic interests, social needs, ideology, ethical norms, legal consciousness.
Here, economic interests are the desire of the subject to acquire maximum opportunities to meet a variety of needs: in the material sphere, social environment, and many others, including the need for prestige and self-realization. Among these opportunities are not only those that are directly acquired for money, but also those that arise due to the presence of money, although they do not require their direct costs: features of social status arising from belonging to the social stratum of "wealthy" people, the acceptability of material risk and as a result - greater independence, the removal of many restrictions in the choice of the type and mode of activity, etc.
Social requests are the desire to possess a prestigious social status, the fulfillment of prestigious social roles, opportunities to communicate with interesting people, living in an appropriate social environment, etc. This also includes requirements of a psychological and socio-psychological nature, for example, to live and work in the absence of destructive conflicts.
Ethics is the concept of what the subject can afford or should not allow himself, or is obliged to perform in order not to cause harm and bring good.
Legal consciousness - the idea of okay, which should be maintained to maintain the existing structure social relations, principles of distribution of social roles and social benefits, structures of activity and principles of its regulation; unlike the norms of official law, the norms of legal consciousness are not fixed in documents, but are stored precisely in the minds of people.
Ideology - ideas about debt And missions individuals, businesses, families, states, etc.
The above list of types of value orientations is not exhaustive and is supplemented depending on the specific object of analysis.
The presented ideas about the origin of the problem situation form the basis for the development of methods for its analysis. An effective analysis procedure is to use the so-called position-aspect matrix - a table, the form of which is given below.
They make a list of subjects whose actions can be sources of a problem situation. Each subject is characterized by the position he occupies (functionally). So, in the table below, for example, the following functional positions are selected: manager, staff, consumer, competitor, state - of course, this is not an exhaustive list. Positions may correspond to certain positions, organizations, etc. Positions are arranged according to lines tables. By columns tables enter aspects of the analysis. As shown above, the main aspects are legal, socio-cultural and value; the latter is divided into economic interests, social needs, ideological criteria, ethical norms, and others. For each specific object of analysis, not only a list of positions is chosen, but also the most appropriate list of aspects of analysis. In some cases, for example, it is advisable to add a psychological aspect. The characteristics of each position in all aspects are entered into the "cells" of the table.
Analytical work with the table after filling it is based on the following statement: contradictions may arise between what is referred to different aspects one position(one horizontal line between different cells), or between what is assigned to different positions in the same table(vertically). Contradictions "along the diagonal" arise only as a result of contradictions "horizontally" and "vertically" and should not be considered independently.
So, contradictions can arise between the interests of the head of the enterprise and the consumer of products in the economic aspect (the head is looking for ways to sell the goods more expensive, and the consumer - to buy cheaper), between the actions of the head in the economic and psychological aspects (trying to get more profit by reducing the wages of employees, but wants to keep employees motivated to work intensively) - but cannot arise, for example, between the actions of a leader in the psychological aspect and the consumer in the economic one. The desires of the buyer to buy products cheaper and the desire of the businessman to maintain incentives to work can only come into conflict through the economic behavior of the businessman.
Looking through the table in all rows for each aspect and in all columns for each position, all contradictions (problems) are revealed. Each problem is formulated in the form of two sentences connected by the union BUT . Let's explain this with examples.
The first example is from an analysis of the situation at a garment factory: "When a new product is put into production, it is evaluated by the artistic council, BUT consumer preferences do not coincide with the criteria for evaluating products by members of the council. "Here, a contradiction in the socio-cultural aspect between the two positions is revealed: arts council members(such position was highlighted as part of the position staff) And consumers.
Another example is from the field of health insurance: "According to the law, the costs of medical institutions are paid in proportion to the volume of services provided, BUT the actual costs are not proportional to the volume of services." Here, for one position - a medical institution - a contradiction was revealed between the legal norm for reimbursement of costs at the expense of compulsory medical insurance and the economic interest of the institution to receive full reimbursement of costs.
In addition to the cases discussed above, when a problem situation has both internal and external sources in relation to a given organization, it can be generated by the manager himself due to the lack of his qualifications - the inconsistency of the formulated tasks with the set goal, the chosen means and methods of solution - with the tasks or properties of the object of activity . Therefore, in addition to the analysis described above, using the position-aspect matrix, it is advisable to analyze the mutual correspondence of the listed elements of activity.
So, the analysis performed in the described way allows us to obtain the formulation of problems - objectively existing contradictions between different interests, norms, values - but it is not worth trying to resolve these contradictions yet, because
Objectively, it's good, but...
To resolve a problematic situation, it is extremely important that the problems are formulated by the manager not as "objective" contradictions, but as problems for himself. First, you can find many objectively existing contradictions that really "do not interfere with life" and it is not at all necessary to resolve them. Secondly, objective contradictions are always associated not only with the internal factors of a given organization, but also with someone's "foreign" interests or actions - it is pointless to solve such problems, since it is still impossible to do anything with "foreign" actions, only in some cases, an effective solution would be to negotiate a mutually beneficial agreement of interests. The manager who carries out the analysis needs to take one more step, one more mental effort - to "deploy" these "objective" problems onto oneself.
The transition from "objective" problems to problems "for the manager" and their further solution are carried out by self-determination manager in a problem situation - first of all, by answering questions " What I want?" And " What I can?"regarding those contradictions that are formulated as "objective" problems:
Situation for manager problematic only if the manager "wants" something in relation to the identified objective contradictions, but cannot do it. Thus, the form of representation of the problem at this stage of the analysis is transformed into " I I want (to do something) BUT I I can't (do it)."
Such a presentation of the problem is still unproductive for its solution - we already said at the beginning of the article that the wording "I can't" closes the possibilities of a solution. The next step is to transform this formulation; while looking for the cause of the contradiction and it turns out that:
(a) opportunities to do what is needed can be found or acquired;
or
(b) these opportunities do not exist because the manager does not want to take any necessary action, and the problem statement is converted to " I
I want (to achieve something) BUT I
do not want (to do what is necessary for this)"; in this case, it is necessary to carry out further self-determination in relation to the wording received and understand why the manager does not want to take the necessary action, what are the reasons for this, and further formulate the problem taking into account these reasons;
or
(c) there are no opportunities to achieve the desired for reasons beyond the control of this person, then the problem is recognized as insoluble. But the unsolvability of the contradiction does not mean the unsolvability of the problem situation. In this case, it is necessary to find a way to create conditions in which this contradiction, if maintained, can no longer lead to undesirable consequences.
Completion of self-determination - the answer to the question " What should I?" - eat solution Problems. Thus, the procedures for constructing and solving problems are connected and generally include two stages: 1) building "objective" problems using a position-aspect matrix and analyzing the mutual correspondence of elements of activity, and 2) self-determination of the manager in relation to these "objective" problems.
The author will be glad if the materials of the published articles - both this one and others - cause a desire to answer, maybe argue. For this purpose, there is a "guest book" on the website of the Samara Business School. Write, gentlemen, argue, scold, supplement, reflect... We are waiting for your letters!
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