Requirements for the organization of research practice

Research practice is one of the types of practice for undergraduates of 1 year of study.

The purpose of the research practice is to prepare the student for solving problems of a research nature in production and for completing the final qualifying work.

Practice location:

Graduating departments, their branches

Industrial enterprises

· Research organizations and institutions where it is possible to study materials related to the topic of the final qualifying work.

Research practice provides for:

· Preparation of thematic scientific and technical reviews of published works for the selected master's program.

· Carrying out experimental (or calculated) research.

· Preparation of a master's thesis.

Otherwise, it should be related to the scientific topic of the department, with the topic of the master's thesis and be a work on the collection, analysis and systematization of the materials necessary for this.

The internship program is presented to each student by the head of the research internship at the organizational meeting before the start of the internship.

Attestation is carried out in the form of a written report of the undergraduate on the results of practice and its assessment (defense) at a meeting of the department.

Basic concepts about research work

The entire course of scientific research can be represented in the form of the following logical diagram:

1. Justification of the relevance of the selected topic.

2. Statement of the goal and specific objectives of the study.

3. Determination of the object and subject of research.

4. The choice of the method (technique) of the study.

5. Description of the research process.

6. Discussion of research results.

7. Formulation of conclusions and assessment of the results obtained.

Justification of the relevance of the chosen topic is the initial stage of any research. When applied to a dissertation, the concept of "relevance" has one peculiarity. A dissertation, as already indicated, is a qualifying work, and the way its author is able to choose a topic and how correctly he understands and evaluates this topic in terms of timeliness and social significance characterizes his scientific maturity and professional preparedness.

Coverage of relevance should not be verbose. There is no particular need to start describing it from afar. It is enough to show the main thing within one typewritten page - the essence of the problem situation, from which the relevance of the topic will be visible. Thus, the formulation of the problem situation is a very important part of the introduction. Therefore, it makes sense to dwell on the concept of "problem" in more detail.

Any scientific research is carried out in order to overcome certain difficulties in the process of learning new phenomena, to explain previously unknown facts or to reveal the incompleteness of old ways of explaining known facts. These difficulties manifest themselves in the most distinct form in the so-called problem situations, when the existing scientific knowledge turns out to be insufficient for solving new problems of cognition.

The problem always arises when the old knowledge has already revealed its inconsistency, and the new knowledge has not yet taken a developed form. Thus, a problem in science is a controversial situation that needs to be resolved. This situation most often arises as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the theories can explain the newly discovered facts.

The correct formulation and clear formulation of new problems is essential. They, if not entirely, then to a very large extent determine the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is generally accepted that to formulate a scientific problem means to show the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

Thus, if the undergraduate manages to show where the border lies between knowledge and ignorance about the subject of research, then it is not difficult for him to clearly and unambiguously define a scientific problem, and, consequently, to formulate its essence.

Separate dissertation research aims to develop the provisions put forward by one or another scientific school. The topics of such dissertations can be very narrow, which does not diminish their relevance. The purpose of such works is to solve particular problems within the framework of one or another already sufficiently tested concept. Thus, the relevance of such scientific works as a whole should be assessed from the point of view of the conceptual attitude that the dissertation student adheres to, or the scientific contribution he makes to the development of a general concept.

Meanwhile, undergraduates often avoid taking on narrow topics. It is not right. The fact is that works on broad topics are often superficial and not very independent. A narrow topic is being worked out in more depth and in detail. In the beginning, it seems that it is so narrow that there is nothing to write about. But as one becomes familiar with the material, this fear disappears, the researcher is exposed to such sides of the problem that he did not even suspect before.

It is logical to move from proving the relevance of the chosen topic to the formulation of the purpose of the research being undertaken, and also indicate the specific tasks to be solved in accordance with this goal. This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, etc.).

The formulation of these tasks must be done as carefully as possible, since the description of their solution should constitute the content of the chapters of the dissertation work. This is also important because the titles of such chapters are born precisely from the formulations of the tasks of the research being undertaken.

The object and subject of research as a category of the scientific process are related to each other as general and particular. The part that serves as the subject of research is highlighted in the object. It is to him that the main attention of the master student is directed, it is the subject of research that determines the topic of the dissertation work, which is indicated on the title page as its title.

Choice of research methods is a very important stage of scientific research, which serve as a tool in obtaining factual material, being a necessary condition for achieving the goal set in such work.

Description of the research process- the main part of the thesis, which covers the methodology and technique of research using logical laws and rules.

Discussion of research results is also a very important stage of scientific research, which is conducted at meetings of the profiling departments, where a preliminary assessment of the theoretical and practical value of the dissertation and collective feedback is given.

conclusions are the final stage of scientific research, which contain something new and significant, which is the scientific and practical results of the dissertation work.

The success of the dissertation is most dependent on the ability to choose the most effective research methods, since it is they that allow you to achieve the goal set in the dissertation.

Research practice is carried out in the form of a real research project carried out by a master student within the framework of the approved research topic in the direction of study and the topic of the master's thesis, taking into account the interests and capabilities of the departments in which it is conducted.

The topic of a research project can be defined as an independent part of research work carried out within the framework of the scientific direction of the issuing department of expertise and real estate management.

The work of undergraduates during the period of practice is organized in accordance with the logic of work on a master's thesis: selection of a topic, definition of the problem, object and subject of research; formulation of the goal and objectives of the study; theoretical analysis of literature and research on the problem, selection of the necessary sources on the topic (regulatory legal acts, factual documentation, etc.); compilation of bibliography; formulating a working hypothesis; determination of a set of research methods; analysis of practical data; registration of research results. Undergraduates work with primary sources, monographs, abstracts and dissertations, consult with the supervisor and teachers.

During the practice, the student must formulate in the final form a detailed plan of the master's thesis according to the profile of his field of study, and coordinate it with the head of the master's training program.

An important component of the content of research practice is the collection and processing of factual material, statistical data, analysis of the characteristics of the organization, corresponding to the topic, where the master's student is undergoing internship and is going to implement or test the results obtained in the master's thesis.

The activities of a student undergraduate on the basis of practice include several stages:

Stage 1 - Researching theoretical problems in the framework of the master's program:

Justification of directions (detailed plan) of research;

Drawing up a work plan and schedule for the study;

Research (setting goals and specific tasks, formulating a working hypothesis, generalization and critical analysis of the works of domestic and foreign experts on the research topic);

Compilation of a bibliography on the topic of research work.

The work plan is a diagram of the research being undertaken, it has the following form (Appendix 2) and consists of a list of areas of work related to the internal logic within the framework of the planned research. The work plan is drawn up by a master student under the guidance of the head of the master's thesis after choosing the topic of the final qualifying work.

Stage 2 - Researching the practice of enterprises and organizations in accordance with the topic of the master's thesis:

Description of the object and subject of research;

Collection and analysis of information about the subject of research;

Study of individual aspects of the problem under consideration;

Analysis of the effectiveness of the real estate management process;

Statistical, mathematical, expert information processing;

Information support for real estate management based on a critical assessment of the current practice of organizing construction, business valuation, property complex, investment project inspection, etc .;

Analysis of scientific literature using various methods of access to information: visiting libraries, working on the Internet.

Registration of the results of the research and their agreement with the supervisor of the master's thesis.

The undergraduate participates in the real process of real estate management at the research object, conducts activities within the framework of managerial activities of the lower and middle levels of real estate management, using knowledge of real estate appraisal; examination and evaluation of the effectiveness of investment projects; in financial, management and tax accounting, in the study of management systems; on strategic and innovative management; on organizational behavior and other areas of expertise.

Stage - 3 Final stage.

This stage is the last stage of the practice, at which the master's student summarizes the collected material in accordance with the practice program; determines its sufficiency and reliability. The expected results from research practice are as follows:

Knowledge of the main provisions of the methodology of scientific research and the ability to apply them when working on the chosen topic of the master's thesis;

Ability to use modern methods of collection, analysis and processing of scientific information;

Ability to present scientific knowledge on a research problem in the form of reports, publication of reports.

The undergraduate student must assess the fulfillment of the requirements of regulatory legal acts governing the process of construction, operation, sale, ownership of real estate, analyze the possibilities and conditions for the application of international experience in real estate management, assess the level of automation of management technologies, give a general description of software products, etc.

In the course of practice, the sources of information are determined (primary documents, accounting registers, internal reporting, estimates, technical documentation, etc.), methods of processing and summarizing data (tables, graphs, diagrams, calculation formulas, algorithms, etc.) and the procedure for the formation of data in a master's thesis as applications.

Suggestions and recommendations developed by the undergraduate in the course of practice can be of a theoretical, methodological or practical nature, relate to all issues of the topic of the dissertation research, they must be correctly formulated and written in writing.

The objects of improvement in real estate management can be:

Organization of the process of construction, operation and sale of real estate:

Algorithms of organizational and managerial procedures of the main business processes;

Improving the quality of information generated in the real estate management system, alternative approaches to the formation and presentation of information, reducing the cost of its formation;

Development of our own methodology for real estate management;

Development of a commercial and residential real estate development project;

The developed technique must be tested by the undergraduate student in the studied organization (enterprise). In the case of the implementation of individual recommendations developed by the undergraduate for improving the real estate management process in the practical activities of the organization (enterprise), a certificate of implementation must be submitted to the SJSC.

Based on the results of the internship, the student provides the department with:

List of bibliography on the topic of the master's thesis;

Written report in the form of the first chapter of a master's thesis (or an abstract on the theoretical part);

The text of the prepared article (report) on the topic of the dissertation.

The report on the practice, endorsed by the supervisor, is submitted to the head of the master's training program (Appendix 3). The report must be accompanied by the opinion of the head of the practice with the assessment of the trainee's work (Appendix 4).

The internship report is the main document characterizing the student's work during internship. The volume of the report is from 20 to 30 pages (without the list of used literature and appendices). The text of the report must be competent, stylistically verified and edited. Formatting requirements - font 14; interval 1.5; subject to other rules of scientific work stipulated by GOST.

The text of the report should include the following main structural elements:

1. Title page.

2. An individual plan of research practice.

3. Introduction, which indicates:

Purpose, objectives, start and end date of practice;

A list of the main works and tasks completed in the practice process.

4. The main part, including:

Theoretical provisions on the research topic: analytical review of the literature on the topic and research methodology;

Processing of the results obtained;

Analysis of the results obtained;

Analysis of scientific novelty and practical significance of the results;

Justification of the need for additional research.

5. Conclusion including:

Description of the skills and abilities acquired in the course of practice;

Analysis of the possibility of introducing the research results, their introduction into business practice;

Information about the possibility of patenting and participation in scientific competitions, innovative projects, grants; approbation of research results at conferences, seminars, etc .;

Individual conclusions about the practical significance of the study for writing a master's final qualifying work.

6. List of sources used.

7. Applications that may include:

Illustrations in the form of photographs, graphs, drawings, diagrams, tables;

List of developed and used programs;

Interim calculations;

Test diaries;

Patent application;

Application for participation in a grant, scientific competition, innovation project.

Ministry of Education and Science of the Russian Federation

Federal state budgetary educational institution of higher education

"Moscow State Pedagogical University"

Institute of Childhood

Defectological faculty

REPORT

on the 2nd scientific research practice

with 6 october on November 9 2016 G.

student-

undergraduate

Topic: "Experimental study of the pronunciation side of speech in children in a comprehensive school"

( 06 .10.201 6 by 0 9 . 11 .2016g)

Undergraduate studentDemchuk Anastasia Vladimirovna

Conducting the actual experimental study. Analysis of the obtained experimental data. Statistical processing of experimental materials.

c 14. 1 0.2016 to 24 . 10 ... 2016

Discussion of the obtained experimental data with the specialists of the institution. Participation in consultations with teachers and meetings with parents. Formulation of conclusions for chapter 2.

with 24 . 10 .2016 to 09 . 11 .2016

During the research practice, the topic of the 2 course work was formulated: "Experimental study of the pronunciation side of speech in children in a comprehensive school."

The purpose of the experimental part of the work consists in the study of the state of the pronunciation side of speech in children of the 1st grade of a comprehensive school.

Tasks research:

To develop a technique for diagnosing the pronunciation side of speechin children of the 1st grade of a comprehensive school.

To revealcocToyanieNSpooutociteflaxothcToponypechi in younger students incomprehensive school.

Process and describe the results of the surveypooutociteflaxothcTopouspechiydeTethobsceobpasovaTeflaxoth shkoly

The procedure of the ascertaining experiment.

The structure of the ascertaining experiment included the following components:

1. Study and analysis of anamnestic data of children (based on medical records).

2. Analysis of the results of a general speech therapy examination of children involved in the experiment. We processed the data obtained by a speech therapist working with children at an educational institution (during the processing of speech cards).

3. Conducting a detailed diagnosis of the state of the pronunciation side of speech in children, as well as analyzing the data obtained (we used the survey scheme, speech and visual material, compiled and selected by us for the ascertaining experiment).

Research base

The experiment was carried out at the MBOU Secondary School in the village of Kalinovka, Leninsky District, Crimea. The study involved 15 students of the 1st grade of a comprehensive school.

After studying the anamnestic data of the children involved in the experiment, as well as analyzing the results of their general speech therapy examination, we made a description of the children in the experimental group.

The experimental group consisted of 8 children aged 7 years, with phonetic and phonetic-phonemic underdevelopment, who were engaged with a speech therapist before entering school and in the course of studying in grade 1.

The study of the medical records of the subjects showed that all children had a history of unfavorable pregnancy: toxicosis of 1 or 2 semesters of pregnancy, viral and colds in the mother, and the threat of miscarriage.

Unfavorable course of labor: stimulation during obstetrics, rapid labor, prolonged labor, caesarean section, occurred in 6 children. Diseases transferred at an early age areas intestinal infection, stomatitis, colds, acute respiratory infections, ARVI... Most of the children showed peculiarities in the course of higher mental functions: instability of attention, the volume of memory is weak, so the children memorized speech material worse. Behavior was unstable, with frequent mood swings, during classes, they quickly got tired and distracted, and experienced difficulties in memorizing the instructions of a speech therapist.

In all children of the experimental group, in the course of a general speech therapy examination, various violations of sound pronunciation, underdevelopment of phonemic hearing, disorders of prosody, and speech breathing were revealed.

The primary data of the children of the experimental group at the time of the ascertaining experiment are reflected in Table 1.

Table 1

Characteristics of children in the experimental group with impaired pronunciation

Sergey

FN. Violation of sound pronunciation

At the ascertaining stage, a diagnosis of the pronunciation component of speech was carried out in grade 1 children.

The study was carried out during extracurricular activities by a teacher and speech therapist of an educational institution.

Study of the general sounding of speech of primary schoolchildren.

Study of the pronunciation of sounds at different linguistic levels (in isolation, in syllables, words, phrases, text).

Study of the syllable structure of the word.

Investigation of distinguishing sounds.

Study of auditory perception.

1. Recognizing non-speech sounds

   Differentiation of speech sounds

Methodology "General sound of speech"

Each child was asked to compose a story on the theme “My favorite activity”.

Results for the text "My favorite activity" in the experimental and control groups(amount of children)

Thus, in the experimental group, 1 child has a story sequence, 7 children have no storytelling, 2 children have story coherence, 6 children lack storytelling integrity. To compose a full-fledged story, children do not have enough necessary words in stock, as well as the ability to consistently, logically and coherently express their thoughts. Schoolchildren, talking about their favorite pastime, move from one storyline to another, allow missing important semantic links, which makes it difficult for the listener to perceive the text. Students include narrative elements in description elements. This can be traced in almost all the stories of schoolchildren.

In the control group, the children showed the integrity of the story, a large vocabulary of words, the sequence of the story.

Children were asked to pronounce the following sounds at the speech therapist, table 4.

Pronunciation of sounds when repeating Table 3

Sonorous sounds: nasal

[m], [n]

Jotated sounds

[i], [e], [u]

Results for the diagnosis of pronunciation of sounds(amount of children)

Thus, the children from the experimental group performed poorly on the task. The main mistakes of children are a violation of the pronunciation of sound.[ NS] , no sound is pronounced[ R] , replacement of sounds, children pronounce sounds in isolation. In the control group, the children coped with the task well, all the vzuki pronounced clearly and without mistakes.

Study of the syllable structure of the word.

Speech therapist suggestsrepeat the words after him: Jump rope, tanker, cosmonaut, policeman, frying pan, cinema, basketball, flutter, scuba diver, thermometer.

Study of the syllable structure of the word(amount of children)

After analyzing the results of the methodology, we found that in the control group 5 children coped with the reproduction of words with a complex word structure, and 2 children coped, but some words caused difficulties. In the experimental group, the children showed significantly lower results: 4 children spoke complex words slowly and in syllables, 4 children with a low level, they did not cope with the task, in words omissions, substitutions, rearrangements of syllables.

Phonemic perception.

Children were asked to identify the last sounds in words: garden, soup, tooth, oak, ball, beetle, cancer.

For example: what sound do you hear in the word zu [b]?

Determination of the place of sound in a word.

Children were asked to determine the place of a sound in a word. For example: where do you hear the sound [s] in the word dog, at the beginning or at the end? "

Children were asked to determine the number of sounds in a word: how many sounds are in the word maaai? "

The children were offered words of 3-5 sounds. The child had to arrange the sounds to get the word: [s], [l], [o] [n]; [Mother].

Instructions: “Listen to an unusual word, unlike anything else, because the sounds in it have changed places. You put them correctly, and you get a familiar word to you: Ж, У, К; R, K, Y, A.

The children were asked to choose a word with a certain sound. In this case, the speech therapist observes the sequence of sounds that are preserved in the pronunciation of the disturbed.

Instruction: Name the word with the sound [M] "([B], [V], [N], [T], [D], K], [G], [A]). Then: "Name the word with the sound [S]" (, ​​[C], W], [F], [H], [U], [L], [R]).

Study of the ability of word formation.

Formation of nouns with a diminutive form of a name:

doll - doll, ball - ball, window - window,

lamp - ..., house - ..., ring - ...,

head - ..., bird - ..., bucket - ...,

hand - ..., ear - ..., forehead - ...,

nest -…, grain -…, feather -….

On the basis of the study, the level of development of pronunciation was diagnosed.

Sound Recognition Diagnostic Results(amount of children)

Thus, the performed diagnostics showed that 6 children in the experimental group showed a low level of development of pronunciation, theirphonemic hearing and phonemic perception, they do not correctly differentiate sounds.

In four children of this group, the phonemic analysis was synthesized at the stage of formation, it was difficult for children to determine the location of the sound, they could not assemble a word, and found it difficult in the syllable structure of the word.

In other cases, the development phonemic processes are normal.

Research on auditory perception

"Recognition of non-speech sounds."

Each child was asked to listen to 5 non-speech sounds: car, creak, blizzard, bell, water noise. After listening, the children had to name these sounds.

Research "recognition of non-speech sounds"(amount of children)

After analyzing the results of the method, we found that in the control group, 5 children had a high level of sound perception, and 2 children had an average level. In the experimental group, the children showed significantly lower results: the average level was found in 4 children and a low level in 4 children, they did not cope with the task and did not name a single sound. Children do not recognize non-speech sounds poorly, which indicates that their auditory attention is impaired.

"Differentiation of speech sounds."

The speech therapist lays out in front of the children a number of pictures depicting animals (bee, beetle, cat, dog, rooster, wolf, etc.) and reproduces the appropriate onomatopoeia. Next, the children are given the task to determine the animal by onomatopoeia and show a picture with its image.

Research "differentiation speech sounds " (amount of children)

According to the results of the study, all children in the control group coped with the task. In the experimental group, 6 children with an average level made several mistakes when performing, confusing animals, and 2 children did not cope with a lot of mistakes.

The study of the state of the pronunciation side of speech in children was carried out at the secondary school MBOU SOSH in the village of Kalinovka, Leninsky district, Crimea. The goal was to determine the level of development of the pronunciation side of speech in grade 1 children

The experimental group included 8 children aged 7 years, with FFN and FN, who were engaged with a speech therapist before entering school and in the process of learning in grade 1. The control group included 7 children with normal speech development.

At the first stage of the ascertaining experiment, an analysis of the anamnestic data of children (based on medical documentation) was carried out.

At the second stage, the analysis of the results of a general speech therapy examination of children involved in the experiment during the processing of speech cards was carried out.

At the third stage of the methodology, the level of development of pronunciation speech in children with FFN was diagnosed.

A.V. Demchuk, Moscow, Moscow State Pedagogical University

Supervisor: To . teacher.n , Associate Professor of the Department of Speech Therapy, Cherkasova E.L.

PECULIARITIES OF THE PRODUCTIVE STRATEGY OF SPEECH IN CHILDREN IN A SECONDARY SCHOOL

One of the problems of school-age children is the lack of formation of the pronunciation side of speech, the correction of which has an important medico-pedagogical and social significance. It is worth noting that today the speech of not only schoolchildren, but also graduates of educational organizations does not always meet the parameters and quality that are determined by the Federal State Standard, therefore, language education and speech development of schoolchildren is one of the central, urgent issues of modern education. He is especially acute in front of elementary school, which is the basis for the development of a full-fledged personality.

The disadvantages of the pronunciation side of speech narrow the communicative-speech capabilities of children, limit their professional choice at an older age. In the same time,phonetic-phonemic and phonetic underdevelopment are sufficient pacommon speech disorders in children. Violations of oral speech negatively affect the formation of written speech (R.E. Levina, G.V. Chirkina, A.V. Yastrebova, etc.)

The fundamentals of the methodology for the development of the pronunciation side of speech in younger schoolchildren are determined in the works of L.N. Efimenkova, R.I. Lalaeva, N.A. Nikashina, F.A. Rau, M.F. Fomicheva, M.E. Khvatseva, A.V. Yastrebova, etc. However, in the scientific and methodological literature, there is not enough data on the joint activities of a speech therapist and a teacher as a way of developing the pronunciation side of speech in younger schoolchildren. Therefore, further study of this topic is necessary.

The aim of our study was pDevelopment of a comprehensive program of correctional work of a speech therapist and primary school teacher to correct the pronunciation side of speech in children of a general education schoololy taking into account the Federal State Educational Standard of the LEO.

This goal was solved in the process of performing the following adach:

1. To analyze the scientific and methodological approaches to the formation of the pronunciation side of speech in children in a comprehensive school.

2. To study the regulatory framework on the research problem (FGOS NOU, VOOP NOU, etc.)

3. Conduct a study aimed at identifying violations of the pronunciation side of speech in junior schoolchildren of a comprehensive school.

4. To develop and test a correction program for the joint work of a speech therapist and a primary school teacher to correct the pronunciation side of speech in children of a comprehensive school.

5. Evaluate the effectiveness of experimental learning.

At the ascertaining stage of the study, a diagnosis of the pronunciation component of speech was carried out in grade 1 children. 15 children were examined at the age of 7.

The study was conducted by a speech therapist during extracurricular activities.

The study of the pronunciation side of schoolchildren's speech was based on the survey scheme we formed:

1. Study of the general sounding of speech of primary schoolchildren.

2. Research of pronunciation of sounds at different linguistic levels (in isolation, in syllables, words, phrases, text).

3. Study of the syllable structure of the word.

4. Research of auditory perception.

Recognizing non-speech sounds

Differentiation of speech sounds

In the course of the experiment, a quantitative and qualitative analysis of the data obtained was carried out on the basis of a point-level assessment scale.

After the examination of children, based on the analysis of experimental data, it is possible to make a speech therapy conclusion about the presence of violations of the pronunciation side of speech in 8 (60%) first-graders. They revealed phonetic and phonetic-phonemic underdevelopment (FN and FFN). These children worked with a speech therapist before entering school and during their studies in grade 1. Among them, children with organic pathology in the structure of the articulatory apparatus (short sublingual frenulum, malocclusion, absence of teeth in the lower jaw row) and children with a normal structure, but existing functional disorders of the articulatory apparatus were identified. Children with FN showed sigmatism, lambdacism, and rotacism. Schoolchildren with FFN have decreased phonemic hearing, which manifested itself in substitutions and mixing of groups of sounds.

In some children (40%), speech development corresponded to the norm.

The violations of the pronunciation side of speech of children identified in the course of the experimental study, who made up the experimental group, indicate the need for purposeful, systematic corrective speech therapy to overcome them, carried out on the basis of a differentiated approach, taking into account the peculiarities of the state of pronunciation and phonemic hearing in each child.

Based on the results obtained, a program of correctional work was developed in the joint activities of a speech therapist and a primary school teacher of a secondary school. The implementation of the program of correctional work, according to the Federal State Educational Standard of the LEO, is carried out in the unity of classroom and extracurricular activities. The speech therapist planned and carried out correctional work outside school hours, and the teacher, on the recommendations of the speech therapist, implemented correctional tasks in classroom activities. Close interaction of the speech therapist and the teacher was traced in all areas of correctional work - diagnostic, correctional and developmental, consultative, informational and educational. The plan of joint work was discussed at the pedagogical council, methodological councils, etc.

The implementation of this program allowed us to identify the dynamics of the level of development of pronunciation, which was shown by the children of expertsandmental group.During the experimental training, all the subjects improved their indicators (according to the point estimate). There are no children left whose development of the pronunciation side of speech would be at a low level. Most of the subjects (70%) showed a high level of development of the pronunciation side of speech. Their pronunciation and phonemic perception began to correspond to the normative.

Based on the results obtained, we can talk about the effectiveness of using the proposed methodology for correcting and developing the pronunciation of younger schoolchildren through the joint efforts of a speech therapist and a teacher.

Bibliography:

Levina R.E. Speech and Writing Disorders in Children: Selected Works / Ed.-comp. G.V. Chirkin, P.B. Shoshin. - M .: Arkti, 2005. - 49p.

Nikashina N.A.Elimination of deficiencies in pronunciation and writing in younger schoolchildren // Speech deficiencies in primary school students / ed. Levina R.E. - M .: Education, 1965.- 106c.

Spirova L.F. A.V. Yastrebova Speech disorders in children // Speech therapy reader. T. I / Ed. L.S. Volkova, V.I. Seliverstov. - M., 2002. - 74c.

Feedback from the supervisor on the quality of the student's implementation of the internship program

Student Demchuk Anastasia Vladimirovna

She passed research practice in the state budgetary educational institution with. Kalinovka RKrym.

During the internship, Demchuk Anastasia Vladimirovna

during the entire period of internship in a state budgetary educational institution, she organized the collection of anamnestic data and a description of the characteristics of the participants in the experiment, conducted a preliminary survey of the participants in the experiment. Conducted a theoretical and methodological substantiation of the diagnostic complex, its detailed description and stages of approbation. She formulated the goals and objectives of the ascertaining experiment. I discussed the obtained experimental data with the specialists of the institution. Participated in consultations with teachers and meetings with parents. Formulated conclusions for chapter 2.

During the internship, the student showed herself as a very responsible person. I tried to acquire new knowledge in order to be even more useful. He analyzes well and collects the necessary information, shows interest in work and the results of his work. During my internship, I didn’t miss a single day.

Director of MBOU Secondary School Ischenko Olga Mikhailovna
with. Kalinovka

Non-state educational institution of higher professional education

"Eastern Economic and Legal Humanitarian Academy"

INSTITUTE OF MODERN EDUCATIONAL TECHNOLOGIES

RESEARCH PRACTICE REPORT

Completed: D.V. Lopatinsky

Ufa 2015

TABLE OF CONTENTS

INTRODUCTION ………………………………………………………………… ..… 3

PRACTICE DIARY…. ………………………………… 4

RESULTS OF THE STUDY ... ……………….… .. ……………………………………………………………………………………………………… ..... 5

CONCLUSIONS …… .. ……………………………………………………………… ..... 36

REFERENCES ……… ... ………………………………………….… .40

INTRODUCTION

The purpose of research and qualification practice: the formation of professional competence in the field of psychology, research for FQP.

During the practice, the following tasks were set:

Selection of diagnostic research methods and the method of mathematical statistics;

Carrying out a diagnostic study;

Processing of the results of diagnostic research and qualitative analysis of the obtained research results.

Statistical confirmation of the hypothesis put forward by the method of mathematical statistics.

Formulation of research findings and making recommendations.

Registration of the final qualifying work in accordance with the methodological requirements.

The study did not have a definite base. The respondents were persons working in various institutions - 96 people (40 men and 56 women) aged 24 to 45 years. The average age of the subjects was 36.5 years.

PRACTICE DIARY

03.03-06.03

Preparation for research: drawing up a research plan, selection of psychodiagnostic tools

09.03

Studying the level of envy of respondents

10.03

Study of the level of personal characteristics of respondents

11.03

Study of the level of self-attitude of respondents

12.03

Study of LSS, the locus of control of respondents

13.03

Conducting a survey of respondents

16.03

Study of value orientations of factors

17.03-20.03

Processing of research results.

24.03-29.03

Statistical processing of research results

02.04-04.04

Development of a psychocorrectional program

04.04-07.04

Summing up the results of the practice.

Reporting preparation.

RESULTS OF THE STUDY

The object of research is envy as a psychological phenomenon.

Subject of research: socio-psychological determinants of envy as a characteristic of interpersonal relationships.

The hypothesis of this study was the statement that envy, considered as a characteristic of interpersonal relations, is determined by the individual psychological properties of the individual, as well as by a number of social and psychological factors.

Purpose of the research: to study the socio-psychological determinants of envy in the plane of interpersonal relations.

Research objectives:

1. Conduct a theoretical analysis of the problem under study on the basis of available scientific psychological and pedagogical literature.

2. Conduct an empirical study of the socio-psychological determinants of envy as characteristics of interpersonal relationships.

3. Give a quantitative and qualitative analysis of the results of your own research.

4. Based on the data obtained, develop practical recommendations for the psychological correction of envy.

Results of studying the subject areas of envy

First of all, using the methodology "Manifestations of envy and its self-esteem" T.V. Beskovy (an integrative indicator of the propensity to envy), respondents were identified with a higher level of envy.

The first group included respondents with indicators of 7-10 points - 28 people (13 men and 15 women).

The second group included respondents with indicators of 1-4 points - 32 people. According to the interpretation of T.V. Beskova, these indicators indicate both the disinclination of the individual to envy and the lack of development of envy as a personal property.

By ranking the average scores of the objects of envy, it was possible to identify the most significant of them (see Table 1 and Fig. 1).

Table 1. - Significance of spheres that are objects of envy in groups of men and women

For women, according to the results of the study, the main objects of envy are external attractiveness, youth, material wealth, leisure, success with the opposite sex, and career growth.

Figure 1. - The importance of areas that are objects of envy in groups of men and women

Based on the research carried out, we can talk about both invariant and variable objects of envy, determined by gender.

The former include material wealth, career growth and leisure; and to the second, for men - social status and professional (educational) success, and for women - external attractiveness and intelligence, i.e. we can talk about a different structure of objects of envy in men and women.

Thus, the study showed that for both men and women, the most desirable objects of envy are those areas in which both men and women, according to social expectations, should take place. These expectations, in turn, are determined by gender roles.

In this regard, one can recall the statement of D. Bass that "... men react to the appearance of a woman, and women react to the economic and career achievements of men, since these variables represent the sources necessary for themselves and their offspring." Both external attractiveness and expensive (fashionable) things form the external image of a woman, allowing her to feel at her best.

Statistically significant differences in the level of intensity of envy for the selected seventeen subject areas were identified only in five subject areas: praise of a significant person, popularity, material wealth, youth, family well-being, success with the opposite sex (see Fig. 2).

Table 2 - Results of a comparative analysis of the significance of spheres as objects of envy in groups of men and women

Middle rank

empirical U Mann-Whitney

confidence level

Women

N = 13

Men

N = 15

Praise of a significant person, popularity

27,55

14,76

79,000

p≤0,01

Material wealth

24,78

17,40

134,500

p≤0,01

Youth

26,05

16,19

109,000

p≤0,01

Family well-being

24,20

17,95

146,000

p≤0,05

25,80

16,43

114,000

p≤0,01

Results of the study of individual psychological characteristics, self-attitude, locus of control, characteristics of the respondents' life-meaning orientations, social factors as the derminant of envy

The second step of the empirical study was to identify, using a comparative analysis, the characteristics of personal properties, life-meaning orientations, self-attitude, locus of control, life satisfaction among respondents with higher and lower levels of envy.

First of all, with the help of the ITO questionnaire, the individual and personal characteristics of men were studied. The results are presented in Table 3 and graphically displayed in Fig. 2.

Table 3 - The results of a comparative analysis of the individual psychological characteristics of respondents G1 and G2

Middle rank

empirical U Mann-Whitney

confidence level

1st group

2nd group

extraversion

22,53

19,55

179,500

spontaneity

1 3 ,15

22,76

173,000

aggression

30,63

11,83

17,500

p≤0,01

rigidity

25,93

16,31

111,500

p≤0,01

introversion

16,85

24,95

127,000

p≤0,01

sensitivity

15,50

26,24

100,000

p≤0,01

anxiety

25,98

16,26

110,500

p≤0,01

lability

26,88

15,40

92,500

p≤0,01

conflicts

28,08

14,26

68,500

p≤0,01

individualism

23,30

18,81

164,000

addiction

14,88

26,83

87,500

p≤0,01

compromise

1 2,48

19,60

180,500

conformity

26,63

15,64

97,500

p≤0,01

The personality profile of the respondents in both groups is reliable (indicators of lies and aggravation are within the normative values). Comparative analysis revealed that respondents with a high level of envy are more aggressive (p ≤ 0.01), rigidity (p ≤ 0.01), sensitivity (p ≤ 0.01), anxiety (p ≤ 0.01), lability ( p ≤ 0.01), conflict (p ≤ 0.01), conformity (p ≤ 0.01), dependence (p ≤ 0.01), as well as less introversion (p ≤ 0.01).

Notes (edit) : 1 - aggression, 2 - rigidity, 3 - introversion, 4 - sensitivity, 5 - anxiety, 6 - lability, 7 - conflict, 8 - dependence, 9 - conformity

Figure 2. - Individual and personal characteristics of respondents

Thus, the characterological typology of the respondents, who are characterized by envy, is represented by a hyposthenic type of response, which combines sensitive and anxious traits. The prevailing socio-psychological characteristics determine such qualities as a tendency to go into the world of illusions, a desire to limit the range of direct contacts and avoid confrontation with the environment, selectivity in communication while striving to maintain few contacts. Impressiveness, pessimism in assessing prospects, in case of failures, a feeling of guilt easily arises, the need for warm relationships and understanding, caution in decision-making, increased concern with problems and their own failures - this is what characterizes a personality prone to envy.

Table 4 - Results of a comparative analysis of the characteristics of self-attitude of respondents

Middle rank

empirical U Mann-Whitney

confidence level

1st group

2nd group

closeness

26,25

16,00

105,000

p≤0,05

self-acceptance

18,28

23,60

155,500

self-attachment

26,98

15,31

90,500

p≤0,05

reflected

self-attitude

18,48

23,40

159,500

internal conflict

27,38

14,93

82,500

p≤0,01

self-confidence

19,48

22,45

179,500

self-guidance

18,15

23,71

153,000

p≤0,05

intrinsic value

17,75

24,10

145,000

p≤0,05

self-accusation

27,43

14,88

81,500

p≤0,01

Notes (edit) : 1 - closeness, 2 - self-acceptance, 3 - self-attachment, 4 - internal conflict, 5 - self-leadership, 6 - self-worth, 7 - self-accusation.

Rice. 3. - Features of self-attitude of respondents

Comparative analysis showed that the respondents of group 1 statistically significantly differ in a greatercloseness (p≤0,05), self-attachment (p≤0,05), internal conflict (p≤0.01), tendency toself-incrimination (p≤0.01), smallerself-guidance (p≤0.05), less feelself-values ​​(p≤0.05). It should also be noted the lower indicators on the scales "selfacceptance ”and“ reflected self-attitude ”among the respondents in this group.

Thus, the study revealed that persons with a high level of envy experience more negative feelings towards themselves, are distinguished by internal conflicts and regard the attitude of others towards themselves as negative.

It is known that a person's attitude to himself is to a certain extent determined by the quality of the attitude of significant people towards him. On the other hand, a person is inclined to project his own attitude towards himself onto others, to perceive his tendency to self-condemnation as censure from the outside. In our opinion, both of these phenomena take place here.

Interestingly, individuals with a high level of envy combine a more negative attitude towards themselves and the perceived negative attitude of others with weak reflection. In the course of the conversation, it was revealed that the reason for the negative attitude on the part of those around them, the respondents of this group consider not so much their life as such (their failures, mistakes, etc.), but public opinion about what should be "held" human. At the same time, high indicators on the scales "self-attachment" and "rigidity" (ITO) indicate unwillingness or unwillingness to change their lives. Thus, the study has shown that less envious respondents than non-envious respondents solve one of the main life tasks - understanding the concept of life and "I" - the concept. It is important to note that respondents from group 1 assess their professional activities to a much lesser extent as meaningful and beneficial. It is known that the development of the human psyche of the human occurs only in the process of activity, as well as playing out a social role.

It is no longer about the fact that a person has needs, say, the need for self-actualization, the need to maintain self-esteem, etc., it is about the fact that these needs themselves can be formed only in the process of performing activities (most often professional), as well as in the process of playing some kind of social role.

The main mechanism and structure of personality is its role-playing essence, when an individual forms his plans of behavior in accordance with the roles he plays and the status he occupies in the groups with which he identifies himself, i.e. in his reference groups. In accordance with the accepted social roles (and with their priority), landmarks appear according to which a person evaluates himself.

It is significant that in a conversation with “envious” respondents, the offer to tell about themselves (that is, the question “Who am I?” Perceived by the respondents) was often replaced by the questions “What do I love?” and "What am I?" there was an active self-identification or identification according to personal characteristics.

The respondents with a high level of envy spoke of themselves from the perspective of family and professional roles, after which only a few of them mentioned their personal characteristics and hobbies. This indicates the narrowing and impoverishment of the sphere of self-attitude of the respondents in this group.

Attitude towards oneself is a complex polymodal psychological phenomenon determined by the emotional attitude to the perceived components of the self-concept, ideas about the value and meaningfulness of one's existence. The influence of these components on the quality of self-attitude was supposed to be clarified in the future with the help of correlation analysis; the next step in the study was to study the meaningful orientations of the respondents.

The meaningfulness of a person's life is not an internally homogeneous structure. In the sphere of life-meaning orientations, the average values ​​for the factors that determine the meaningfulness of life, according to the research results, of the control group exceed the average values ​​of the factors of the experimental group (see Table 5 and Fig. 4).

Table 5 - Results of a comparative analysis of the respondents' meaningful orientations

Middle rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

meaningfulness of life

12,48

29,12

39,500

p≤0,01

goals in life

12,43

29,17

38,500

p≤0,01

life process

13,35

28,29

57,000

p≤0,01

life performance

13,75

27,90

65,000

p≤0,01

locus of control - I

13,75

27,90

65,000

p≤0,01

locus of control - life

12,70

28,90

44,000

p≤0,01

The study showed that respondents with a high level of envy rate their lives as less meaningful. A lower indicator of the "life process" indicates dissatisfaction with one's life in the present, the lack of a feeling that life is an interesting, emotionally rich and meaningful process, as well as a lack of satisfaction from activities (not necessarily professional), from the process of applying and improving one's skill.

Notes (edit) : 1 - meaningfulness of life, 2 - goals in life, 3 - process of life, 4 - productivity of life, 5 - locus of control - I, 6 - locus of control - life.

Figure 4. - Life-meaning orientations of respondents

The indicator of the sub-sphere “life performance or satisfaction with self-realization” is also relatively lower in the group with a high level of envy than in the group with a low level of envy. . The points on this scale reflect the assessment of the passed part of life, the feeling of how productive and meaningful the part of it was lived. Low scores of the sub-sphere characterize dissatisfaction with the part of life lived.

For respondents with a low level of envy, high indicators of these sub-spheres mean that the process of life is perceived by them as interesting, emotionally intense, and the part of life lived is assessed as productive and meaningful.

Table 6 - Results of the comparative analysis of the respondents' locus of control

Middle rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

General internality

1 2,53

2 9,55

179,500

p≤0,01

Internality of achievements

1 9 ,15

2 8 ,76

173,000

Internality of failures

11,83

30,63

17,500

p≤0,01

Internality of family relations

1 5,93

2 6,31

111,500

p≤0,01

Internality of industrial relations

16,85

24,95

127,000

p≤0,01

Internality of health

1 9 ,50

20 ,24

65 ,000

Internality of the disease

21,4

20,6

62,000

Analyzing the results of this test, as well as the indicators of the scales "Locus of control - I" and "Locus of control - life", reflecting, respectively, the perception and their ability to control themselves and their own life, it can be seen that envious individuals are more inclined to attribute the causes of what is happening to external factors (other people, the environment, fate, chance, luck), rather than their efforts, their own positive and negative qualities, the presence or absence of the necessary knowledge, skills and abilities.

Figure 5 - Results of the comparative analysis of the locus of control of respondents

However, this pattern is manifested not in all areas, but in the area of ​​failures, industrial and family relations.

Discussing the results obtained, we note that the internality of the subject is always interpreted as the expectation of the effectiveness of his own actions. In other words, different events of the internals are caused by their own active actions. In contrast to internality, the externality of the subject is not so unambiguous.

So, J. Rotter singles out

a) defensive-external behavior (at a low level of interpersonal trust), characterized by mistrust, ambition, aggression;

b) passive-external (with a high level of interpersonal trust), the main thing in which is trust in people and an appeal to chance. H. Levenson distinguishes between externality, associated with a feeling of helplessness and dependence on others, and externality, associated with a sense of unstructuredness of the surrounding world and fatalism.

To interpret the results obtained, we used the types of externality identified by I. M. Kondakov and M. N. Nilopets. The authors highlight:

a) externality due to the case, in which unpredictability and the inability to manipulate events come to the fore;

b) externality, conditioned by others, but in which there is no talk of the powerlessness of the individual.

In our opinion, the envy of the subject can be determined both by externality caused by the case, which manifests itself in the envious person's tendency to exaggerate the role of circumstances or fate, and by externality, due to the help and assistance of others.

Analyzing the differences in the general propensity to envy in relation to various areas of external attribution, we can say that the subject of envy is inclined to believe that both emotionally positive and emotionally negative events and situations that happened to him (mainly in the production sphere) are certainly determined by a happy / unhappy coincidence or the assistance / non-cooperation of significant people, and not by their own efforts or failures.

Thus, the following conclusions can be formulated: subjects with external subjective control are more envious than internals. Statistically significant differences are manifested both in the general level of subjective control, in the area of ​​failures, as well as in the sphere of industrial and social relations.

A person's assessment of the effectiveness of life, its fullness is associated with an awareness of the degree of fulfillment and significance on a human scale of the priority values ​​for the individual. Therefore, the next stage of the research was to study the value orientations of respondents from groups with high and low levels of envy (see Table 7 and Fig. 6).

Table 7- The results of a comparative analysis of the value orientations of the respondents

Middle rank

empirical

Mann-Whitney

confidence level

Group 1

Group 1

own prestige

20,53

21,45

200,500

high mater is laid

26,50

15,76

100,000

p≤0,01

creativity

13,18

28,45

53,500

p≤0,01

social contacts

14,88

26,83

87,500

p≤0,01

self development

11,38

30,17

17,500

p≤0,01

achievements

14,30

27,38

76,000

p≤0,01

spiritual satisfaction

12,45

29,14

39,000

p≤0,01

keep your own individual

14,60

27,10

82,000

p≤0,01

sf professors of life

20,08

21,88

191,500

SF trained and images

15,58

26,17

101,500

p≤0,01

family life

18,30

23,57

15 4 ,000

p≤0,01

sp of societies of life

13,38

28,26

57,500

p≤0,01

hobbies

15,88

25,88

107,500

p≤0,01

Notes (edit) : 1 - high financial position, 2 - creativity, 3 - social contacts, 4 - self development, 5 - achievements, 6 - spiritual satisfaction, 7 - preservation of their own individuality, 8 - the sphere of training and education, 9 - the sphere of family life, 10 - sphere of public life, 11 - sphere of hobbies

Figure 6. - Value orientations of respondents

Comparative analysis of value respondents in groups 1 and 2 revealed the following:

the priority value for the respondents from group 1 is a high material position - the indicators on this scale for this group of subjects are significantly higher (p≤0.01);

for respondents with a high level of envy, values ​​such as creativity, social contacts, self-development, spiritual satisfaction and preservation of their own individuality are of little significance, as evidenced by low scores on the corresponding scales;

for respondents from this group, creativity, social contacts, self-development, achievements, spiritual satisfaction and preservation of their own individuality are statistically significantly less significant than for respondents from group 2 (p≤0.01);

for respondents with a high level of envy, the values ​​that are relevant in the present are more significant, as opposed to the values ​​that are directed, should be realized, or will be more relevant in the future.

the indicators of the significance of all spheres of life among respondents with a high level of envy are statistically significantly lower than among respondents with a low level of envy (p≤0.01), which can be explained by the vagueness and lack of expression of value priorities in this group.

Respondents with a low level of envy are more eager to realize themselves in all spheres of life (p≤0.01).

Thus, the comparative analysis revealed the impoverishment of the value sphere in men from the experimental group.

The structure of values ​​of respondents with a high level of envy, the system of their relationships and relationships in the social environment have a certain specificity, which manifests itself in the focus on achieving not so much socially significant as narrowly personal goals and values, which allows us to conclude that this group is more utilitarian, as well as about her certain social immaturity.

When comparing the results of this methodology with the results obtained by the method of self-assessment of envy, one can find that envy arises when values ​​are mismatched, when needs are frustrated in certain areas (“I want but don’t have”).

Further, the level of subjective well-being of the respondents was revealed.

Table 8 -