The conclusion of the report on industrial practice is the final part of the work, in which the student must summarize his activities at the enterprise, briefly describe its features and, based on the results obtained in the course of the tasks set by the head, draw conclusions about the activities of the base organization.

Outline of the conclusion of the report on the student's practice

A detailed description of the base enterprise and an analysis of its activities are done in the report, and the results of the assessment of the organization's functioning are already included in the final part. If any problems are found, we recommend a remedy. If the work is adjusted without flaws, the prospects for the development of the company are predicted, constructive proposals are made that will contribute to the accelerated movement forward, the improvement of production indicators, etc.

In order not to miss important details, the absence of which may negatively affect the final assessment, it is advisable to draw up a report conclusion based on the plan:

1. Once again indicate the name of the company, the date of the beginning and the end of the practice. Provide brief information (a couple of sentences) about the activities of the receiving party, the specifics of the work.
2. List the types of work performed during practice.
3. Analyze the results of the work done, assessing the degree of achievement of the set goal and the fulfillment of the tasks indicated in the introduction to the report.
4. Draw conclusions and suggestions based on the results of industrial practice.
5. Describe your own achievements, summarize research results.
6. Describe your impressions of the organization of the practice (you can thank the staff of the host company - do not forget, the report will be signed by the head of the enterprise as well).
7. Give an assessment of your work, indicate achievements, and if you suddenly discovered shortcomings, then make a "debriefing" - to explain why it happened.
8. Based on the experience gained and the results, outline plans for the future, set new tasks.

The plan for constructing the final part of the report can be modified depending on the specifics of the practice, the requirements of the department and the future profession.

Example conclusions

The final part of the report must contain the student's conclusions and suggestions about practice. Their formulation often causes difficulties, since it requires an independent analysis, generalization of the results obtained. It is easiest to write them based on the goals and objectives set at the beginning of the work - all of them should be reflected in the conclusion as achieved and completed.

If, based on the results of the practice, the student failed to complete one of the assigned tasks, then this should be given a clear justification or completely removed from the introduction.

When writing conclusions, it is advisable to use the following phrases:

• as a result of the practice, the following goals and objectives were achieved ...;
• methods have been mastered ...;
• skills have been worked out ...;
• acquired skills ... and so on.

The student's conclusions and suggestions in the report on industrial practice can be formulated, for example, as follows:

An example of the conclusion of the report on the practice in the enterprise

The conclusion of the report on the passage of industrial practice represents the results of not only the labor, but also the scientific activity of the student: after all, during this time, material was collected for a term paper or thesis, a preliminary analysis of the data obtained was carried out, on the basis of which conclusions and proposals were made based on the results of the practice.

A sample (abbreviated version) will help to complete the report in accordance with generally accepted requirements and standards.

Download an example of a complete report on the student's industrial practice (accounting; banking; pedagogy - kindergarten psychologist).

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MINISTRY OF BRANCH OF RUSSIA

federal state budgetary educational institution of higher education

"Samara State Social and Pedagogical University"

Faculty of Psychology and Special Education

Department of General and Social Psychology

Manufacturing Practice Report

(on obtaining professional skills and professional experience)

Samara 2017

Introduction

Practice goal: obtaining professional skills and professional experience.

Place of practice: Municipal educational institution "Secondary school of the village Ivanteevka, Saratov region."

Individual plan of industrial practice

Practice diary

Methodological base of the institution (equipping a psychologist's office)

The study of the teacher-psychologist of the secondary school of Ivanteevka village of the Saratov region is represented by a spacious room, decorated in a neutral gray color. The office has two comfortable chairs, three chairs, one desk and a table for conducting psychocorrectional classes with students. At the same time, the office is equipped with shelves with psychological literature and cabinets for storing personal belongings. There is a computer and a printer.

Research topic: Study of the level of educational motivation with the level of school anxiety in adolescents.

The relevance of research

The problem of educational motivation of adolescents does not lose its relevance at different times. Motivation is determined by A.K. Markova as a specific motive, as an integral system of motives and as a special sphere of personality, which includes needs, motives, goals and interests in their interaction. The motivational sphere in adolescence is undergoing significant changes. Motivation for a teenager is what motivates the teenager to move in one direction or another. For example: learn, develop, acquire, achieve, take initiative, share with others, etc. For a teenager, intellectual and cognitive motives are important. They are understood, recognized as the thirst for knowledge, the need for their appropriation, the desire to expand the horizons, deepen, systematize knowledge. This is precisely the group of motives that correlates with a specifically cognitive activity, his intellectual need, which has a positive emotional tone. Following such motives, the student persistently and enthusiastically works with the material, more precisely, on solving the educational problem, regardless of fatigue, time, excluding other stimuli and distractions.

Modern trends in the development of psychological science and educational practice raise new questions in the study of the problem of motivation. One of them is the question of the relationship between educational motivation and school anxiety in modern adolescents. Learning motivation and, in general, the success of a student at school, the characteristics of his relationship with peers, and the effectiveness of adaptation to new conditions depend on the characteristics of the manifestation of anxiety. A.M. The parishioner defines anxiety as a state of expedient preparatory increase in sensory attention and motor tension in a situation of possible danger, providing an appropriate response to fear. School anxiety can be viewed as an experience of emotional discomfort associated with the expectation of trouble, with a presentiment of impending danger. School anxiety is characterized by a pronounced age specificity, which is found in its sources, content, forms of manifestation of compensation and protection. Speaking about adolescence in its relationship with anxiety, one cannot but dwell on the key features, parameters of a given period of life, and specifically on the social situation of development, psychological characteristics, prerequisites and neoplasms.

According to B. Kochubei, N.Ye. Lysenko, the change in the social situation of development makes this age transitional, difficult, critical. Indeed, the closer a teenager comes to adolescence, the more intensively his desire to become independent, to protect himself from his parents, progresses. S. Hall introduced into psychology the idea of ​​adolescence as a crisis period of development, pointed out the contradictory behavior of a teenager. Crisis, negative phenomena of this period of life S. Hall associated with the transition, intermediateness of this age in ontogenesis.

Adolescence is characterized by rapid changes in the anatomy and physiology of the adolescent. During the restructuring of the adolescent's body, a feeling of anxiety, increased excitability, depression may occur. The feeling of anxiety with prolonged and intense repetition, as I described earlier, can become a personality trait - anxiety. Such feelings appear in adolescents, such as clumsiness, awkwardness, anxiety in appearance, growth.

In adolescence, anxiety has a large impact on the success of educational activities, which largely depends on motivation. Despite the close attention of psychologists to the problems of the motivational and emotional spheres of a younger adolescent, the issue of their relationship remains poorly understood in psychology. Insufficient theoretical, methodological and practical elaboration of the problem indicates that the identification of the relationship between educational motivation and school anxiety in adolescence is one of the most significant areas of scientific analysis.

Purpose of the study: identification of the level of educational motivation and the level of school anxiety among adolescent students.

Object of study: adolescent learners

Subject of study: the values ​​of the level of scientific motivation and the level of school anxiety

Research objectives:

To study and highlight theoretical material for research on the topic "The relationship between the level of scientific motivation and the level of school anxiety in adolescent students";

Select the necessary techniques for studying the level of educational motivation and the level of school anxiety in adolescents;

Conduct research using the selected methods;

To identify the level of educational motivation and the level of school anxiety among adolescent students;

Diagnostic techniques for the study:

Questionnaire for determining the level of school motivation according to N.G. Luskanova;

Phillips' school anxiety questionnaire.

Questionnaire for determining the level of school motivation according to N.G. Luskanova

The purpose of the methodology is to determine school motivation. Checking the level of school motivation of students is carried out according to the questionnaire of N.G. Luskanova (1993), consisting of 10 questions that best reflect the attitude of adolescents to school and the educational process, emotional response to the school situation. The author of the proposed methodology notes that the presence of such a motive in adolescent as to fulfill all the school's requirements well and to show oneself from the best side makes the student to be active in selecting and memorizing the necessary information. With a low level of educational motivation, there is a decrease in school performance.

The answer of a teenager, testifying to his positive attitude towards school and his preference for educational situations, is estimated at three points; a neutral answer is estimated at one point; the answer, which makes it possible to judge the adolescent's negative attitude towards a particular school situation, is estimated at zero point. There were no two-point marks because mathematical analysis showed that with scores of zero, one and three points, a more reliable division of the subjects into groups of high, medium and low motivation is possible.

Established five basic levels of school motivation

Level 1 - a high level of school motivation, educational activity;

Level 2 - good school motivation;

Level 3 - a positive attitude towards the school, but the school attracts the student with extracurricular activities;

Level 4 - low school motivation;

Level 5 - negative attitude towards school, school maladjustment.

Phillips' School Anxiety Level Questionnaire

Phillips' school anxiety questionnaire refers to standardized psychodiagnostic methods and allows one to assess not only the general level of school anxiety, but also the qualitative originality of the experience of anxiety associated with various areas of school life. The questionnaire is quite simple to conduct and process, therefore it has proven itself well in conducting frontal psychodiagnostic examinations.

The questionnaire allows you to study the level and nature of school-related anxiety in children of primary and secondary school age and is designed to work with children of primary and secondary school age. Its optimal use is in grades 3-7 of secondary school.

When processing the results, the questions are highlighted, the answers to which do not coincide with the test key. For example, on the 58th question the child answered “Yes”, while in the key to this question there corresponds “-”, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. During processing, the following is calculated:

1. The total number of inconsistencies throughout the text. If it is more than 50%, we can talk about the child's increased anxiety, if more than 75% of the total number of test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety factors identified in the text. The level of anxiety stands out in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Anxiety factors: general anxiety at school, experiencing social stress, frustration of the need to achieve success, fear of self-survival, fear of a test situation, fear of not meeting the expectations of others, low physiological resistance to stress, problems and fears in relationships with teachers.

1. General anxiety at school - the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. Experiences of social stress - the emotional state of the child, against the background of which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a situation of knowledge testing - negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, opportunities.

6. Fear of not meeting the expectations of others - orientation towards the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.

7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.

8. Problems and fears in relationships with teachers - a general negative emotional background of relationships with adults at school, which reduces the success of a child's education.

Abstract review of the research problem

Introduction

Every teacher wants his students to study well, to study with interest and desire at school. The parents of the students are also interested in this. But often both teachers and parents have to state with regret: "he does not want to study", "he could study well, but there is no desire." In these cases, we are faced with the fact that the student has not formed a need for knowledge, there is no interest in learning. What is the essence of the need for knowledge? How does it arise? How is it developing? What pedagogical tools can be used to motivate students to acquire knowledge? These questions are of concern to many teachers and parents.

Learning motivation concept in adolescence

Teachers know that a student cannot be successfully taught if he is indifferent to learning and knowledge, without interest and without realizing the need for them. Therefore, the school is faced with the task of forming and developing a child's positive motivation for learning activities. In order for a student to really get involved in work, it is necessary that the tasks that are set before him in the course of educational activities are not only understandable, but also internally accepted by him, i.e. so that they acquire meaning for the student and thus find a response and a reference point in his experience. The aim of this work is to clarify the following questions: what interests adolescents have, their attitude to learning, how the motivation of cognitive activity is formed, how motivation affects the academic performance of adolescents.

A person's actions are based on certain motives and are aimed at certain goals. Motive is what prompts a person to take action. Without knowing the motives, it is impossible to understand why a person strives for one and not another goal, it is impossible, therefore, to understand the true meaning of his actions. Now let's consider a special case of motivation - educational motivation. Like any other type, learning motivation is determined by a number of factors specific to this activity.

First, it is determined by the educational system itself, by the educational institution where educational activities are carried out;

secondly, the organization of the educational process;

thirdly, the subjective characteristics of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, interaction with other students, etc.);

fourthly, by the subjective characteristics of the teacher and, first of all, by the system of his attitude to the student, to the work; fifth, the specifics of the subject.

There are five levels of educational motivation:

1. A high level of school motivation, educational activity (such children have a cognitive motive, the desire to most successfully fulfill all the school requirements). Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.

2. Good school motivation. (Students are successful in learning activities.) This level of motivation is average.

3. A positive attitude towards school, but the school attracts such children with extracurricular activities. Such children feel well enough at school to communicate with friends and teachers. They like to feel like students, to have a beautiful portfolio, pens, pencil case, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process attracts them little.

4. Low school motivation. These children are reluctant to attend school, preferring to skip classes. In the classroom, they often do extraneous matters, games. Experiencing serious learning difficulties. Are in serious adaptation to school.

5. Negative attitude towards school, school maladjustment. Such children experience serious learning difficulties: they cannot cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, and it is unbearable for them to stay in it. In other cases, students may show aggression, refuse to complete assignments, follow certain norms and rules. Often such schoolchildren have neuropsychiatric disorders.

The structure of learning motivation

In order for a student to really get involved in work, it is necessary that the tasks that are set before him in the course of educational activities are clear, but also internally accepted by him, i.e. so that they acquire meaning for the student and thus find a response and a reference point in his experience. Motive is the focus of the student on certain aspects of educational work, associated with the student's internal relationship with it. In the system of educational motives, external and internal motives are intertwined. Intrinsic motives include such as their own development in the learning process; acting with others and for others; cognition of the new, the unknown. Motives such as study as forced behavior are even more saturated with external moments; the learning process as a habitual functioning; learning for leadership and prestige; striving to be in the spotlight. These motives can also have a negative impact on the nature and results of the educational process. External aspects are most pronounced in the motives of study for the sake of material reward and avoidance of failure. Let us consider the structure of the motivational sphere of learning in schoolchildren, i.e. that which determines, stimulates the educational activity of the child.

Motivation has several functions: it stimulates behavior, directs and organizes it, and gives it personal meaning and significance. The named functions of motivation are realized by many motives. In fact, the motivational sphere always consists of a number of motives: ideals of value orientations, needs, motives, goals, interests, etc. Any activity begins with needs that develop in the interaction of a child with an adult. A need is the direction of a child's activity, a mental state that creates a prerequisite for activity. The subject of her satisfaction is determined only when a person begins to act. But without a need, the child's activity is not stimulated, motives do not arise for him, he is not ready to set goals. Another important aspect of the motivational sphere is motive, i.e. the focus of activity on the subject, the internal mental state of a person. In teaching, the motive is the orientation of students to certain aspects of the educational process, i.e. the orientation of students to mastering knowledge, to getting a good grade, to praise from parents, to establishing the desired relationships with peers. The goal is the focus of activity on an intermediate result, representing the stage of achieving the object of need. In order to realize the motive, to master the techniques of self-education, it is necessary to set and fulfill many intermediate goals: to learn to see the long-term results of one's educational activity, to subordinate them to the stages of today's educational work, to set goals for the implementation of educational actions, the goals of their self-examination, etc. Another side of the motivational sphere of learning activity is interest in learning. Emotional coloring is called the main feature of interest. The connection of interest with positive emotions is important in the early stages of a student's curiosity.

Types of motives

The types of motives include cognitive and social motives. If a student in the course of learning is dominated by the focus on the content of the subject, then we can talk about the presence of cognitive motives. If a student has a pronounced focus on another person in the course of learning, then they talk about social motives. Both cognitive and social motives can have different levels: broad cognitive motives (orientation toward mastering new knowledge, facts, patterns), educational and cognitive motives (orientation toward mastering methods of acquiring knowledge, methods of self-acquisition of knowledge), motives of self-education (orientation toward acquiring additional knowledge and then on building a special self-improvement program).

Social motives can have the following levels: broad social motives (duty, responsibility, understanding the importance of teaching), narrow social (the desire to take a certain position in relations with others, to get their approval).

Different motives have different manifestations in the educational process. For example, broad cognitive manifestations are manifested in the decision-making of problems, in appeals to the teacher for additional information; educational and cognitive - in independent actions to find different ways of solving, in questions to the teacher about comparing different ways of working; motives for self-education are found in appeals to the teacher about the rational organization of educational work. Social motives are manifested in actions that indicate the student's understanding of duty and responsibility; narrow social - in striving for contacts with peers and receiving their assessments, in helping comrades. Even the most positive and varied motives create only the potential for the development of the student, since the realization of motives depends on the processes of goal-setting, i.e. the ability of schoolchildren to set goals and achieve them in learning.

The types of goals in learning can be final goals (for example, to get the correct result of a solution) and intermediate (for example, to distinguish between a way of working and a result, to find several ways to solve it, etc.). The levels of goals are associated with the levels of motives: broad cognitive, educational and cognitive goals, goals of self-education and social goals. Manifestations of goals: bringing work to completion or constantly postponing it, striving for completeness of educational actions or their incompleteness, overcoming obstacles or disrupting work when they arise, lack of distractions or constant distraction.

Emotions are closely related to the motives of students and express the ability of students to realize their motives and goals. Types of emotions: positive (joy, satisfaction, confidence, pride) and negative (fear, resentment, annoyance, boredom, humiliation). Manifestation of emotions in learning: general behavior, peculiarities of speech, facial expressions, pantomime, motor skills.

Age features of adolescent learning motivation

In middle school age, the general structure of educational activity is mastered, the methods of independent transition from one type of action to another (from indicative educational actions to executive ones and then to control-evaluative ones). The ability to find and compare several ways of solving one problem, the search for non-standard solutions is significantly developing.

In adolescence, it is possible to become aware of one's educational activity, its motives, tasks, methods and means. By the end of adolescence, there is a stable dominance of any motive. A teenager is able to independently formulate not only one goal, but also a sequence of several goals, and not only in educational work, but in extracurricular activities. The adolescent masters the ability to set flexible goals, the ability to set promising goals associated with the approaching stage of social and professional self-determination is laid. In the senior school, there is a need and an opportunity to improve their educational activities, which is manifested in the desire for self-education, going beyond the school curriculum. A special role is acquired by mastering control-evaluative actions before starting work in the form of predictive self-assessment, planning self-control of one's educational work and, on this basis, self-education techniques. Ability to set non-standard educational tasks in educational activities and at the same time find non-stereotypical ways to solve them. In senior school age, broad cognitive motives are strengthened due to the fact that interest in knowledge affects the laws of the academic subject and the foundations of the sciences. The motives of self-educational activity are associated with more distant goals, life prospects for choosing a profession. The development of goal-setting is expressed in the fact that a high school student, when setting a system of goals, learns to proceed from the plans of his individual self-determination. The ability to assess the feasibility of their goals increases.

Reasons for the decline in school motivation:

1. In adolescents, there is a "hormonal explosion" and a sense of the future is not clearly formed.

2. The attitude of the student to the teacher.

3. The attitude of the teacher to the student.

4. Girls in grades 7-8 have a reduced age-related susceptibility to learning activities due to the intensive biological process of puberty.

5. Personal significance of the subject.

6. The mental development of the student. 7. Productivity of educational activities.

8. Lack of understanding of the purpose of teaching.

9. Fear of school.

Anxiety in adolescence

Anxiety in adolescence can become a personality trait. High anxiety acquires stability with constant dissatisfaction with studies on the part of parents. Let's say a teenager gets sick, lags behind his classmates and finds it difficult to get involved in the learning process. If the temporary difficulties experienced by him irritate adults, anxiety arises, the fear of doing something bad, wrong. The same result is achieved in a situation where the teenager is successful enough, but the parents expect more and make excessive, unrealistic demands.

An anxious teenager has inadequate self-esteem: underestimated, overestimated, often contradictory, conflicting. He experiences difficulties in communication, rarely shows initiative, behavior is of a non-neurotic nature, with obvious signs of maladjustment, interest in learning is reduced. He is characterized by insecurity, fearfulness, the presence of pseudo-compensating mechanisms, minimal self-realization.

The problem of anxiety is one of the most pressing problems in modern psychology. Among the negative experiences of a person, anxiety occupies a special place, it often leads to a decrease in working capacity, productivity of activity, to difficulties in communication. A person with increased anxiety may subsequently face various somatic diseases. It is quite difficult to understand the phenomenon of anxiety, as well as the reasons for its occurrence. In a state of anxiety, we, as a rule, experience not one emotion, but some combination of different emotions, each of which affects our social relationships, our somatic state, perception, thinking, behavior. It should be borne in mind that the state of anxiety in different people can be caused by different emotions. The key emotion in the subjective experience of anxiety is fear.

It is necessary to distinguish between anxiety as a state and anxiety as a personality trait. Anxiety is a reaction to an impending danger, real or imagined, an emotional state of diffuse objectless fear, characterized by an indefinite sense of threat (as opposed to fear, which is a reaction to a very definite danger). Anxiety is an individual psychological feature consisting in an increased tendency to experience anxiety in various life situations, including those whose objective characteristics do not predispose to this.

In addition to trying to come up with an agreed definition for describing anxiety, researchers are trying to identify the underlying causes of this condition. Among the possible reasons are named and physiological characteristics (features of the nervous system - increased sensitivity or sensitivity), and individual characteristics, and relationships with peers and parents, and problems at school and much more. Many experts agree that among the causes of childhood anxiety, in the first place - improper upbringing and unfavorable relations between the child and the parents, especially with the mother.

Anxiety can be generated both by a real dysfunction of the individual in the most significant areas of activity and communication, and to exist in spite of an objectively favorable situation, as a result of certain personal conflicts, violations in the development of self-esteem, etc.

Anxiety as a personality trait largely determines the behavior of the subject. A certain level of anxiety is a natural and obligatory feature of an active active personality. Each person has their own optimal or desired level of anxiety - this is the so-called useful anxiety. A person's assessment of his condition in this regard is for him an essential component of self-control and self-education. However, an increased level of anxiety is a subjective manifestation of an individual's dysfunction.

Anxiety has a significant impact on a child's self-esteem. An increased level of anxiety in a child may indicate his insufficient emotional adaptation to certain social situations. This generates a general attitude of self-doubt.

Particularly acute problem of anxiety, indicates A. M. Prikhozhan, is for adolescent children. Due to a number of age characteristics, adolescence is often referred to as the "age of anxiety." Teenagers worry about their appearance, about problems at school, relationships with parents, teachers, and peers. And the lack of understanding on the part of adults only intensifies the unpleasant sensations.

One of the factors influencing the appearance of anxiety in children, as indicated by A.I. Zakharov, A.M. Parishioners and others are parenting relationships.

Eidemiller EG, Yustitskiy VV distinguish such a specific type of anxiety as "family anxiety". Family anxiety is understood as states of often poorly understood and poorly localized anxiety in both or one of the family members. A characteristic feature of this type of anxiety is that it manifests itself in doubts, fears, concerns, primarily concerning the family. These are fears about the health of family members, their absences, late returns, about clashes, conflicts that arise in the family. This anxiety usually does not extend to extrafamilial spheres, namely production activities, family relations, inter-neighborly relations, etc. The basis of "family anxiety", as a rule, is the poorly understood uncertainty of the individual in some very important aspect of family life.

It can be lack of confidence in the feelings of other family members, in parental love, lack of confidence in oneself; for example, the individual supplants a feeling that may manifest itself in family relationships and which does not correspond to his idea of ​​himself. An important aspect of this state is also a feeling of helplessness, a feeling of inability to intervene in the course of events in the family, to direct it in the right direction. Typical statements of individuals with "family anxiety" most clearly reflect just this side of this state. Describing their family relationships, they often use such statements: "I feel that no matter what I do, it will end badly anyway", "I often feel helpless", "When I get home, I always worry about something." , "I would often like to consult, but not with anyone." "It often happens that I want to do well, but it turns out that it turned out badly." In accordance with this, an individual with family-related anxiety does not feel like a significant actor in the family, no matter what objective position he occupies in it and no matter how active he plays. 4

This family-conditioned state, as the observations of E.G. Eidemiller and V.V. Yustitsky show, in interaction with the characterological characteristics of the personality (in particular, explicit sensitive, psychasthenic, less often labile accentuation) turns out to be an important factor involved in the occurrence of obsessive-phobic neurosis. It should also be noted the role of this condition in the etiology of acute affective reactions, as well as acute and iodine-acute reactive psychoses (including reactive depression). Family-related anxiety acts in these cases as a "soil factor", contributing to a sharp increase in the response to a pathogenic situation.5

It should be noted that the factors of family upbringing, primarily the relationship "mother - child", are currently identified as the central, "basic" cause of anxiety by almost all researchers of this problem, practically regardless of which psychological direction they belong to. At the same time, there is little information about those factors of parent-child relationships, family upbringing, which are specific in terms of the emergence of persistent anxiety in children. Questions of the influence of family characteristics and the characteristics of family upbringing on the anxiety of older children and adolescents are scattered and are found mainly in works devoted to other problems, as some additional characteristics (for example, E.T. Sokolov, I.G. Chesnov, A. S. Spivakova).

AM Prikhozhan analyzed in detail the problem of the dependence of adolescent anxiety on relationships in the family. The researcher analyzed the relationship between anxiety of children and parents, and, according to the data obtained, the relationship between anxiety of children and parents was noted for children of preschool, primary school and adolescence. A.M. Prikhozhan concludes that emotional difficulties and problems are more common in those children whose parents are characterized by personality disorders, a tendency to neurosis-like states, depression, etc. 6

However, the establishment of the above connection does not in itself allow us to understand how the anxiety of children and parents are connected. So, according to M. Rutter's data, a biological factor of increased vulnerability, genetically transmitted by parents, can play a certain role in this regard. Nevertheless, according to M.A.

“Attention is drawn to the fact,” writes A. M. Prikhozhan, “that as the most frequent response from parents of anxious children, the feeling of irritation is highlighted, and not anxiety, despondency, as one might expect. This moment, in our opinion, is extremely important, because when communicating with an irritated adult, all the more especially significant for him, the child experiences acute discomfort, which is based on a feeling of guilt. Moreover, the child often cannot understand the reason for this guilt. ”8 Such an experience leads to deep,“ objectless ”anxiety.

Due to the growth of anxiety and the associated low self-esteem, educational achievements decrease, failure is fixed. Uncertainty leads to a number of other features - the desire to thoughtlessly follow the instructions of an adult, to act only according to patterns and templates, the fear of taking the initiative, the formal assimilation of knowledge and methods of action.

Adults, dissatisfied with the declining productivity of the child's educational work, focus more and more on these issues in communicating with him, which increases emotional discomfort. It turns out a vicious circle: the unfavorable personality traits of the child are reflected in his learning activity, the low performance of the activity causes a corresponding reaction from others, and this negative reaction, in turn, enhances the child's peculiarities. You can break this circle by changing the attitudes and assessments of the parents. Close adults, focusing on the child's smallest achievements. Without blaming him for individual shortcomings, they reduce his level of anxiety and thereby contribute to the successful completion of educational tasks.

The second option - demonstrativeness - is a personality trait associated with an increased need for success and attention to others around. The source of demonstrativeness usually becomes the lack of attention of adults to children who feel abandoned in the family, “disliked”. But it happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts. Excessive demands on adults are not made by neglected children, but, on the contrary, by the most spoiled children. Such a child will seek attention, even breaking the rules of conduct. ("Better to let them scold than not notice"). The task of adults is to do without lectures and edifications, make comments as less emotionally as possible, not pay attention to minor offenses and punish major ones (say, by refusing a planned trip to the circus). This is much more difficult for an adult than caring for an anxious child.

If for a child with high anxiety, the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise.

The third option is “escape from reality”. It is observed in cases where demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot fulfill it due to their anxiety. They are hardly noticeable, they are afraid to cause disapproval by their behavior, they strive to fulfill the requirements of adults. An unsatisfied need for attention leads to an increase in even greater passivity, invisibility, which makes it difficult for already insufficient contacts. When adults encourage the activity of children, pay attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.

It is also interesting to pay attention to how anxious children and adolescents perceive their family and the attitude of their parents towards them. A. M. Prikhozhan points out that anxious children much more often than their non-anxious peers experienced difficulty in answering the question about the expected assessment of their mother, believing that this largely depends on how he will behave, as well as on the mother's mood and well-being (56.2% versus 12.5%) .9 Thus, these data indicate that anxious children feel much less confident in the family than non-anxious ones, the family does not give them the experience of interpersonal reliability and security.

It is interesting to note that an anxious adolescent is more likely to perceive the mother as accepting, caring, but at the same time unreliable and dominant, and the father as demanding, accepting, but dominant and unreliable. An emotionally successful teenager generally perceives the mother as accepting, caring and sympathetic, and the father as accepting, caring, but demanding.

Conclusion

The learning activity of a teenager is prompted not by one motive, but by a whole system of various motives that intertwine, complement each other, and are in a certain relationship with each other. The motivational sphere is the core of the personality. At the beginning of his school life, having the inner attitude of a student, he wants to learn. And to study well, excellent. Among the various social motives of learning, perhaps the leading ones are the motives “to bring joy to parents”, “I want to know more”, “it’s interesting in the lesson”. Having knowledge, the student receives high marks, which, in turn, are a source of other rewards, a guarantee of his emotional well-being, a source of pride. When a teenager is a successful student, he is praised by both teachers and parents, he is set up as an example to other children. Moreover, in the classroom, where the teacher's opinion is not just the decisive, but the only authoritative opinion, with which everyone reckons, these aspects come to the fore. And although the concept of “good work”, which is to some extent abstract for an elementary school student, or the distant prospect of getting an education at a university cannot directly stimulate him to study, nevertheless, social motives are important for the personal development of the student, and in children who are doing well from the first grade, they are fairly well represented in their motivational schemes. I would like to note that in the modern school, correctional work is not carried out enough to eliminate the reasons that led to a low level of motivation. Education at school does not allow for an individual approach that would make it possible to solve some problems.

I would like to note that the art of upbringing still lies in creating the correct combination of "understandable" motives and motives of "really acting" and, at the same time, in the ability to give a higher value to the successful result of activity in time.

Thus, in the perception of anxious adolescents, parents are distinguished by unpredictability and dominance, as well as a weaker expression of acceptance and care from their fathers compared to their emotionally prosperous peers. Anxious adolescents, to a greater extent than their emotionally prosperous peers, fixate on the negative characteristics of their parents and their attitude towards them in this group also turns out to be more conflicted in the figure of the father.

So, in adolescence and early adolescence, I find a connection with anxiety, basically the same characteristics of family education as in earlier stages - the unpredictability of parental behavior, which creates a feeling of instability, on the one hand, and their authoritarian, dominant position, with another. In the experiences of anxious schoolchildren, feelings of their own dependence and guilt are expressed, and a feeling of security is unexpressed.

Summarizing the data concerning the influence of the characteristics of family education and parent-child relationships on children's anxiety, we can say that, on the one hand, everything that violates the child's sense of security in the family contributes to the emergence and consolidation of anxiety, and on the other hand, everything that limits social the experience of the child, forcing him to be completely family-oriented.

Analytical report on the results of psychological research

The empirical research was carried out in the Municipal educational institution "Secondary school of the village Ivanteevka, Ivanteevsky district, Saratov region." The sample consisted of 40 people, including 24 students from the 7th grade and 16 students from the 6th grade. The diagnostic study was carried out using two methods: the Phillips questionnaire "The level of school anxiety" and the questionnaire "Assessment of the level of school motivation" by NG Luskanova.

Thus, the results of the study of the level of school anxiety are presented in Figures 1, 2, 3.

Fig. 1. The level of school anxiety among 6th grade students (%)

Based on the results presented in Fig. 1, we can conclude that 2 students (12%) showed a high level of school anxiety, 6 - an increased level of school anxiety (38%) and 8 students, namely half of the subjects from 6 grades, a normal level of school anxiety was revealed (50%).

Fig. 2. The level of school anxiety in 7th grade students

Based on the results presented in Fig. 2, we can conclude that 3 students (13%) showed a high level of school anxiety, 13 - an increased level of school anxiety (54%), namely, most of the 7 students classes, and 8 students showed a normal level of school anxiety (33%).

Fig. 3. The level of school anxiety among students in grades 6-7

Thus, summarizing the data obtained from the study of the level of school anxiety in grades 6-7, the following conclusions can be drawn:

a high level of school anxiety was revealed in 5 students - (12%);

an increased level of school anxiety was revealed in 19 students - (48%);

a normal level of school anxiety was found in 16 students - (40%).

It can be assumed that students with a high level of school anxiety are in constant mental overstrain, which is expressed in a state of intense expectation of trouble, growing, uncontrolled irritability, and emotional instability.

For students who have an increased level of school anxiety, as a whole in the class, the importance of the opinions of others plays a large role in assessing their own results, actions, thoughts. The manifestation of the above-named factor of anxiety is manifested in students in anxiety about the assessments given by others, because students are afraid of getting a negative, negative assessment.

Based on the above, we can conclude that an increased level of anxiety in students is manifested through negative emotional experiences of various situations associated with the need for self-disclosure, presentation of oneself to others, and demonstration of their capabilities. Thus, students are guided by the importance of others in assessing their results, actions, and thoughts. As a result, they become anxious about the assessments given by others; the fear of negative assessments manifests itself.

The results of the study of the level of school anxiety are presented in Figures 4, 5, 6.

Fig. 4. The level of school motivation in the 6th grade (%)

Based on the results presented in Fig. 4, we can conclude that students with a very high level of school motivation were not identified (0%). At the same time, 3 students were identified with a high level of school motivation (19%), with an average level - 6 students (37%), with a low level - 4 students (25%) and with a very low level of school motivation. revealed 3 students (19%).

Fig. 5. The level of school motivation in the 7th grade (%)

Based on the results presented in Fig. 5, it can be concluded that five students (21%) were identified with a very high level of school motivation. At the same time, 3 students were identified with a high level of school motivation (12%), with an average level - 3 students (12%), with a low level - 9 students (38%) and with a very low level of school motivation. identified 4 students (17%).

Fig. 6. The level of school motivation in the 6th, 7th grades (%)

Thus, summarizing the data obtained from the study of the level of school motivation in grades 6-7, the following conclusions can be drawn:

with a very high level of school motivation, five students were identified - 12%;

with a high level of school motivation, six students were identified - 15;

with an average level of school motivation, nine students were identified - 22%;

thirteen students were identified with a low level of school motivation - 32.5%;

with a very low level of school motivation, seven students were identified - 17.5%.

Teenagers with a very high level of school motivation, and their 12% of the total, are distinguished by the presence of high cognitive motives, the desire to most successfully fulfill all the requirements of the school. They very clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks or comments from the teacher.

Teachers with a high level of school motivation successfully cope with learning activities. This level of motivation is the average norm for them.

Teenagers with an intermediate level feel quite well at school, but more often they go to school to communicate with friends and with a teacher. They like to feel like students, to have a beautiful portfolio, pens, notebooks. Their cognitive motives are formed to a lesser extent and the educational process attracts them little.

Thirteen students in grades 6-7 with low school motivation attend school reluctantly, preferring to skip classes. In the classroom, they often do extraneous matters, games. Experiencing serious learning difficulties. Are in a state of unstable adaptation to school.

Quantitative analysis showed a negative attitude towards school, i.e. school maladjustment and a very low level of school motivation among seven students in grades 6-7. It can be assumed that these adolescents experience serious difficulties at school: they cannot cope with educational activities, experience problems in communicating with classmates, in relationships with teachers. School is often perceived by them as a hostile environment, in which they find it unbearable. Most often, a negative attitude towards school manifests itself through aggressiveness, refusal to complete certain tasks, to follow certain norms and rules. The consequence of school maladjustment can be disorders of neuro-mental health.

Reflexive Practice Report

The industrial practice included both theoretical and practical parts. The first half of the practice was devoted to theoretical. Thus, they determined the relevance and significance of this research topic, identified the goal and objectives of the research, made the selection of the necessary methods and techniques for examining the subjects.

In accordance with the requirements for industrial practice, we have performed the following types of work:

A plan of complex psychological and pedagogical practice in the educational institution was drawn up, taking into account the schedule of classes for students and the work of teachers and a school psychologist;

Selected theoretical materials on the research problem;

A bibliographic list on the research topic has been compiled, including 52 sources;

Compiled a list of diagnostic techniques and their content (Questionnaire of school anxiety Phillips, Questionnaire "Assessment of the level of school motivation" N. G. Luskanova);

Prepared, organized an empirical study of the level of school anxiety and the level of school motivation among students in grades 6-7;

An analytical report was drawn up based on the results of diagnostic examinations;

An abstract review on the research topic has been prepared;

In the future, it is planned to expand the study with the help of a formative experiment on the topic through the development of a psychocorrectional program and its implementation in the same classes that took part in the study.

Reflexive report: “The practice turned out to be quite intense. Since I already had the opportunity to organize and conduct research on the basis of my native school, this time it was comfortable and interesting to do the internship. In my opinion, students willingly answered test questions, when a question arose, I was able to answer them and help students understand them. There were no difficulties in processing the research results, the result of which was the writing of a rather voluminous and detailed analytical report with a quantitative and qualitative analysis of the data obtained. At the request of the class teachers, recommendations corresponding to the research topic were compiled. The administration and the educational psychologist of the school willingly supported me, helped me with the scheduling of diagnostic procedures in the 6th and 7th grades.

The impressions of the practice were positive. In my opinion, I have gained some experience on the topic of school anxiety and school motivation in adolescents.

References on the research topic

Alekseenkova E.G. Personality in conditions of mental deprivation: a tutorial. - SPb., 2009 .-- 98p.

Zhulina G.N., Khan V.G. The problem of the development of motivation for the teaching of primary schoolchildren // All-Russian scientific-practical conference Personality in culture and education: psychological support, development, socialization. - 2013. - No. 1. - S. 285-288.

Zinchenko E.V. The use of art therapy in the correction of anxiety in primary schoolchildren // North Caucasian psychological bulletin. - 2009. T. 7. - No. 2. - S. 42-46.

Markova A.K. Formation of motivation for learning at school age. - M., 1983 .-- 96 p.

Prikhozhan A.M. Anxiety in children and adolescents: psychological nature and age dynamics. - M., 2000 .-- 304 p.

Vlasova, N.N. Studying the peculiarities of dominance of motives in children of primary school age / N.N. Vlasova // Questions of psychology. - 2007. - No. 3. - S. 32-50.

Markova, A.K. Motivation of learning and its education among schoolchildren / A.K. Markova, A. B. Orlov, L. M. Fridman. - M .: Pedagogika, 2006 .-- 112 p.

Matyukhina, M.V. Study and formation of motivation for learning in younger schoolchildren: Textbook / M.V. Matyukhina. - M .: Volgograd, 2003 .-- 385 p.

Leontiev A.N. Needs, motives, emotions. M., 1971.

Rubinstein S.L. Fundamentals of General Psychology. SPb., 1999.

Aseev V.G. The problem of personality motivation / Theoretical problems of personality psychology. M .: Nauka, 1974 .-- 194 p.

Basova N.V. Pedagogy and Practical Psychology. Rostov on Don: Phoenix Publishing House, 2000. - 412 p.

Abramova G.S. Age psychology: Textbook for universities. - M .: Academic project, 2001 .-- 704 p.

Akopyan L.S. Diagnostics of children's fears and anxiety: Methodological manual (2nd edition revised and enlarged) - Samara: Publishing house of the SSC RAS, 2006. - 184 p.

Bozhovich L.I. Personality and its formation in childhood. - SPb .: Peter, 2009 .-- 400 p.

Bulgakov A.A. Our teenagers are out of control. - M., 2008 .-- 432 p.

I. V. Dubrovina Psychological service in modern education: Working book. - SPb .: Peter, 2009 .-- 400 p.

Yemelyanova E.V. Psychological problems of the modern teenager and their solution in the training. - SPb .: Rech, 2008 .-- 336 p.

Zhilenko E. Social fears of adolescents // Bulletin of the student scientific session of the Faculty of Philosophy and Psychology. - Voronezh: Voronezh State University, 2007. - Issue. 2.- 35 p.

Istratova O.N. The Big Book of a Teenage Psychologist. - Rostov n / a: Phoenix, 2008 .-- 636 p.

E.P. Kartushina, T.V. Romanenko Psychological comfort at school: how to achieve it: promotions, trainings, seminars. - Volgograd: Teacher, 2009 .-- 239 p.

Kleinenberg E. Solo Life: New Social Reality / per. from English - M .: Alpina non-fiction, 2014 .-- 279 p.

Kolesnikova G.I. Psychodiagnostics of schoolchildren: texts, tests, explanations. - Rostov n / a: Phoenix, 2009 .-- 281 p.

Cordwell M. Psychology. A - Z: Dictionary-reference / Per. from English K.S. Tkachenko. - M .: FAIR-PRESS, 2000 .-- 448 p.

Lozotseva V.I. On the study of the peculiarities of the development of self-awareness at the turn of the primary school and adolescent periods of personality formation. - In collection: Problems of psychology of the modern teenager. M., 1982, p. 28-33.

Mikhailina M.Yu. Prevention of child aggression: theoretical foundations, diagnostic methods, correctional work. - Volgograd: Teacher, 2009 .-- 116 p.

Obukhova L.F. Age psychology. Textbook for bachelors / L.F. Obukhov. - M .: Yurayt, 2013 .-- 460 p.

Raigorodsky D.Ya. Child. From birth to adolescence. - Samara: Publishing House BAHRAKH - M, 2011. - 736 p.

A.A. Rean Social educational psychology - SPb .: Prime-EUROZNAK, 2008 .-- 574 p.

Regush L.A. Our problem teenager: understand and negotiate. - SPb .: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, Publishing house "SOYUZ", 2001. - 191 p.

Ross W. Green. Explosive child. A new approach to raising and understanding easily irritable, chronically intractable children. - M .: Terevinf, 2010 .-- 264 p.

Stepanov V.G. Psychology of Difficult Schoolchildren: Textbook. manual for stud. higher. ped. study. institutions. - 3rd ed., Rev. and add. - M .: Publishing Center "Academy", 2001. - 336 p.

Shkuratova I.P., Ermak V.V. Fears of adolescents and their conditioning of anxiety, neuroticism and aggressiveness / I.P. Shkuratova, V.V. Ermak // Applied Psychology: Achievements and Prospects. - Rostov n / a: Foliant, 2004. - 299 p.

Barkhatova, E.V. Psychological features of the personality of aggressive adolescents / E.V. Barkhatova. - Tula, 2003 .-- 24p.

Ilyin, I.P. Psychology of will in adolescence / I.P. Ilyin. - SPb: Peter, 2000 .-- 170s.

Kon, I.S. Psychology of high school students / I.S. Con. - M .: Education, 1997 .-- 130s.

Kulagina, I. Yu. Developmental psychology: The complete life cycle of human development / I.Yu. Kulagina, V.N. Kolotsky. - M .: TC Sphere, with the participation of Yurayt, 2003. - 464p.

Polivanova, K.N. Psychology of age crises: a textbook for students of higher education. study. institutions / K.N. Polivanova. - M .: Ed. Center Academy, 2000. - 184p.

Potemkina, O.F. Psychological tests for adolescents / Practical psychology // O. Potemkina, EF Potemkina. - M .: AST-PRESS-KNIGA, 2005 .-- S.138−142.

School technologies: Adolescent environment: moral values, problems of socialization. - 2000. - No. 5. - 182s.

Shumilin, E.A. Psychological characteristics of a senior pupil's personality / E.A. Shumilin. - M., 1999 .-- 97s.

Heckhausen H. "Psychology of achievement motivation", St. Petersburg, 2001 144 p.

Vygotsky L.S. Pedagogical psychology. - M., 2003 .-- 110 p.

Kovalev V.I. Motives of behavior and activity. - M., 2000 .-- 212 p.

R.S. Nemov Psychology. Textbook. - M .: Education: VLADOS, 2005 .-- 340 p.

Lozotseva, V.N. Formation of educational motivation for schoolchildren / V.N. Lozotseva // School and production - № 4 - 2004. - 305 p.

Apish F.N. Psychological and didactic foundations for the development of educational motivation. - Mu: MGOU, 2003

Mukhina V.S. Age-related psychology. M., 2001

Oshurkova, O. Psychology lesson for older adolescents / O. Oshurkova // School psychologist. - 2009. - No. 6.

Rean, A.A. Socio-educational psychology Text. / A.A. Rean. -M., 2002.-374 p.

Andreeva G.M. Social Psychology. - M., Moscow State University, 2002.

Borozdina L.V. Diagnostics of the motivation for achieving success and avoiding failure. - M., 2002

Learning practice for a student is a familiar thing. Many people perceive it as another adventure. Some take it quite seriously and hope to gain invaluable experience. And here's a surprise: more often than not, expectations are not met. But this does not negate the fact that students will have to somehow decide how to write a report on the practice.

A lot has been said about the writing and competent design of other types of work in our telegram channel. And here we will tell you how a student can correctly write and execute a report on educational practice, and we will provide a sample.

How to properly prepare a report on educational practice

The report itself rarely raises questions. It is enough to simply describe how who had the practice, what goals were set and what results were achieved. Most of the students start to get excited when they get started with the design. They are interested in the following questions:

• How to correctly draw up, write and issue a report on industrial practice in accordance with GOST?
• How to write a diary, testimonial and defense report?

There are other problems for young professionals who are trying to do an internship. Often, more experienced staff do not allow the student to production processes. Gathering useful information in such a practice is extremely difficult.

Or imagine: you find yourself in an educational practice, and they are trying to impose all possible responsibilities on you. Then so much material is collected that simply bringing it back to normal is something of a fantasy. What to do when it is very difficult or unrealistic to write and arrange the work correctly?

You need to start from the very beginning. We read and remember how to write a report on industrial practice at an enterprise, look at a sample and find out practical recommendations.

General rules and requirements for the preparation of the practice report

Despite the presence of its own requirements in each university, which can be found in the methodological literature of your university, there are standards for preparing a report on practice:

1. The total amount of work does not exceed 40 sheets of standard A4 size.
2. Practice report numbered on all pages(except for the title page and application to practical work).
3. The text of the work is printed in black font Times New Roman 12-14 point size... Between the lines set double or one and a half interval.
4. The indent on a new line is 1.25 fr.
5. Each section its name... A new section starts with new line.
6. Before starting to create the document, set acceptable page margins: to the left margin 30 mm, on the right margin 20 mm, top and bottom indentation 20 mm.
7. When preparing a report on practice in accordance with GOST it is unacceptable to wrap words... However, many university departments allow word hyphenation, so check this point with your department.

If you're attending a technical college, you may need a report frame.

Cover page design for practice report

The title page of educational practice is practically no different from the title pages of other works. The head of the sheet contains information about the institution and the student as usual. This is followed by the title of the work, that is, a report on the passage of educational practice, city and year of completion.

By the way! If you have more important things to do than report on the practice, for our readers now there is a 10% discount on any kind of work.

Competent design of the practice report: a sample of filling information blocks

Practice report structure:

• title page;
• content or work plan;
• the main part with a description of the work done;
• conclusion;
• bibliographic list or list of references;
• applications.

Having a clear understanding of which sections this document consists of, one can easily figure out what to write in the introduction of the practice report, in the conclusion and its other parts.

General requirements for the content of the training report on practice

If you are going to do this part in the report, do it right. Content is the second page of the work, so teachers pay close attention to it. Even the main body cannot boast of such honors.

To find out how to correctly compose the content, you should refer to GOST. State standards clearly state the norms for the design of any scientific work and its sections.

However, each university has its own norms and requirements, so do not be lazy and go to the methodological office - this is the best way to avoid mistakes.

To make auto-heading in Word, in the menu "Insert" you need to select an item "Link", then - "Table of Contents and Indexes"... In the tab "Table of contents" choose "Structure panel" and set the parameters of the table of contents in the window that opens.

Introduction of the internship report

If everything is clear with the title page and the content with more, then the introduction must not only be correctly drawn up, but also know what can and should be written there. In this part of the work, they set goals and objectives, substantiate the relevance of the report on practice.

By the way, if it is training practice of a lawyer, then most likely you will need to provide sample documents that were created by you.

When the goals and objectives for educational or even undergraduate practice are clear, it is very easy to create a report and its main part.

The main body of the practice report

This is a kind of practical part of industrial practice, a project. The structure of the enterprise is clearly and clearly described here. It is not so easy to characterize the host party, especially if you were not really allowed anywhere. But it is in this part that try avoid critical judgment.

After describing the company to which you were sent, you need to summarize the material and highlight in detail all the processes in which you were involved. Also indicate what kind of support you received during your practice.

Conclusion of the internship report

At the end of the main part, a conclusion follows, in which the main conclusions and proposals of the report on practice are formulated. How can you quickly and beautifully write a conclusion in a practice report so that the teacher does not ask additional questions, and the student can finally breathe deeply?

It is enough to remember that the main conclusions of the work and the results of the practice are summarized here. In order not to miss anything, remember the goals and objectives set in the introduction.

When the report is ready, it's time to carry it to be signed by the head of the organization... Don't expect someone in the business to reread your manuscripts from cover to cover. Rather, your teachers will do it. So go for it!

References and characteristics

The list of references when preparing a report on practice is done in the following order:

• legislative acts and other legal documents;
• manual and educational resources, Internet resources.

Here is a step-by-step guide on how to properly compile a bibliography in a practice report:

1. Open the menu Links, select the tab Bibliography. In the drop-down list, select the desired option for the list. The created insert will not show anything, except for the blank, with which we will work further.
2. Place the cursor at the end of the paragraph where you link to the source. Opening the menu again Links / Insert Link / Add New Source.
3. You will see a window where you just have to fill in the required fields (author, source name, place, year, publisher, and so on). Note that in the column Source type there can be not only a book, but also an electronic resource, article and other types of sources.
4. As soon as you add the source, at the place where you placed the cursor, parentheses appear with a reference to the bibliography. If in the list of references itself by this moment the changes have not been displayed, go to its settings and click the button Updating links and bibliography.

How to format applications in a practice report

If possible, be sure to attach attachments, as they will help you better understand the essence of the enterprise and your work in it in particular. These can be photocopies of any documents or reference materials, annual reports, graphs, diagrams. The quality of application design in the practice report plays a huge role.

Knowing how to properly design applications, you will be able to competently summarize your work, make it more understandable.

What is the principle of the formation of attachments to the report? The application of any work includes:

• drawings,
• tables,
• graphic materials.

There are certain standards that must be followed when creating annexes to the practice report... Here are the main ones:

1. Each new application starts with a blank page. At the top, in the center, the heading "APPENDIX" is written with a serial number assigned to it, corresponding to the link in the text of the work. Below it is the heading of a table, picture or other graphic object (starts with a capital letter on a separate line in the center).
2. Applications can be numbered using the letters of the Russian (except for o, ё, d, h, b, h, b, s) or the Latin alphabet (except for the letters I, O). If the number of applications exceeds the number of letters in one of the alphabets, you can use Arabic numerals. If only one supplement is attached to the diploma, it is indicated by a capital letter A.
3. Application pagination should be continuous. Numbering starts from the first digit on the first page of the application.

Pay particular attention to how the tables should be styled. This graphical element allows you to improve the clarity of examples and calculations. We want to tell you exactly how to do it correctly. Every drawing, graphic and table must be numbered in one of the following ways:

1. Continuous numbering as the practice report progresses.
2. New numbering with the beginning of each new chapter.

When creating applications, also flip through the materials on how to correctly design diagrams, if your work is technical. And if everything is clear with other types of information provision, then schemes cause students the most questions.

Scheme should be clear and intuitive. All labels are clearly visible and made in the same style as other graphic objects in the practice report. The lines of the diagram are clear. All elements have clear boundaries.

In a well-designed diagram, you can easily distinguish links and sequences. The inscriptions capaciously reflect the essence of the scheme and all the processes that take place that you want to describe.

Samples of a practice report

Here are samples and templates to help you complete your report faster:

How to issue a report on educational practice in one click?

We hope that our examples and examples of student educational practice have helped you and made it easier for you to defend your practical work. There is no way to instantly get things right. But if you turn to student service for help, you will get fast and reliable help from experienced professionals.

When teaching a number of specialties, a large number of practical classes are laid in the curriculum, in which students should feel the beauty of the profession they receive. As a report, future specialists and bachelors must submit an opinion on industrial practice at the enterprise, which will indicate the number of hours worked, as well as a large amount of additional information. The duration of practical training directly depends on the specialty received.

The practice can be taken at a state enterprise, as well as in a private company. In most cases, higher education institutions agree on this with municipal organizations, and the work of students is planned 3-5 months before its start. If students are given the opportunity to acquire the necessary practical skills in a commercial company, they first of all consider these proposals in order to be in demand by specialists in the labor market in the future.

Who needs an internship?

According to modern educational programs, it is necessary to pass the practical part of training in external organizations in 90% of cases. The conclusion on industrial practice at the enterprise is usually issued only after its completion, it is drawn up by the employee of the institution to whom you were subordinate. Typically, the practice takes 1 to 3 months.

If you know that you must undergo an internship, your educational institution must promptly inform the employees of the enterprise where you will be forced to go. When you first visit the institution, you get to know your curator, who provides you with a work plan for the entire period of joint activity. It is advisable to adhere to the recommendations given in order to get a favorable review and good marks for the practice.

Accounting department

An accountant usually does not write a conclusion on industrial practice at an enterprise; students have to do this on their own. If this particular case has happened to you, then the recommendation will need to indicate what skills you managed to master during this period, what programs you managed to master and what financial transactions to perform. They also usually indicate how the accounting is carried out in the enterprise.

In some cases, they also describe the structure of the accounting service in the organization, as well as the accrual methods. You can also talk about the tax system used by the institution and the taxes that it pays. It should be noted that all the tasks that you set for yourself before starting the practice were 100 percent completed.

Programmers

Programmers also write a conclusion on industrial practice at the enterprise independently, and they do it in the form of a fairly large abstract. It must indicate the tasks that the organization solves, as well as its organizational and staff structure. In addition, in the report, you will be required to indicate the workflow that is maintained in the company, data on software and hardware, as well as on the local area networks used in it.

Next, you should indicate those issues that are related to automation, and which should be addressed first. In general, the process of enterprise automation should be covered in as much detail as possible. The abstract needs to reflect the automation options that will improve the work in the organization. You will also need to attach a bibliography that you had to use when creating the work.

Drug production

If you are studying to be a pharmacist, it is especially important for you to obtain an industrial practice conclusion at an enterprise; in the early 2010s, Yugrafarm was one of the institutions where students of this profile were mainly sent. Today the situation has changed, there are a lot of organizations involved in the production of medicines, so there are usually no problems with the distribution of future doctors and pharmacists. The reporting must necessarily reflect the state regulation of the production of pharmaceuticals.

It is also necessary to indicate in the report what drugs are produced by the enterprise, how the process of sterilization of the material, on the basis of which the drugs are created, is carried out. The tablet production technology and prospects for their development should be described in detail, the same applies to the injection forms produced by the organization. In conclusion, the work should highlight the issue of product quality control.

Practice in a car workshop

An auto mechanic also has to write a conclusion on industrial practice at the enterprise independently, it is also a fairly large report. It should contain a detailed description of the institution, its goals and objectives, as well as the organizational structure. If you are not very familiar with how a car workshop works, you can ask your supervisor for help.

Also in the report it is necessary to describe the structure of the body shop, where the direct repair of vehicles is carried out. It is necessary to reflect the rules on safety and labor protection, which must be followed at the enterprise. You need to understand what job descriptions local staff have, analyze the service, and also form a series of recommendations that, in your opinion, will help improve its performance.

How to write a report to an engineer?

Future specialists of such a plan usually go through the practical part of their training as assistants to the existing technologists of the institution. The conclusion on the industrial practice at the engineer's enterprise must necessarily contain information on how certain machines function. Some choose certain equipment, after which they give an expanded description of its properties, as well as the direct mechanism of operation.

In the process of working with products, the trainee must study absolutely all stages of their processing. One of the tasks set for the trainee is to learn how to work with technical documentation in order to correctly draw up it in the future. At the end of their studies at the institution, the student should offer a series of tips to improve their performance. It is impossible to do this if he does not have an idea of ​​the quality of the products produced by the company where he is doing his internship. The work should also indicate the instructions of the staff of the institution, its structure, as well as information on how the work is organized in it.

Reporting

A report that has to be written to an intern who gains work experience in a specialty in a particular institution is similar to a term paper. It also contains an introduction, the main part and a conclusion on industrial practice at the enterprise, they must be formulated in accordance with the existing rules for writing scientific treatises. In some cases, the report may look different, the easiest way is to ask your practice manager in advance in which format you should submit it.

If in the process of studying at the institution you have accumulated a sufficient number of diagrams, tables and diagrams, they should be attached to the final report. Please note that the curator at the enterprise must necessarily familiarize himself with the prepared results of your work, in some cases his signature must even be on the document.

How to write a conclusion?

If you do not know how to formulate the conclusion of the report on industrial practice in the enterprise, rely on the standard final parts of scientific papers. In this part of your research, it is necessary to formulate the results of your work and list all the problems solved. When writing a conclusion, you will understand that not all questions could be answered, and this is normal. They need to be highlighted separately, and the reasons why it was not possible to solve them should be indicated.

The results of your analytics should be reflected in the conclusion as fully as possible, because it is on its basis that you give the institution in which you had your internship, recommendations on how to improve its performance. From the point of view of the enterprise, you are of great benefit to it, since you are an independent person who is able to make a kind of snapshot of its work and provide quality analysis free of charge. As soon as you have completed the work, it is necessary to submit to the department a report on practice, a diary, and also a testimonial, which is signed by the head of the company. The engineer additionally has to hand over a certificate, which confirms the passage of the safety instruction.

Practice at state-owned enterprises

Just ten years ago, those who did internships in government agencies said that for the most part they did nothing and even allowed themselves to sleep in the workplace. Today the situation has changed dramatically, and now, in order to obtain an opinion on industrial practice at the enterprise, students have to work, if not more than ordinary employees, then at least on a par with them.

In some cases, internship requires temporary employment, so enterprises conclude a temporary contract, which stipulates all the rules for joint activities. Such an agreement sometimes implies that the trainee will receive a certain amount of money for working a certain number of hours in the institution. In particular, this technique is used in teaching teachers when they are sent to children's camps for practical training.

Private organizations

Students planning to work in their specialty in the future, willingly sign up to "private traders" to gain practical experience. According to them, only in commercial institutions can one acquire skills that can become in-demand specialists in the labor market. If we consider the reporting opinion on industrial practice at the enterprise, LLC in this regard is no different from other institutions, it should indicate completed and unfulfilled tasks, as well as a detailed analysis of the institution's work.

If among your friends there is a familiar entrepreneur who does not mind your internship with him, you can take advantage of this chance. You can always find an example of the conclusion of industrial practice at an enterprise on the Internet or take it from your fellow students, so it will not be difficult to write it. However, there is a risk that you will be attracted to activities that do not fully or completely do not correspond to your profile. To undergo such practice, you will need to contact your dean's office and coordinate this process with the deputy dean for teaching and educational work.

Conclusion

Gaining practical experience in an organization is a great opportunity to master those skills that you cannot be taught in an educational institution. Universities predominantly consist of theoretical teachers who had little to do with the actual use of the scientific knowledge that they teach students. But a process engineer at a factory, for example, can teach you how to act in an extreme situation arising during the processing of a part.

The conclusion of a report on industrial practice in an enterprise, public or private, should include conclusions about your work, about the institution and its prospects in the future. Try to make your work as convenient, understandable and compact as possible so that, looking at it, your hands-on training leader immediately understands your potential as a future industry specialist.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Federal State Autonomous

educational institution

higher professional education

"SIBERIAN FEDERAL UNIVERSITY"

Institute of Business Process Management and Economics

Department of Economics and Business Process Management

PRODUCTION PRACTICE REPORT

LLC "E-Service"

University supervisor: T.P. Likhachev

Head of the enterprise: O.V. Shadpalov

Student UB 12-07, 431202655: K.E. Bozhenova

Krasnoyarsk 2014

• Introduction
• 1. Characteristics of the enterprise LLC "E-Service"
• 1.1 Main activities of LLC "E - Service"
• 1.2 Organizational structure of LLC "E - Service"
• 2. Statistical and financial reporting of the organization
• 2.1 Statistical reporting of E-Service LLC
• 2.2 Financial statements of LLC "E-Service"
• 2.3 Analysis of the balance sheet of LLC "E-Service"
• 3. Prospects for the development of LLC "E-Service"
• Conclusion
• List of sources used

Introduction

Limited Liability Company "E - Service" is a company that provides a full range of services for the design, creation and maintenance of video surveillance systems, security and fire alarms, access control and other technical security means on the Krasnoyarsk market.

The purpose of writing this work is to familiarize with the activities of the organization, its reporting and the general organization of work.

The objectives of the practice are:

Study of the statistical reporting of the organization;

Analysis of statistical reporting forms in dynamics;

Determination of trends in the development of the organization.

During the internship, the main source of information was the company's internal documents and the legal framework, access to which was provided by the company throughout the entire period of internship.

The object of the research is the E-Service Limited Liability Company.

The subject of the research is the statistical reporting of the organization.

1. Characteristics of the enterprise LLC "E-Service"

1.1 Main activities of LLC "E - Service"

Limited Liability Company "E - Service" is a company that provides a full range of services for the design, creation and maintenance of video surveillance systems, security and fire alarms, access control and other technical security means on the Krasnoyarsk market. In addition, work is underway to install video intercoms in offices and entrances, combined with access control devices (electric locks). The company carries out installation of video surveillance systems (and recording) for use in a domestic environment with the ability to monitor via the Internet.

Limited Liability Company "E - Service" LLC was established in accordance with the current legislation of the Russian Federation and the Federal Law "On Limited Liability Companies" dated 08.02.1998 No. 14-FZ. LLC "E - Service" builds its activities on the basis of this Charter and legislation. The members of the society are citizens of the Russian Federation.

The company LLC "E-Service" 2461217859 was registered at the address Krasnoyarsk Territory, Krasnoyarsk, named after the newspaper Krasnoyarsk Rabochy Prospect, 91. The company was registered on 23.04.2012. The company has been assigned the All-Russian State Registration Number: 1122468024546. The director is Oleg Vyacheslavovich Shadpalov. According to the registration documents, the main activity is the provision of services for the installation, repair and maintenance of professional radio, television, sound recording and sound reproducing equipment and video equipment.

The Interdistrict Inspectorate of the Federal Tax Service No. 23 for the Krasnoyarsk Territory put on record 23.04.2012 E-Service LLC. On April 25, 2012, the registration procedure was carried out in a State institution - the Office of the Pension Fund of the Russian Federation in the Kirov district of Krasnoyarsk. On the account of the Branch No. 3 (Pravoberezhny) of the State Institution - the Krasnoyarsk regional branch of the Social Insurance Fund of the Russian Federation, the organization LLC "E-Service" became 24.04.2012 23:00:00. The last entry in the register of the Unified State Register of Legal Entities, which contains about this company: Entering information about registration in the Pension Fund of the Russian Federation.

LLC "E-Service" records the results of work, maintains operational, accounting and statistical records in accordance with the standards in force in the Russian Federation. The executive body is the director Oleg Vyacheslavovich Shadpalov.

The priority direction of E-Service LLC is the installation of technical security equipment:

CCTV;

Security and fire alarm (FSA);

Access control and management systems (ACS).

With the help of E-Service LLC specialists, the client can select video surveillance systems for various applications:

Video surveillance in shops, supermarkets, shopping centers;

Video surveillance in banks;

Video surveillance in offices, in production;

Street video surveillance.

Sales of products, performance of work and provision of services are carried out at prices and tariffs set independently.

The company independently plans its production and economic activities, as well as the social development of the team. The plans are based on contracts concluded with consumers of products and services, as well as suppliers of material, technical and other resources.

When performing work on the installation and adjustment of technical means of security and fire alarms and video surveillance, all requirements of SNiP (Building Norms and Rules), PUE (Electrical Installation Rules), RD (Guidelines.), NPB (Fire Safety Standards), PPB (Rules fire safety), current state and industry standards, and other regulatory documents. LLC "E-Service" offers an individual approach to each client, developing technical solutions for a specific object (from a small office or store to a bank and industrial plant facilities), as well as using a system of discounts, negotiated prices and promotions.

1.2 Organizational structure of LLC "E - Service"

Limited Liability Company "E-Service" was founded on April 23, 2012. This company has an independent balance sheet, correspondent and current bank accounts, a seal with its name and stamps. LLC "E-Service" is a legal entity.

The executive body is the administration headed by the General Director - Oleg Vyacheslavovich Shadpalov. Financial and economic work is entrusted to the accounting department, the chief accountant is Yulia Andreevna Semenyak.

The main functions of E-Service LLC:

Work with clients (requests are received from clients, a work order is drawn up, on the basis of which the workers perform all the necessary work, consultations with clients).

Accounting activity:

1) accounting (Cash settlements. The bulk of all settlements are made in non-cash form, most financial transactions are carried out by the bank, according to the banking service agreement);

2) tax accounting (and subsequent submission of tax reports to the Federal Tax Service);

3) personnel records (to calculate the salaries of personnel, a timesheet is used to record the use of working hours and payroll, which is filled in by the company's accountant);

Engineering works:

Ancillary production (drivers, fitters, etc.) provides services to both individuals and legal entities.

LLC "E-Service" in its activities is guided by the Charter, registered by the order of the head of the Kirovsky district of Krasnoyarsk. The company employs 18 people.

In accordance with the management structure of E-SERVICE LLC, the top management level is represented by the General Director. General manager:

Leads in accordance with the current legislation, bearing full responsibility for the consequences of decisions made, the safety and efficient use of the company's property, as well as the financial and economic results of its activities;

Organizes the work and effective interaction of all structural divisions;

Assigns the conduct of certain areas of activity to other officials - the deputy director;

Organizes and coordinates labor protection work;

Represents the interests of the enterprise in relations with citizens, legal entities, government and administrative bodies;

Disposes of the property and funds of the enterprise (opens current and other accounts in banking institutions).

All issues of operational activities are resolved by the General Director, heads of divisions of the management apparatus. Decisions on socio-economic issues of the company's activities are developed and adopted by management bodies with the participation of the labor collective at a general meeting.

Departments and employees of the enterprise performing certain management functions form a functional management subsystem. The functions of managing the activities of the enterprise are implemented by subdivisions of the management apparatus and individual employees, who at the same time enter into economic, organizational, social, psychological relations with each other.

The duties of the shift foreman include:

Accept computers, audio and video systems for repair and issue after repair;

Consult clients on the need for repairs and work technology, as well as timing and cost, draw up reporting documentation;

To interact with the heads of all structural divisions of the enterprise;

Sign documents within their competence;

Make proposals to encourage distinguished workers, the imposition of penalties on violators of production and labor discipline;

Require the management of the enterprise to assist in the performance of their duties and rights.

The chief accountant is obliged:

Carry out the organization of accounting for the economic and financial activities of the enterprise and control over the economical use of material, labor and financial resources, the safety of the organization's property;

To formulate, in accordance with the legislation on accounting, an accounting policy, based on the structure and characteristics of the enterprise, the need to ensure its financial stability;

Prepare and accept a working chart of accounts, forms of primary accounting documents;

Ensure the order of the inventory;

Conduct payroll calculations.

The accounting department includes the position of an accountant-cashier, who is the materially responsible person for funds and documents. The accountant-cashier is obliged:

Prepare consolidated cash reports on the sale and submit them to the accounting department;

Take part in scheduled and sudden checks of funds together with accounting employees;

Performs operations in the bank (receipt of cash by checks, delivery of cash, transfer of funds from the current account to various organizations and enterprises);

Pays wages, bonuses, and other payments in accordance with the issued documents;

At the direction of the chief accountant, carries out individual orders.

Job responsibilities of the warranty engineer:

Making decisions on warranty repairs;

Monitoring the timing and quality of warranty work;

Drawing up and sending guarantee documents to the representative office for consideration;

Receiving and translating newsletters from the representative office; control of the order and warranty spare parts;

Control and write-off of warranty spare parts;

Carrying out an inventory of the warehouse of warranty spare parts; maintaining statistics of warranty repairs;

Provision of consulting technical support to customers and service personnel.

Responsibilities of the team of video surveillance system installers: x-installation of video surveillance systems, configuration, maintenance of city / intercity facilities.

The head of the personnel department manages the employees of the department, as well as structural divisions (services, groups, bureaus, etc.) that are part of the personnel department; takes part in the development of personnel policy and strategy of the enterprise; carries out work on the selection, selection and placement of personnel based on an assessment of their qualifications, personal and business qualities; controls the correct use of employees in the divisions of the enterprise; controls the timely registration of the admission, transfer and dismissal of employees in accordance with labor legislation, regulations, instructions and orders of the head of the enterprise; keeps records of personnel; keeps and fills out work books.

This enterprise structure is linear. The disadvantages of this organizational structure are:

High workload of senior management;

Little flexibility when changing the situation;

Delay in decisions, issues related to several divisions, insufficient control of lower divisions.

2. Statistical and financial reporting of the organization

2.1 Statistical reporting of E-Service LLC

The collection of primary statistical data when conducting federal statistical observations is carried out by obtaining them directly from respondents, either by interviewing respondents, or by registering the relevant facts by persons involved in collecting primary statistical data. Documentation of primary statistical data is carried out according to the approved forms of federal state statistical observation. The method of collecting primary statistical data is determined by Rosstat and other ministries and departments that generate official statistical information, unless otherwise established by federal laws.

Statistical reporting is a form of state statistical observation in which the relevant authorities receive from enterprises (organizations and institutions) the information they need in the form of legally established reporting documents (statistical reports) signed by the persons responsible for the presentation and accuracy of the reported data. By frequency, reporting is divided into periodic and one-time. Periodic reporting is subdivided into current and annual. For example, current reporting includes a report (form P-4) "Information on the number, wages and hours worked of employees for a month" and a report (form P-4 (NZ)) "Information on part-time employment and movement of workers." Form P-4 is presented in Appendix A).

LLC "E-Service" provides the Territorial Body of the Federal State Statistics Service for the Krasnoyarsk Territory - Krasnoyarskstat, a list of documents, which is presented in Table 1. These lists were compiled using the Internet resource of the Krasnoyarskstat website. The resource automatically according to the number of the All-Russian classifier of enterprises and organizations - OKPO makes a list of reporting forms that the organization must submit to Krasnoyarskstat, and also generates a schedule for the delivery of all reporting forms.

Table 1 - Forms of reporting of LLC "E-Service"

In Appendix B, for example, there is a statistical reporting form 2-TP (air) "Information on the protection of atmospheric air" (urgent). Federal statistical observation form N 2-TP (air) is filled out by legal entities that have stationary sources of emissions of pollutants into the air (including boiler houses), regardless of whether they are equipped with treatment plants or not.

Reporting provides the necessary information for government agencies. Reporting data allow you to monitor the dynamics of the volume of industrial production and products of other sectors of the national economy, assess the complexity of the development of the country and regions, study the ratio of different forms of ownership by industry and region, and compare the effectiveness of the activities of state and non-state enterprises and organizations.

2.2 Financial statements of LLC "E-Service"

Financial statements are a unified system of data on the financial position of an organization, financial results of its activities and changes in its financial position. It is compiled on the basis of accounting data. The financial statements consist of:

Balance sheet (form No. 1);

Profit and loss statement (form No. 2);

Statement of changes in equity (form No. 3);

Cash flow statement (form No. 4);

Appendices to the balance sheet (form No. 5);

Explanatory note;

An auditor's report confirming the accuracy of the organization's financial statements, if it is subject to mandatory audit.

Organizations subject to mandatory audit include: open joint stock companies (OJSC);

Banks, insurance companies;

Stock exchanges;

Investment funds; funds, the source of which are voluntary contributions from legal entities and individuals;

Organizations with an annual sales revenue of more than 500 thousand minimum wages;

Organizations whose balance sheet assets at the end of the reporting year exceed 200 thousand minimum wages.

Small businesses that are not obliged to conduct an audit can submit financial statements as part of the Balance Sheet (Form No. 1) and the Profit and Loss Statement (Form No. 2).

Small businesses, obliged to conduct an audit, have the right not to present in the financial statements a statement of changes in capital (form no. 3), a statement of cash flows (form no. 4), annex to the balance sheet (form no. 5) in the absence of appropriate data.

If small businesses pay taxes and keep records under the simplified taxation system (simplified taxation system), financial statements are not prepared.

Non-profit organizations may not submit in the financial statements the Statement of Changes in Capital (Form No. 3), Statement of Cash Flows (Form No. 4), Appendix to the Balance Sheet (Form No. 5) in the absence of relevant data, but they are recommended to include it in financial statements Report on the targeted use of the funds received (form No. 6).

Public organizations (associations) that do not carry out entrepreneurial activities and do not have, apart from the retired property, sales of goods (works, services), the report on changes in capital (form No. З), Statement of cash flows (form No. 4), Appendix to the balance sheet (form No. 5) and an explanatory note.

The submitted financial statements are attached to the accompanying letter of the organization, drawn up in accordance with the established procedure and containing information on the composition of the submitted financial statements.

The need to draw up financial statements is generated by one of the fundamental principles of accounting - the principle of going concern of an organization.

Organizations, based on the results of their economic activities, draw up monthly, quarterly and annual financial statements; monthly and quarterly financial statements are interim.

The reporting year for all organizations is from January 1 to December 31 of the calendar year inclusive. The first reporting year for created organizations is considered from the date of their state registration to December 31, for organizations created after October 1 - from the date of state registration to December 31 of the following year inclusive.

The basis of accounting is the balance sheet.

The balance sheet is a way of grouping and reflecting the state of property, equity and liabilities in monetary value at a specific date for a specific organization.

In appearance, the balance sheet is a two-sided table: an asset (property of an organization) and a liability (equity + liabilities of an organization).

The balance sheet asset consists of two sections: Non-current assets (I) and Current assets (II).

The balance sheet liability consists of three sections: Equity and reserves (III), Long-term liabilities (IV) and Short-term liabilities (V).

The balance sheet asset characterizes the composition of economic assets, and the balance sheet liabilities show from what sources these funds were formed.

The asset and liability of the balance sheet are balanced by the corresponding items in the liability and asset.

2.3 Analysis of the balance sheet of LLC "E-Service"

The implementation of the company's plans is determined by its financial stability and the company's payment capabilities. In order to know the capabilities of an enterprise to develop its activities, it is necessary to analyze its financial and property status and payment obligations. For this, it is advisable to analyze the balance sheet of E-Service LLC. As an example, the balance sheet form is presented in Appendix B.

Let's consider the composition and dynamics of assets of the balance sheet of "E-Service" LLC (Table 2).

Table 2 - Composition of assets of the balance sheet of "E-Service" LLC.

According to the application data, it can be seen that the total value of the property for the analyzed period decreased by 46 thousand rubles. or 4.7%.

This happened due to a decrease in the cost of non-current assets by 11 thousand rubles. or by 4.1%, as well as due to an increase in the value of other current assets by 37 rubles, or 66.2%. It can be concluded that the economic potential of society is declining.

The decrease in the share of non-current assets occurred due to a decrease in the share of fixed assets, this suggests that the company did not acquire fixed assets in the reporting year, or the acquisition was insignificant, that is, the company is not interested in creating material conditions for expanding its core business. By 2013, the amount of fixed assets decreased by 44 thousand rubles. or 5.4% compared to 2012.

It can also be noted that during the reporting period more funds were invested in working capital than in 2012.

Appendix A data indicate an increase in accounts receivable by 18 thousand rubles. or 17.8%. An increase in accounts receivable leads to the diversion of working capital directly from circulation, that is, it can lead to a decrease in funds in the accounts, which negatively affects the solvency of the organization.

An increase in accounts receivable signals insufficient control over payment and settlement discipline at the enterprise, so in this situation it is necessary to analyze how it increased: maybe travel advances are not returned on time, buyers do not fulfill contractual obligations, etc.

Decrease in the cost of cash by 7 thousand rubles. or 13.1%, in the future it may not have a favorable effect on the financial condition of the organization.

In general, according to the balance sheet asset, unfavorable conclusions can be drawn, almost all indicators show a downward trend. This testifies to the ineffective functioning of the organization, as well as the incorrectly chosen policy of making managerial decisions and the strategy of the society.

Let's consider the composition of the liabilities of the analytical balance of LLC "E-Service" (Table 3).

Table 3 - Composition of the liabilities of the balance sheet of "E - Service" LLC.

The decrease in the liabilities of LLC "E - Service" occurred by 46 thousand rubles. This was mainly due to a decrease in retained earnings (by 81 thousand rubles), which indicates the ineffective work of the organization.

The reduction in retained earnings indicates a narrowing of the possibilities of replenishing working capital for the conduct of normal economic activity.

The passive part of the balance sheet is characterized by the predominance of own sources of funds, and their share in the total volume increased by 3% in 2013. In general, the liability decreased by 46 thousand rubles, or 4.7%.

The decrease in the liabilities of the balance sheet was influenced by a decrease in borrowed funds by 18 thousand rubles, which indicates a decrease in the degree of financial dependence on external investors and creditors.

Thus, on the basis of the analysis carried out, it can be said that the financial and economic activities of E-Service LLC contributed to a decrease in borrowed funds, which suggests that E-Service LLC does not experience a shortage of its own circulating assets, and in subsequent periods its current activities can be financed mainly from its own funds.

3. Prospects for the development of LLC "E-Service"

Despite the fact that E-Service LLC shows a downward trend in financial turnover in almost all indicators, the current situation cannot be called critical, since this decline is not widespread, and the organization has been on the market quite recently, since 2012.

However, in order to achieve great success and development of the organization, the management of the company still needs to keep in mind that such a downward trend in financial indicators indicates the ineffective functioning of the enterprise, as well as the incorrectly chosen policy of making managerial decisions and the strategy of the company.

LLC "E - Service" in the market of the city of Krasnoyarsk has a large number of competitors, such as LLC "Digital Intellectual Technologies", LLC "Max-Service", the company "Vzor" and LLC "Service-SB" and other financial statistical accounting statements

But, despite this, LLC "E - Service" for a short time of its existence has established itself in the market of Krasnoyarsk services for the design, creation and maintenance of video surveillance systems, security and fire alarms, access control and other technical security means. It has a wide client base and is successfully expanding its services for the repair of video surveillance systems, as well as the repair of computer systems.

Krasnoyarsk is a large promising city in which the business sphere is actively developing. With the help of video surveillance systems, E-Service LLC and entrepreneurs and ordinary people can feel more secure, which is important today. Therefore, we can conclude that this Company will provide itself with clients and prosperity in this market for a long time to come.

Conclusion

In the course of the practical training, the following was studied: the activities of E-Service LLC, the organizational structure of the Company, the economic characteristics of the enterprise, the features of the organization of statistical and accounting reporting, analyzed the tendencies of its development.

The main activity of E-Service LLC is the provision of a full range of services for the design, creation and maintenance of video surveillance systems, security and fire alarms, access control and other technical security means on the Krasnoyarsk market

The purpose of the enterprise is to make a profit and satisfy the needs and desires of consumers.

The first chapter of this report presents the characteristics of E-Service LLC, namely, the main activities of the Company; the legal framework on which the organization's activities and its organizational structure are based.

The second chapter of the report examines the essence of the organization's statistical and accounting reporting, presents the forms of statistical reporting of E-Service LLC, analyzes the balance sheet of E-Service LLC and assesses the Company's development prospects.

Based on the results of a verified analysis of the balance sheet, unfavorable conclusions can be drawn; almost all indicators show a downward trend. This testifies to the ineffective functioning of the organization, as well as the incorrectly chosen policy of making managerial decisions and the strategy of the society.

However, since this decline is not widespread, and the organization has been on the market quite recently, since 2012, the current situation cannot be called critical.

An individual task was to familiarize themselves with the reporting of the organization. In this report, I have presented and analyzed the above data.

During the practice, the practical experience gained helped to consolidate and deepen theoretical knowledge. Industrial practice provides an opportunity to get practical training, to assess their capabilities.

List of sources used

1 Information Providing [Electronic resource] - Access mode: http://www.prima-inform.ru/cat/cc/e-servis-1122468024546-2461217859

2 Krasnoyarskstat. Statistical reporting forms. [Electronic resource]: Forms of statistical reporting for OKPO // Site of the Territorial Body of the Federal State Statistics Service for the Krasnoyarsk Territory. - Access mode: http://83.229.248.210/okpo/getforms/getformsNEW2.htm

3 Krasnoyarskstat. Electronic reporting. [Electronic resource]: Electronic reporting // Site of the Territorial Body of the Federal State Statistics Service for the Krasnoyarsk Territory. - Access mode: http://krasstat.gks.ru/wps/wcm/connect/rosstat_ts/krasstat/ru/reporting/e-statements/4

4 Official site of LLC "E - SERVICE" [Electronic resource] - Access mode: http://e-servis.tiu.ru/about_us

5 Professional business analytics system [Electronic resource] - Access mode: http://querycom.ru/company/4709396

6 Management and Optimization of a Manufacturing Enterprise [Electronic resource] - Access mode: http://producm.ru/forms-of-documents/statistics/

7 Federal Law "On Limited Liability Companies" dated 08.02.1998 No. 14-FZ.

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The basic principles of the formation of the accounting statements of the organization. Study of the peculiarities of the audit of the annual financial statements of Tuimada LLC. Balance sheet analysis. Classification of the type of financial condition of the organization.

thesis, added 07/11/2015


Grouping of accounting objects according to a number of characteristics. Using methods of analysis of financial statements to fill out the balance sheet. Calculation of indicators of business activity according to the balance sheet and the statement of financial results.