Ministry of Education and Science of the Russian Federation

State educational institution of secondary

professional education "St. Petersburg State College of Physical Culture and Sports, Economics and Technology"

Istomina Ksenia Alekseevna

by discipline: Fundamentals of research

Topic: Fundamentals of Research

Specialty: Management

Group: 452

Teacher

N.V. Gronskaya

Saint Petersburg - 2010

Introduction 2

Section 1. The essence of students' research activities 4

1.1. Development of research activities of students 4

1.2 Theoretical foundations of work 5

Section 2. Basic Research Tools 7

2.1. Research methods 7

2.2. Tasks and types of research 9

2.3. Organization of research work 11

References 14

Introduction

The practical significance of the work lies in the fact that the issue of research activities of students of a pedagogical college as one of the aspects of the professional training of future teachers is relevant at this time, is still insufficiently covered in scientific and methodological literature and can be useful to everyone who is engaged in the development of an educational and methodological complex for students on performance and defense of the final qualifying work of educational institutions of this type.

This work reveals the main types of research work, methodological approaches to the implementation and organization of research. The role of research in human practice is very important. The development of students' research activities is one of the main directions of modernization of the secondary specialized education system. At the same time, in secondary pedagogical educational institutions, it is, as a rule, associated with psychological and pedagogical research in the framework of industrial practice, the implementation of term papers and final qualification works, etc.

The work consists of two sections, an introduction and a bibliography.

Section 1. The essence of students' research activities

1.1. Development of student research activities

The development of students' research activities is one of the main directions of modernization of the secondary specialized education system. At the same time, in secondary pedagogical educational institutions, it is, as a rule, associated with psychological and pedagogical research in the framework of industrial practice, the implementation of term papers and final qualification works, etc.

The formation of research skills and abilities of students in the pedagogical college is in the process of studying pedagogy and psychology, subject training disciplines and the foundations of educational and research activities.

Vocational education differs from general clarity in the definition of educational outcome, which is a reflection of the social order. Education in the context of the implementation of advanced vocational education should be predictive in nature and form the personality traits that a graduate will need in the future.

An educational institution today needs teachers who are proficient in diagnostic techniques and methods of personal development of children; know how to highlight personal meanings in the content of education; know how to teach children to think and act creatively. At the same time, the role of research work of college students in the development of such qualities of a specialist as professionalism and competence, independence and a creative approach to business, the formation of skills to continuously learn, to update their knowledge is quite large.

At present, the Program for the Development of Secondary Education has been put into effect. It speaks about the main trends in the development of the content of secondary pedagogical education, including the strengthening of general scientific and general professional training; intellectualization of the content of secondary pedagogical education; continuity of the content of secondary and higher pedagogical education. One of the areas of innovative activity in the system of secondary pedagogical education is the formation of research activities of students of pedagogical educational institutions. ...

The transition of an educational institution in modern conditions to work according to the standard of an increased level has put forward problem development of a complex of organizational and pedagogical conditions for the formation of research skills and abilities of college students.

The subject of research is psychological and pedagogical conditions for the formation of research skills and abilities of students.

In accordance with the object and the subject, the following tasks:

Determine the essence of pedagogical research activity in the process of preparing a future teacher;

To identify the conditions for the effective organization of research activities of students through the lessons of methods of environmental education;

1.2 Theoretical foundations of work

Environmental education as a complex problem of our time has become the object of attention of philosophical and sociological studies that consider environmental problems as universal.

The main provisions of the Concept of Sustainable Development (UN Conference on the Environment 1992), the Law of the Russian Federation "On Environmental Protection" (1991), and the Concept of Environmental Education of RW (1994) have acquired paramount importance for the development of environmental education.

The problems of environmental education were the subject of research by A.N. Zakhlebny, I.D. Zverev, I.T. Suravegina and others, who developed general theoretical and methodological aspects of environmental education of the younger generation.

Research work is organized by the college with aim ensuring a more conscious and deep assimilation of the educational material, the acquisition by students of the initial skills of research work.

In this regard, we consider it important to develop theoretical thinking for students in environmental and natural science education. The possibility of forming the prerequisites for theoretical thinking in the younger generation has been tested in the studies of N.N. Poddyakov, T.V. Khristovskaya, L.E. Ignatkina, N.I. Vetrova, A.F. Govorkova, A.M. Gavrilova and other scientists. ...

Section 2. Basic research tools

2.1. Research methods

To solve the set and investigated tasks, a complex is used methods.

Theoretical: analysis of scientific psychological and pedagogical literature on the problem under study, study of documents on education, analysis of the use of diagnostic techniques on research issues, analysis and generalization of domestic experience, cause-and-effect analysis of the obtained data of generalization and modeling, acquaintance with journalistic literature.

Empirical: observation, questioning, testing, self-assessment.

Research is important not only for understanding a new field, but also as a teaching method in the vocational education system. Back in the 1960s, a special direction began in the theory of knowledge - the theory of scientific search, which considers the process of cognition from the standpoint of the creative activity of a specific subject. The attention of philosophers is attracted by the construction of scientific research, its logic, they highlight the main categories of the process of scientific research - a problem, a fact, a system.

Empirical research, which is based on a problem that reflects this or that contradiction of reality, encourages the researcher to creative search activity: various assumptions are made, scientific hypotheses are put forward, methods of their verification are determined - various types of experiments. The result of the work done is new facts, which the researcher analyzes, comprehends, compares with established theories. Research, as a creative activity at all stages, intensively develops the thinking of the person who is engaged in it. That is why the research procedure has served as a benchmark for educators researching the methods of teaching schoolchildren.

In the 60-70s of the XX century. theorists are beginning to search for new methods of teaching at school in connection with the growing need of society for the development of active creative thinking in students. Search leads them to create problem teaching method, which is most clearly presented in the monographic study of M.I.Makhmutov.

Recently, problem-based learning has been widely included in life at all levels of lifelong education: with preschoolers, search activities, experimental studies are carried out; schoolchildren often perform creative tasks, write creative essays, search practical work is carried out with them, which are replaced by coursework and diploma projects in the middle and higher professional level. The problem-research method becomes one of the leading methods of teaching children and youth. That is why a specific and detailed acquaintance of students with various pedagogical research can perform, along with the function of theoretical justification, the function of teaching.

Without methodological knowledge, it is impossible to competently conduct pedagogical research. Such literacy is provided by mastering a methodological culture, the components of which are: design and construction of the educational process; awareness, formation and creative solution of pedagogical problems; methodical reflection.

In our case, research activities are organized in the field of environmental education, and this is a new approach to acquaintance with nature, and it puts forward a number of problems that are solved through the scientific search of modern researchers S.N. Nikolaeva, L.M. Manevtsova, N.A. Ryzhova and others. In their works there are answers to many problematic questions, including the following:

What is ecological education of children and how does it differ from familiarizing them with nature? What is the content of environmental education?

Is it possible for preschoolers and at what age to understand the facts that reflect the interconnection of natural objects, phenomena of a natural nature?

Are children able to understand procedural, long-lasting natural phenomena, their regular changes?

Do children identify the definition of life, how do they relate to the manifestations of living beings?

What ecological aspects do children comprehend spontaneously, in the process of ontogenetic development, and which ones can they learn in the process of systematic education under the guidance of an adult?

How, by what methods, should environmental education of children be carried out in a preschool institution, in a family?

Research work is organized at the college in order to ensure a more conscious and deep assimilation of the educational material, the acquisition of initial research skills by students. The result of this work is performances at "round tables", lessons, seminars, conferences, at the IGA.

A number of studies by M.A. Danilov, B.P. Esipov, P.I. Pidkasistoy, MM Potashnik, GI Shchukina and others. So, according to PI. Pidkasisty, an indicator of determining the degree of development of research activity among teachers is a gradual change in their educational work: from elementary reproduction of what has been read to the emergence of a strong interest in the studied phenomena, objects, to the very process of cognition and the need for new knowledge.

2.2. Tasks and types of research

In the course of the research, a double task is solved: the skills and abilities of studying special literature are acquired, conducting research and, at the same time, knowledge of pedagogy, methodology, psychology, the basics of educational and research activities acquires specific content, is consolidated in the course of direct work with children. As a result, the level of methodological training of future teachers is increased.

Research papers (texts), which are the result of students' research activities, must meet certain requirements. They should reflect the current level and development prospects of the branch of science in which the research is being conducted. This requirement is met through the study and critical comparative analysis of scientific literature in the chosen direction or topic. As a result, a brief description of the problem is made, the state of its solution at the current moment is clarified.

First of all, it is necessary to agree on the concepts (recall that all the concepts of the humanities are inherently contractual). What is an abstract? How does it differ from a report, synopsis, scientific report, term paper or thesis?

Here are some types of research work:

annotation- a brief description of the text, book, article, manuscript, revealing the content, where the main problems raised in the text, opinions, assessments, conclusions of the author are recorded (for types of annotations, see the appendix).

Report- a public message on a specific topic, contributing to the formation of research skills, expanding cognitive interest.

Qualifying work – research work expanding knowledge in the field of theory, practice, methodology of branches of science; development of specific ways to solve the problem under study.

Course work- independent theoretical or experimental research of individual parts of the educational process, general approaches to solving the problem under study.

Abstract- a short record of the content of something, highlighting the main ideas and provisions of the work.

Plan- compactly reflects the sequence of presentation of the material (types of plans.

Thesis- a summary of a position, idea, as well as one of the main thoughts of a lecture, report, composition.

abstract is considered as one of the forms of reporting on the results of research activities of educational practitioners. Unlike a synopsis, which is an abbreviated version of another author's text, an abstract is a new author's text, new in presentation, systematization of the material, in the author's position, in comparative analysis, but not necessarily new in ideas. The word "abstract" in translation from Latin means - "a short written statement of the essence of any problem."
Based on the foregoing, abstracting is the creation of a new text, which sets out the essence of the issue based on the classification, generalization, analysis and synthesis of one or more sources.

Referencing is a pivotal activity in experimental work, the results of the intermediate research and the development of specific ways to solve the problem under study will be presented in the final qualifying work. This once again emphasizes the interconnection of all types of research work and the need for their gradual development.

2.3. Organization of research work

In the literature, there are the terms "research work" and "educational research work", which are interpreted in different ways. So, research work is understood as such a student's activity, which reveals an independent creative study of the topic. Educational and research work is understood as mastering the technology of creativity, familiarity with the technique of experiment, with scientific literature (6, p. 96). Thus, the educational research and research work of students complement each other. It can be seen from the above definitions that a significant difference between them is the degree of independence of the student's fulfillment of the research task and the novelty of the result.

Thus, the term "educational and research work of students" can be understood as the process of acquiring knowledge and the formation of skills in creative research activities, which presupposes, for this purpose, at the initial stage, the introduction of elements of scientific research into the educational process in college, then at a university, and further - student's independent research work on the problem.

Research work is organized in colleges in order to ensure a more conscious and deep assimilation of the educational material by students of the initial skills of research work.The result of this work is presentations at student scientific conferences, abstracts, term papers and theses, possibly publications (articles or abstracts). Research can be carried out both on general issues of pedagogy or psychology, and on specific methods. In the course of its implementation, a twofold task is solved: the skills and abilities of studying special literature, conducting scientific research are acquired and, at the same time, knowledge in pedagogy, psychology and methodology acquires specific content, is consolidated in the course of direct work with children. As a result, the level of methodological training of future teachers is increased.

You can start mastering the technology of conducting research from the first year in the course of classes in all academic disciplines (both theoretical and practical). However, it is advisable and special training in the lessons of the special course "Fundamentals of educational and research activities." At the same time, the task in studying the subject "Methods of Environmental Education" at the first stage is to establish the relationship between the subjects studied and practice, during which the research skills and abilities of students are formed.

To achieve the result of pedagogical research by students, the following sequence is applicable:

1) Actualization of the problem (find the problem and determine the direction of future research);

2) Determination of the scope of research (to formulate the main questions, the answers to which we would like to find);
3) Choice of the research topic (try to define the research boundaries as strictly as possible);

4) Development of a hypothesis (to develop a hypothesis or hypotheses, including unrealistic - provocative ideas must be expressed);

5) Identification and systematization of approaches to the solution (choose research methods);

6) Determine the sequence of the research;

7) Collection and processing of information (record the knowledge gained);

8) Analysis and generalization of the received materials (structure the received material using well-known logical rules and techniques);

9) Preparation of a report (give definitions to basic concepts, prepare a report on the results of the study);

10) Report (defend it publicly in front of peers and adults, answer questions).

Thus, the listed characteristics make up a system, all elements of which, ideally, should correspond to each other, mutually complement each other. By the degree of their consistency, one can judge the quality of the scientific work itself.

An integral part of the professional training of the future teacher during college is educational and research work. The first involves teaching students the methodology and research methodology and deepening knowledge of pedagogical theory, the second - purposeful and systematic participation in research activities. Therefore, in the training of specialists, very serious attention is paid to the formation of research knowledge and skills in students, the independence of a creative approach to business, the formation of the ability to continuously learn.

In the classroom, students are explained the goals and objectives of educational and research activities, the requirements for the implementation of research work when getting acquainted with the content of the subject, a research approach is used in teaching - this is a way of acquainting students with the methods of scientific knowledge, an important means of forming their scientific worldview, developing thinking and cognitive independence ...

Bibliography

1 Anisimov O.S. Methodological culture of teaching and thinking. M .: Economics, 2007

2 Erastov N.P. The culture of mental work. Moscow: 2005

3 Zagvyazinsky V.I. Methodology and technique of didactic research. M .: Pedagogika, 2006

4 Kraevsky V.V. Pedagogical Research Methodology: A Handbook for Educator-Researcher. M .: Publishing house of SamGPI, 2005. p. - 205

5 Kruglikova L.E. Requirements for coursework and thesis. M: MPU, 2006

6 Mazilov V.A. Formation of a creative approach to the implementation of pedagogical activity as a priority task of training a specialist in a pedagogical university // Moscow Pedagogical Bulletin, 2008. - No. 3. P.58.

7 V. A. Slastenin Pedagogy: Innovation. Slastenin V.A., Podymova L.S. M .: IChP "Magistr Publishing House", 2006. - 306 p.

8 Chechel I.D. Management of research activities of a teacher and student in a modern school. M .: "UNITY". - 406 p.

1. Educational research activity in geography as a factor in the development of high school students' communicative competencies

   Thesis >> Pedagogy

   ... basis research activities in the first place is the task of design When designing research activities students as basics... involving schoolchildren in educational research activity... On basis of this technique by us ...

2. The basics evaluative activities

   Law >> Economics

   ... activities subject of evaluative activities... 1.1. Appraisal Law activities In Russian federation The basis legal regulation of appraisal activities... on basis long-term statistical observations by special research institutes. ...

3. The basics entrepreneurial activities (4)

   Abstract >> Economics

   ABSTRACT on discipline: Enterprise Economics The basics entrepreneurial activities Content Entrepreneurship as a modern form ... of an object. Agreement for the implementation of scientific research

Regional State Autonomous Educational Institution

secondary vocational education

"Regional College of Entrepreneurship"

Course of lectures by discipline

"FUNDAMENTALS OF RESEARCH ACTIVITIES"

Compiled by N.V. Mulina

teacher of the highest category

Perm, 2011

SECTION 1. BASIC CONCEPTS OF RESEARCH ACTIVITIES 3

Topic 1.1. Research and its role in practical

Human activities 3

Topic 1.2. Research structure 13

Topic 1.3. The main stages of the research process 17

Topic 1.4. Methods of Scientific Knowledge 23

Topic 1.5. Accumulation and processing of scientific information 27

Topic 1.6. Language and style of research 38

Topic 1.7. Methods for presenting results

Research 51

^ SECTION 2. LOGICAL LAWS AND RULES IN THE PRACTICE OF SCIENTIFIC RESEARCH 56

SECTION 1. BASIC CONCEPTS OF RESEARCH ACTIVITIES

Topic 1.1. Research and their role in human practice

In life, each of us every minute is faced with gigantic information flows. But not all information is assimilated, only an insignificant part of it turns into knowledge.

Information becomes knowledge only when it comes into contact with the previous experience of a person, while rebuilding all existing knowledge. Figuratively it flew in, into another - flew out!

Traditional teaching assumes that students are passive people, whom the teacher tries to "stuff" with a standard set of ready-made knowledge. This method is fast and efficient, but it can be used in relatively simple situations. Very often the learning process turns into a heavy duty, difficult, unattractive work.

Man was born to know this world. And the more a person knows, the more comfortable he will live.

The task is that students not only obediently swallow and assimilate the “portions of knowledge” prepared by someone, but also obtain this knowledge on their own in the course of research.

In 1996, the Council of Europe for Education developed 5 key competencies that a graduate of the 21st century should possess:

Teamwork skills;

Ability to communicate orally and in writing, knowledge of a foreign language;

Ability to work with information (find, critically treat, process, save, transmit);

Tolerance (tolerating other opinions, allowing others to think differently from me);

Learn all my life.

One of the first, at the beginning of the twentieth century, began to promote and actively apply the ideas of research education, American educator and philosopher John Dewey.

When a problem is solved, there is a connection between learning and life, independence, activity, the ability to communicate, cooperate with people in various activities develops.

In the course of numerous experiments, it has been repeatedly proven that exploratory behavior should be considered as an integral manifestation of the vital activity of any living creature. Exploratory behavior has an important developmental function. Exploratory behavior is found to be stronger in both humans and animals than food or defensive behavior.

Experimental results are a clear confirmation of this statement. For a long time, the rats participating in the experiment lived in conditions of complete comfort, all their needs were satisfied. Animals received enough food, they did not need protection from predators, they did not need to solve other problems. However, despite this, the rats tended to explore the nearby and nothing particularly unattractive room. The animals tried to get into it, although no one forced them to do this, and even more, this room was dangerous for them. Exploratory animal behavior is a natural part of the struggle for survival.

Exploratory behavior is characteristic of all living things, this feature is most clearly manifested in humans. The main difference between human research activity is manifested not so much in the struggle for survival as in creativity.

A person is able to experience pleasure not only from the result of creativity, but also from the very process of creative, research search.

American students investigated the problem of differences in the behavior of humans and animals. They built a large, complex labyrinth for humans and a similar smaller one for rats. For the successful passage of the maze, the man was given five dollars, the rat - a piece of cheese. No significant differences were observed in the passage of the maze by humans and rats. After they stopped giving the rats cheese, and people stopped giving money, the rats, after making several attempts, stopped running, and people continued to break into the laboratory and try to improve their result.

For the rats, the only thing that pushed them towards the passage of the maze was a piece of cheese. And for a person, the very process of the task was more important than the reward. People understood that by optimizing the process of moving through the maze, the result could be improved.

Scientists argue that an unmet need for creative (exploratory) behavior in humans can lead to severe diseases of the nervous system. A person from a young age is a researcher, and what little children sometimes hear - don't bother, don't touch, leave me alone, it's too early for you to know about this. For elders, this is a disdainful attitude towards their own conclusions, inferences made by them on the basis of their own experience: observations and experiments.

Experiments indicate that the research activity is directed by the right hemisphere, the left is responsible for processing information received and obtained during the research search. Thus, exploratory behavior activates the work of both hemispheres.

The exploratory reflex is one of the basic unconditioned reflexes. The need for research activity is the driving force behind the development and self-development of a person.

To explore, study, discover means to take a step into the unknown and unknown.

The activity of a researcher is a creative activity, and it does not matter what a person does: paints pictures, develops new computers or studies the movement of heavenly bodies.

Each new information, turning into knowledge, makes them completely different. And a person is sometimes afraid, not sure of himself. At school, they only require the correct answer, and if you allowed yourself to express original, unexpected solutions, then you can become an object of ridicule. Although criticism of ideas is unacceptable, as it constrains the flight of imagination.

In childhood, children often compose various stories, invent non-existent events. This phenomenon is closely related to research activity. The child's need for such activity is great, the flow of information received is large, and the age-related possibilities of its processing and assimilation are still small. This contradiction creates a conflict between the excess of incoming information and the lack of means necessary to understand and explain the environment.

After all, information becomes knowledge when it enters with previous experience. And this requires the skills and abilities required in solving research problems. These include skills: seeing problems, asking questions, making hypotheses, defining concepts, classifying observations and experimenting skills, drawing conclusions and inferences, structuring material, working with text, etc.

1. 
   Science and its role in the development of society

Science has several basic meanings:

The sphere of human activity, aimed at the development and theoretical schematization of objective knowledge about reality;

Science appears as a result of this activity - a system of acquired scientific knowledge;

The term "science" is used to designate certain branches of the scientific

Science can be viewed as a branch of culture that did not exist

At all times and not for all peoples.

The immediate goals of science are to obtain knowledge about the world around them, to predict the processes and phenomena of reality on the basis of the laws it discovers. Science was created to directly reveal the essential aspects of all phenomena of nature, society and thinking.

The main tasks of science include:

Discovery of the laws of motion of nature, society, thinking and knowledge;

Collection, analysis, generalization of facts;

Systematization of the knowledge gained;

Explanation of the essence of phenomena and processes;

Forecasting events, phenomena and processes;

Establishment of directions and forms of practical use of the knowledge gained.

Not all knowledge can be considered scientific. It is impossible to recognize as scientific the knowledge that a person receives only on the basis of simple observation. This knowledge plays an important role in people's lives, but it does not reveal the essence of phenomena, the relationship between them, which would explain why a given phenomenon occurs in one way or another, and predict its further development.

The correctness of scientific knowledge is determined not only by logic, but, above all, by its mandatory verification in practice. Revealing the regular connections of reality, science expresses them in abstract concepts and schemes that strictly correspond to this reality.

Science can be viewed as a system consisting of: theory; methodology, methods and techniques of research; the practice of implementing the results obtained.

The development of science proceeds from the collection of facts, their study and systematization, generalization and disclosure of individual laws to a coherent, logically harmonious system of scientific knowledge, which allows one to explain already known facts and predict new ones.

The process of cognition includes the accumulation of facts. No science can exist without systematization and generalization, without logical comprehension of facts. But although facts are essential material for a scientist, they are not science in and of themselves. Facts become an integral part of scientific knowledge when they appear in a systematic, generalized form.

The facts are systematized and generalized using the simplest concepts, which are important structural elements of science. The broadest concepts are called categories. An important form of knowledge is principles (postulates), axioms. The principle is understood as the initial provisions of any branch of science. They are the initial form of systematization of knowledge (axioms of Euclidean geometry, Bohr's postulate in quantum mechanics, etc.).

The most important constituent link in the system of scientific knowledge are scientific laws that reflect the most essential, stable, repeating objective internal connections in nature, society and thinking. Usually laws appear in the form of a certain correlation of concepts, categories.

The highest form of generalization and systematization of knowledge is theory. A theory is understood as the doctrine of generalized experience (practice), which formulates scientific principles and methods that allow one to generalize and learn about existing processes and phenomena, analyze the effect of various factors on them and offer recommendations for using them in people's practical activities.

Scientific disciplines, which in their totality form the system of sciences as a whole, can be rather conditionally subdivided into 3 large groups (subsystems) - natural, social and technical, differing in their subjects and methods. There is no sharp line between these subsystems - a number of scientific disciplines occupy an intermediate position. So, for example, at the junction of technical and social science is technical aesthetics, between natural and technical science - bionics, between natural and social science - economic geography. Each of these subsystems, in turn, forms a system in a variety of ways coordinated and subordinated by subject and methodological connections of individual sciences, which makes the problem of their detailed classification extremely difficult and not completely solved until today.

Along with traditional research carried out within the framework of any one branch of science, the problematic nature of the orientation of modern science has brought to life widespread deployment of interdisciplinary and complex research, conducted by means of several different scientific disciplines, the specific combination of which is determined by the nature of the problem. An example of this is the study of nature conservation problems, which is at the crossroads of technical sciences, biology, earth sciences, medicine, economics, mathematics, etc. Such problems arising in connection with the solution of large farms and social problems are typical of modern science. According to their orientation, in their direct relation to practice, it is customary to subdivide individual sciences into fundamental and applied.

The task of the fundamental sciences is to understand the laws governing the behavior and interaction of the basic structures of nature, society and thinking. These laws and structures are studied in "pure form", as such, regardless of their possible use. Therefore, the basic sciences are sometimes called "pure".

The immediate goal of applied sciences is to apply the results of fundamental sciences to solve not only cognitive, but also social and practical problems. Therefore, here the criterion of success is not only the achievement of truth, but also the measure of satisfaction of the social order. At the junction of applied sciences and practice, a special area of ​​research is developing - developments that translate the results of applied science into the form of technological processes, structures, industrial materials, etc.

Applied sciences can develop with a predominance of both theoretical and

Practical problems. For example, in modern physics, electrodynamics and quantum mechanics play a fundamental role, the application of which to the knowledge of specific subject areas forms various branches of theoretical applied physics - physics of metals, physics of semiconductors, etc. Further application of their results to practice gives rise to a variety of practical applied sciences - metallurgy, semiconductor technology, etc., the direct connection of which with production is carried out by corresponding specific developments. All technical science is applied.

As a rule, fundamental sciences are ahead of applied sciences in their development, creating a theoretical groundwork for them. In modern science, applied accounts for up to 80-90% of all research and allocations. One of the pressing problems of the modern organization of science is the establishment of strong, systematic interconnections and the reduction of the timing of movement within the cycle "fundamental research - applied research - development - implementation".

In the Classifier of directions and specialties of higher professional

Educations developed by scientific and methodological councils - departments of the UMO in the areas of education are distinguished:

- natural sciences and mathematics (mechanics, physics, chemistry, biology, soil science, geography, hydrometeorology, geology, ecology, etc.);

- humanities and socio-economic sciences (culturology, theology, philology, philosophy, linguistics, journalism, bibliology, history, political science, psychology, social work, sociology, regional studies, management, economics, art, physical culture, commerce, agroeconomics, statistics, art, jurisprudence, etc.) ;

- Technical science (construction, printing, telecommunications, metallurgy, mining, electronics and microelectronics, geodesy, radio engineering, architecture, etc.); agricultural sciences (agronomy, zootechnics, veterinary medicine, agroengineering, forestry, fishing, etc.).

1. 
   Research concept

Many people think that research is the task of the scientist in his day-to-day work. This is a deep misconception. In the modern world, research is the main factor of success, and in scientific terms, the main factor in improving management efficiency.

Research allows you to see where the reserves are and what is hindering development, what should be feared and what should be supported.

The development of professionalism in various fields of activity leads to an understanding of research as a logical and natural element of its practical effectiveness. In this case, research is no longer associated only with scientific activity and even with a scientific approach. This is a factor of professionalism.

In this regard, it is possible to construct a definition of the concept of "research" as follows. Research is a type of human activity, consisting of:

Recognition of problems and situations;

Determination of their origin;

Revealing the properties, content, patterns of behavior and development;

Establishing the place of these problems and situations in the system of accumulated knowledge;

Finding ways, means and opportunities to use new ideas or knowledge about a given problem in the practice of solving it.

In real practice, these features of research are in a certain ratio, characterizing both the degree of professionalism and the specific goals and objectives of the activity.

Researching a problem or situation involves a wider range of methods than analysis or design. This is observation, and evaluation, and conducting an experiment, and classification, and construction of indicators, and much more. Of course, research includes analysis, but is not limited to it. Research represents a higher level of human creativity.

1. 
   Research typology

^ According to the purpose, practical and scientific-practical (educational) research can be distinguished. There is research designed simply to develop effective solutions and achieve the desired result, but there is research focused on the future, updating knowledge, improving the educational level.

It is possible to build research, involving to one degree or another the apparatus of scientific analysis, scientific methodology. Research can be of an empirical nature, that is, it can be based primarily on accumulated experience and the immediate, immediate result.

Research also differs in the use of resources and the timing of their implementation. There are minor studies on resource-intensive and, conversely, resource-intensive. And in time - long and short.

An important criterion for the typological choice of research is the criterion of information support. Can build research only on inside information, but deeper are, of course, research using extensive external information. This allows for more informed conclusions and more effective recommendations.

Finally, studies also differ in the degree of organization and participation of staff in their conduct. They can be either individual or collective, spontaneous or organized.

1. 
   Study characteristics

Any research has a set of characteristics that must be taken into account when conducting and organizing it. The main of these characteristics are as follows:

Research methodology - a set of goals, approaches, guidelines, priorities, tools and research methods.

Organization of research - the procedure for conducting, based on the distribution of functions and responsibilities, enshrined in regulations, standards and instructions.

Research resources - a set of tools and capabilities (for example, informational, economic, human, etc.) that ensure the successful conduct of research and the achievement of its results.

Object and subject of research. The object is a management system belonging to the class of socio-economic systems, the subject is a specific problem, the solution of which requires research.

Type of research - its belonging to a certain type, reflecting the originality of all characteristics.

The need for research is the degree of acuteness of the problem, professionalism in approaches to its solution, management style.

Research effectiveness - the proportionality of the resources used for the research and the results obtained from it.

1.1.5. Requirements for a modern specialist

In the past, it was common for leaders to strive for clear execution. A good leader was considered to be one who knew how to execute orders of higher authorities or instructions, standards, and corresponded to the accepted types of business behavior. Subsequently, the independence of the leader began to be appreciated. Self-reliance is a good quality, but it can also manifest itself in different ways. There is independence in performance and independence in purposeful development, there is initiative independence and independence, limited by a certain concept of business behavior, there may be independence of experience and independence of search.

Today, the concept of a specialist of a research type is being born. What is its peculiarity?

In a more detailed view, the following features of a research-type specialist can be distinguished:

Problematic vision of the world, the ability to recognize problems where everything is clear to others;

The ability to proactively, that is, in advance, in advance, to pose problems when they are just emerging;

Systemic and panoramic perception of reality, processes of functioning and development of a controlled object;

Antinomy - the ability to perceive, understand, accept and use points of view that are different from their own or even opposite to them;

Expressiveness - the ability to make correct and successful conclusions with a lack of information.

Developed psychological self-regulation, which determines the attitude towards problems and their assessment;

Ability to imitate the functions of various team members;

Psychological insight, allowing you to see in people more than they show in activity or demonstrate. The compensator of insight is psychodiagnostics;

Innovativeness and inertia of thinking, the ability to go beyond the boundaries of the formal, familiar, proven, traditional;

Attractiveness - the ability to attract people to joint activities without resorting to means of material or administrative coercion.

The ability to quickly rebuild psychologically when the conditions of activity change or the transition to the solution of fundamentally new problems;

Ability to delegate not only power and responsibility, but also your authority as a leader;

The ability to latent (hidden) leadership, which involves the inclusion of people in activities not on a formal subordinate basis, but by "going into the shadows", the ability to ask for advice and help.

All these properties do not exist each by itself and not in a scattered chaotic aggregate, but in a system of interaction. This is what characterizes a research-type specialist.

Topic 1.2. Research structure

Research work is evaluated not only by its theoretical scientific value, but also by the level of general methodological preparation of scientific material, which, first of all, is reflected in its composition.

The structure of the research work is the sequence of the arrangement of its main parts, which include the main text (i.e. chapters and paragraphs), as well as all parts of the reference and accompanying apparatus (tables, graphs, programs).

The student's research paper should contain the following elements:

- title page;

- a list of symbols (if necessary);

- introduction (general characteristics of the work);

- the main part, represented by chapters;

- conclusion;

- list of used literature;

- applications (if necessary).

^ Title page is the first page of the work and is filled in according to strictly defined rules. The title page must contain the following information:

- the full name of the educational institution in which the research work is carried out;

- the title of the work, which should determine the area of ​​research carried out, be as short as possible and accurately correspond to the content of the research;

- surname, name, patronymic of the student;

- number and name of the specialty;

- genre of work, for example, final qualifying work;

- surnames, initials, scientific degrees and titles of scientific adviser and reviewer;

- the city in which the educational institution is located;

- year of defense of scientific research work.

After the title page is placed table of contents, which lists all the titles of the research paper and indicates the pages from which they begin. The headings in the table of contents must exactly repeat the headings in the text. Headings may not be shortened or given in a different wording or sequence. The table of contents should be placed at the beginning of the work, as this makes it possible to immediately see its structure.

List of conventions, symbols, units and terms.

If a specific terminology is adopted in the work, as well as rare abbreviations, new symbols, designations, etc. are used, then their list can be presented in the form of a separate list placed before the introduction.

The list usually looks like a column, in which the abbreviation is given on the left (in alphabetical order), on the right - its detailed decoding.

If in the work special terms, abbreviations, symbols, designations, etc. are repeated less than three times, the list is not compiled, their decoding is given in the text at the first mention.

Introduction... In this part of the work, the relevance of the chosen topic, goals and objectives are briefly formulated. They formulate the object and subject of research, indicate research methods, the theoretical and practical value of the results obtained, the possibility of their use (where, when, by whom). After determining the goal, a working hypothesis is formulated - a scientific assumption put forward to explain any factors, features, characteristics and anticipating the result of the research.

The introduction notes the signs of research novelty, its practical, theoretical and social significance. Scientific novelty can be determined in the study by the difference between the obtained results and the known ones, in this case it is necessary to classify the degree of novelty (obtained for the first time, improved, further development is provided, etc.), to reveal the essence of the new results.

The novelty of the results of research work is determined by the extent to which they develop ideas about a particular phenomenon, systematically clarify the essence of phenomena, processes, how they contribute to the development of science and practice.

Scientific novelty is determined, for example, by the lack of similar research, the novelty of the topic, the methodological solution, the originality of setting goals, objectives, and hypotheses.

At the end of the introduction, it is desirable to reveal the structure of the research work, list the main structural elements and justify the sequence of their location.

In chapters main body of research an analysis of the theoretical material obtained from literary sources on this problem is given, the methods and techniques of research are examined in detail, the practical part is highlighted, and the results are generalized. The main part of the research work is divided into chapters, paragraphs, points. Each element of the main part is a semantic complete fragment of the work.

The main body of the work (represented by chapters) contains:

- a review of the literature on the topic and the choice of the direction of research;

- description of sources of information;

- presentation of the general concept and basic research methods;

- analysis and generalization of research results.

The main part begins with a review of literary sources on the issue under study (Chapter I) and is defined as a theoretical section in which the student reveals the main stages in the development of scientific thought on the issue under consideration.

The purpose of the theoretical section is to demonstrate orientation in the research problem, substantiate the research hypothesis and the choice of methods for proving it.

The literature review begins with the presentation of the ideas of those authors who made a significant contribution to the development of the problem. It is then advisable to analyze and compare the different points of view of the authors. Literary review should not turn into a continuous quotation.

In the theoretical section, briefly, but deeply enough, systematized, it is necessary to outline the state of the problem at the moment, to characterize the subject of research: to define the main categories and concepts, to classify them, to evaluate the achievements of domestic and foreign science on the problem under study. Referring to scientific publications, you need to briefly state the controversial points of view on various issues and give them your own assessment with a clearly expressed position of the student.

In conclusion, the review should briefly characterize the state of the problem and indicate insufficiently studied, debatable issues. This will provide an opportunity to determine the relevance of the study;

It is advisable to end the review with a short summary of the need for research in this direction and determine the subject of your research.

Thus, the text of the analytical review must meet the following requirements:

- reliability and completeness of information;

- the consistency of the structure;

- clarity, clarity of presentation;

- compositional integrity;

- the validity of the conclusions.

In the first part practical section(Chapter II) outlines the general concept and main research methods, gives a theoretical justification for the proposed methods, algorithms for solving problems, outlines their essence, gives a scientific and theoretical justification for choosing a direction of research, describes the organization and content of the study: characteristics of subjects, specific methods, research procedures, criteria for evaluating research results.

In the second part of the practical section (chapters III, IV), the data of the ascertaining (formative) experiment are presented. The author's own research is presented with the identification of the new that he introduced into the development of the problem (the results of study and training). The author needs to give his own assessment of the achievement of the goal and the completeness of the solution of the tasks set, an assessment of the reliability of the results obtained, their comparison with similar results of domestic and foreign authors, the justification for the need for additional research, negative results leading to the need to stop further research on a specific issue.

The order of presentation of the material should be subordinate to the purpose of the research formulated by the author. The consistency of the structure and the purposefulness of the presentation of the main content is achieved only when each chapter has a specific purpose and is the basis for the next.

When writing a work, a student is obliged to indicate the authors and sources from which he borrows materials. Quotes must be enclosed in quotation marks. Free presentation of the borrowed text is allowed only with reference to the borrowed source.

At the end of each chapter, brief descriptive conclusions should be given, which allows you to clearly formulate the results of each stage of the study, makes it possible to "free" the main results from secondary details.

Conclusion Is not just a list of the results obtained, but a synthesis of the information accumulated in the main part. Here it is important to consistently, logically and coherently state the results obtained and their relationship with the goal and objectives set in the introductory part of the work. The conclusion assumes the presence of a generalized assessment of the work done. At the same time, it is important to indicate what its main meaning is, what important side scientific results have been obtained, and what new problems arise. In some cases, it becomes necessary to indicate the ways for further research, as well as specific tasks that will have to be solved in the first place. Practical suggestions greatly increase the value of the theoretical material.

^ List of used literature. After the conclusion, it is customary to post a list of used literature - this is a list of information sources on the basis of which the work was performed (quoted, mentioned in the text, used in the research process, but not reflected in the main text of the work). The list is arranged in alphabetical order.

If the author makes a reference to any facts or cites the works of other authors, then he must indicate in the subscript where the materials are taken from. You should not include in the list those works that have not actually been used. It is not recommended to place reference books, encyclopedias, popular science publications in the list. If there is a need to use such publications, then they should be cited in footnotes in the text of the research work.

All materials that are not vital for understanding the scientific problem, auxiliary and additional materials that clutter up the text of the main part, are placed in annexes and notes.

Topic 1.3. The main stages of the research process

Research usually consists of three main stages.

^ First stage work includes:

Choice of problem and topic;

Definition of the object and subject, goals and objectives;

Development of a research hypothesis.

^ Second stage work contains:

Choice of research methods;

Hypothesis testing;

Research itself;

Formulation of preliminary conclusions, their testing and clarification;

Substantiation of final conclusions and practical recommendations.

^ Third stage(final) is based on the implementation of the results obtained in practice. The work is literally formalized.

The logic of each study is specific. The researcher proceeds from the nature of the problem, the goals and objectives of the work, the specific material at his disposal, the level of research equipment and his capabilities. What is characteristic of each stage of work?

First step consists of the choice of the field of research, and the choice is due to both objective factors (relevance, novelty, prospects, etc.), and subjective - the experience of the researcher, his scientific and professional interest, abilities, mentality, etc. Relevance of the research - a necessary requirement for any job. To justify the relevance means to explain why this particular topic is of interest at the moment, what are the reasons for referring to it, what prevented it from doing so earlier.

An indicator of the relevance of the topic is the presence of a problem in this area of ​​research.

There is a methodological pattern in the formulation of research topics and a fairly rapid change in one or more problematic aspects of the research topic. The topic lives for a long time, and its problematic aspects change both under the influence of scientific, technical and social progress, and under the influence of changes in worldview views on the nature of the phenomenon under study.

^ Research problem is understood as a category meaning something unknown in science, which is to be discovered, proved. The problem is created by the contradictions that need to be resolved. The research problem must be relevant, meet the needs of practice, have an appropriate scientific solution. Justification of the relevance of the problem allows us to concretize the research topic, which, in turn, must be carefully thought out and correctly formulated.

Theme- it reflects the problem in its characteristic features. A successful, semantic formulation of the topic clarifies the problem, outlines the research framework, concretizes the main idea, thereby creating the prerequisites for the success of the work as a whole.

^ Object of study is a set of connections, relationships and properties that exists objectively in theory and practice and serves as a source of information necessary for a researcher. This is what the research activity is directed to (find out what exactly is being addressed in the research). The object of research is a process, phenomenon, etc. that is being investigated, and the object is a part of the object that can be transformed so that the object changes. In other words, the subject of the research indicates what it is dedicated to.

^ Subject of study is more specific and includes only those connections and relationships that are subject to direct study in this work, establish the boundaries of scientific research. In each object, several subjects of study can be distinguished. It is the subject of research that determines the topic of the work (i.e., indicate how the object is viewed, what relations in it, properties, aspects, functions it reveals).

For example:

Object area - Russian and German.

The object of research is the mutual influence of languages ​​on each other.

Subject of research - Borrowings in Russian from German.

Research topic - The influence of the development of science and technology in Germany on the Russian language.

That is theme research - a narrower area within the object of research in which the problem is considered.

From the subject of research, its purpose and objectives follow.

Target is formulated briefly and extremely accurately, meaningfully expressing the main thing that the researcher intends to do. One work goal and several tasks that need to be solved to achieve this goal are formulated. When formulating a goal, it is necessary to write it down in several versions, and then determine the most suitable one. A goal denotes what needs to be done, and tasks are built in the form of statements aimed at achieving the goal. The goal is concretized and developed in the research tasks. It is not recommended to formulate the goal as "Research ...", "Research ...", as these words indicate a means to an end, and not the goal itself.

^ First task, as a rule, it is associated with the identification, clarification, deepening, methodological substantiation of the essence, nature, structure of the object under study (collection and analysis of information ...).
The second is with the analysis of the real state of the subject of research, dynamics, internal contradictions of development (selection of material for ...).

The third- with the ability to transform, modeling, experimental verification (development….).

Fourth- with the identification of ways and means of increasing the efficiency of improving the investigated phenomenon, process, that is, with the practical aspects of work, with the problem of managing the investigated object.

After defining the goal, a working hypothesis- a scientific assumption put forward to explain any factors, features, characteristics and anticipating the result of the research. It is formulated on the basis of a literary review and is the organizing and guiding factor of the initial stage of the experiment, from the standpoint of which the research will be carried out. A hypothesis summarizes experimental data, guides research and predicts its outcome. A project for solving the problem follows from the hypothesis.

A hypothesis should not be obvious and should not reflect explicit assumptions, since testing, and even more so researching them, does not make sense.

As a result of the research carried out, the hypothesis can be confirmed or refuted. It is necessary to put forward a hypothesis in such a way that it covers different aspects and sides of the studied phenomena and processes.

In order for the hypothesis to be confirmed, and the work to be practically significant, the author must have good theoretical training, awareness of the research problem.

A hypothesis is considered reliable only after practical verification and confirmation of it with relevant facts.

The first part of the hypothesis is descriptive, the second is explanatory, and the third is predictive. However, this arrangement is not strictly required.

When formulating a hypothesis, constructions of the type: "if ... then ...", "provided that ..." are usually used, i.e. those that focus on the problem and ways to solve it.

Hypotheses are:

Descriptive (assumes the existence of a phenomenon);

Explanatory (revealing the reasons for it);

Descriptive and explanatory.

The hypothesis has certain requirements:

It should not include too many provisions: as a rule, one main, rarely more;

It should not contain concepts and categories that are not unambiguous, not understood by the researcher himself;

When formulating a hypothesis, value judgments should be avoided, the hypothesis should be consistent with the facts, be testable and applicable to a wide range of phenomena;

An impeccable stylistic design, logical simplicity is required,

Second phase research has a pronounced individualized character, does not tolerate rigidly regulated rules and regulations.

In the course of the study, a program is drawn up. It should reflect:

What phenomenon is being studied;

What are the indicators;

What evaluation criteria are applied;

What research methods are used;

The order of application of certain methods.

The organization and conduct of an experiment begins with a test check of experimental documentation: questionnaires, questionnaires, interview programs, tables or matrices for registering and accumulating data.

Preliminary theoretical and practical conclusions should meet the following methodological requirements:

Be comprehensively reasoned, summarizing the main results of the study;

Flow out of the accumulated material, as a logical consequence of its analysis and generalization.

When formulating, it is important to avoid two common mistakes:

A kind of treading on the spot, when very superficial, partially limited conclusions are drawn from a large and capacious empirical material;

An excessively broad generalization, when inappropriately broad conclusions are drawn from insignificant factual material.

Third stage - implementation of the obtained results into practice. The work is literally formalized.

^ Literary design of research materials - a laborious and very responsible business, an integral part of scientific research.

To isolate and formulate the main ideas, provisions, conclusions and recommendations is accessible, sufficiently complete and accurate - the main thing that a researcher should strive for in the process of literary design of materials.

Not immediately and not everyone succeeds, since the design of the work is always closely related to the refinement of certain provisions, clarification of logic, argumentation and elimination of gaps in substantiating the conclusions made, etc. Much here depends on the level of general development of the researcher's personality, his literary ability and the ability to formulate their thoughts.

In the work on the design of research materials, one should adhere to the general rules:

The title and content of chapters, as well as paragraphs should correspond to the research topic and not go beyond its scope. The content of the chapters should cover the topic, and the content of the paragraphs should cover the chapter as a whole;

Initially, having studied the material for writing the next chapter, it is necessary to think over its plan, leading ideas, a system of argumentation and fix all this in writing, without losing sight of the logic of the entire work. Then clarify, polish individual semantic parts and sentences, make the necessary additions, rearrangements, remove unnecessary things, carry out editorial and stylistic corrections;

Check the formatting of references, compile a reference apparatus and a list of used literature (bibliography);

Do not rush to the final finishing, take a look at the material after a while, let it "lie down". At the same time, some reasoning and inferences, as practice shows, will appear poorly formed, unproven and insignificant. It is necessary to improve or omit them, leaving only what is really necessary;

Avoid pseudoscience, games of erudition. Bringing a large number of references, abuse of special terminology make it difficult to understand the thoughts of the researcher, make the presentation unnecessarily complicated. The style of presentation should combine scientific rigor and efficiency, accessibility and expressiveness;

The presentation of the material should be reasoned or polemical, critical, short or detailed, detailed;

Before drawing up the final version, conduct approbation of the work: review, discussion, etc. Eliminate the shortcomings identified during approbation.

^ The logical relationship of goals, objectives, results and conclusions

The main tasks of higher education are to improve the quality of training of specialists, develop their creative abilities, initiative and the need for constant renewal and expansion of their knowledge.

In this regard, the research work (R&D) of students is of great importance in improving the educational, educational and research processes.

The purpose of the course is to acquaint students with the basics of scientific research in history, develop research skills and prepare them for writing essays, term papers and theses, as well as for further independent research activities.

Objectives of the course.

The educational-methodical complex itself, recommended lists of basic and additional literature, lecture notes act as didactic material on this discipline.

At the end of the study of the discipline, the student must:

- to master: means and methods of carrying out scientific research works;

- know: methods and procedures for working with diverse arrays of scientific information, with scientific literature; current standards and rules for the preparation of scientific manuscripts for publication

- to develop: skills to competently present the results of their own scientific research and the ability to reasonably defend and substantiate the results obtained.

To receive credit for the course, a student must:

- to competently answer questions during seminars, complete tasks formulated by the teacher, defend the abstract, taking into account the requirements for its design.

Types of educational work: practical lessons

offset

AGE PSYCHOLOGY

Subject, object and methods of psychology. Places of psychology in systems science. The history of the development of psychological knowledge and the main directions in psychology. Individual , personality, subject, individuality. Psyche and organism. Mind, behavior and activity. The main functions of the psyche. The development of the psyche in the process of ontogeny and phylogenesis. Brain and psyche. The structure of the psyche. The ratio of consciousness and unconsciousness. Basic mental processes. The structure of consciousness. Cognitive processes. Feeling. Perception. Performance. Imagination. Thinking and intelligence. Creation. Attention. Mnemic processes. Emotions and feelings. Mental regulation of behavior and activity. Communication and speech. Psychology of Personality. Interpersonal relationships. Small group psychology. Intergroup relationships and interactions.

Types of educational work: lectures, seminars

The study of the discipline ends offset

REGIONAL STUDIES

The total complexity of studying the discipline is 3 credit units (108 hours).

Goals and objectives of the discipline

The purpose of studying the discipline is to give a general theoretical basis for knowledge about regional studies as a science, to form an idea of ​​the patterns of development of integral territorial entities that have a socio-cultural code at the macroregional, country and subregional levels.

The objectives of studying the discipline are to give a systemic vision of the modern problems of regional development in the context of globalization and localization.

The main didactic units (sections):

Section 1 - "Theoretical Foundations of Regional Science" involves the study of general theoretical ideas about regional studies and the role of various factors in the regional differentiation of the world;

Section 2 is devoted to the specifics of the main cultural and historical macroregions of the world and regional policy in these regions.

As a result of studying the discipline, the student must:

know: the main characteristics of the multi-level content of the concept of "region", its structural and functional parameters from the standpoint of a systemic, interdisciplinary, multi-paradigm approach; features and results of socioeconomic and sociocultural development of regions;

be able to: understand, critically analyze and present historical information; navigate the regional studies source base and historiography; apply scientific methods in the study of objects of professional activity; analyze socially significant problems and processes; analyze works on Russian regional studies from the point of view of not only specific content, but also conceptual attitudes

possess: the skills of regional studies analysis, the ability to respectfully and carefully treat the historical heritage and cultural traditions, tolerantly perceive social and cultural differences; the ability and readiness to understand the driving forces and laws of the historical process, the place of the individual in the historical process, the political organization of society; own humanistic values ​​for the preservation and development of modern civilization.

The student's competencies, formed as a result of mastering the course: OK-1, OK-2, OK-5, OK-6, OK-8, OK-9, OK-10, OK-11, OK-12, PC-1, PC -4, PK-5, PK-6, PK-7, PK-10, PK-12, PK-14, PK-15 FSES in the direction of preparation History, qualification (degree) "bachelor".

Types of educational work: lectures, seminars

The study of the discipline ends exam

HISTORY AND THEORY OF WORLD CULTURE (CULTUROLOGY)

The structure and composition of modern culturological knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and history of culture. Theoretical and Applied Culturology. Methods of cultural studies. Basic concepts of culturology: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communication, cultural values ​​and norms, cultural traditions, cultural picture of the world, social institutions of culture, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and popular culture. Eastern and Western types of cultures. Specific and "middle" cultures. Local cultures. The place and role of Russia in world culture. Trends in cultural universalization in the global modern process. Culture and nature. Culture and society. Culture and global problems of our time. Culture and personality. Inculturation and socialization.

Types of educational work: lectures, seminars

The study of the discipline ends offset

JURISPRUDENCE

State and law. Their role in the life of society. The rule of law and regulations. The main legal systems of our time. International law as a special system of law. Sources of Russian law. Law and regulations. The system of Russian law. Branches of law. Infringement and Legal Liability. The value of legality and law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the main law of the state. Features of the federal structure of Russia. The system of public authorities in the Russian Federation. The concept of civil legal relationship. Individuals and legal entities. Ownership. Obligations in civil law and responsibility for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Family Law Responsibility. Labor agreement (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative responsibility. Crime concept. Criminal liability for committing crimes. Environmental law. Features of the legal regulation of future professional activities. Legal basis for the protection of state secrets. Legislative and normative legal acts in the field of information protection and state secrets.

Types of educational work: lectures, seminars

The study of the discipline ends offset

POLITICAL SCIENCE

Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, socio-cultural foundations, historical dynamics. Modern political science schools. Civil society, its origin and characteristics. Features of the formation of civil society in Russia. Institutional Aspects of Policy. Political power. Politic system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. Political technologies. Political management. Political modernization. Political organizations and movements. Political elites. Political leadership. Sociocultural aspects of politics. World politics and international relations. Features of the global political process. National-state interests of Russia in the new geopolitical situation. Methodology of cognition of political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting.

Types of educational work: lectures, seminars

The study of the discipline ends offset

HISTORY OF SIBERIA

Goals and objectives of studying the discipline

Siberia is a huge region that plays a significant role in the history of Russia, attracting the attention of the world community. Therefore, the study of the history of Siberia is a necessary component in the preparation of a bachelor-historian. Knowledge of the history of Siberia is necessary for both a teacher and a scientist, especially if he will live and work in Siberia. the purpose of studying the discipline is the formation of theoretical knowledge about the historical process of the assimilation and development of Siberia, as an integral part of the history of Russia from antiquity to the present day. The material of the discipline allows you to work deeply, consider from new positions and consolidate previously acquired knowledge. On the other hand, when studying the course, students receive a significant amount of special knowledge that can be useful in many areas of teaching, research, cultural and educational, organizational and managerial, excursion and tourist activities.

The purpose of teaching the discipline

In the area of learning

Preparation of a special professional (at the bachelor's level) in the field of the basics of humanitarian, social, economic knowledge, education, which allows a graduate to work successfully in a chosen field of activity, to have universal and subject-specific competencies that contribute to his social mobility and stability in the labor market.

In the area of personality education the purpose of teaching the discipline is:

Education of morality, development of general culture, creativity, organization, industriousness, communication, tolerance, independence of thought, citizenship, purposefulness, social adaptation.

Objectives of studying the discipline

Getting an idea of ​​the source, historiographic and material base of the discipline and consolidating the skills of working with it;

Development of skills in working with databases and information systems, in the preparation and processing of analytical information

Studying and consolidating the understanding of the main trends in the historical process on the territory of Siberia;

Expanding the historical horizons of students, identifying regional features of the manifestation of the general laws of the Russian historical process;

Development of the skills of a scientific approach to the study of historical processes and research activities, mastering the methods of scientific knowledge, analysis and generalization of the results of scientific research on the basis of modern interdisciplinary approaches;

Facilitating an increase in the efficiency of mastering by students of an integrated block of related disciplines;

Mastering by students of the basic methods and approaches in teaching the discipline;

Formation of value orientations in the course of acquaintance with historically established cultural, religious, ethno-national traditions;

Education in students of personal humanistic qualities, patriotism, respect for the history and traditions of our country, for human rights and freedoms, democratic principles of public life.

Interdisciplinary communication

To study this discipline, students must attend the following courses: "Ethnography", "History of the peoples and regions of Russia", "History of Russia". "History of Siberia" is a special course that supplements and develops the knowledge gained in the above disciplines. The basic course for studying "History of Siberia" is "History of Russia"

Types of educational work: lectures, seminars

The study of the discipline ends pass / exam

COMPUTER SCIENCE

The concept of information, general characteristics of the processes of collection, transmission, processing and accumulation of information; hardware and software for the implementation of information processes; models for solving functional and computational problems; algorithmization and programming; high-level programming languages; Database; software and programming technologies; local and global computer networks; basics of information protection; information protection methods; computer workshop.

Types of educational work: practical lessons

The study of the discipline ends offset

INFORMATION TECHNOLOGY

Goals and objectives of the discipline

The aim of the course is to provide a sufficient and necessary level of theoretical knowledge and skills of their application in solving practical problems of working with information technologies.

The objectives of the course are to study the theory and practice of using information technologies, to develop students' skills for independent work with modern office technologies.

Place of discipline in the structure of OOP

The discipline "Information Technology" is intended for students of higher educational institutions studying in the specialty 034700.62 "Documentation and archival science" bachelor's degree.

The discipline "Information technology" belongs to the basic part of the Mathematical and natural science cycle of disciplines. Studied in II and semesters in the amount of 108 hours (3 credit units).

To study the discipline, students must have theoretical knowledge and practical skills in the field of computer science, have basic skills in handling computer technology.

Logistics of the discipline

Computer class equipped with a projector for electronic presentations and a screen connected to the Internet. All computers must be connected to each other in a single internal network and equipped with specialized software.

1. Introduction

2. Classification of information and information technology

3. Technologies for entering information into the communicative process

4. Technology of organization and support of computer networks

5. Information technology of information transfer

6. Technologies for analytical information processing

7. Technology of organizing information and reference systems

8. Demonstration (multi-media) facilities

9. Specialized information technology

10. Information storage technologies

11. Methods for calculating technical and economic efficiency and substantiation of the choice of software and hardware

As a result of studying the course, the student must:

know:

professional terminology, legal and regulatory framework governing the use of information technology in the activities of organizations;

types of information technologies;

principles of operation and design features of various technical controls, their technical and operational characteristics;

the basics of a feasibility study for the technical equipment of management personnel workplaces;

principles of work organization using information technologies.

be able to:

organize a workplace to perform work using the latest software and hardware;

own:

skills of independent work with information technologies used in the activities of modern organizations.

The student's competencies, formed as a result of mastering the course: (OK-1); (OK-2); (OK-4); (OK-6); (OK-7); (OK-9); (OK13); (OK-15); (PC-1); (PC-2); (PC-3); (PC - 4); (PC-5); (PC-7); (PC-8); (PC-9); (PC-10); (PC-11); (PC -12); (PC-13); (PC-14); (PC-15); (PC-17); (PC-19); (PC-21); (PC-23); (PC-25); (PC-26); (PC-36); (PC-37); (PC-38); (PC-41); (PC-43); (PC-44); (PC-47).

Types of educational work: lectures, practical exercises

The study of the discipline ends offset

MATHS

Euclid's geometry as the first natural science theory; axiomatic method; the main stages of the formation of modern mathematics; structure of modern mathematics; the main features of mathematical thinking; mathematical proof; elements, sets, relationships, displays; numbers; combinatorics; finite and infinite sets; basic structures on the set; non-euclidean geometries; geometry of the micro- and macrocosm; basic ideas of mathematical analysis; differential equations; general formulation of the problem of making a decision; mathematical methods in purposeful activity; the mathematics of the random; elements of the theory of probability; basic concepts of mathematical statistics; mathematical methods for testing hypotheses; the role of mathematics in the humanities.

Types of educational work: lectures, seminars

The study of the discipline ends offset

Kamchatka State Technical University Department of Fish Products Technology V.M. Datsun FOUNDATIONS OF RESEARCH WORK A course of lectures on the discipline "Fundamentals of Research" for students enrolled in specialties 655900 "Technology of raw materials and products of animal origin", 655600 "Production of food from vegetable raw materials", 655700 "Technology of special food products appointment and public catering ”, 552400“ Food technology ”of all forms of education Petropavlovsk-Kamchatsky 2004 1 UDC 001.89 (07) +371.385 BBK 72.4 (2) 73 D21 Reviewer S.N. Maksimova, Candidate of Technical Sciences, Associate Professor of the Department of Technology of Products from Animal Raw Materials, Far Eastern State Technical University Datsun V.M. E21 Fundamentals of research work: Course of lectures. - Petropavlovsk-Kamchatsky: KamchatGTU, 2004. - 53 p. The purpose and tasks of studying the discipline, the procedure for performing research, planning and conducting an experiment, formatting the text of a scientific work and applications to it, as well as the procedure for its protection are stated. The course of lectures is intended for independent work of students studying in the specialties of the areas 655900 "Technology of raw materials and products of animal origin", 655600 "Production of food from vegetable raw materials", 655700 "Technology of food products for special purposes and public catering", 552300 " Food technology ”of all forms of education. Can be used as a textbook for graduate students. UDC 001.89 (07) +371.385 BBK 72.4 (2) 73 © KamchatSTU, 2004 © Datsun V.M., 2004 2 INTRODUCTION The discipline "Fundamentals of research work" was introduced by the decision of the department and is designed to promote the development of students' skills and abilities in solving scientific problems. The total number of hours is 68, of which 17 hours. - lectures. The rest of the time is devoted to independent work. Discipline is closed by credit. In the learning process, students must acquire the ability to substantiate the direction of scientific research, achieve results and learn to apply the knowledge gained in solving professional problems, using modern scientific methods. The assimilation of scientific research methods contributes to the formation of a scientific way of thinking among future specialists, which also helps to better master the profession. Lecture 1. SCIENTIFIC WORK ON SPECIALTIES 1. Scientific study as the main form of scientific work. 2. Basic concepts of research work. 1. Scientific study as the main form of scientific work From the creative concept to the final formulation of scientific work, scientific research is carried out individually. Modern scientific and theoretical thinking seeks to penetrate into the essence of the studied phenomena and processes. This is possible under the condition of a holistic approach to the object of study, consideration of this object in its origin and development, that is, the application of a historical approach to its study. New scientific results and previously accumulated knowledge are in dialectical interaction. The best and the progressive from the old passes into the new and gives it strength and effectiveness. To study in a scientific sense means to conduct exploratory research, as if looking into the future, to apply scientific foresight and well-thought-out calculation, to be scientifically objective. Facts cannot be dismissed just because they are difficult to explain or to find practical use for them. Scientific study obliges not only to conscientiously depict or simply describe the phenomenon under study, but also to recognize its relation to what is known either from experience or from previous study. To study means to measure what can be measured, to show the numerical ratio of the studied phenomenon to the known, to search for a causal connection 3 between the considered phenomena, facts and events. Concentrating on the main or key issues, it is necessary to take into account the so-called indirect facts, which, at first glance, seem insignificant. When researching, it is not enough to establish any new scientific fact, it is important to give it an explanation from the standpoint of science, to show its theoretical or practical significance. The accumulation of scientific facts in the process of research is a creative process, which is always based on the intention (idea) of the researcher, his name. Ideas are born from practice, observation of the surrounding world and the needs of life. The development of an idea to the stage of solving the problem is carried out as a planned process of scientific research. 2. Basic concepts of research work The language of science is very specific. It contains many concepts and terms that are common in scientific activity. The basis of the language is formed by words and phrases of a terminological nature: The abstract of the dissertation is a scientific publication in the form of a brochure containing an abstract of his research, compiled by the author. Analogy is a reasoning in which, from the similarity of two objects by some features, a conclusion is made about their similarity by other features. Relevance of the topic - the degree of its importance at the moment and in this situation for solving this problem. Aspect - the angle of view from which the object of research is viewed. A hypothesis is a scientific assumption put forward to explain some phenomenon. Deduction is a type of inference from the general to the particular, when a generalized conclusion is made about the entire set of such cases from the mass of particular cases. A dissertation is a scientific work made in the form of a manuscript, scientific report, published monograph or textbook. Serves as a qualification paper designed to show the research level of research submitted for an academic degree. Idea is a defining position in a system of views, theories, etc. Induction is a type of inference from particular facts, statements to general conclusions. Information: - overview - secondary information contained in reviews of scientific documents; - relevant - information contained in the description of the prototype of the scientific problem; - abstract - secondary information contained in primary scientific documents; 4 - signaling - secondary information of varying degree of coagulation, performing the function of preliminary notification; - reference - secondary information, which is a systematized summary in any area of ​​knowledge. Review - a scientific document containing systematized scientific data on a topic, obtained as a result of the analysis of primary sources. The object of research is a process or phenomenon that generates a problem situation and is selected for study. Definition is one of the ways to prevent misunderstandings in communication, argument and research. The subject of research is everything that is within the boundaries of the object of research in a certain aspect of consideration. A concept is a thought that reflects the distinctive properties of objects and the relationship between them. A principle is the basic, starting point of any theory, teaching, science. The problem is a large generalized set of formulated scientific questions that cover the area of ​​future research. There are the following types of problems: - research - a complex of related research topics within the boundaries of one scientific discipline and in one area of ​​application; - complex scientific - the relationship of research topics from various fields of science, aimed at solving the most important national economic problems; - scientific - a set of topics covering all research work or part of it; Judgment is a thought with the help of which something is affirmed or denied. A theory is a teaching, a system of ideas or principles. A set of generalized provisions that form a science or its section. Inference is a mental operation by means of which a different judgment is derived from a certain number of given judgments, in a certain way connected with the initial one. Factographic document - a scientific document containing text, digital, illustrative and other information reflecting the state of the subject of research or collected as a result of research work. Claims - a description of the invention, drawn up in an approved form and containing a summary of its essence. Formula of discovery - a description of a discovery, compiled according to the approved form and containing an exhaustive presentation of its essence. 5 Lecture 2. GENERAL METHODOLOGY OF SCIENTIFIC CREATIVITY 1. General scheme of the course of scientific research. 2. Using the methods of scientific knowledge. 1. General scheme of the course of scientific research The entire course of scientific research can be presented in the form of the following logical scheme: - substantiation of the relevance of the selected topic; - setting the goal and specific objectives of the study; - definition of the object and subject of research; - the choice of the method (technique) of the study; - description of the research process; - discussion of research results; - formulation of conclusions and assessment of the results obtained. Justification of the relevance of the chosen topic is the initial stage of any research. Coverage of relevance should be laconic. There is no particular need to start describing it from afar. It is enough to show the essence of the problem situation within one typewritten page, from which the relevance of the topic will be visible. Scientific research is carried out to overcome certain difficulties that manifest themselves in the so-called problem situations, when the existing scientific knowledge is insufficient to solve new problems of cognition. A problem in science is a contradictory situation that requires its resolution. It is logical to move from proving the relevance of the chosen topic to the formulation of the goal of the research undertaken, and also to indicate the specific tasks to be solved in accordance with this goal. Further, an object (a process or phenomenon that generates a problem situation and is selected for study) and a subject (that is within the boundaries of the object) of research are formulated. A very important stage of scientific research is the choice of research methods that serve as a tool in obtaining factual material, being a necessary condition for achieving the goal set in such work. Description of the research process is the main part of the dissertation work, which highlights the research methodology and technique using logical laws and rules. A very important stage of scientific research is a discussion of its results, a preliminary assessment of the theoretical and practical value of scientific work. The final stage of scientific research is the conclusions that contain something new and significant, which is the scientific and practical results of the work. 6 2. Using the methods of scientific knowledge Methods of scientific knowledge are general and special. The methodological basis of scientific activity is based on the criteria of objectivity, compliance with truth, historical truth, moral criteria. The methodological sources of research can be the works of leading domestic and foreign scientists. Most of the special problems of specific sciences and even individual stages of their research require the use of special methods of solution. Special methods of solution have a very specific character and are determined by the nature of the investigated object. General methods of scientific knowledge are used throughout the research process. They are divided into three groups: - methods of empirical research (observation, comparison, measurement, experiment); - methods used both at the empirical and theoretical level of research (abstraction, analysis and synthesis, induction and deduction, modeling, etc.); - methods of theoretical research (ascent from the abstract to the concrete, etc.). Observation is an active cognitive process based on the work of the human sense organs and his objective material activity. This is the most elementary method, serving, as a rule, as one of the elements in the composition of other empirical methods. Observation must meet a number of requirements, the most important of which are: - regularity; - purposefulness; - activity; - consistency. Comparison is one of the most common methods of cognition. It allows you to establish the similarities and differences between objects and phenomena of reality. In order for the comparison to be fruitful, it must satisfy two basic requirements: - only such phenomena must be compared between which a certain objective commonality can exist; - for cognition of objects, their comparison should be carried out according to the most important, essential (in terms of a specific cognitive task) signs. By means of comparison, information about an object can be obtained in two different ways: - as a direct result of comparison; - as a conclusion by analogy. 7 Measurement, in contrast to comparison, is a more accurate cognitive means. Measurement is a procedure for determining the numerical value of a certain quantity by means of a unit of measurement. The most important indicator of the quality of measurement, its scientific value is accuracy. Among the empirical methods of scientific knowledge, measurement takes about the same place as observation and comparison. Experiment is a special case of observation. Experimental study of objects in comparison with observation has a number of advantages: - in the course of the experiment, it becomes possible to study this or that phenomenon in “pure form”; - the experiment allows to investigate the properties of objects of reality in extreme conditions; - the most important advantage of the experiment is its repeatability. The use of models makes it possible to apply the experimental research method to such objects, direct operation with which is difficult or even impossible. The methods used at the empirical and theoretical levels of research include abstraction, analysis and synthesis, induction and deduction. An abstraction process is a set of operations leading to a result (abstraction). Abstraction is universal in mental activity. The essence of this method consists in mental abstraction from insignificant properties, connections, relations, objects and in the simultaneous selection, fixation of one or several aspects of these objects of interest to the researcher. Distinguish between the process of abstraction and the result of abstraction, called abstraction. The abstraction process is closely related to other research methods, and above all to analysis and synthesis. Analysis is a method of scientific research by decomposing an object into its component parts. Synthesis is the combination of parts obtained during the analysis into something whole. The methods of analysis and synthesis in scientific work are organically linked and can take various forms depending on the properties of the object under study and the purpose of the study. Direct and empirical analysis and synthesis is applied at the stage of superficial acquaintance with the object. Reflexive, or elementary theoretical, analysis and synthesis is widely used as a tool to achieve the moments of the essence of the phenomenon under study. Structural-genetic analysis and synthesis allows the deepest penetration into the essence of the object. This type of analysis and synthesis requires the isolation in a complex phenomenon of such elements, such links that represent the most central, the most important thing in them, their "cell", which has a decisive influence on all other aspects of the essence of the object. The historical method is used to study complex developing objects. It is used only where, in one way or another, the subject of research becomes the history of the object. 8 From the listed methods, let us consider the method of ascent from the abstract to the concrete. The ascent from the abstract to the concrete (the method of theoretical research) is a universal form of the movement of scientific cognition, the law of reflection of reality in thinking, which breaks down the process of cognition into two relatively independent stages. At the first stage, there is a transition from the sensually concrete, from the concrete in reality to its abstract definitions. A single object is dismembered, described using a variety of concepts and judgments. The second stage of the cognition process is the ascent from the abstract to the concrete. Its essence lies in the movement of thought from abstract definitions of an object. Lecture 3. GENERAL METHODOLOGY OF SCIENTIFIC CREATIVITY 1. Application of logical laws and rules. 2. Inferential judgments (inductive and deductive). 3. Rules for constructing logical definitions. 1 Application of logical laws and rules The law of identity. According to the law of identity, the subject of thought within the limits of one reasoning must remain unchanged, that is, A is A (A = A), where A is a thought. The law requires that in the course of communication, all concepts and judgments are unambiguous, excluding ambiguity and uncertainty. Outwardly identical verbal constructions can have different content, and, conversely, one and the same thought can be expressed in different ways. The first phenomenon is called homonymy, the second is synonymy. The law of contradiction expresses the requirement for the consistency of thinking. At the same time, two statements cannot be true, one of which asserts something, and the other denies the same. The law of the excluded middle - of two conflicting judgments, one is false and the other is true. There is no third. The importance of the law of the excluded third for the conduct of scientific work is that it requires consistency in the presentation of facts and does not allow for contradictions. The law of sufficient reason expresses the requirement for the evidence of scientific conclusions, the validity of judgments, which is formulated as follows: every true thought has a sufficient basis. Any judgment that we use in scientific work, before being accepted as truth, must be justified. This law helps to separate the true from the false and come to the correct conclusion. 9 2. Inference judgments (inductive and deductive) Deductive is called inference, in which a conclusion about a certain element of a set is made on the basis of knowledge of the general properties of the entire set. Induction is usually understood as an inference from the particular to the general, when, on the basis of knowledge about a part of the objects of the class, a conclusion is made about the class as a whole. Induction (or generalization) is complete and partial. Complete consists in the study of each case included in the class of phenomena, about which conclusions are drawn. Most of the indicators cited in scientific texts are the result of lists of individual examples, the ways of justifying their use in the texts are as follows: - to establish whether the example underlying the generalization is correct; - find out if the example is relevant to the conclusion; - to determine if there are enough examples; - to establish whether the selected examples are typical. In scientific research, the object is often single events, objects and phenomena that are unique in their individual characteristics. When explaining and evaluating them, it is difficult to apply both deductive and inductive reasoning. In this case, one resorts to inference by analogy, when a new single phenomenon is likened to another, known and similar to it, a single phenomenon, and the previously obtained information is extended to the former. Not all analogies are logical, so they need to be verified. There are two ways to check them: 1) is it really appropriate to compare the phenomena ?; 2) is there a significant difference between them? The judgment of causality is another version of induction that plays a particularly important role in a scientific text. In each controversial case of inferences about causality, the following test rules apply: 1. Does an alleged effect occur when the alleged cause is absent? If the answer is yes, then you cannot claim that the previous phenomenon is the only possible cause. In this case, either there is no connection between the two phenomena, or there is another possible reason. 2. Is the alleged effect missing when the alleged cause is present? If the answer is yes, then you have no right to assert that the subsequent phenomenon is the only possible consequence. Either there is no connection between the two phenomena, or there is another possible consequence. 3. Isn't the only connection between an effect and its supposed cause only the accidental emergence of one after the other? This method makes it possible to reveal the characteristic delusion in the reasoning about the cause, well known as "after this, therefore, 10

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• Table of contents

• Introduction
• Chapter 1. Place of Creativity and Intuition in Research Processes
• Chapter 2. Science and scientific research
• 2.1 Science
• 2.2 Scientific research
• Chapter 3. Formulation of the topic and stages of scientific research
• Chapter 4. Goals and objectives of research work
• Conclusion

Introduction

We live in an era of fundamental transformations that change the social picture of the world, the driving forces of the development of social production. Science plays an essential role in these processes. Over the past century, its importance in the life of society has grown immeasurably. It has turned into a direct productive force of society, into an important element of socio-economic and technical progress, into the most important means of social management.

From the very beginning of the formation of science, the attention of scientists was attracted by the problems of the emergence of new knowledge, scientific research and creativity. I would like to note that they are acquiring special relevance at the moment, since hundreds of thousands of people are involved in the field of research activities, and the results of these studies are becoming a direct productive force. Repeated attempts to create artificial intelligence are another reason for the special relevance of these problems. The difficulty lies in the fact that a machine cannot be taught to "think" like a person, since the programs embedded inside allow one to act only according to strict logical rules and algorithms. While human thinking is characterized by such features as imagination, intuition, the ability to anticipate the result of activity, which until now no one has managed to algorithmize and drive into a strict logical framework. Therefore, the main role in obtaining new knowledge is still played by man, and smart machines are only his assistants, without which no scientific research is now conceivable.

Any scientific research is carried out in order to overcome difficulties in the process of learning new phenomena, to explain previously unknown facts. One of the most important conditions ensuring the acceleration of scientific research is the further development of the theory and methodology of scientific knowledge and research, which is explained, on the one hand, by the needs of modern scientific, technical and social progress of society, and, on the other hand, by the complication of the very process of scientific knowledge and research and , besides this, further differentiation and integration of scientific knowledge. science creativity intuition research

It is logical to move from proving the relevance of the chosen topic to the formulation of the goal of the research undertaken, as well as to indicate the specific tasks to be solved.

The object of research of this work is not the scientific discovery itself, as something already accomplished and static, but the process as a result of which this discovery happened.

The purpose of the work is aimed, first of all, at identifying the features of the process of scientific research, at analyzing those components without which it is not possible to obtain new scientific truths.

To achieve the goal of the work, it is necessary to solve the following tasks:

1. Show the role of creativity and intuition in the processes of scientific research.

2. Give a definition to the concept of "science" and describe its main features.

3. Consider the formulation process and the sequencing of the research steps.

4. To reveal the essence of scientific research, its classification and purpose.

Chapter 1. The Place of Creativity and Intuition in Research Processes

Creativity is the process of creating new values, discoveries by design, establishing facts and inventions unknown to science, creating new, valuable information. Research must be creative.

Determining the essence of the process under study, scientifically generalizing a large amount of experimental data, that is, refuting existing or creating new scientific hypotheses, giving a deep explanation of processes or phenomena that were previously incomprehensible or poorly studied, linking together different phenomena - all this is impossible without creative thinking.

The creative process requires the improvement of certain thinking, since improvement is the process of modifying the object of thinking in the optimal direction. If this process reaches the boundaries determined by the previously set goal, the optimization process stops, a product of mental labor is created. In a theoretical aspect, this is a scientific rethinking.

Under certain conditions, the improvement process leads to the emergence of an original theoretical solution. Originality is revealed in a peculiar, unique point of view on a process or phenomenon.

The creative nature of thinking in the development of theoretical aspects of scientific research consists in creating representations of the imagination, i.e. new combinations of known elements, and is based on the following techniques: collection and generalization of information, constant comparison, comparison, critical reflection, expressive formulation of one's own thoughts, their written presentation, improvement and optimization of the provisions of the study.

There are several stages of the creative process of theoretical research: familiarization with known solutions, rejection of known ways to solve similar problems, analysis of various solutions, solution, that is, the choice of the optimal option.

A creative solution often does not fit into pre-planned plans. Sometimes original solutions appear unexpectedly, after long and vain attempts. The more known solutions, the more difficult it is to get an original solution. The creative process is a break of conventional ideas and a look at phenomena from a non-standard point of view.

Own creative thoughts, original solutions arise the more often, the more effort, labor and time the researcher spends on the constant comprehension of the object of research.

The peculiarity of creative work in research lies in its target function - the transformation of science into a direct productive force.

The main driving force behind the development of science is the thinking of brilliant scientists, authors of epoch-making discoveries who have changed the worldview and cultural appearance of civilization. Creative search, in the end of which the possibility of making a scientific discovery is seen, is the basis of the strategy of any scientific research. Elements of creativity are necessary already in solving any non-standard tasks, that is, tasks for which the algorithm is unknown either at all, or unknown to a given specific subject of cognition. The creative process is dynamic, it includes emotions, experiences and fantasy.

In scientific work there is always at least a small element of scientific creativity, but scientific creativity can come to the fore in scientific work.

Intuition is also the driving force of any scientific research. Intuition is the ability to directly comprehend the possible result of an activity, the way to achieve it without preliminary logical-heuristic reasoning. It is associated both with the accumulated experience and knowledge, and with innate inclinations, which together determine the ability of the human brain to make "leaps" in the process of cognition.

Analytical thinking is characterized by the fact that its individual stages are clearly presented, objectified for a thinking person, and he can express them in speech. In this case, usually a person is aware of both the content and the train of thought. Thinking in this case can take the form of a harmonious reasoning from the general to the particular, or the form of a sequential analysis from the particular to the general. There are no well-defined stages in intuitive thinking. Its main tendency is a curtailed perception of the whole problem at once. A person achieves an answer without realizing the process by which this answer was received. Moreover, even the material of the problem is reflected in this case unconsciously. The process of thinking itself is carried out in the form of leaps, quick transitions, with the skipping of individual links.

Intuitive activity is one of the manifestations of heuristic activity, the results of which appear before they are substantiated by means of logical inference. It is an unconscious form of mental activity that uses information that is temporarily unconscious and thus excluded from the active work of consciousness. The ability to "suddenly" guess the result or the way to get it is actually the accumulated experience and previously acquired knowledge.

Objectively existing processes of information processing, which are called thinking, can, at some intervals of time, proceed in such a way that a person is not aware of them, is not aware of them. At the same time, they proceed according to the same laws as conscious thinking. In the subconscious mind, very complex mental tasks can be solved. At the same time, the process of information processing itself is not realized by a person, but only its result is manifested in consciousness, therefore all attention is focused on it. In this case, it seems to a person that an insight has been sent to him, that a successful hypothesis came with lightning speed and from nowhere. This is the moment of "leap", or "insight", which is not always a brilliant idea. This may be a humble guess. Outwardly, "insight" looks like a logical break, a leap in thinking, obtaining a result that does not follow unambiguously from the premises. In highly gifted people, this leap can be enormous.

Thus, in different sciences, intuition solves problems that arise during scientific research, even if there is no rigorous justification.

Chapter 2. Science and scientific research

2.1 Science

Science is a continuously developing system of knowledge of the objective laws of nature, society and thinking, received and converted into a direct productive force of society as a result of the special activities of people.

Science is not only an aggregate of accumulated knowledge, but also an activity to obtain new, previously non-existent knowledge.

Science can be viewed in different dimensions:

1) as a specific form of social consciousness, the basis of which is a system of knowledge;

2) as a process of cognition of the laws of the objective world;

3) as a certain type of social division of labor;

4) as one of the important factors of social development and as a process of knowledge production and their use.

Not all knowledge can be considered scientific. It is impossible to recognize as scientific the knowledge that a person receives only on the basis of simple observation. This knowledge plays an important role in people's lives, but it does not reveal the essence of phenomena, the relationship between them, which would explain why a given phenomenon occurs in one way or another, and predict its further development.

The main feature and main function of science is the knowledge of the objective world. Science was created to directly reveal the essential aspects of all phenomena of nature, society and thinking.

The correctness of scientific knowledge is determined not only by logic, but above all by its mandatory verification in practice. Scientific knowledge is fundamentally different from blind faith, from unquestioning recognition of this or that position as true, without any logical justification and practical verification. Revealing the regular connections of reality, science expresses them in abstract concepts and schemes that strictly correspond to this reality.

The purpose of science is the knowledge of the laws of development of nature and society and the impact on nature based on the use of knowledge to obtain results useful to society. Until the corresponding laws are discovered, a person can only describe phenomena, collect, systematize facts, but he cannot explain and predict anything.

The development of science proceeds from the collection of factors, their study and systematization, generalization and disclosure of individual laws to a coherent, logically harmonious system of scientific knowledge, which allows one to explain already known facts and predict new ones. The path of knowledge is determined from living contemplation to abstract thinking and from the latter to practice.

The process of cognition includes the accumulation of facts. No science can exist without logical comprehension of facts, systematization and generalization. Facts become an integral part of scientific knowledge when they appear in a systematic, generalized form. The facts are systematized and generalized using the simplest abstractions - definitions, which are important structural elements of science. The broadest concepts are called categories. These are the most common abstractions.

The most important constituent link in the system of scientific knowledge are scientific laws that reflect the most essential, stable, repeating objective internal connections in nature, society and thinking. Usually laws appear in the form of a certain correlation of concepts, categories.

Theory is the highest form of generalization and systematization of knowledge. Any scientific theory, explaining the nature of certain processes of reality, is always associated with a certain particular method of research. Based on general and particular research methods, the scientist receives an answer to what should be the starting point for research, how to relate to facts, how to generalize, which way to go to conclusions.

A characteristic feature of modern science is that it turns into a complex and continuously growing social organism, into the most dynamic, mobile, productive force of society, which manifests itself in profound changes in the relationship between science and production.

Science is public in origin, development and use. Any scientific discovery is a universal labor, at any given moment of time science acts as a summary expression of human success in understanding the world. Therefore, it can be truly effectively used only with the appearance of the social character of the productive forces, with the development of social labor and production on a large scale.

There are three groups of basic opportunities to improve the efficiency of science and scientific and technological progress.

The possibilities of the first group are in the sphere of direct creative activity of researchers and consist in raising the methodological level of scientific work, in putting forward new, deeper ideas, in mastering promising research methods.

The capabilities of the second group in the field of managing the scientific process consist in creating the most favorable conditions for the fruitful work of all categories of workers in science and across the entire spectrum of the modern scientific process.

The possibilities of the third are to improve the social, primarily economic, mechanism that contributes to the fastest assimilation of scientific results by production and social practice in general.

2.2 Scientific research

Science is the main factor in ensuring the competitiveness of products and the country's prestige in the world market. Therefore, the leading countries of the world are paying significant attention to research activities, spending significant funds on this.

The form of implementation and development of science is scientific research, that is, the study of phenomena and processes using scientific methods, analysis of the influence of various factors on them, as well as the study of the interaction between phenomena in order to obtain convincingly proven solutions that are useful for science and practice with maximum effect.

Any scientific research has its own object and subject. Its object is a material or ideal system, and its object is the structure of the system, the interaction of its elements, various properties and patterns of development.

Each scientific research - from a creative concept to the final formulation of a completed scientific work - is carried out individually, but this does not interfere with identifying and defining general methodological approaches to its implementation.

To study in a scientific sense means to conduct exploratory research, as if looking into the future. Imagination, fantasy and dream, based on real achievements of science and technology, are the most important factors of scientific research. It also means being scientifically objective. Facts cannot be discarded just because they are difficult to explain or to find practical application for them: the essence of the new in science is not always visible to the researcher himself. New scientific facts, and even discoveries, due to the fact that their meaning is poorly disclosed, can remain in the reserve of science for a long time and not be used in practice. The development of an idea to the stage of solving a problem is usually accomplished as a planned process of scientific research. Science knows also accidental discoveries, but only a planned, well-equipped with modern means, scientific research reliably allows you to reveal and deeply learn the objective laws in nature. In the future, the process of targeted and general ideological processing of the initial concept continues, clarifications, changes, additions are made, the intended research scheme develops.

When characterizing scientific research, they usually indicate its following distinctive features:

1) it is necessarily a purposeful process, the achievement of a consciously set goal, clearly formulated tasks;

2) it is a process aimed at searching for something new, at creativity, at discovering the unknown, at putting forward original ideas, at a new coverage of the issues under consideration.

Scientific research is systematic. Here, the research process itself and its results are ordered, brought into the system; it is characterized by rigorous proof and consistent substantiation of the generalizations and conclusions made.

The basis for the development of each scientific research is the methodology, that is, a set of methods, methods, techniques and their certain sequence, adopted in the development of scientific research. Ultimately, a methodology is a scheme, a plan for solving a given research problem. Scientific research should be considered in continuous development, based on the link between theory and practice.

2.3 Classification of scientific research

An important role in scientific research is played by the cognitive tasks arising in the solution of scientific problems, the most interesting of which are empirical and theoretical.

Empirical methods of cognition play a large role in scientific research. They are not only the basis for the confirmation of theoretical premises, but often constitute the subject of a new discovery, scientific research.

Empirical tasks are aimed at identifying, accurately describing and thoroughly studying various factors of the considered phenomena and processes. In scientific research, they are solved using various methods of cognition - observation and experiment.

Observation is a cognitive method in which an object is studied without interfering with it; fix, measure only the properties of the object, the nature of its change.

An experiment is the most general empirical method of cognition, in which not only observations and measurements are made, but also rearrangements and changes in the object of research are carried out.

Theoretical tasks are aimed at studying and identifying the causes, connections, dependencies, which make it possible to establish the behavior of an object, to determine and study its structure, characteristics based on the principles and methods of cognition developed in science. As a result of the knowledge gained, laws are formulated, a theory is developed, and facts are verified. Here the studied objects are mentally analyzed, generalized, their essence, internal connections, laws of development are comprehended. Theoretical cognitive tasks are formulated in such a way that they can be tested empirically. In solving empirical and purely theoretical problems of scientific research, an important role belongs to the logical method of cognition, which allows, on the basis of inference interpretations, to explain phenomena and processes, put forward various proposals and ideas, and establish ways to solve them. This method is based on the results of empirical research.

The interaction of theoretical and empirical levels of research is that:

1) The totality of facts constitutes the practical basis of the theory;

2) Facts can confirm a theory or disprove it;

3) A scientific fact is always permeated with theory, since it cannot be formulated without a system of concepts, interpreted without theoretical concepts;

4) Empirical research in modern science is predetermined, guided by theory.

One of the most important requirements for scientific research is scientific generalization, which will make it possible to establish the relationship and connection between the studied phenomena and processes and make scientific conclusions. The deeper the conclusions, the higher the scientific level of the research.

According to the target, three types of scientific research are distinguished: fundamental, applied and exploratory.

Fundamental scientific research is an experimental theoretical activity aimed at obtaining new knowledge about the basic laws of the structure, functioning and development of man, society, and the natural environment. Their goal is to expand the scientific knowledge of society, establishing what can be used in the practical activities of a person. Such studies are conducted on the border of the known and the unknown, and have the greatest degree of uncertainty. Fundamental work does not always end with a positive result. If the result is positive, that is, the discovery of the creation of a new theory, fundamental research can be the basis for conducting exploratory and applied research work.

Exploratory research is created on the basis of already existing theoretical research and is aimed at establishing the factors affecting the object, determining possible ways to create new technologies and equipment based on the methods proposed as a result of fundamental research.

As a result of fundamental and exploratory research, new scientific and scientific-technical information is formed. The purposeful process of converting such information into a form suitable for development in sectors of the national economy is usually called development. It is aimed at creating new equipment, materials, technologies or improving existing ones. The ultimate goal of development is to prepare materials for applied research.

Applied scientific research is research aimed primarily at applying new knowledge to achieve practical goals and solve specific problems. In other words, they are aimed at solving the problems of using scientific knowledge obtained as a result of fundamental research in the practical activities of people.

Development is called scientific research, which is aimed at putting into practice the results of specific fundamental and applied research.

Every scientific study has a topic. The topic can be various issues of science and technology. Substantiating a topic is an important step in developing a research study.

Scientific research is classified according to various criteria: according to the type of connection with social production, according to the degree of importance for the national economy, depending on the sources of funding and according to the duration of development.

1) By types of communication with social production - scientific research aimed at creating new processes, machines, structures and fully used to improve production efficiency; theoretical work in the field of social, humanitarian and other sciences, which are used to improve social relations, increase the level of spiritual life of people and other areas, as well as scientific research aimed at improving industrial relations, increasing the level of organization of production without creating new means of labor;

2) According to the degree of importance for the national economy - work carried out on the instructions of ministries and departments and also research carried out according to the plan (on the initiative) of research organizations;

3) Depending on the sources of funding - state budget, financed from the state budget;

Contractual agreements, funded in accordance with concluded agreements between contracting organizations that use scientific research in this industry, and organizations that carry out research;

4) By the duration of development - long-term, developed over several years and short-term, usually completed in one year.

Chapter 3. Formulation of the topic and stages of scientific research

For scientific research to be successful, it must be properly organized, planned and carried out in a specific sequence. These plans and the sequence of actions depend on the type, object and goals of the scientific research. In research and development, there are: scientific directions, problems and topics.

A scientific direction is understood as the sphere of scientific research of a research team devoted to solving any large, fundamental theoretical and experimental problems in a particular branch of science. The structural units of the direction are complex problems, topics and questions. The complex problem includes several problems.

The problem is not only a starting point for research, which can be forgotten after the activity has already begun; on the contrary, the existence of the problem alone makes the research meaningful. To stop researching a problem means to stop researching. From this point of view, all science and scientific activity in general is devoted to solving problems, original or more or less standard. A problem is understood as a complex scientific problem that covers a significant area of ​​research and has promising significance. The usefulness of such tasks and their economic effect can sometimes be determined only roughly. Problem solving poses a common task - to make a discovery and solve a set of problems.

The problem consists of a number of topics. A topic is a scientific task that covers a specific area of ​​scientific research. It is based on numerous research questions. Scientific questions are understood as smaller scientific tasks related to a specific area of ​​scientific research. The results of solving these problems have not only theoretical, but, mainly, practical importance, since it is possible to establish the expected economic effect with relative accuracy.

When developing a topic or question, a specific task is put forward in the study - to develop a new design, progressive technology, a new methodology. The choice of topics is preceded by a thorough acquaintance with domestic and foreign sources of this and related specialty. The choice (formulation) of problems or topics is a difficult, responsible task, includes a number of stages.

The first step is problem formulation. On the basis of the analysis of the contradictions of the investigated direction, the main question - the problem - is formulated, and the expected result is defined in general terms.

The second stage involves developing the structure of the problem. Highlight topics, subtopics, questions. The composition of these components should form a problem tree. An indicative research area is identified for each topic.

At the third stage, the urgency of the problem is established, that is, its value at this stage for science and technology. To do this, on each topic, several objections are raised and, on the basis of analysis, by the method of research approximation, objections in favor of the reality of this topic are excluded. After such an analysis, they finally make up the structure of the problem and designate topics, subtopics, questions with a conditional code.

Choosing a topic is often more difficult than doing the research itself. There are a number of requirements for the topic. The topic should be relevant, that is, important, requiring permission at the present time. This requirement is one of the main ones. There is no criterion for establishing the degree of relevance yet. So, when comparing two topics of theoretical research, the degree of relevance can be assessed by a prominent scientist in a given industry or a research team. When assessing the relevance of applied scientific developments, errors do not arise if the topic that will provide a large economic effect turns out to be more relevant. The topic must be cost effective and must have meaning. Any topic of applied research should have an economic effect on the national economy. This is one of the most important requirements. At the stage of choosing a research topic, the expected economic effect can be determined, as a rule, approximately. Sometimes the economic effect at the initial stage cannot be established at all. In such cases, for a rough assessment of the effectiveness, you can use topics similar in name and development.

An important characteristic of a topic is its feasibility or implementation. When developing a theme, you should evaluate the possibility of its completion on schedule and implementation in the customer's production environment. If this cannot be done at all or within a time frame that does not suit the customer, then they deliberately plan to develop ineffective topics.

After getting acquainted with the topic, the researcher justifies the formulation of the question and its state at the time of receiving the topic in front of colleagues.

Chapter 4. Goals and objectives of research work

After choosing the topic of scientific research, a search begins, and then a specific and thorough study of scientific and technical information. The search process in science is a very complex and complex problem.

The goals and objectives of the research form interconnected chains in which each link serves as a means of retaining other links.

The purpose of scientific research is the definition of a specific object and a comprehensive, reliable study of its structure, characteristics, connections based on the principles and methods of cognition developed in science, as well as obtaining results useful for human activity, and introducing them into production with further effect. It is aimed at solving the formulated problem underlying the subject of research, which is within the object of the same research, which orients the research itself towards obtaining new results. In accordance with the classics of the systems approach, efficiency, feasibility (practicality), flexibility, measurability (concreteness) can be used as criteria for assessing goal formulations.

Various literary sources are being studied in the original and from translated editions. The analysis of sources will eliminate duplication of the research topic. It is not recommended to rely on a literary analysis of foreign information without personal acquaintance with the original or a qualified translation by other authors. In addition to information directly related to the topic under study, it is necessary to work out the basic literature on related topics. It is also important to familiarize yourself with disciplines close to the discipline of the chosen topic. This analysis can be helpful in developing individual questions on a topic. After collecting literary, archival, industrial and other informational data and generalizing them, it is useful to find out the opinion of leading experts. They can be of significant help in highlighting the main problems, in determining the form of collecting information, in reducing the time for developing a topic and determining the amount of information collected. An important role belongs to the scientific supervisor of research work. It limits and directs the search, helps to understand the flow of information, to discard secondary sources.

Each source should be carefully worked out, while the guiding idea of ​​the entire analysis of information should be the justification of the relevance and prospects of the goal of scientific research. Each source is analyzed from the point of view of the historical scientific contribution to the solution and development of this topic. At the same time, the role of theory, experiment and the value of production recommendations are carefully analyzed. Based on the results of processing the information, methodological conclusions are drawn and the results of critical analysis are summed up. The conclusions should cover the following issues: relevance and novelty of the selected topic; recent advances in theoretical and experimental research on the topic; the most urgent theoretical and experimental problems; recommendations to be developed at the moment; technical feasibility and economic efficiency of developments. On the basis of these conclusions, the goal and specific tasks of scientific research are formulated.

It is very important to keep in mind that any research focused on solving theoretical problems can be continued as an applied one. At the first stage, we get some typical solution to the problem, and then translate it into specific conditions. Therefore, it is quite right to say that there is nothing more practical than a good theory. But it is not always possible to draw theoretical conclusions from good applied research. It is necessary that from the very beginning the factual data are described in appropriate terms, correlated with theoretical premises (hypotheses). It is not easy to regroup the collected data in a different way from the original principle. That is why the researcher accumulates empirical material based on a clear target setting.

A different logic governs the actions of the researcher if he sets himself a direct practical goal. He begins work on the program, proceeding from the specifics of this social object and understanding the practical tasks to be solved. Only after that he turns to literature in search of an answer to the question: is there a typical solution to the problems that have arisen, is the network a special theory related to the subject? If there is no such solution, further work develops according to the scheme of theoretical and applied research. If there is such a solution, the hypotheses of applied research are constructed as different options for "reading" typical solutions in relation to specific conditions.

The main goal is formulated as theoretical and applied, then when developing the program, the main attention is paid to the study of scientific literature on this issue, the construction of a hypothetical general concept of the subject of research, a clear semantic and empirical interpretation of the initial concepts, highlighting a scientific problem and logical analysis of working hypotheses. The specific object of research is determined only after this preliminary research work has been completed at the level of theoretical search.

Determination of the research goal allows us to further streamline the process of scientific research in the form of a sequence of solving basic, particular, and also additional tasks. The main and particular tasks are logically connected, the particular ones follow from the main ones, they are the means of solving the main research questions.

In addition to the main and private tasks, additional ones may arise. These latter are not logically connected with the purpose and main objectives of the study. The main tasks of the study correspond to its target setting, while additional ones are set, as it were, for the preparation of future studies, for testing secondary hypotheses not related to this problem, for solving some methodological issues.

So, the purpose of the study logically dictates the structure of its main tasks, theoretical and practical, the latter require clarification in the form of a number of particular program tasks. In addition, a limited number of side, additional tasks can be posed. The researcher should be prepared for the fact that as the research process develops, particular tasks will be clarified, new ones will arise, and so on until the end of the work. Much depends on external, not arising from the objectives of the study and circumstances. For example, the individual interests of the members of the research team, the conjuncture of social demand, the availability of funds for research and other tasks.

The research stage of the scientific process ends with a summing up, including the proof of hypotheses, conclusions and recommendations, scientific experiments, correction of the initial proposals, a literary presentation of the research process. The conclusions and recommendations made on the basis of the research are completed with a literary presentation in the form of an abstract, scientific report, article, monograph, report or dissertation.

Conclusion

Summing up, we can say that scientific research assumes that at all stages of work we are guided by its goals and objectives. They form a guiding thread, avoiding which makes work chaotic and often ineffective in the sense that the results achieved are useful and interesting not for what the research was undertaken. Research program goals and objectives discipline the work of the researcher and increase its effectiveness.

It can also be noted that the process of scientific research, the result of which is the discovery, covers the stage of formulating and evaluating the problem, the discovery, generation and substantiation of new scientific ideas. And although science does not have any infallible method of generating new scientific ideas and hypotheses, it has a wide variety of methods, techniques, means and ways of reasoning, which largely regulate and facilitate the research process. The inadequacy of existing approaches to the problem of scientific discovery lies, first of all, in the fact that they are guided by the deliberately unrealistic idea that the researcher works alone, divorced from the scientific community and research methods developed by science. In fact, the process of research in science is determined by socio-historical, ideological and specifically scientific requirements for conditions. Consequently, the process of searching in science is not limited to a collection of random discoveries, sudden insights. In fact, the accident here is due to the need to solve the pressing problems of the development of scientific knowledge. It is accidental which researcher, under what specific conditions and in what form, will make a discovery, but it is by no means accidental that this discovery appears precisely at a certain period in the development of science.

From all that has been said, it follows that interest in the issues of scientific discovery will not subside until the relative truths that surround us turn into absolute ones, which, as it seems to us, will never happen.

List of used literature

1. Baskakov A.Ya. Methodology of scientific research / Baskakov A.Ya., Tulenkov N.V. - Textbook. - 2nd ed., Rev. - К .: MAUP, 2004 - С.32

2. Bezuglov I.G. Fundamentals of scientific research / Bezuglov I.G., Lebedinsky V.V., Bezuglov A.I. - M .: Publishing house: Academic project, 2008. - P.78

3. Rubinstein S.L. Fundamentals of General Psychology / Rubinstein S.L. - SPb .: Peter, 2005. - P.43

4. Ushakov E.V. Introduction to philosophy and methodology of science / Ushakov E.V. - M .: Publishing house "Exam", 2005. - P.46

5. Shklyar M.F. Fundamentals of Scientific Research / Shklyar M.F. - M .: Publishing house: Dashkov and Co, 2009. - P.148

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