Research practice is included in the training cycle "Practice and research work" and is a logical continuation theoretical training aimed at mastering the methods and skills scientific research in accordance with the profile of the master's thesis. It is based on the development of theoretical academic disciplines the basic and variable parts of the general scientific and professional cycles, as well as the disciplines of the variable (profile) part, directly aimed at deepening knowledge, skills and the formation of competencies for successful work in the chosen type of professional activity. Research practice is also based on the results industrial practice, meaningfully and methodically interconnected with research work and scientific and pedagogical practice.

Main the goals of research practice are the formation of students' research culture, skills in the methodology and methodology of research work, organization and conduct of independent research activities, work as part of a research team.

tasks research practices are:

familiarization of students with various stages of research work (setting the research problem, conducting bibliographic work with the involvement of modern electronic technologies, accumulation and analysis of experimental (theoretical) material, preparation and execution of a report on the work done, etc.);

mastering various methods of scientific research, choosing the best research methods that correspond to the research objectives;

formation of the ability to proactively choose (modify existing, develop new) research methods that correspond to its purpose, to form a research methodology;

acquisition of skills of collective scientific work, productive interaction with other scientific groups (divisions) and researchers;

formation of the ability to analyze and present the results obtained during the study in the form of completed research developments (research report, scientific articles, abstracts of reports of scientific conferences, master's thesis).

As a result of the research practice, the student must:

know:

levels, forms, types of scientific knowledge, basic concepts and categories, patterns of development and functioning, principles of legal science;

levels, main components, methods, classifications, forms and types of organization of scientific research in the field of law;

object, subject, sources, principles, trends in the development of comparative law, its role and place in legal theory and practice;

be able to:

apply the methods of scientific knowledge in research and professional activities;

formulate goals, objectives, determine the object and subject of research;

determine the best and effective methods research corresponding to its purpose, to form a research methodology;

independently carry out research activities, interact with other researchers, scientific groups and departments, participate in collective research;

implement the results of scientific activity in studying proccess, legal practice, the work of legal institutions;

own:

methodology and methodology for organizing and conducting scientific research in the field of law;

the skills of collecting, analyzing and summarizing the empirical material necessary for conducting scientific research, completing a master's thesis.

Research practice is carried out in the third and fourth semesters in accordance with the calendar schedule of the educational process.

Research practice is carried out according to a certain system, includes four stages (preparatory, methodical, practical, final) and the corresponding activities.

At the first stage students receive primary practical information about the internal labor regulations, safety precautions, norms and rules of labor protection, goals, objectives and organization of scientific activities of departments and other scientific departments.

At the second stage organized in-depth study methods of scientific research corresponding to the profile of the chosen topic of the master's thesis, technologies for their application, methods for collecting, processing and interpreting scientific information, etc.

At the third stage direct participation of the trainee in the research work of the department, scientific divisions (research groups), educational and other institutions is organized.

At the fourth stage reporting documents are drawn up based on the results of research practice and its results are defended.

During the period of research practice the student is obliged comply with labor legislation, labor protection rules and internal regulations in force at the university; perform the tasks provided for by the program of practice in deadlines and in full; keep a diary of research practice, record in it the daily work performed; carry out all its activities under the guidance and in close cooperation with supervisors, regularly report to them on the work done at each stage.

General guidance and control over the internship carried out by the head of the master's program. Direct supervision of the student's internship and ensuring control over the implementation of the internship plan is carried out by his supervisor.

The supervisor coordinates the program and schedule for the internship with the program manager (the schedule reflects the content of the work and the timing of its implementation); formulates tasks for organizing independent work student, develops individual tasks, provides consulting assistance to the trainee; monitors compliance with the deadlines, the order of passage, the student's implementation of the practice program; provides methodological assistance to the student in the performance of individual tasks, the collection of empirical material, the preparation of a report on the practice; evaluates the results of the student's implementation of the practice program, checks the practice report and submits a written opinion on its results; makes comments and comments on the procedure for organizing and passing the internship, formulates proposals for its improvement.

Summing up the research practice includes the preparation of reporting documents and the delivery of an offset.

Accounting for the work done during the research practice is kept by each trainee in the practice diary. A diary practice is filled in for each section (stage) of research practice. Diary entries must contain short description of the work performed with analysis and conclusions, as well as statistical data characterizing its volume. Diaries are checked and signed by practice leaders. Upon completion of each section (stage) of practice, a master's student submits the appropriate types of reporting, the content and nature of which must correspond to the program of research practice.

final report Based on the results of research practice, it should contain information and analytical material collected and worked out by the student, analysis of practice and conclusions.

The total volume of the report should not exceed 30 pages of typewritten text (excluding appendices). All attached materials must be formatted in accordance with the accepted standard. The practice report should have a title page, content, introduction, body, list of references and appendices.

Title page drawn up according to the established pattern and not numbered. The content includes the title of sections of the practice program and questions indicating the page number on which the beginning of the material of the section or question is placed. In administered the student substantiates the relevance of the choice of the object and subject of research, goals and objectives, information base, practical significance and achieved research results, structure and scope of work. Main part should reflect a logical description of the issues of the practice program, generalizations, the results of the work done and conclusions. List of used literature includes only those sources that have been analyzed or used in the text. Applications are drawn up as a continuation of the work on the pages following the main part. Each application should start on a new sheet, have a descriptive title, and be numbered consecutively in Arabic numerals. The number of applications is determined by the undergraduate and supervisor in accordance with the needs and nature of the work.

Intermediate certification Based on the results of research practice, it is carried out in the form of defending a report with grading "passed", "failed". Appropriate entries are made about this in the record (examination) record, record book and in the student's production card.

Based on the results of the defense of the report, the volume and quality of the implementation of the practice program (see Appendix No. 7), individual tasks, the level of acquired practical skills and abilities, the correctness and quality of the execution of the submitted reporting documents are evaluated.

State budgetary educational institution

higher vocational education

"North Ossetian State Pedagogical Institute"

Faculty of Psychology and Education

Department of Pedagogy

REPORT

about the passage of research practice

Master of _________ course in the direction44.04.01 Teacher Education, profile Management of educational systems

Full name of the undergraduate ____________________________________

Scientific adviser:

___________________________

________________________________

Vladikavkaz

Introduction……………………………………………………..………...……….…...3

Main part……………………………………………….…….……….………4

Section 1. Terms and place of internship………………….……...………4

Section 2. Content of practice……………………………………………………….4

2.1.Individual task for practice…………………………………4

2.2. Analysis of students' activities in accordance with the work plan and the content of the practice……………………………………………………………….5

2.3. Reflection of own achievements………………………………….6

Conclusion………………………………………………………………………………7

List of used sources………………………………………………..8

Applications

Introduction

main goal research practice of undergraduates is the development of the ability to independently perform research work related to solving professional problems necessary for current or future professional activities, as wellgaining experience in managerial, organizational and educational work in a collective.Research practice is dispersed and is carried out by a master student with a supervisor. The direction of research practice is determined in accordance with the master's program and the topic of the master's thesis.

Main tasks research practice are: the development of professional research thinking of undergraduates, the formation of a clear idea of the main professional tasks and ways to solve them,to form the personality of a future researcher specializing in the field of educationmoreover, the formation of the ability to independently set professional tasks, plan research work and perform practical research in solving professional problems using modern methods research, as well as the formation of the ability to competently use modern technologies for collecting information, processing and interpreting the obtained experimental data, conducting bibliographic work on the topic of the final qualification work being performed with the involvement of modern information technologies.

MAIN PART

Dates and place of internship

In the period from 11/28/2016 to 12/24/2016 in secondary school No. 25 "Municipal budgetary educational institution secondary school No. 25" I underwent scientific and pedagogical practice.

Activity analysis

The topic of scientific research practice was the title of the master's thesis "Quality control pedagogical process in a general education organization". As part of the practice, a number of key areas of writing the work were considered, an introduction and the first chapter were compiled.

The main issue of the work was the study of the features of managing the main areas of activity that ensure the quality of the results of the educational process at school. In its constant increase in accordance with the needs of the individual, society, state and the real possibilities of the traditional education system.

Together with the leader, the most effective hypothesis was identified, which states that: quality management of the results of the educational process at school will be most effective if:

Expand the concepts of "quality of education", "management of the quality of education".

The main directions in ensuring the quality of the results of the educational process will be:

Working with students;

Self-awareness of the individual;

Working with the teaching staff;

Work to unite the team of students.

The criteria for the quality of the results of the educational process will be:

- pedagogical communication;

Cohesion of the whole school team;

- personal results.

Effective indicators, the above criteria will be suitable such as:quality of communication, interaction, level of sociability, student satisfaction with school life, self-determination, self-esteem.

In the 21st century, understanding the quality of education is not only the correspondence of students' knowledge to state standards, but also the successful functioning of the educational institution, as well as the activities of each administrator and teacher in the direction of quality assurance educational services at school.

To these criteria and indicators, we have selected methods for diagnosing.

1. The method reveals the level of the teacher's competence from the point of view of the student, determines the degree of sympathy of the student for the teacher, shows the real interaction between the teacher and the student (developed by E. I Rogov)

2. A.A. Andreeva "Study of satisfaction with school life".

3. Methodology for studying self-esteem "What am I" (developedon the basis of the new federal state educational standards(FGOS)).

We can see the results of the diagnostic cut at the ascertaining stage in the tables "No. 1,2,3

Table number 1. The development of pedagogical communication, the "teacher-student" methodology.

Table No. 2 The level of satisfaction of students with school life

Question # Level											total amount
Short
Average
High

Table No. 3 Methodology for studying self-esteem "what am I"

To the question: think about how you perceive yourself and evaluate yourself on ten different positive personality traits, the answer was received.
Assessed personality traits	Yes	Not	Sometimes	Don't know
Good	83%		17%
Kind	83%	1%	12%
Smart	95%			4%
Careful	70%	8%	20%
Obedient	50%	12%	17%	8%
Attentive	80%		17%	4%
Polite	80%		12%	8%
skillful (capable)	83%	4%	8%	4%
Hardworking	83%		12%	4%
Honest	93%		4%	4%

From the above drawings of the methods carried out, we see that the level of pedagogical interaction between the teacher and the student is high, but there are also students whose level does not even reach the average.

1. The psychologist, together with the class teacher, develop a topic for the classroom.

2. Regularly hold parent meetings, as well as work with certain parents.

3. Conduct trainings every quarter, etc.

So in the course of practice, a generalization and systematization of the results of the experimental pilot study, the development of an educational program was carried out.Diagnostics was carried outthe effectiveness of the quality of the educational process at school No. 25. Analytical work has been drawn up to notify the assessment of the quality management system of the educational process, recommendations have been developed for improving management activities.

Conclusion

As a result of scientific research practice, a study was conducted as part of writing a master's thesis, namely, the issue of studyingmanagement features of the main activities that ensure the quality of the results of the educational process at school.

We received results that allowed us to conclude that the low results of our students in conducting methods (questionnaires) at the ascertaining stage and the positive dynamics of results at the experimental stage are not accidental and confirm the need for constant ones;

trainings,

The psychologist, together with the class teacher, develop topics for the classroom;

Organize work with parents (parents' committee) to effectively manage the quality of education in an educational institution.

Diagnostics and analysis of the quality of the educational process of schoolchildren can be considered as the main direction and method of work, allowing purposeful management of the quality of the educational process at school. This involves solving the following tasks:

Planning the educational process on the basis of diagnosing the level of education and upbringing of students.

Constant monitoring of the dynamics of the level of quality of education of students and the development of practical recommendations for improving it.

Diagnostics of value orientations and the level of practical readiness of the teaching staff, especially class teachers to interact with students in extracurricular activities in order to track the dynamics of the quality of the educational process.

Level diagnostics pedagogical knowledge parents in order to clarify the parental position.

List of sources used

1.Babansky Yu.K. Pedagogy M.2003.-S.366.

2. Bolotov V. A. Evaluation of the quality of education. Retrospectives and prospects // School management - 2012 - No. 5 - p. 9 - 11.

3. Bordovsky G.A. Educational process quality management: Monograph. / G.A. Bordovsky, A.A. Nesterov, S.Yu. Trapitsyn. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001. - C 37

4. Korotkov E.M. Education quality management.- St. Petersburg: Academic Project, 2010.- С 320

5. Maksimova V.N. Diagnostics of learning // Peddiagnostics. - 2004. - No. 2. - S. 56

6. Shipareva G.A. Quality monitoring as an element of the management system educational process. Thesis. M: 2013-s.4.34

Non-state educational institution of higher professional education

"Eastern Economic and Legal Humanitarian Academy"

INSTITUTE OF MODERN EDUCATIONAL TECHNOLOGIES

REPORT ON RESEARCH PRACTICE

Completed: Lopatinsky D.V.

Ufa 2015

TABLE OF CONTENTS

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

INTERNSHIP DIARY………………………………………4

RESULTS OF THE RESEARCH...……………….…..…………………….....5

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

REFERENCES………...………………………………………….….40

INTRODUCTION

The purpose of research and qualifying practice: the formation professional competence in psychology, conducting research for the WRC.

During the practice, the following tasks were set:

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

Conducting a diagnostic study;

Processing the results of a diagnostic study and a qualitative analysis of the results of the study.

Statistical confirmation of the proposed hypothesis by the method of mathematical statistics.

Formulating research findings and making recommendations.

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

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

PRACTICE DIARY

The content of the work

03.03-06.03

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

09.03

Studying the level of envy of respondents

10.03

Studying the level of personal characteristics of respondents

11.03

Studying the level of self-attitude of respondents

12.03

Study of LSS, locus of control of respondents

13.03

Conducting a survey of respondents

16.03

The study of value orientations of factors

17.03-20.03

Processing of research results.

24.03-29.03

Statistical processing of research results

02.04-04.04

Development of a psycho-correction program

04.04-07.04

Summing up the practice.

Reporting preparation.

RESULTS OF THE STUDY

The object of the research is envy as a psychological phenomenon.

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

As a hypothesis of this study, the statement was adopted that envy, considered as a characteristic of interpersonal relations, is determined by the individual psychological properties of the individual, as well as a number of socio-psychological factors.

The purpose of the study: to study the socio-psychological determinants of envy in the plane of interpersonal relationships.

Research objectives:

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

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

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

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

The results of the study of subject areas of envy

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

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

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

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

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

For men, as their importance decreases, they are career growth, material wealth, social status, leisure and professional (educational) success.

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

Figure 1. Significance of areas that are objects of envy in groups of men and women

Based on the study, we can talk about both invariant and variant objects of envy determined by gender.

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

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

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

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

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

scales

Average rank

empirical U Mann-Whitney

confidence level

Women

N=13

Men

N=15

Praise of a significant person, popularity

27,55

14,76

79,000

p≤0,01

Material wealth

24,78

17,40

134,500

p≤0,01

Youth

26,05

16,19

109,000

p≤0,01

family well-being

24,20

17,95

146,000

p≤0,05

25,80

16,43

114,000

p≤0,01

The results of the study of individual psychological characteristics, self-relationship, locus of control, characteristics of the respondents' life orientations, social factors as a derminant of envy

The second step of the empirical study was to identify, with the help of a comparative analysis, the characteristics of personality traits, meaningful life orientations, self-relationship, locus of control, life satisfaction in respondents with higher and lower levels of envy.

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

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

scales

Average rank

empirical U Mann-Whitney

confidence level

1 group

2 group

extraversion

22,53

19,55

179,500

spontaneity

1 3 ,15

22,76

173,000

aggression

30,63

11,83

17,500

p≤0,01

rigidity

25,93

16,31

111,500

p≤0,01

introversion

16,85

24,95

127,000

p≤0,01

sensitivity

15,50

26,24

100,000

p≤0,01

anxiety

25,98

16,26

110,500

p≤0,01

lability

26,88

15,40

92,500

p≤0,01

conflict

28,08

14,26

68,500

p≤0,01

individualism

23,30

18,81

164,000

addiction

14,88

26,83

87,500

p≤0,01

compromise

1 2,48

19,60

180,500

conformity

26,63

15,64

97,500

p≤0,01

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

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

Figure 2. Individual characteristics of the respondents

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

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

scales

Average rank

empirical U Mann-Whitney

confidence level

1 group

2 group

closeness

26,25

16,00

105,000

p≤0,05

self-acceptance

18,28

23,60

155,500

self-attachment

26,98

15,31

90,500

p≤0,05

reflected

self-attitude

18,48

23,40

159,500

internal conflict

27,38

14,93

82,500

p≤0,01

self-confidence

19,48

22,45

179,500

self-guidance

18,15

23,71

153,000

p≤0,05

intrinsic value

17,75

24,10

145,000

p≤0,05

self-accusation

27,43

14,88

81,500

p≤0,01

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

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

A comparative analysis showed that the respondents of group 1 statistically significantly differ in greatercloseness (p≤0,05), self-attachment (p≤0,05), internal conflict (p≤0.01), tendency toself-blame (p≤0.01), smallerself-guided (p≤0.05), less feelingself-values (p≤0.05). It should also be noted lower scores on the scales of "selfacceptance” and “reflected self-attitude” among the respondents of this group.

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

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

Interestingly, individuals with a high level of envy have a more negative attitude towards themselves and the perceived negative attitude of others, combined with weak reflection. During the conversation, it was revealed that the reason for the negative attitude from the people around the respondents of this group is considered not so much their life as such (their failures, mistakes, etc.), but public opinion about what a "completed" person should be. At the same time, high scores on the “self-attachment” and “rigidity” (ITO) scales indicate unwillingness or unwillingness to change one's life. Thus, the study showed that envious respondents less than non-envious ones solve one of the main life tasks - awareness of the concept of life and "I" - the concept. It is important to note that the respondents from group 1 assess their professional activity as meaningful and useful to a much lesser extent. It is known that the development of the human psyche occurs only in the process of activity, as well as playing a social role.

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

The main mechanism and structure of the personality is its role essence, when an individual forms his plans of behavior in accordance with the roles he plays and the statuses he holds in the groups with which he identifies himself, i.e. in his reference groups. In accordance with the accepted social roles (and with their priority), there are guidelines by which a person evaluates himself.

It is significant that in conversations with “envious” respondents, the suggestion to tell about oneself (that is, the question “Who am I?” Perceived by the respondents) was often replaced by the questions “What do I like?” and “What am I?”, i.e. there was an active self-identification or identification by personal characteristics.

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

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

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

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

scales

Average rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

meaning of life

12,48

29,12

39,500

p≤0,01

goals in life

12,43

29,17

38,500

p≤0,01

life process

13,35

28,29

57,000

p≤0,01

life effectiveness

13,75

27,90

65,000

p≤0,01

locus of control - I

13,75

27,90

65,000

p≤0,01

locus of control - life

12,70

28,90

44,000

p≤0,01

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

Notes : 1 - meaning of life, 2 - goals in life, 3 - process of life, 4 - effectiveness of life, 5 - locus of control - I, 6 - locus of control - life.

Figure 4. Meaningful orientations of the respondents

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

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

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

scales

Average rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

Internality is general

1 2,53

2 9,55

179,500

p≤0,01

Internality of achievements

1 9 ,15

2 8 ,76

173,000

Internality of failures

11,83

30,63

17,500

p≤0,01

Internality of family relations

1 5,93

2 6,31

111,500

p≤0,01

Internality of industrial relations

16,85

24,95

127,000

p≤0,01

The internality of health

1 9 ,50

20 ,24

65 ,000

Internality of the disease

21,4

20,6

62,000

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

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

However, this pattern does not appear in all areas, but in the field of failures, industrial and family relations.

Discussing the results obtained, we note that the subject's internality is always interpreted as the expectation of the effectiveness of one's own actions. In other words, different events of the internals are due to their own active actions. Unlike internality, the externality of the subject is not so unambiguous.

So, J. Rotter highlights

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

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

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

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

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

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

Analyzing the differences in the general tendency to envy in relation to different areas of external attribution, we can say that the subject of envy tends to believe that both emotionally positive and emotionally negative events and situations that happened to him (mainly in the production sphere) , are certainly determined by a happy / unfortunate set of circumstances or the assistance / non-assistance of significant people, and not by their own efforts or mistakes.

Thus, the following conclusions can be formulated: subjects with external subjective control are more envious than internals. Statistically significant differences appear as general level subjective control, in the field of failures, as well as in the field of production and family relations.

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

Table 7 - Results of a comparative analysis of the value orientations of the respondents

scales

Average rank

empirical

Manna Whitney

confidence level

Group 1

own prestige

20,53

21,45

200,500

mother is high

26,50

15,76

100,000

p≤0,01

creativity

13,18

28,45

53,500

p≤0,01

social contacts

14,88

26,83

87,500

p≤0,01

self development

11,38

30,17

17,500

p≤0,01

achievements

14,30

27,38

76,000

p≤0,01

spiritual satisfaction

12,45

29,14

39,000

p≤0,01

save your own individual

14,60

27,10

82,000

p≤0,01

sf professional life

20,08

21,88

191,500

sf trained and images

15,58

26,17

101,500

p≤0,01

sf family life

18,30

23,57

15 4 ,000

p≤0,01

sf of life societies

13,38

28,26

57,500

p≤0,01

sf hobbies

15,88

25,88

107,500

p≤0,01

Notes : 1 - high financial position, 2 - creativity, 3 - social contacts, 4 - self-development, 5 - achievements, 6 - spiritual satisfaction, 7 - preservation of one's own individuality, 8 - training and education sphere, 9 - family life sphere, 10 - SF of social life, 11 - SF of hobbies

Figure 6. - Value orientations of the respondents

A comparative analysis of the value respondents of groups 1 and 2 revealed the following:

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

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

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

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

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

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

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

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

When comparing the results of this technique with the results obtained by the method of self-assessment of envy, it can be found that envy arises when values disagree, when needs are frustrated in certain areas (“I want, but I don’t have”).

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

Table 8 -

scales

Average rank

empirical

Manna Whitney

confidence level

Group 1

Group 2

subjective well-being

1 6 ,76

2 5 ,50

100,000

p≤0,01

28,45

13,18

53,500

p≤0,05

psychoemotional symptoms

26,6

14,88

87,500

p≤0,05

self-reported health

1 8 ,30

2 4 ,38

76,000

p≤0,05

job satisfaction

12,45

29,14

39,000

p≤0,01

Respondents in the group with a higher level of envy are more pronounced psychosomatic disorders, tension (p>0.05), assess their health status lower (p>0.01) and assess their well-being much lower (p>0.01).

This group is characterized by less neuropsychic stability (p>0.05) and is more susceptible to the influence of psychotraumatic circumstances (p>0.01).

Figure 7 -Features of subjective well-being of respondents

Thus, based on the study, we can conclude that people with a high level of envy are more autistic, more superficial and unstable, more pronounced suspicion, aggressiveness and a certain degree of social maladjustment, dissatisfaction with life, frustration of significant needs and value, blurring of value orientations.

Such people are characterized by anxiety, doubts, obsessive thoughts. The severity of asthenoneurotic manifestations, indicating a feeling of hopelessness, hopelessness and fatigue, indicates the tendency of persons prone to envy, when faced with problems and stressful situations, to avoid attempts to directly resolve them using psychological defense mechanisms (for example, denial, the severity of which is indicated by high scores on the scale of "closeness" of the questionnaire "MIS").

The next stage of the study was to study the features of the emotional attitude to the success of another person (the results of a comparative analysis are presented in Table 9 and graphically displayed in Fig. 8).

Table 9 - Features of the emotional attitude to the success of another

scales

Average rank

empirical U Mann-Whitney

Confidence level

Group 1

Group 2

interest

36,37

40,63

541,000

joy

24,42

52,58

187,000

p≤0,05

astonishment

29,92

47,08

396,000

grief

53,34

23,66

158,000

p≤0,01

anger

51,82

25,18

216,000

p≤0,05

disgust

43,57

33,43

529,500

contempt

43,25

33,75

541,500

fear

45,80

30,20

196,500

p≤0,05

shame

45,62

30,38

181,500

p≤0,05

guilt

50,47

26,53

267,000

Figure 8 - Features of the emotional attitude to the success of another

Comparative analysis showed that respondents prone to envy when they hear about the success of another person have the level of such emotions as grief (p ≤0.01), anger (p ≤0.05), fear (p ≤0.05), shame (p ≤0.05) is statistically significantly higher, and the emotions “joy” (p ≤0.05) are lower. This indicates that the success of others for the respondents from group 1 is the reason for the feeling of their own inferiority.

Further, to identify the level and characteristics of the object of envy, due to age, the selected age groups were studied. The first group consisted of respondents aged 24 to 30 years, the second - respondents aged 38 to 45 years.

Presumably, the differences in the level and subject areas of envy can be due to the peculiarities of the socio-psychological situation, the life tasks of the selected age groups and, accordingly, to the assessment of one's own achievements at a significant stage of the life cycle.

Comparative analysis did not give statistically significant results, although there are some fluctuations in envy in different age intervals.

Table 10. - The level of envy, the significance of areas that are objects of envy in groups distinguished by age

Spheres

24-30 years old

38-45 years old

5,8

External attractiveness

5,2

4,6

Health

3,8

4,8

Youth

5,5

Career

8,1

7,2

social status

7,8

Praise of a significant person,

popularity

5,8

6,5

Material wealth

7,8

7,4

Expensive or fashionable things

3,6

6,6

5,7

Intelligence, ability

5,3

5,6

Personal qualities

4,5

5,4

Ability to communicate

4,2

Success with the opposite sex

5,5

Having loyal friends

family well-being

4,9

5,8

4,8

4,6

Leisure

7,4

Figure 9. - The level of envy, the significance of areas that are objects of envy in groups identified based on age

Next, the level of envy, the significance of areas that are objects of envy in groups identified on the basis of professional status, as well as income level, were studied. Initially, it was assumed that the division of the subjects according to the specified criteria would be carried out separately, however, the analysis of the initial data showed that the division of respondents into groups according to the specified criteria has the same grouping result, so it was possible to combine both criteria.

Group 1 included respondents with an income level of up to 25,000 rubles, occupying subordinate positions (19 people). Group 2 included respondents with an income level of 45,000 rubles or more, occupying various leadership positions, military personnel, people who have their own or partner business (15 people).

Based on the study, we can talk about different levels of envy, as well as variable objects of envy determined by professional status and income level, i.e. we can talk about the different structure of objects of envy.

According to our results, respondents with lower professional status and income levels have higher scores on the following parameters:

envy index (p≤0,01)

Career (p≤0,01)

social status (p≤0,05)

Material wealth (p≤0,05)

Expensive or fashionable things (p≤0,01)

Success with the opposite sexp≤0,05)

These results may indicate frustration in the relevant subject areas.

Respondents with a higher professional status and income level have higher indicators for the following parameters:

Intelligence, abilityp≤0,01)

Personal qualities (p≤0,01)

It can be assumed that in this group of respondents, it is these areas that are significant for achieving professional success.

Table 11. - The level of envy, the significance of areas that are objects of envy in groups identified on the basis of professional status and income level

Spheres

Group 1

Group 2

7,6

5,8

External attractiveness

6,2

7,6

Health

3,8

Youth

7,5

Career

8,1

6,2

social status

8,9

Praise of a significant person,

popularity

3,8

5,5

Material wealth

8,8

7,2

Expensive or fashionable things

8,6

Professional (educational) success

6,6

6,7

Intelligence, ability

4,5

7,6

Personal qualities

4,5

6,4

Ability to communicate

4,2

5,2

Success with the opposite sex

7,5

5,2

Having loyal friends

family well-being

5,8

Children (their presence or their success)

3,8

4,6

Leisure

7,2

Figure 10 - The results of a comparative analysis of the level of envy, the significance of areas that are objects of envy in groups identified by professional status and income level

Table 12 - Results of a comparative analysis of the level of envy, the significance of areas that are objects of envy in groups identified by professional status and income level

scales

Average rank

empirical U Mann-Whitney

confidence level

22,53

19,55

179,500

p≤0,01

Career

22,76

1 3 ,15

173,000

p≤0,01

social status

2 0,63

11,83

17,500

p≤0,05

Material wealth

24,95

16,85

127,000

p≤0,5

Expensive or fashionable things

26,24

15,50

100,000

p≤0,01

Intelligence, ability

16,26

2 3 ,98

110,500

p≤0,01

Personal qualities

15,40

26,88

92,500

p≤0,01

Success with the opposite sex

2 0 ,08

14,26

68,500

p≤0,05

Correlation analysis results

To identify the relationships in group 1 between the characteristics studied in the study, a correlation analysis was applied (see Fig. 11).

Figure 11. - Correlations of envy

Note: the straight line indicates positive correlations, the dotted line indicates negative ones. (*Correlations are significant at the 0.05 level **Correlations are significant at the 0.01 level).

Thus, it can be summarized that envy has a negative correlation with the meaningfulness of life, highlighting the disbelief of the person himself in the ability to control his life, as well as with self-acceptance and self-respect, that is, factors that reflect self-attitude.

CONCLUSIONS

1. Based on the study, we can talk about both invariant and variant objects of envy determined by gender. The former include material wealth, career growth and leisure; and the second for men - social status and professional (educational) success, and for women - external attractiveness and intelligence, i.e. we can talk about the different structure of objects of envy in men and women. Thus, the study showed that for both men and women the most desirable objects of envy are those areas in which both men and women, according to social expectations, should take place. These expectations, in turn, are determined by gender roles.

2. Respondents with a high level of envy are more aggressive (p≤0.01), rigidity (p≤0.01), sensitivity (p≤0.01), anxiety (p≤0.01), lability (p≤0 .01), conflict (p≤0.01), conformity (p≤0.01), dependence (p≤0.01), as well as less introversion (p≤0.01). The characterological typology of respondents who are characterized by envy is represented by a hyposthenic type of response that combines sensitive and anxious features. The prevailing socio-psychological characteristics determine such qualities as a tendency to escape into the world of illusions, the desire to limit the circle of direct contacts and avoid confrontation with the environment, selectivity in communication while striving to maintain a few contacts. Impressibility, pessimism in assessing prospects, in case of failures, a feeling of guilt easily arises, the need for warm relations and understanding, caution in making decisions, increased concern about problems and one's own failures - this is what characterizes a person prone to envy.

3. Respondents in group 1 are statistically significantly more closed (p≤0.05), self-attached (p≤0.05), internal conflict (p≤0.01), prone to self-accusation (p≤0.01), less self-leadership (p≤0.05), less sense of self-worth (p≤0.05). It should also be noted the lower scores on the scales "self-acceptance" and "reflected self-attitude" among the respondents of this group. That is, people with a high level of envy experience more negative feelings towards themselves, are characterized by internal conflict and regard the attitude of others towards themselves as negative.

4. Respondents with a high level of envy assess their lives as less meaningful. A lower indicator of the “life process” indicates dissatisfaction with one’s life in the present, a lack of feeling that life is an interesting, emotionally rich and meaningful process, as well as a lack of satisfaction from activities (not necessarily professional), from the process of applying and improving one’s skill.

5. Envious individuals are more likely to attribute the causes of what is happening to external factors (other people, the environment, fate, chance, luck), rather than their own efforts, their own positive and negative qualities, the presence or absence of the necessary knowledge, skills and abilities. However, this pattern does not appear in all areas, but in the field of failures, industrial and family relations.

6. Respondents with a low level of envy tend to realize themselves to a greater extent in all spheres of life (p≤0.01). Thus, a comparative analysis revealed a depletion of the value sphere in men from the experimental group. The structure of values of respondents with a high level of envy, the system of their relationships and relations in the social environment have a certain specificity, which manifests itself in the focus on achieving not so much socially significant as narrowly personal goals and values, which allows us to conclude that this group is more utilitarian, as well as about her some social immaturity. When comparing the results of this technique with the results obtained by the method of self-assessment of envy, it can be found that envy arises when values disagree, when needs are frustrated in certain areas (“I want, but I don’t have”).

7. Respondents of the group with a higher level of envy are more pronounced psychosomatic disorders, tension (p>0.05), assess their health status lower (p>0.01) and assess their well-being much lower (p>0.01 ).

8. Respondents who are prone to envy when they hear about the success of another person have the level of such emotions as grief (p≤0.01), anger (p≤0.05), fear (p≤0.05), shame (p≤ 0.05) is statistically significantly higher, and the emotions “joy” (p≤0.05) are lower. This indicates that the success of others for the respondents from group 1 is the reason for the feeling of their own inferiority.

9. Comparative analysis of the respondents of the groups identified by age did not give statistically significant results, although there are some fluctuations in envy in different age intervals.

Respondents with a lower professional status and income level showed higher indicators for the following parameters: envy index (p≤0.01), career growth (p≤0.01), social status (p≤0.05), material wealth (p≤0.05), expensive or fashionable things (p≤0.01), success with the opposite sex (p≤0.05). These results may indicate frustration in the relevant subject areas. Respondents with a higher professional status and income level have higher indicators for the following parameters: intelligence, abilities (p≤0.01), personal qualities (p≤0.01). It can be assumed that in this group of respondents, it is these areas that are significant for achieving professional success.

10. Thus, it can be summarized that envy has a negative correlation with the meaningfulness of life, highlighting the disbelief of the person himself in the ability to control his life, as well as with self-acceptance and self-respect, that is, factors that reflect self-attitude.

Envy is highly negatively correlated with internality, which also characterizes the passivity of the individual.

Internal conflict, rigidity, internal conflict, aggressiveness, anxiety, and conformity positively correlate with envy.

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Requirements for the organization of research practice

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

The purpose of the research practice is to prepare the student to solve problems of a research nature in the workplace and to complete the final qualifying work.

Place of practice:

Graduating departments, their branches

· Industrial enterprises

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

Research practice provides for:

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

· Conducting experimental (or computational) studies.

· Preparation of master's thesis.

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

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

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

Basic concepts about research work

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

1. Justification of the relevance of the chosen topic.

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

3. Definition of the object and subject of research.

4. Choice of method (technique) of the research.

5. Description of the research process.

6. Discussion of the results of the study.

7. Formulation of conclusions and evaluation of the results.

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

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

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

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

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

Thus, if a master student manages to show where the border between knowledge and ignorance about the subject of research lies, then it can be easy for him to clearly and unambiguously define a scientific problem, and, consequently, to formulate its essence.

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

Meanwhile, undergraduates often avoid taking on narrow topics. It is not right. The fact is that works devoted to broad topics are often superficial and little independent. A narrow topic is worked out more deeply and in detail. At the beginning, it seems that it is so narrow that there is nothing to write about. But as one gets acquainted with the material, this fear disappears, the researcher discovers such aspects of the problem that he had not suspected before.

From proving the relevance of the chosen topic, it is logical to move on to formulation of the purpose of the research being undertaken, as well as to point out the specific tasks to be solved in accordance with this goal. This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, etc.).

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

The object and subject of research as categories of the scientific process are related to each other as general and particular. In the object, the part that serves as the subject of research is singled out. It is on him that the main attention of the undergraduate is directed, it is the subject of research that determines the topic of the dissertation work, which is indicated on the title page as its title.

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

Description of the research process- the main part of the dissertation work, which highlights the methodology and technique of research using logical laws and rules.

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

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

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

Ministry of Education and Science of the Russian Federation

Federal state budget educational institution higher education

"Moscow Pedagogical State University"

Childhood Institute

Faculty of Defectology

REPORT

on the 2nd research practice

With October 6 on November 9 2016 G.

student-

undergraduate

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

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

undergraduate studentDemchuk Anastasia Vladimirovna

Theoretical and methodological substantiation of the diagnostic complex, its detailed description and testing stages. Formulation of goals, objectives of the ascertaining experiment.

Conducting the actual experimental study. Analysis of the obtained experimental data. Carrying out statistical processing of experimental materials.

c 14. 1 0. 2016 by 24 . 10 . 2016

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

With 24 . 10 .2016 by 09 . 11 .2016

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

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

Tasks research:

Develop a method for diagnosing the pronunciation side of speechin children of the 1st grade of a comprehensive school.

RevealcoctoyaniePpooutociteflaxothctoptheypechi wu junior schoolchildren ingeneral education school.

Process and describe the results of the surveypooutociteflaxothctopouspechiydetethobsheobpahoinateflaxoth schoololy

Technique of ascertaining experiment.

The structure of the ascertaining experiment included the following components:

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

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

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

Research Base

The experiment was carried out in MBOU secondary school in the village of Kalinovka, Leninsky district, Crimea. The study involved students of the 1st grade of a comprehensive school consisting of 15 people.

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

The experimental group included 8 children aged 7 years, with phonetic and phonetic-phonemic underdevelopment, who studied with a speech therapist before entering school and in the process of studying in the 1st grade.

A study of the medical records of the subjects showed that all the children had a history of an unfavorable course of pregnancy: toxicosis of the 1st or 2nd semester of pregnancy, viral and catarrhal diseases of the mother, the threat of miscarriage.

Unfavorable course of labor: stimulation during obstetrics, rapid labor, protracted labor, caesarean section, occurred in 6 children. Diseases transferred to early age suchas an intestinal infection, stomatitis, colds, acute respiratory infections, SARS. A large part of the children showed peculiarities in the course of higher mental functions: attention instability, memory capacity is weak, so the children memorized worse speech material. Behavior is unstable, with frequent mood swings, during classes they quickly get tired and get distracted, while remembering the instructions of a speech therapist they experience difficulties.

In all children of the experimental group, during the general speech therapy examination, various violations of sound pronunciation, underdevelopment of phonemic hearing, violations of prosodic, speech breathing were revealed.

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

Table 1

Characteristics of children in the experimental group with impaired pronunciation

Sergey

FN. Violation of sound pronunciation

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

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

The study of the general sounding of the speech of younger students.

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

The study of the syllabic structure of the word.

The study of sound discrimination.

The study of auditory perception.

Methodology "General sounding of speech"

Each child was asked to write a story on the topic "My favorite pastime".

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

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

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

The children were asked to say the following sounds behind the speech therapist, table 4.

Pronunciation of sounds during repetition Table 3

[l], [r]

Sonorant sounds: nasal

[m], [n]

Yotized sounds

[i], [e], [yu]

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

Thus, the children from the experimental group did not cope well with the task. The main mistakes of children is a violation of the pronunciation of sound[ w] , no sound is pronounced[ R] , replacement of sounds, children pronounce sounds in isolation. In the control group, the children coped with the task well, all sounds were pronounced clearly and without errors.

The study of the syllabic structure of the word.

Speech therapist offersrepeat the words after him: Skipping rope, tanker, astronaut, policeman, frying pan, cinema, basketball, flutter, scuba diver, thermometer.

Study of the syllabic structure of a word(amount of children)

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

Phonemic awareness.

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

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

Determination of the place of sound in a word.

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

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

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

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

The children were asked to choose a word with a certain sound. At the same time, the speech therapist observes the sequence of sounds that are preserved in the pronunciation of the disturbed ones.

Instruction: Name the word with the sound [M] ”([B], [C], [N], [T], [D], K], [D], [A]). Then: “Name the word with the sound [C]” (, [C], W], [F], [H], [Sch], [L], [P]).

The study of the ability of word formation.

The formation of nouns with a diminutive form of the name:

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

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

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

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

nest - ..., grain - ..., feather - ....

On the basis of the study, a diagnosis of the level of development of pronunciation was carried out.

Sound recognition diagnostic results(amount of children)

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

Four children in this group had phonemic analysis and synthesis at the stage of formation, it was difficult for the children to determine the location of the sound, they could not assemble the word, they found it difficult in the syllabic structure of the word.

In other cases, development phonemic processes are normal.

The study of auditory perception

"Recognition of non-speech sounds".

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

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

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

"Differentiation of speech sounds".

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

Research "differentiation speech sounds" (amount of children)

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

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

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

At the first stage of the ascertaining experiment, anamnestic data of children were analyzed (based on medical records).

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

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

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

Scientific adviser: to . teacher.n , Associate Professor of the Department of Speech Therapy, Cherkasova E.L.

PECULIARITIES OF THE SPEECH LINE IN CHILDREN IN A COMPREHENSIVE SCHOOL

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

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

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

The aim of our study was pdevelopment of a comprehensive program of correctional work of a speech therapist and teacher primary school on the correction of the pronunciation side of speech in children of general education schoololy, taking into account the Federal State Educational Standard of the NOU.

This goal was achieved in the process of fulfilling the following hello:

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

2. To study the legal and regulatory framework on the research problem (FSES IEO, IEO PEO, etc.)

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

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

5. Evaluate the effectiveness of experiential learning.

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

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

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

1. The study of the general sounding of the speech of younger students.

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

3. The study of the syllabic structure of the word.

4. The study of auditory perception.

Recognition of non-speech sounds

Differentiation of speech sounds

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

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

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

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

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

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

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

Bibliography:

Levina R.E. Speech and writing disorders in children: Selected works / Ed.-comp. G.V. Chirkina, P.B. Shoshin.- M.: Arkti, 2005. - 49p.

Nikashina N.A. Elimination of shortcomings in pronunciation and writing in younger schoolchildren // Shortcomings of speech in primary school students / ed. Levina R.E. - M.: Enlightenment, 1965.- 106c.

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

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

Student Demchuk Anastasia Vladimirovna

Passed research practice in the state budgetary educational institution with. Kalinovka, Crimea.

During the internship Demchuk Anastasia Vladimirovna

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

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

Director of MBOU secondary school Ishchenko Olga Mikhailovna
With. Kalinovka

Research work of students in practice. Report on research practice on the topic “Economics and management of the national economy” Research practices

Introduction

To the question: think about how you perceive yourself and evaluate yourself on ten different positive personality traits, the answer was received.

Assessed personality traits

Yes

Not

Sometimes

Don't know

Good

83%

17%

Kind

83%

1%

12%

Smart

95%

4%

Careful

70%

8%

20%

Obedient

50%

12%

17%

8%

Attentive

80%

17%

4%

Polite

80%

12%

8%

skillful (capable)

83%

4%

8%

4%

Hardworking

83%

12%

4%

Honest

93%

4%

4%

Scientific adviser: to . teacher.n , Associate Professor of the Department of Speech Therapy, Cherkasova E.L.

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

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