Preparation of final qualification (diploma) works
The writing of the final qualifying (thesis) work is a crucial stage in getting an education. The student's work is designed to show that he has mastered the basics of the future specialty, understands the place of pedagogy and psychology in modern humanitarian knowledge, realizes their great opportunities in providing the nation's psychological health and general education, is able to independently think and conduct practical work. Thesis is a theoretical work. However, it should include the results of practical activities. In the degree work, visual material is supposed to be used - graphs, tables, diagrams.
The criteria for the final qualification work are:
- the depth of the theoretical analysis;
- the relevance of the topic and its scientific novelty;
- a creative approach to writing a thesis work
- confirmation by practical materials of the relevance of the topic;
- scientifically based conclusions and recommendations;
- language and style of presentation;
- neatness of registration of work.
The structure of the thesis must be clear and justified so that the logic of the problem is visible.
Graduation qualifying work should contain an introduction, the main text, conclusion and bibliography. The introduction should highlight the substantiation of the topic, its relevance and significance for science and practice (subject, object, chronological and theoretical framework), to determine the main purpose of the work and its subordinate particular tasks; methodological and information base of research.
Culture of intellectual work
Pedagogical science and practice show great interest in studying the problem of intellectual work and intellectual activity of students. Teachers distinguish first of all the culture of educational (intellectual) labor (OA Abdullina, SM Azizova, MA Danilov, MI Dontsova, NP Erastov, IV Ignatova, N. S Kozlov, IV Kondakova, VD Kukushkin and IF Nevolin, ND Nikandrov, VO Punskii, GA Rusakova, TN Sapozhnikova, LI Troitskaya ), the technique of organization of educational activities (V. Graf, I. I. Ilyasov, V. P. Kuzovlev, A. P. Ogarkova, О. P. Osipova), the technique of reading and working with the book (LP Doblaev, Г G. Genov, GG Granik, OA Kuznetsov, SI Povarnin, MD Smorodinskaya, GF Tarasova, IV Usacheva, OS Chubaryan) , study this issue from the standpoint of the allocation as components of skills and skills (Sh. A. Amo -
found, VS Bezrukov, EL Belkin, E. N. Bespalaya, Yu. V. Voronina, E. Λ. Pribytkova, O. Λ. Stepanova, AV Usova, D. Hamblin, RG Churakova, and others), note the influence of physiology and hygiene on mental work and its quality (IA Arnaldi, KV Bardin, A.S. Egorov and VP Zagryadsky, VV Efimov, TG Kovalenko, VO Punskii), the scientific organization of mental work and the learning process (Yu. K. Babansky, A. Builis, AM Kolesova , EA Nechaeva, D. Ya. Triger, etc.).
Mental work has its own specifics. Here is what Toffler writes: "In the middle of the spectrum of mental work is a wide range of" mixed "professions that require both physical labor and knowledge of computer science. A Federal Express employee or United Parcel Service not only carries boxes and packages, drives a car, but also works on a computer. At high-tech factories, machine operators are highly skilled in handling information. A clerk in a hotel, a nurse and many others who work with people, at the same time create, receive and give out information. Auto mechanics at a Ford maintenance station, for example, can still have greasy hands, but soon they will be able to use a computer system with an "expert system" to help with troubleshooting with instant access to hundreds of megabytes of technical schemes and data stored on a CD . The system asks questions about the state of the reconstructed machine, it allows you to intuitively view a lot of technical materials, it offers its conclusions and serves as a guide at all stages of repair. "
Who are they when they communicate with the expert system - "mechanics" or mental workers & quot ;? Purely physical labor is at the bottom of the spectrum and gradually disappears. With a small number of people engaged in manual labor in the economy, the "proletariat" Now it is in the minority and is replaced more by the "cognitariat" (from the word cognitive ability, knowledge, cognition ). As the super-symbolic economy develops, the proletarian becomes a cognitrist.
The key question about a person's work now becomes the question of how much information processing occupies in this work, how standard and programmable is his work, what level of abstraction is required for his work, what access the employee has to the central data bank and management information system and how autonomous and responsible his work is.
Painted in the XVII century. Descartes picture of the culture of industrialism rewarded only those people who were able to divide the problems into more and more small parts. This disintegration or analytical approach, when applied to the economy, made us think of production as a series of unrelated steps.The emergence of capital, the acquisition of raw materials, the hiring of workers, the deployment of technology, advertising, sales and distribution of goods - all this was considered both interrelated processes, and as processes independent of each other. The new production model jumped out of the supersymbolic economy dramatically differs from this. Based on a systemic or integration approach, it considers production as simultaneous and synthesized. The parts of the process are not the whole process, they can not be separated from each other.
Information obtained by sellers in marketing is passed on to engineers whose innovations must be understood by financiers whose ability to attract capital depends on how satisfied the consumers are, which in turn depends on how well the trucks are running according to the schedule, which depends on the stimulation of the company's employees, which depends on the payment of their labor and on the peace of mind. The assumptions underlying the new production paradigm are a connection more than separation, integration, not disintegration, simultaneity, and not a sequence of stages.
The culture of mental work also implies the alternation of various forms of activity, which makes it possible to achieve the greatest effectiveness. Work will become more productive if the scientist or educator correctly distributes his time, moving from the stage of hard work to rest, from collecting material to serious and responsible synthetic work, from analyzing the material to illustrative activity.
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