Lesson-research as one of the forms of the modern lesson.

Research is one of the four universal types of mental activity that most adequately corresponds to the socio-cultural mission of education. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation. Research activity creates favorable conditions for the implementation of a competence-based approach in education. The student acts in the educational study as a subject, i.e. as actively, consciously, selectively, responsibly, acting independently. The structure of research activities and the principles of its organization can be presented in the form of a table:

Research activity in the educational process
Structural elements		Principles of Investigative Learning
Subject	The student as a researcher	The principle of subjectivity
Premise	cognitive need	The principle of problematic research learning
Source	Problem situation
Target	Obtaining new knowledge necessary to solve the problem
An object	Fact, process, phenomenon, event of reality	The principle of personal significance of the research problem
Subject	Unknown in object = problem = question
Process	Transforming a question into an answer, ignorance into knowledge	The principle of non-linearity of the research process
Way	Application of research methods of cognition	Search principle
Result	Solution	The principle of reflexivity
Product	New knowledge about the object of knowledge

Of course, research activity is a much broader concept, almost unlimited in time. This is a study with an unknown result. The lesson is that research is time bound. The students are given a research task, the solution of which, in the overwhelming majority of cases, is known to the teacher, but not to the students. The result of the lesson is new knowledge.

Lesson-research is a joint activity of students and the teacher, associated with the solution by students (with the support of the teacher) of a creative, research problem (albeit with a previously known solution, but unfamiliar to students). The leading value of the lesson - research is the value of the process of moving towards the truth.

The main goal of the research lesson is the acquisition by students of the functional skill of research as a universal way of obtaining new solid knowledge (obtained independently and therefore being personally significant, and therefore strong), developing the ability for a research type of thinking, activating the student's personal position in the educational process. Thus, the main result of the lesson-research is an intellectual, creative product (knowledge) that establishes this or that truth as a result of the research procedure.

Tasks:

Educational: to ensure the assimilation of knowledge, improve the ability to analyze.

Developing: activate cognitive activity; the ability to speak and defend one's point of view; develop creative abilities; develop communication skills in group work; to create conditions for the development of schoolchildren's skills to formulate intermediate problems, to propose ways to solve them, to ensure the development of monologue and dialogic speech in schoolchildren, to develop a cognitive interest in the life around them.

Educational: to form the main worldview ideas, moral, aesthetic views, culture of communication and behavior.

A lesson-research can take 1 - 2 hours of study time (double lessons).

Lesson - research refers to the lesson of the first type - the study and primary consolidation of new knowledge and methods of activity.

Verbal-visual, heuristic and research teaching methods are used.

The research method is organized on the basis of joint (more often group) activities of students, which not only meets their increased need for interpersonal communication, but also creates conditions for their personal growth. Lesson-research gives the child the experience of group intellectual activity, becomes a source of behavioral habits and communication skills, intellectual interaction that are in demand by the culture: do not make sharp categorical judgments, do not emphasize intellectual superiority, do not neglect the opinions of others, do not interrupt the speaker, but also be concise and clear yourself in statements, etc.

Working in groups of 4 - 5 people provides a free exchange of views on the proposed problem, the transition to operating knowledge.

The structure of such a lesson has been worked out and repeats the structure of any scientific research:

• motivation,
• statement (formulation) of the research task (problem), hypotheses,
• research work in groups to search for the necessary information and transform it from the necessary point of view (repetition of the theory on this issue, selection of tools), systematization, generalization.
• presentation of the facts found, own conclusions, verification of the corrected hypothesis (if a hypothesis was supposed to be put forward),
• reflection.

The first stage of the lesson is motivational. Motivation is a very important step in the learning process if we want it to be creative. The purpose of motivation, as a stage of the lesson, is to create conditions for the student to have a question or problem. One of the ways to implement motivation can be the initial (motivating task), which should provide "the students' vision of a more general problem than the one reflected in the condition of the task."Awareness and motivation for the specific content of research activity is formed in specially organized conditions of educational and cognitive games, educational discussions, methods of emotional stimulation, etc., which put the student in the active position of a researcher who masters universal methods of cognitive activity, involvescritical analysis, selection and construction of personally significant content of research activities.At the lesson, you can also create a real or imaginary life situation in which students "find themselves" as its direct participants.

Problem formulation stage- the most subtle and "creative" component of the thought process.What determines success in creating a problem situation? A.N. Leontiev, a classic of Russian psychology, states: “Only the problem that a person has encountered in the course of his own activity is relevant.” The problem situation should be organized in such a way that it will not leave children indifferent.Independent search and construction of new knowledge is impossible if the student does not need them.Thus, ideally, the student himself should formulate the problem as a result of solving the motivating task,it is desirable that the topic follows from the sphere of interests of the child.However, in real school practice, this does not always happen: for many schoolchildren, it is difficult to independently determine the problem; the wording they propose may be incorrect. Therefore, teacher supervision is necessary.As part of the lesson-research, the teacher can specifically create a problem situation. However, not all methods of creating a problem situation are sufficiently effective.

You can use the “invitation to solve the problem” method in your work. But the methodical move “Since we don’t know this, let’s study it!” may also not provide the desired efficiency: “So what if we don’t know! Why do we need to know this? It's still impossible to know everything! This is one of the difficulties that the teacher has to face in the lesson - research. To conduct such a lesson, the teacher must know his students very well.

The algorithm for organizing a meeting with a problem in a Russian language lesson by a teacher can be represented as a sequence of steps:

1. Actualization of the students' speech experience: the teacher creates a speech situation (real or imaginary) - an offer for students to act in this situation (say something, write or listen, read, and then evaluate what was written or read, said or heard).
2. The emergence of a problem and its awareness by students: the implementation by students of the proposed speech action - the detection of a contradiction in a given speech situation (between the speech task and the shortcoming, the inadequacy of the available language means for solving it; between their own and others' speech experience; between the content of the statement and the language chosen for its transmission a form inadequate to this content, etc.) - an emotional experience of a state of difficulty, doubt or surprise.
3. Formulation of a problematic question or a learning task by the students themselves: formulating a question that expresses an information request for the missing information necessary to effectively solve a speech task in a given speech situation - reformulating a particular problematic issue into a learning task generalized in content (if necessary) - determining one's own the purpose of educational and cognitive activity, which actually comes down to finding an answer to the problematic questions that have arisen, to solving a learning problem.

One of the important points in the lesson is the development of hypotheses.It is useful to instill in students the desire to write down hypotheses, which makes statements accurate and concise. There is no need to limit the number of hypotheses proposed by students.

The third stage is the actual research. Students work in groups, it is possible to allocate a leader who will control the entire process: distribute responsibilities between team members, and control the course of the study. There is a collection of factual material, the study of the relevant educational or special literature necessary for the work. it the stage of building new knowledge. The student in the process of research independently, using various methods available to him, collects facts that help him build new knowledge - his own description or explanation of the objects being studied. Research methods:

Theoretical (analysis, synthesis, analogy, systematization);

Empirical (observation, questioning, survey, experiments (mental, real), study of text documents (sources).

The student is free to choose the routes to the truth. The teacher can also provide material for students to observe, and the children themselves draw the conclusion.

Here, students test the hypothesis(s) put forward. Hypothesis testingallows you to strengthen the faith or doubt the truth of the sentences, and can make changes to their wording. Most often, it is advisable to test hypotheses by conducting another test. In this case, the result of the new sample is compared with the previously obtained result. If the results match, then the hypothesis is confirmed, and the probability of its truth increases. The discrepancy between the results serves as a basis for rejecting the hypothesis or clarifying the conditions for its validity.

Systematization and analysis of the received materialit is convenient to carry out using tables, diagrams, graphs, etc. - they allow you to visually determine the necessary connections, properties, relationships, patterns.The teacher can pre-prepare "worksheets" that students will complete in class if all research steps are done in class rather than going through the preparation step first. Students can compare their own conclusions with the cultural counterpart (with the conclusions of the textbook). Appeal to the experience of scientists in such a situation increases the value of knowledge in the eyes of the child.

At the next stage, students present the facts found, their own conclusions, test the corrected hypothesis (if it was supposed to put forward a hypothesis).

The results of the study are presented either in the form of an oral report, report, message, or are based (if necessary) on presentations made in the Power Point program.

And the last stage of the lesson is reflection. The child understands that the discovery he made really equips him with a new way of solving problems. Due to the fact that the student solved the problem on his own, he feels free. Children enjoy the fact that they themselves have received knowledge.

Thus, the lesson-research technology allows achieving the goals of school education in the context of a competency-based approach: children learn to independently analyze situations, make optimal decisions, solve problems, explain the phenomena of reality, their causes, relationships, learn to learn (set goals, use different sources of information, draw up observations and conclusions, find the best solutions, interact).

The technology of the lesson-research "works" for the formation of the personal characteristics of the graduate, prescribed in the second generation standard:

Inquisitive, actively and interested in knowing the world;

Possessing the basics of the ability to learn, capable of organizing their own activities;

Ready to act independently;

Able to listen and hear the interlocutor, justify his position, express his opinion.

Lesson technology - research

Mathematic teacher

Drachenko E.N.

Back in the middle of the 20th century, Antoine de Saint-Exupery, a person far from pedagogy, thinking about the numerous problems of mankind, did not leave pedagogical problems without attention. In his essay “The Citadel,” he writes: “Do not provide children with ready-made formulas, formulas are empty, enrich them with images and pictures that show connecting threads. Do not burden children with a dead weight of facts, teach them techniques and methods that will help them comprehend. Don't judge ability by how easy it is to learn. The one who painfully overcomes himself and obstacles goes more successfully and further. Love for knowledge is the main measure”

These tips have not lost their relevance. The main idea of ​​the renovation is that education should become more individualized, functional and efficient. And for this it is important to create conditions for the development of a creative, critically thinking personality, able to find their place in life, adapt in society. In this regard, teaching methods should also be changed in order to promote the development of students' creative abilities, develop logical thinking and research skills, and form the ability to work independently. Among the existing methodological approaches, I prefer problem-based learning, which means that in my work I prefer to use problem-based learning technology

The central concepts of problem-based learning are:

- problem;

- hypothesis;

- problematic situation;

- problematic issue;

- problem task;

- creative task;

- independent work.

Problem-based learning is developmental learning. The need to understand something arises in the student best of all in conditions of problem-based learning. My job is to determine how and when to use it. Students also need to solve the problems that the teacher poses to them. The main thing in the implementation of problem-based learning is to analyze the content in order to find problems in it, and then arrange them in order of subordination to each other. The conditions for the implementation of problem-based learning are: the presence of a problem situation, the readiness of students to find a solution, the possibility of an ambiguous solution.

The basis of this pedagogical technology is research lessons that model the process of scientific research. In such lessons, two goals are set: teaching the subject (didactic goal) and teaching research activities (pedagogical goal). According to the volume of the scientific research methodology being mastered, lessons with elements of research and research lessons can be distinguished.

These can be lessons for consolidating knowledge on a certain topic, lessons for learning new material, or lessons for solving problems, when you need to choose the most rational among possible solutions.

In my opinion, students receive the deepest knowledge in experimental research lessons devoted to the study of a new topic, because such lessons allow solving not only educational, but also other tasks: to develop observation skills, the ability to analyze, compare, draw logical conclusions and, which is very important, show independence in finding a solution. Lessons-research is best done in groups of both permanent and shift composition. Upon completion of the work, students should share their results, summarize and draw conclusions. Thus, the skills of cultural dialogue are developed, the ability to answer questions from opponents, to state and justify one's point of view, to defend the correctness of judgments, and to analyze the results.

Lesson-research includes several stages: problem statement, discussion of the conditions and methods for solving it, planning and conducting an experiment, analysis and generalization of the results, conclusions and information exchange.

Characteristic features of lesson technology - research

Target

Personal development

Integral characteristic

School of Development

dominant type and

character

relationships

Subject - subjective

The motto of the teacher

"Do no harm"

The nature and style of interaction

Democracy, dialogue

openness, reflectivity

Forms of organization

Group, collective

Teaching methods

Problematic:

problem statement,

partial search,

heuristic,

research

Guiding principle

"growing"

Leading type of activity

apprenticeable

productive, creative,

problem

"Learning Formula"

problematic

activity -

reflection - knowledge

Methods of assimilation

Search, thinking

activity, reflection

Teacher Functions

Cooperation organizer,

student research advisor

Student Position

Activity, the presence of a motive

to self-improvement

having an interest in

activities

Research lessons allow students to instill initial practical skills in handling an experimental setup, give them the opportunity to feel a taste for research work, develop cognitive interest, and it is possible to include the whole class in the search for a solution to a particular problem at the same time. This greatly activates the mental and practical activity of students. It is impossible not to note one more thing: students develop the ability to independently receive and master new information, get the opportunity to expand and deepen their knowledge. With this approach, formalism in the knowledge of students completely disappears. After conducting a research lesson, the students themselves note how useful such lessons are, emphasizing that new material is absorbed better in such lessons.

A modern, creative teacher knows that if earlier educational goals were put in the foreground, and development goals were set as accompanying them, then now priority is given to development goals. If earlier the teacher was focused mainly on the average student in his work and the implementation of a differentiated approach in mathematics lessons was, figuratively speaking, a matter of the teacher’s conscience, then modern innovative approaches to teaching mathematics require a mandatory differentiated approach, a mandatory student-centered approach, in accordance with which each student, figuratively speaking, chooses his own trajectory of learning.

Application

Lesson - research in grade 10 (40 minutes)

Topic:

Goals : 1) to promote the development of the ability to establish the relationship between the parameter and the presence of solutions in irrational equations or inequalities; contribute to the expansion and deepening of students' knowledge of the power function.

2) contribute to the formation of such research skills as the ability to put forward a hypothesis based on data analysis and justification for its confirmation or refutation, the ability to draw a conclusion.

3) contribute to the education of diligence, purposefulness, the ability to work in a team

Equipment

A poster with a lesson plan.

Textbook auth. Alimov Sh.A. et al. "Algebra and the Beginnings of Analysis 10-11". Workbook.

lesson slogan poster

Table-scheme "Solving irrational inequalities".

Hypothesis poster.

Evaluation sheet of student work in a group.

Surname, name of the student

For establishing the object of study

For completing task number 1

For completing task number 2

For completing task number 3

Evaluation for the work in the lesson

Folder with tasks for each group. Poster tables (sheet of paper for each group) to record the solution of the inequality, markers for each group of three colors.

Portable board with a record of the solution of task No. 2.

Card for reflection, where the blocks of reflection are indicated:

"I": How did I feel during the lesson? Was it comfortable?

my mood at the lesson; Am I satisfied?

"WE": how comfortable it was to work in a group;

was it difficult to communicate.

"A BUSINESS": have I reached the goal of the teaching;

do I need this material (interesting, develops me, useful further); how I overcame my difficulties.

Help-instruction about the study:

Study - the process and result of scientific activity aimed at obtaining new knowledge.

Object of study - to which cognitive activity is directed.

Subject of study - a set of elements, connections, relations in a specific area of ​​\u200b\u200ba mathematical object, in which a problem is identified that requires solutions.

Subject of study narrower concept than object. It is a part, an element of an object.

research logic.

Statement and formation of the problem. Definition of the subject.

Definition of the purpose and objectives of the study. Putting forward a hypothesis.

Building a research plan (selection of methods and procedures).

Hypothesis testing.

Formulation of research results.

Determining the scope of the found solution.

Verification and clarification of conclusions.

The lesson uses a group form of work. (There are 4 students in each group, one of them is appointed as the leader of the work in the lesson).

Lesson logic.

I . Establishment of the object of study.

Teacher. Students.

1. What topic is being studied?

Power function.

2. What is the theme of the previous lessons?

Irrational equations and inequalities.

3. What have you learned?

Classify according to the solution.

Solve equations and inequalities.

4. What additional questions are raised in the topic "Irrational Equations and Inequalities"?

Parameter in irrational equations and inequalities.

5. What skills have you acquired in this matter?

We can:

Solve simple equations and inequalities with parameters.

Find out whether there are solutions to an equation or an inequality depending on a parameter.

Determine the number of roots of the equation depending on the parameter.

Write down a system or collections of systems equivalent to an equation or an inequality.

6. So, what does the solution of an irrational equation with a parameter reduce to?

To a gradual transition from an irrational equation to a rational one by raising both parts of the equation to a power, or by introducing an auxiliary unknown quantity.

Moreover, the decision is accompanied by a check, or goes in the language of equivalence.

7. What is the solution to the inequality?

The ODZ of the variable and parameter is taken into account.

Through transformations, the inequality is reduced to one of the types, which is then solved on the basis of a well-known algorithm, taking into account the ODV of the variable and parameter.

8. Do all questions in the topic "Parameter in irrational equations and inequalities" have an answer?

No, for example, the question of the influence of a parameter on the presence of solutions in equations and inequalities is interesting.

I announce the topic of the lesson"Parameter in irrational equations and inequalities»

II . His goal : to investigate the question of the influence of the parameter on Availability solutions in the considered equations and inequalities.

We build the lesson as a lesson-research .

Teacher . Remind me what research is? (Here and below, student responses are given in parentheses.)

(Research is the process and result of scientific activity aimed at obtaining new knowledge)

Teacher . What does this process include?

(Object of study and subject of study)

Teacher. In our study, the object is what?

(Parameter in irrational equations and inequalities)

Teacher . And the subject of research ?

(Relationship between the parameter and the presence of solutions in equations and inequalities)

Teacher. List the steps of the research.

Students.

Putting forward a hypothesis.

Testing the hypothesis and reporting the results of the study.

Conclusion about the problem that is voiced.

Teacher . Formulate a hypothesis about the influence of a parameter on the presence of solutions to an irrational equation or inequality.

Students. Parameter always affects Availability solutions in an irrational equation, or inequality.

III . Teacher . Further work involves testing the hypothesis and formalizing the results of the study.

1) Discuss and complete the task in a group: in the equation, examine the number of roots in depending on parameter Make a conclusion about the effect of the parameter on the availability roots.

Each group completes the task independently. On the blackboard, the solution is written by 4 students from different groups; one of them tells the solution and gives the formulation of the conclusion about the influence of the parameter on the existence of solutions to this equation.

Solution. Both terms are increasing functions of ; their sum has the same property. So the expression
can take each value at most once. The roots on the left side of the equation are defined if
Then the smallest value taken on the left side of the equation is
. This is the smallest value of the expression
when the equation is solvable, that is, we have:
,
. So, at
there is only one root in the equation; at
there are no roots.

Answer: at
the equation has only one root,
no roots .

students . Conclusion: the parameter affects the availability of solutions to this equation .

2)Teacher Decide on the equation
. Make a conclusion about the influence of the parameter on the presence of solutions in the given equation

Teacher One of the groups comments on the implementation of the proposed task, draws a conclusion; after that, on a portable board, the correct solution prepared earlier is offered for verification.

Solution.a) ODZ:
;

b)
that is

for any the root is
; at
the root is
.

Answer: for any the root is
; at
the root is
. , then satisfying the condition . Conclusion: in this inequality, the parameter does not affect the existence of solutions.

IV .Teacher . Make a general conclusion based on the results of testing the hypothesis

Students.

The hypothesis test showed that the parameter does not always affect the existence of solutions to the equation or inequality, which means that the hypothesis is incorrect. That is, the question of the relationship between the parameter and the presence of solutions in the equation or inequality does not have an unambiguous answer and is solved individually for each of the tasks with the parameter.

V . Teacher . Let's sum up the lesson. It is no coincidence that the motto of the lesson was chosen today: "Life is a constant change of parameters."

The life situation often resembles a task with a parameter. The ability to analyze it helps to choose the right solution for further actions. .

Lesson-research as a means of obtaining new solid knowledge.

About me: I have 8 years of experience in education. Professional interests: accompanying gifted children, integration processes in the educational environment, competence-based approach.

Now the words of the Federal State Educational Standards and innovative technologies have become very fashionable, but this fashion is dictated by time and the new needs of modern society.

The very emergence of new generation standards is associated with society's dissatisfaction with the learning outcomes that were before. It turned out that it is not enough for modern society to have specialists stuffed with a certain set of knowledge. We need specialists who can operate with this knowledge, use it in practice, transform situations accordingly, constantly learn, update knowledge and practical skills, use them creatively, and achieve new results of practical activity.

These are exactly the kind of specialists that we must train and prepare for professional training. How to form such a personality within the walls of the school? Forces of the taught subject? Recent years have shown that the previously used pedagogical technologies do not now give the desired result, we are called upon to look for new ways to solve pedagogical problems - the use of innovative technologies, that is, technologies that allow us to achieve new learning outcomes that are in demand by the time. Such technology for me for several years has been research technology or lesson-research.

Research activity is one of the forms of creative activity, therefore it should be considered as an integral part of the problem of developing students' creative abilities. The intellectual and moral development of a person on the basis of his involvement in a variety of independent activities in various fields of knowledge can be considered as a strategic direction in the development of education. The development of the student's personality, his intellect, feelings, will is carried out only in vigorous activity. The human psyche is not only manifested, but also formed in activity, and outside of activity it cannot develop. In the form of neutral-passive perception, neither strong knowledge, nor deep convictions, nor flexible skills can be formed.

It should be noted right away: one should not equate such concepts as research activity of students and lesson-research: research activity is a much broader concept, almost not limited by time frames. This is a study with an unknown result. Lesson - timed research - 45 min. Students are given a research task, the solution of which, in the overwhelming majority of cases, is known (but not to students). The result of the lesson is new knowledge.

In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme "teacher" - "student" is implemented. The first transmits knowledge, the second assimilates them; All this happens within the framework of a well-established class-lesson scheme. In the lesson-research, these positions collide with realities: there are no ready-made standards of knowledge that are so familiar to the blackboard. This initiates the beginning of evolution from the object - the subjective paradigm of educational activity - the direction of action from the teacher to the student - to the situation of joint comprehension of the surrounding reality, the expression of which is the pair "colleague - colleague".

The lesson is research.
Under the lesson-research, I imagine the activities of students and teachers associated with the solution by students (with the support of the teacher) of a creative, research problem (albeit with a previously known solution, but unfamiliar to students) and suggesting the presence of the main stages characteristic of research in the scientific field:
- posing the problem
- repetition of the theory devoted to this issue,
– selection of tools for research and practical possession of them,
— processing of the obtained result, its analysis and generalization, own conclusions.
Such a chain is an integral part of research activity, the norm of its implementation.

Technology.
Let's remember how discoveries happen? Most often, discoveries are accidental and therefore extremely interesting both for the participants in the events themselves and for a wide range of non-specialists. After all, the history of such discoveries is a kind of scientific detective story, with the difference that the author, a scientist, never knows how his search will be crowned. Most often, discoveries occur in those areas of science in which tools can be used for this (substances, devices, materials ...). Here a certain model (construction) is created, influencing which, the results are studied. Philology in this sense is not the most promising area for making discoveries, but for conducting research lessons with students, we will have enough tools such as interpretation, analysis, synthesis. That's the whole toolkit! We are not going to make discoveries, with the help of this set of tools, students will receive (almost on their own!) new knowledge. And in order to achieve their goal, they will have to construct "ideas" using philological tools, act on them, "scroll" in memory a fairly large amount of knowledge. I believe that the basis of the teacher's activity in such a lesson is the verification of ideas (even unpromising, until it becomes obvious!) of students proposed to solve the problem. If there are no such ideas, it is necessary to bring students to their appearance with the offer of at least one idea (never immediately offer the right one, students must find it on their own by sorting through various options).

The main goal of the lesson - research - is the acquisition by students of the functional skill of research as a universal way of obtaining new solid knowledge (obtained independently and therefore being personally significant, and therefore strong), developing the ability for an exploratory type of thinking, activating the student's personal position in the educational process. Thus, the main result of the lesson-research is an intellectual, creative product (knowledge) that establishes this or that truth as a result of the research procedure.

The leading value of the lesson-research is the value of the process of moving towards the truth. Lesson-research is a joint (teacher and student) process of moving towards the truth!!
The main sacrament of the lesson-research is the emergence of the idea of ​​solving the problem.
The developing function of teaching the Russian language and literature requires the teacher not only to present knowledge in a certain system, but also to teach schoolchildren to think, look for and find answers to the questions posed, and acquire new knowledge based on already known ones. In this regard, it is appropriate to quote the words of the French philosopher M. Montaigne: "A well-organized brain costs more than a well-filled brain."

Philology should be considered not as a subject with a set of ready-made knowledge, but as a specific intellectual activity of a person. Learning, however, should reasonably take place in the form of rediscovery, and not a simple transfer of the sum of knowledge. Now at school, education is largely built according to the formula: “Assimilation = Understanding + Memorization”.

But if we really want to develop young people, we must be guided by the following formula:
"Mastering = Assimilation + Application of knowledge in practice."

Cognitive processes develop effectively only with such an organization of education, in which schoolchildren are included in active search activity, and this activity must be evaluated.

Assessing the success of students in the study.
When evaluating a student's success in a project or research, it is necessary to understand that the most significant assessment for him is the public recognition of success and performance. Any level of results achieved deserves a positive assessment.
Assessing the degree of formation of the skills and abilities of research activity is important for the teacher, who must evaluate:
- the degree of independence in the implementation of various stages of work on the project;
- the degree of involvement in group work and the clarity of fulfilling the assigned role;
— practical use of ZUN;
- the amount of new information used to complete the project;
- the degree of understanding of the information used;
- originality of the idea, method of solving the problem;
- understanding the problem of the project and formulating the purpose and objectives of the project or research;
- the level of organization and presentation;
- possession of reflection;
- a creative approach in the preparation of visual presentation objects;
— the value of the results obtained.

The search for something new is the basis for the development of will, attention, memory, imagination and thinking. An effective means of learning and development is the organization of lessons - research, the purpose of which is to help students independently discover new knowledge and methods of activity, deepen and systematize what they have learned.

LITERATURE:
1. Yu.V. Zavelsky. Memo for the teacher. J-l. Head teacher Modern school management. No. 6, 2007
2. N.Yu. Shelenkov. Organization of research work of students in the school scientific society. J-l. Head teacher Modern school management. No. 5, 2005
3. N.S. Generalov. Methods of working with gifted children in a general education school. J-l. Head teacher Modern school management. No. 8, 2009
4. L.G. Perevoznaya. The organization of research activities of students is a promising way to develop the giftedness of children. ttp://festival.1september.ru/articles
5. Organization of research work From the experience of schools in the Altai Territory. http://festival.1september.ru/articles/568376/

They learn to look at these sources critically. For example, they must see and understand the difference between the subjective side of the sources, due to the author's personal attitude to a particular event, and objectivity, that is, the actual reality that exists regardless of the author's position.

When working with texts, you need to be able to find the most important information. Research activity teaches to carefully work with sources. In addition, working with texts teaches you to navigate the complex flow of information that dictate the conditions of modern life. A person should be able to selectively treat the information that comes to him, choose the important and discard the false and superfluous. At the same time, be able to express your own opinion, take your own position.

Research activities are used by me in the lessons of history and social studies, when students write various works, as well as in extracurricular activities - in search work on the basis of the school museum of local lore. A scientific society of students has been operating in our school for several years. Every year it holds school scientific and practical conferences, at which school students defend their work.

Research activities can be successfully carried out when students complete projects. In the work on projects, not only research, but also many others, different methods of self-study are used. cognitive activity students. Among them, the research method occupies almost the central place, and, at the same time, causes the greatest difficulties. research method, or the method of research projects, is based on the development of the ability to master the world around on the basis of scientific methodology, which is one of the most important tasks of general education. The educational research project is structured in accordance with the general scientific methodological approach. Teacher-led students work on projects using research methods such as literature, documents, and performance studies; observation; survey (oral and written); method of expert assessments and others.

Internal motivation and interest in the problem of research by the teacher himself is the basis for the success of the implementation of the research activities of students. One of the most significant tasks is to resolve the issue of how to form internal motivation, that is, to translate the external need to search for the unknown into an internal need. The question of choosing and defining the topic and problem of the student's research together with the teacher becomes very important. In posing the research problem, special attention should be paid to its relevance to the age of students in general and a particular person in particular. It is important that the impetus for research comes “from within” the student, otherwise the creative process will be reduced to the formal performance of the necessary actions, but nothing more, which will not give the necessary pedagogical results. The teacher should not lead the student to the answer, showing him the way, but together with him to look for a solution.

Research activity directly in the classroom differs from extracurricular research. It is limited in time, has a narrower character. A large amount of literature cannot be used here. But at the same time, almost all the rules and principles are observed, as in any study. During the research in the lesson, the teacher creates a situation that requires permission from the students. Thus, motivation arises. Students under the guidance of a teacher formulate a hypothesis. The hypothesis serves as a guideline in the search for the necessary information. It may not correspond to the position of the student. In the process of work, students can be convinced of the fallacy of the hypothesis put forward, or the fallacy of the path they have chosen. And this will also be a significant result, because this is their research, their search for a solution. Hypotheses are usually formulated as certain relationships between two or more events or phenomena.

In order for the result to be more effective, the class can be divided into groups of 3-4 students. At the lesson, each group is given the opportunity, within the allotted time, to discuss possible ways of obtaining information, while indicating what kind of information is required in this case, from what sources and how this information should be obtained and processed in order to prove the hypothesis put forward. The teacher at this time provides the necessary consulting support to the groups.

Each group, after discussing the hypothesis in a narrow circle, submits its opinion to the judgment of the whole class. The teacher actively participates in the discussion and, if necessary, corrects and directs the students' thoughts. At the same time, he makes notes for himself, what kind of help this group needs, where you can get information (is it in the school media library, library, etc.).

Groups of students must use arguments to prove their point of view, based on the information that they received in the course of a mutual search for a solution to the problem. From the totality of the collected data, concepts, generalizations are made on the basis of established relationships, previously put forward hypotheses that have become statements. Students may have different opinions on any issue. Everyone has the right to their point of view, if they know how to argue it. Another thing is that the student cannot always use a sufficient amount of evidence or may be mistaken in something. In this case, the teacher acts as an arbitrator, who shows the most correct solution to the problem. If the class investigating any problem has a sufficiently high educational potential, then the teacher gives the students the right to resolve the situation themselves.

Consider example organization of research at the lesson of the history of Russia. The teacher puts a hypothesis before studying new material (or formulates it together with the students). The student's task is to resolve this hypothesis. This can be done in two ways: either to confirm it or to refute it. Students face the difficult task of questioning what the teacher has said or what seems obvious at first glance. What if they can prove otherwise? This will be their courage, creativity, scientific search: to find new solution problems and prove their point of view, which may be different from the point of view of the teacher. Here, the student will come to the aid of his learning skills: skills in working with historical sources and the ability to analyze them, the ability to prove his point of view, giving arguments. This concerns the disclosure of the internal qualities of the child's personality, which he can show when solving a research problem. Naturally, the child in this case relies on the evidence base: the text of the textbook, excerpts from historical documents (or documents relating to the development of society), maps, tables, diagrams, etc. If students receive a task in advance, they can attract even more sources, including the Internet. Thus, students learn to navigate the flow of information and use it to solve various problems.

Specific example: setting up a hypothesis in the lesson when studying the topic: “The socio-economic development of Russia after the abolition of serfdom” (grade 8).
Formulated by the students themselves might look like this:
"The abolition of serfdom contributed to the successful socio-economic development of Russia."
Students must either refute or confirm this hypothesis. How can they do it? Students are divided into three groups, each of which receives a task. The first group examines the level of development of agriculture in the post-reform period. The second group examines the level of industrial development in the post-reform period. To do this, she also uses the text of the textbook, the data of the comparative table proposed by the teacher, the map placed in the textbook or atlas "The economic development of Russia in the second half of the 19th century." The third group examines the development of railway construction in Russia in the post-reform period. In addition to these three groups, an expert group is also being created. Her task is to analyze the proposed tables and the answers of classmates during the work of the three designated groups. During the discussion of the proposed hypothesis, students can be offered to compare the post-reform period in Russia in the 19th century with the present. Students may find some similarities. It will be clear that when carrying out any reforms in society, changes may not come immediately, but over time.

What are the difficulties in applying the research method? Difficulties can be of various kinds. For example, if this method is used in a particular lesson, then there will not be enough time for in-depth research, so students may come to erroneous conclusions. It is also impossible to use a large number of sources directly in the lesson, which narrows the information search area. Not all students in the class will be able to quickly navigate the proposed sources of information, come to the right decision. How to get out of this situation? The task of the teacher will be to teach work skills with historical sources, the ability to choose the right one. In extracurricular work, students, on the contrary, can get lost in the flow of information. It is not always possible to correctly evaluate different points of view. And here the task of the teacher will be to help in the correct orientation in the sources of information. When collecting information from the population, students must be proficient in the methods of questioning, questioning, information analysis, etc. Therefore, before engaging in research, it is first necessary to teach its participants how to use these methods.

Features of perception, assimilation, interpretation of educational material in boys and girls, healthy and unhealthy students vary greatly, so the teacher must take this into account when working with students in a group and when planning research activities. If the child is slow, the teacher should draw up with him the exact planning of his work. During the review of the progress of work, check its compliance with the planned plan, praise for successes, outline prospects for further activities and remind of deadlines. You can break the work into parts, accurately determine the timing of each of them.

If the child is too hasty, the teacher must carefully check the results of his work with him, point out possible shortcomings, shortcomings, develop all possible ways to solve the problem, show what the ways of developing the issue can be, offer various options for action, direct his work in the right direction. channel in case the child chose the wrong way to resolve the issue. So, in planning research, it is very important to take into account individual characteristics every child. Based on this, and build work with students. The teacher must ensure that the child is able to reveal all his abilities. At the same time, he will build the work in such a way that the child himself would like to do some kind of research, so that it touches the strings of his soul. After all, any mental work requires mental costs. So, on the one hand, he can prove himself, and on the other hand, he himself will develop, he will feel the importance of his activity, his work. The study implies just such an approach to the child as a person who is not indifferent to various aspects of society. So, research activity becomes interesting and useful with its proper organization, planning and wise leadership. The student develops internal motivation, the ability to approach any problem that arises before him from a research, creative position.