Let us now consider the independent research work of students, the main goal of which is to increase the professional and creative level of students, to improve the forms of attracting students to fundamental research; using the creative potential of students to solve pressing problems of modern science and practice.

The main objectives of independent research work with students are:

1) integration of training sessions, practice and research work of students, based on the unity of teaching and preparing students for creative, scientific and pedagogical work;

2) developing students’ interest in scientific creativity, teaching methods and methods for independently solving research problems and skills for working in scientific and teaching teams, creating conditions for the disclosure and realization of personal creative abilities of students; development of creative and professional thinking and independence among students, deepening and consolidating the theoretical and practical knowledge acquired during training;

3) identifying the most gifted and talented students, using their creative and intellectual potential to solve current problems in the theory and practice of education and upbringing, the development of science and training from among the most capable and successful students the reserve of scientific, pedagogical and scientific personnel of the university;

4) development of scientific inter-university connections both within the country and with countries near and far abroad, etc.

Depending on the content and order of implementation, the entire variety of independent work and research activities in their relation to the educational process can be classified into three main types (Figure 3).

Rice. 3 Types of research independent work of students

The main forms of student research work are:

Participation in the implementation of planned research work of the university within the framework of laboratories and scientific work circles;

Modeling of educational, social and cognitive processes taking into account changing conditions in educational and educational institutions;

Carrying out research tasks during the practice period, during the preparation of the thesis;

Development of scientific reports, communications and abstracts on topical issues of pedagogical theory and practice, presentation with them at meetings of research circles, scientific seminars and conferences, internal and external;

Preparation of scientific articles on various aspects of professional activity in the student’s specialty;

Participation in competitions for the best student scientific works both within the university and at national and international competitions.

Independent research work of students is organized and carried out both during academic and extracurricular time. During school hours, scientific research work is carried out, as a rule, with students who are successfully studying according to academic or individual plans. It may also include the implementation of research coursework or projects, final qualifying works, and other types of training sessions of a research nature. During extracurricular time, research work is organized individually or through student participation in scientific circles, seminars, various scientific conferences, scientific work of faculty students, participation of students’ scientific works in various competitions and conferences held outside the university.

The peculiarity of the organization of scientific independent work is its complex nature, i.e. the system of scientific and educational work must ensure the continuous participation of students in scientific work throughout the entire period of study. An important principle of the complex system of research work is the continuity of its methods and forms from course to course, from department to department, from one academic discipline to another, from one type of training sessions and assignments to another. At the same time, it is necessary that the complexity and volume of knowledge, skills and abilities acquired by students in the process of their scientific work increase gradually. For example, in the 1st and 2nd years, the goal and main content of all work should be to develop in students, during general scientific training, promising skills, abilities and the acquisition of the simplest knowledge necessary to carry out scientific work, teaching the basics of independent work, developing non-standard thinking, the ability to analyze the educational process in theory and practice, etc.

Abstract work and scientific research within the framework of laboratory work and educational teaching practice can be useful here. In the 3rd year, during psychological, pedagogical and special training, performing small independent research and creative tasks, special research skills are formed, knowledge of methods, techniques, and technical means of conducting research and processing results is deepened. At this stage, participation in intra-university conferences and scientific work competitions should become mandatory. While studying many disciplines, students complete coursework.

The tasks and forms of scientific research work are becoming more complex, and their volume is increasing. The work is becoming increasingly creative in nature. In the 4th and especially in the 5th year, further formation, consolidation and improvement of knowledge, skills, development, creative thinking and approach to solving specific problems, the ability to independently make and implement decisions, the use of acquired knowledge in teaching practice occurs mainly in the process of independent research work of students on an individual assignment. Therefore, it is necessary to have to your credit participation in conferences, competitions at all levels, conducting scientific research under the guidance of university staff, the All-Russian competition of scientific works of the Ministry of Education of the Russian Federation, and grant competitions.

In addition, one of the forms of independent scientific work at the university is the participation of students in working with city schoolchildren within the framework of, for example, the small mathematics faculty, the small physics academy, etc. Students who take part in the work of small faculties work, as a rule, with gifted children. Under the guidance of teachers, they develop tasks for children, develop their special abilities, and develop interest in cognitive activity.

The organization of the educational process is most effective if it takes into account modern scientific achievements, systematic updating of all aspects of education, reflecting changes in the field of culture, economics, science, engineering and technology. Particular attention should be paid to the synthesis of theoretical and practical training in this area with obtaining specific results embodied in independent scientific works, articles, proven technologies, carried out, of course, adjusted for the age of the authors.

The development of a specialty plan is carried out jointly by the departments of social sciences, general scientific, general technical, major disciplines and the graduating department. The work is coordinated by the graduating department, which preliminarily forms specific requirements for the knowledge, abilities, skills, and qualities of a specialist. Let us consider such a form of scientific research independent work of students as participation in the work subject circles. This form of research work is most often used when working with junior students. The leaders are general scientific and general faculty and subject departments. A circle can unite members of a group, course, faculty, and sometimes the entire institute.

The work of circles, as a rule, looks like this.

At the organizational meeting, held approximately at the beginning of the semester, the topics of reports and abstracts are distributed by choice, after which the teacher indicates the availability of basic and additional literature for each topic and recommends thinking over a work plan in the near future. The topics of the reports are determined by the leading subject area of ​​the circle - humanitarian, natural science, social, etc. The teacher, together with the students, discusses an approximate list of topics, the circle’s work plan, consultation times and the work of the circle.

Then the main and main work of the circle begins. At first, the main role belongs to its leader. It is on his experience, talent and patience that it depends whether initial curiosity and interest in the subject area will develop into a stable cognitive need, a desire for research activity. It is necessary to observe and work with each student, try to see the problems that may arise in the process of scientific work. It is necessary to form in the student a critical understanding of the materials he is preparing, to involve him in a discussion, discussion not only of himself, but also of the topics of other students, to teach him to assess the situation from different points of view.

At the first lessons of the circle, it is necessary to discuss with students what scientific independent work is, what the university’s achievements are in this matter, what are the goals, objectives, directions, prospects and opportunities for realizing the scientific potential of students. It is also necessary to conduct several lectures and practical classes on methods and techniques of scientific research, working with literature, and using scientific apparatus.

Further work of the circle is related to the readiness of the main part of the topics, i.e. A schedule of presentations is drawn up, and the hearing of finished reports begins. As a rule, at one meeting of the circle no more than two speeches are heard, since only in this case it is possible to discuss each report in detail, ask questions and receive detailed answers to them. In addition, a large number of reports is difficult to understand, and the activity and interest of circle members may decrease.

Forms of summing up the work of the circle can be a competition of reports, participation in subject olympiads and scientific conferences, participation in departmental meetings during Science Week at the university with the subsequent publication of abstracts of the best works in scientific collections of universities. To directly supervise the work of scientific circles at the departments and faculties of ASPU, scientific supervisors are appointed from among the teaching staff and scientific laboratories of the university. Academic supervisors work with students taking into account their interests, individual abilities and inclinations.

At the university, such circles are traditionally organized at the departments of history, philosophy, faculty of additional education, etc. The most common form of research work is the participation of students in departmental conferences and round tables, which are held during the university Science Week. Students not only give reports on the work they have done together with the teacher, but also have the opportunity to publish the abstracts of their speeches. Increasingly, students are involved in participation in intra-university and external conferences. In addition, students take part in student All-Russian and International conferences and forums.

At the conference, young researchers have the opportunity to present their work to a wide audience. This forces students to carefully prepare their speech, developing their oratory skills. In addition, everyone can compare how their work looks on a general level and draw appropriate conclusions, because Listening to the reports of other students, everyone cannot help but notice the shortcomings of their work, if any, and also highlight their strengths.

In addition, if a creative discussion of the reports heard is held within the framework of the conference, then from the questions and speeches each speaker can draw original ideas, the development of which he did not even think about within the framework of his chosen topic. A peculiar mechanism is activated when one thought gives rise to several new ones. Scientific and practical conferences, already based on the name itself, include not only and not so much theoretical scientific reports, but rather a discussion of ways to solve practical problems.

Participation in subject Olympiads at various levels make it possible to attract the most successful students to scientific and creative independent work, since participation in them requires, on the one hand, a fairly high theoretical preparation, and on the other hand, the ability to speak in front of different audiences, demonstrate their creative, organizational abilities and etc. The university annually holds olympiads in psychology, mathematics, computer science, foreign languages, etc. Moreover, not only students of our university, but also schoolchildren of our city and districts are invited to participate in them, ensuring a kind of continuity along the “school-university” line.

Students' research work ends with the obligatory submission of a report, a report at a circle meeting, conference, writing a term paper, etc. An important role is played by the system of incentives for students and teachers who are most actively involved in scientific work. Teachers who supervise the circle and the student’s independent scientific work can take into account the results of their work when assessing knowledge (exams, tests, etc.) at various stages of training.

Students who have achieved high results in research work and actively participate in the creative activities of the faculty and university are nominated on a competitive basis for personal scholarships, scholarships established by various foundations and organizations and other forms of encouragement. The best student reports on the results of work groups and presentations at conferences are recommended for free publication in collections. In addition, the best student works are submitted to competitions and exhibitions with the winners being awarded certificates, medals, diplomas, and the title of laureate.

For high results based on the results of scientific research work, the best students are encouraged morally and financially - with certificates, diplomas, and prizes. Graduates of a higher educational institution who have completed a number of scientific works during the period of study, included in reports on scientific work, published in the press or received high praise in competitions, primarily constitute the potential for admission to graduate school.

Educational and research work of students (UIRS and NIRS) in universities is one of the most important means of improving the quality of training and education of specialists capable of creatively solving the problems of modern science and practice, and foreseeing the prospects for their development. A future specialist can acquire these qualities only through an organic combination of teaching and research activities. Students' scientific work should not be an addition to the educational process, but its organic component.

The main tasks of UIRS and NIRS are:

1. Assisting students in mastering a profession;

2. Development of creative thinking and initiative in solving practical problems;

3. Development in students of a penchant for research activities, the desire to find non-standard solutions to professional problems;

4. Expanding theoretical horizons and scientific erudition;

5. Mastery of methods of scientific knowledge, in-depth and creative mastery of educational material;

6. Formation of research skills, mastering methods and means for solving scientific and practical problems and mastering the skills of working in creative teams, familiarization with methods of organizing their work;

7. Formation of skills in working with scientific literature;

8. Selection and education of researchers and teachers from among the most gifted students;

9. Popularization of scientific knowledge and achievements among students and teachers.

Organization of independent educational and research work of students

The main basis for organizing and conducting research work is the teaching potential of the department in collaboration with the student scientific society of the university. In all cases, student scientific work is organically linked with the main scientific research of the university faculty and is an important indicator of the work of the departments.

The nature of students' scientific work is determined by the topic of scientific problems and may include: a) experimental work; b) theoretical work; c) abstract work, including the selection and study of the latest information on the development of a particular scientific problem from periodicals; studying the history of the activities and works of the founders of branches of science.

The modern concept of “student research work” includes two interrelated elements:

Teaching students the elements of scientific research work, instilling in them the skills of this work;

Actually scientific research conducted by students under the guidance of professors, associate professors and teachers of the department.

Based on this, students’ extracurricular independent research work can be divided into two types: educational and research work (UIRS) and scientific research work (NIRS).

Students' educational and research work (SAR) is carried out by each student during the class time allotted by the class schedule on a special assignment without fail under the guidance of a teacher.

The main task of UIRS is to teach students the skills of independent theoretical and experimental work, to familiarize themselves with the real conditions of creative work of a micro-team (student-teacher). In the process of carrying out educational research, future specialists learn to independently conduct experiments and apply their knowledge in solving specific scientific problems.

This work is an integral part of the department’s pedagogical process. Along with traditional types of training, it is carried out in classrooms, but to a greater extent involves participation in extracurricular educational and research work of each student, including the systematic completion of assignments on SRS.

The specificity of UIRS, which distinguishes it from traditional types of education, is that when engaging in it, the student does not act as a passive object - a recipient of ready-made, systematized and arranged information, but in the role of a subject of the cognitive process. By listening to lectures and reading a textbook, the student usually prepares for the mechanical reproduction of the information contained in them on the exam. In the UIRS system, the student independently, although under the guidance of a teacher, observes the material, experiments, and searches in scientific and methodological literature.

Thus, in terms of the level of cognitive activity, this work is research, but in terms of its functional purpose it is of an educational nature. Its main goal is to promote a stronger assimilation of knowledge than with the perception of ready-made information, and to ensure active mastery of scientific information. Theoretical provisions are not memorized in the form of verbal formulas and stereotypical provisions, but are developed or extracted from specialized literature, tested in practice and assimilated in their correlation with the student’s own experience. The second significant goal of UIRS is to equip the future specialist with basic research skills and abilities that will contribute to his further professional improvement.

One should not expect objectively valuable (new) scientific results from educational research: while engaging in educational and research work, a student, as a rule, “discovers” what is actually already known to science. Only individual results of UIRS are of genuine scientific interest - published or used in teaching.

UIRS ends with the preparation of a report in which students present the results of their educational and research activities.

As we see, although the educational and research activity itself is a form of training, the implementation of the actual research activities is necessarily preceded by the stage of mastering the research technique.

The necessary components of educational and research activities are:

1) independent work with literature;

2) use of bibliographic indexes, catalogues, card indexes.

Students learn to highlight provisions in the material being studied and briefly formulate them, take textual and free notes, compare differing provisions in the sources being studied with a gradual increase in their number, abstract educational literature, critically comparing different points of view. Educational and research work is based initially on the material of academic disciplines studied by all students of a given course according to the curriculum. Some specific forms of organizing students' educational and research work:

1. Abstracting. In the abstract, the student reviews several works devoted to one of the problems of this discipline. Submission of an abstract is required by the curriculum and is one of the conditions for receiving credit.

2. Special courses and seminars of students' choice. They represent a complex form of educational and research activity, consisting of individual student work and collective discussion of each report in a lesson specially designated for this purpose. Students are given the right to choose a specific topic for a report from lists offered by the department in accordance with their scientific interests. Subsequently, throughout the semester, students work in contact with the supervisor on the topic, collect material, write and finalize their reports and abstracts.

3. For faculties of the humanities, the highest form of UIRS is the writing and defense of a final work (for graduating departments of the corresponding faculty of the university). The topic of this work is usually related to a topic developed by the student initially as part of coursework. In social sciences and humanities faculties, the defense of a thesis is preceded by a preliminary discussion by its participants at a special seminar or department meeting.

Student research work (SRW) has slightly different functions. A comparison of educational and research work with scientific research shows, along with the commonality of goals and results, significant organizational differences. The term “scientific research” in the strict sense does not imply the “student” level of research, but the objective social significance of the expected and obtained results (the novelty of theoretical conclusions or the novelty of proposals for the practical use of provisions). However, in the practice of higher educational institutions, NIRS differs from UIRS actually not in the quality of the results, but in the nature of the attitude towards the educational process and, accordingly, in the number of participants: NIRS, unlike UIRS, is not part of the educational process, although it has a positive effect on it impact. Research work is carried out in free time from classes: students work on individual or collective topics (related to departmental research topics), participate in scientific clubs and electives, and make presentations at student scientific conferences. Students are invited to participate in research work on a voluntary basis.

At the same time, as in UIRS, only some of the research carried out within the framework of NIRS is of scientific value. A significant part of research work at faculties and universities comes down to mastering special knowledge and research techniques. These circumstances are the features that unite UIRS and NIRS. The main forms of research work include:

Work in student circles

Participation in research conducted by university departments;

Participation in research work of educational and healthcare institutions;

Research work carried out according to an individual plan;

Participation in scientific and theoretical conferences, presentations and reports based on materials from their own research.

In junior courses, the circle form of research work is advisable, as it is the most convenient for solving problems that arise at the first stage of introducing students to scientific activity.

Along with the circle form of organizing research work, it is advisable to create problem groups engaged in the development of one problem common to the entire group. Problem groups can work within a particular circle or be independent organizational units. Unlike a circle, the number of members of which is not limited, a problem group usually consists of several people. A group also differs from a circle in the nature of its activities. A scientific circle brings together students working on different topics that correspond to the general profile of the circle. Students working in problem groups are united by a single research task.

An extremely important form of research work is the individual work of the leader with students. The teacher supervises one student’s work or several thematically related works. This kind of work is most effective in senior years, but it is necessary to begin individual work with students who have discovered research inclinations in junior years.

The results of student research are presented in the form of messages and reports, which the authors present at meetings of circles and at student scientific conferences. Reports of serious interest are subsequently presented in the form of student scientific papers submitted to competitions. The best of them can be published in university collections in the form of articles written in co-authorship with a supervisor (in some cases, the teacher recommends the student’s work for publication without acting as a co-author). When carrying out all types of scientific work by students, the university management is obliged to provide the opportunity for widespread use of the material base and production areas of the departments, the preferential right to use the scientific library funds and the use of TSO funds. Scientific work begun during university studies can later develop into a dissertation research.

At the final stage of a student’s education at a university, a merger occurs between UIRS and NIRS. The topic of research conducted by a student in a circle can be the basis for his coursework or diploma work at the Faculty of Humanities. In turn, a thesis completed within the framework of the UIRS (i.e., discussed at special seminars), when defended at meetings of the State Examination Committee (for humanitarian specialties), is often assessed as a truly scientific research. Thus, despite certain differences in the form of organization, in relation to the curriculum and in a number of specific tasks, the research and educational work of students serves one common goal - the formation of a highly qualified, creatively thinking specialist, capable of independently solving problems that arise before him tasks .

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The article substantiates the importance of students' research activities in the process of their professional training in the higher education system, which today is a multi-level process and provides for the formation of a multifaceted intellectual personality with a high social and professional culture. Mastery of research methods is a mandatory structural part of the model of a higher education specialist. The authors present the results of a study conducted at Magnitogorsk State Technical University. G.I. Nosov among students, undergraduates and teachers in order to identify the current state of student research work (SRW), their involvement in such types of SRW as participation in conferences and writing articles (thesis), work on a grant, obtaining a patent for an invention, registration of software products, etc. The sociological survey was conducted in December 2016. The method of collecting information was a questionnaire survey. 400 students from the first to sixth years of MSTU took part in the survey. The presented research results reflect the degree and nature of participation of students and teachers in research work; organizational problems and difficulties. The article also substantiates the impact that the participation of teachers themselves in this type of activity has on the activity of students and undergraduates in research work.

student research work (niers)

master's students

teachers

higher professional education

1. Suprun N.G. Research work of students as a factor in increasing their professional competence (using the example of the direction of training “social work”) / N.G. Suprun, D.A. Khalikova. – Novosibirsk: Publishing house ANS “Sibak”, 2016. – 82 p.

2. Burilkina S.A. Methodological approaches to the problem of value-semantic determination of scientific social knowledge / S.A. Burilkina, E.V. Oleinik, N.G. Suprun // Historical and social-educational thought. – 2015. – T. 7. – No. 6-2. – pp. 241-244.

3. Features of the organization of research work of students in the system of higher education / E.A. Batrachenko, O.Yu. Brazhnik, N.V. Dorokhina, L.E. Pavlova // News of the Samara Scientific Center of the Russian Academy of Sciences. – 2015. – T. 17, No. 5(2). – pp. 443-446.

4. Slepukhina G.V. On the issue of building a system for assessing the competencies of university graduates / G.V. Slepukhina // “New information technologies in education” “NITO-2013”: materials of the 6th International. scientific-practical conf. – Ekaterinburg: RGPPU, 2013. – P. 380-383.

5. Suprunenko G.A. Master's degree as an element of the educational system of modern Russia / G.A. Suprunenko // Symbol of science. – 2015. – No. 9-2. – pp. 194-196.

6. Petrova S.N. Research activities of students as a factor in improving the quality of training of specialists / S.N. Petrova // Young scientist. – 2011. – No. 10. – T.2. – pp. 173-175.

The relevance of this study is determined by the transformations in the system of higher professional education. Today, the first place in the content of higher education is the question of the multifaceted development of the individual and professional himself. The transition to a competency-based approach and the inclusion of multi-level higher education programs provide an opportunity to abandon the classical cognitive model of learning, when students mainly form and develop a readiness for reproductive activity. The formation of professional competence of future specialists is determined by the severity of social, cultural and economic problems emerging in the world. Modern higher education is aimed at finding acceptable ways to prepare professionally competent specialists, with a new way of thinking, possessing comprehensive knowledge, ready to independently solve professional problems, and professionally agile. In the conditions of our country, the implementation of the competency-based approach becomes a factor in preserving a single educational, professional, cultural and value space, a factor in merging with the global educational space.

Currently, the training of qualified specialists who are able to effectively solve the problems of developing not only professional activities, but also science is possible only with a close relationship between the educational process and research activities. Aiming the process of personnel training in higher education towards the formation of professional competence in a system of value orientations presupposes decisively new approaches to the research activities of students at a university. Research activities become a tool of professional communication, and motivation to study a future specialty increases.

High-quality training of future specialists for research activities is reflected in federal state educational standards and is a mandatory basic part of the model of a specialist in higher professional education. Research activity at the university is an important part of personnel training, representing a multi-level process in the system of lifelong education, is formed on an interdisciplinary basis and provides for the formation of a multifaceted intellectual personality with a high social and professional culture.

An integral part of today's higher education is student participation in scientific work. S.I. Hessen argued: “Mastery of the method of scientific research - this last goal of scientific education - can only be achieved by involving the student in independent research work. A higher scientific school should therefore be, first of all, a center of scientific research, a teacher - an active researcher, a student - a participant in scientific work, a place of study - an audience, a laboratory - a place where new scientific truths are discovered. Higher scientific school is a place where teaching and research come together." Thus, in a university, teaching and research must be inextricably linked with each other.

Within the framework of our research, we are talking about research activities, understanding the scientific training of university students at the present stage, about the development of the concept of teaching educational humanitarian and technical disciplines in the system of higher professional education, about the hierarchy of competencies that make up professional competence.

We conducted a sociological study to identify the involvement of participants in the educational process in research in December 2016 - January 2017 on the basis of Magnitogorsk State Technical University named after G.I. Nosov (hereinafter - MSTU). The method of collecting information was a questionnaire survey. The survey involved 400 1st-6th year students of MSTU named after G.I. Nosov, as well as 395 1st and 2nd year undergraduates at MSTU.

The formation of the sample population occurred in several stages. The population was divided into strata according to disproportionate selection (based on the percentage of strata in the population). The strata were formed based on the characteristics “course” and “institute/faculty”.

At the first stage of selection, student groups were randomly selected in each stratum, in which a complete survey of respondents took place. The sample structure is as follows: a) gender: male - 44.6%, female - 55.4%; b) institute/faculty: Institute of Mining and Transport - 14.5%; Institute of Energy and Automated Systems - 18.0%; Institute of Construction, Architecture and Art - 11.8%; Institute of Metallurgy, Mechanical Engineering and Materials Processing - 13.8%; Institute of Natural Science and Standardization - 12.0%; Institute of Humanitarian Education - 20.3%; Institute of Economics and Management - 7.3%; Faculty of Physical Education and Sportsmanship - 2.5%; c) course of study: first - 25.0%, second - 24.5%, third - 21.5%, fourth - 22.3%, fifth - 5.5%; sixth - 1.3%.

The subject of the study was the attitude of students towards research work at MSTU. In general, the study showed a low degree of student activity in research activities; the majority of respondents do not take part in it. However, it should be noted that students of the Institute of Humanitarian Education more often than the general population take part in intra-university and regional conferences, as well as in the publication of articles. More often, respondents give an average assessment of the activity of teachers of their department in attracting students to participate in scientific activities - 42.8%. Students of the Institute of Humanitarian Education more often than the general population highly rate the activity of teachers in this direction (13.2% more often). The main types of research activities in which teachers involve students, according to the data obtained, are writing and publishing articles, as well as conferences (figure). The number of students who indicated that they would like to engage in research activities at MSTU is, according to the survey, 39.5% of respondents. It should be noted that among the students who indicated an interest in scientific activity, 36.7% did not indicate which area of ​​scientific activity they would like to pursue. This figure is 14.5% of all respondents. Thus, the number of students who would like to be involved in research work is 25.0% of respondents.

Types of research activities in which teachers involve students, % of respondents

Let us separately consider the attitude of undergraduates to research work. The main form of participation of undergraduates in research activities, just like that of students, is participation in intra-university conferences and publication of articles. Master's students of the Institute of Energy and Automated Systems (direction "automated systems") more often than in the whole array, take part in the implementation of contractual and scientific research work (23.7% more often: the share of participants in contractual work, research among master's students of this institute is 46.5%). Master's students of the Institute of Metallurgy, Mechanical Engineering and Materials Processing (direction "metallurgy") more often than the university as a whole take part in obtaining a patent for an invention, utility model (9.9% more often: the share of those participating in obtaining a patent among master's students of this institute is 15 .0%).

More often, respondents highly appreciate the activity of teachers of their department in attracting undergraduates to participate in scientific activities (for example, participating in intra-university conferences and writing articles) - 51.9%. The number of master's students who indicated that they would like to engage in research activities at MSTU is, according to the survey, 61.8% of respondents. It should be noted that among master’s students who indicated an interest in scientific activity, 25.8% did not indicate which area of ​​scientific activity they would like to pursue. This figure is 16.0% of all respondents. Thus, the number of undergraduates who would like to be involved in research work is 45.8% of respondents.

University teachers are also participants in research work; let’s also consider the attitude of MSTU teachers to research work. The study was conducted by collecting information - a questionnaire survey. The questionnaire was posted on the corporate portal of MSTU named after G.I. Nosova. 135 teachers took part in the survey. Sample structure: gender: male - 31.9%, female - 68.1%; age: under 30 years old - about 8%, 30 - 40 years old - 28.9%, 40 - 50 years old - 42.2%, 50 - 60 years old - 18.0%, over 60 years old - 3.1%; scientific degree: Doctor of Science - 11.1%, Candidate of Science - 75.6%, no scientific degree - 13.3%; position: assistant - 4.4%, senior lecturer - 10.4%, associate professor - 67.4%, professor - 7.4%, head of department - 4.4%, director of the institute, dean - 0.7%, other - 5.2%. The subject of the study was the attitude of teachers towards research work at MSTU. In the structure of teachers' answers to the question about the state of scientific activity at MSTU, negative answers predominate - more than 45.0% of respondents noted that science at MSTU is in a state of stagnation, in crisis or in decline. About 37.0% of respondents indicated that science at MSTU is developing well or is on the rise.

The majority of teachers, according to the survey, did not take part in such types of research work as contractual work, research work, work under a grant (government contract), obtaining a patent for an invention, and registering software products (Table 1). This, first of all, may explain the lack of participation of teachers in attracting students to participate in these types of scientific activities. An analysis of attracting students to participate in scientific activities depending on the fact of teachers’ participation in it allowed us to identify a relationship according to which the fact of teachers’ participation in research activities has a direct impact on the participation of teachers in attracting students to this activity.

Table 1

Participation of MSTU teachers in research activities, % of respondents

Types of research activities	Took part	Did not take part
Contractual work, research (scientific management)
Contractual work, research (as a performer)
Work under a grant (government contract) (scientific guidance)
Work under a grant (government contract) (as a contractor)
Submitting applications for participation in grants, projects, competitions
Obtaining a patent for an invention, utility model
Registration of software products

Most of the teachers who took part in such types of research activities as filing applications for participation in grants, competitions, participating in contractual work, research work as a supervisor, also tried to attract students to participate in these types of work.

At the same time, the analysis of the data obtained showed that the majority of teachers who themselves participated in such types of scientific activities as working on a grant as a scientific supervisor, obtaining a patent for an invention, registering software products, did not involve students in participating in these types of activities. This fact means that there are other reasons for students’ non-participation in these types of scientific activities, except for the fact that teachers themselves do not participate in them.

MSTU teachers generally believe that it is necessary to attract students to participate in research activities - 83.0% of respondents think so. At the same time, the majority of teachers believe that the main form of student participation in science should be participation in conferences and writing articles (63.0%). This may be the reason why faculty involved in many research projects do not involve students in their participation. The number of teachers who are convinced that the scientific potential of students is not high enough is about 36.0%.

Of interest is the influence of other variables on teachers’ involvement of students in participation in such a form of scientific activity as grant work. Thus, the most powerful influence is exerted by the fact that teachers themselves participate in this form of research activity. Also influenced by such factors as the conviction of teachers that the main form of student participation in science should be participation in conferences and writing articles.

Since the conviction of teachers that the main form of student participation in science should be writing articles and participating in conferences negatively affects their activity in the process of attracting students to participate in such a form of scientific activity, such as, for example, work on a grant, it was necessary analyze what factors influence the current opinion of teachers about the main form of necessary work for students in science (Table 2).

table 2

Attitude of teachers towards student participation in scientific activities, % of respondents

	I completely agree	agree	I find it difficult to answer	Probably not agree	Absolutely not agree
It is necessary to involve students in participation in all research projects at MSTU.
The main form of student participation in science should be participation in conferences and (or) writing articles/thesis.
Student participation in serious research projects takes up additional time from researchers.
The participation of students in serious research projects does not make sense due to the lack of serious scientific contribution on their part.
The researcher is not obliged to share his scientific developments with other persons, including students.
Most students are not capable of engaging in research activities.

According to the results of the analysis, the conviction of teachers that the main form of student participation in science should be participation in conferences and writing articles is influenced by the following positions of teachers: 1) student participation in serious research projects takes up additional time from researchers; 2) participation of students in serious research projects does not make sense due to the lack of serious scientific contribution on their part. Moreover, both of these positions have a mutual influence on each other. They are also influenced by factors such as the belief of teachers in the low scientific potential of students and the belief of teachers that a researcher should not share his scientific developments with others, including students.

We examined the reasons for the low activity of teachers in the field of scientific activity. The majority of respondents during the survey indicated that they had an internal desire to engage in scientific activity, but this did not mean working on a dissertation - 67.4%. In general, teachers highly rate the level of their abilities to engage in scientific activities - 72.6%. Among the factors that negatively affect the development of research activities of teachers themselves, it should be noted the volume of classroom workload (77.0%), the amount of wages (65.9%), lack of funding for work in the direction of interest to teachers (38.5%). ), uncertainty about further work at MSTU (36.3%), technical availability of the university for research activities (29.6%).

The technical availability of a university is an obstacle to the development of research activities, according to about 1/3 of the surveyed teachers. It should be noted that teachers whose research interest is in the technical field more often indicate the technical availability of the university as an obstacle to the development of science (among this category of teachers, this factor was chosen by half of the respondents).

Assessing the answers of teachers from the point of view of various parameters of the technical availability of the university, the following conclusions can be drawn:

Teachers have ambivalent assessments of the university's availability of laboratories or testing sites: the structure of answers is dominated by average ratings, the number of negative ratings is slightly less;

Parameters such as the availability of special instruments for experiments, testing, and computer equipment are more often assessed negatively;

Information support for scientific work, as well as access to industry-specific and specialized databases, is more often assessed by teachers as satisfactory.

Analysis of empirical data obtained as a result of the study made it possible to identify the socio-demographic characteristics of respondents, motivations for engaging in research activities, and to obtain general knowledge about the forms and methods of participation of surveyed students and teachers in research work and their internal attitude to the problems of research work at the university.

The results of the study made it possible to reveal the main characteristics of the organization of students' research work, such as the specificity of the organization of students' research work; the degree and nature of participation of students and teachers in research work, common forms and nature of students’ scientific work at the university; organizational problems and difficulties. In the course of the study, we see that recently the state of research work in educational organizations of higher education is not organized in the best way. Most of the student body has withdrawn from active participation in research work - this is due to low financial support in universities, lack of sources for the development of material and technical equipment and stimulation of students. However, the key task of any university today is to effectively involve students in science, provide financial assistance for conducting fundamental and applied research with the participation of students, carry out contractual work, as well as equip laboratories with modern equipment - and our university is no exception.

Thus, the study touched upon many aspects of the organization of students’ scientific activities, which is due to the complexity and diversity of social factors in students’ research activities at the university. It is worth paying attention to strengthening and conducting holistic and unified research work with students both at the department level and at the university level as a whole.

Bibliographic link

Mametyeva O.S., Suprun N.G., Khalikova D.A. RESEARCH WORK OF UNIVERSITY STUDENTS: PERFORMANCE AND PROBLEMS OF ORGANIZATION // Modern problems of science and education. – 2018. – No. 1.;
URL: http://science-education.ru/ru/article/view?id=27362 (access date: 10/17/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The successful development of any science and the implementation of its results in production depends, first of all, on the knowledge, skills, and moral qualities of specialists graduated from universities.

Therefore, student research work (SRW) is one of the most important means of improving the quality of training and education of specialists with higher education who are able to creatively apply the latest achievements of scientific, technical and cultural progress in practical activities.

Students' research work pursues the following goals:

Expand and deepen students’ knowledge in the field of theoretical foundations of the disciplines studied, obtain and develop certain practical skills in independent research activities;

Conduct scientific research to solve current problems put forward by science and practice;

Develop the skills to competently present the results of your own scientific research and the ability to defend and justify the results obtained with arguments;

To instill the skills of computer users when conducting scientific research and processing the results obtained;

Widely introduce new information technologies during research work, provide information and software support for research and support the results obtained;

To form a systematic methodology for cognition of various objects, principles and methods of their research;

The concept of “student research work” includes two elements: 1) teaching students the elements of research work, instilling in them the skills of this work; 2) actual scientific research conducted by students under the guidance of professors and teachers. Research work is a continuation and deepening of the educational process, one of the important and effective means of improving the quality of training of undergraduates.

The main tasks of students’ scientific work:

a) development of creative and analytical thinking, expansion of scientific horizons;

b) instilling sustainable skills in independent research work;

c) improving the quality of mastering the disciplines studied;

d) developing the ability to apply theoretical knowledge and modern methods of scientific research in legal practice.

Along with many tasks of higher education at the present stage of its development in the professional training of students, one of the leading ones is the development of student research work (SRW) as the most effective form of training highly qualified specialists.

Research work promotes the development of scientific horizons, individual abilities, research skills, scientific intuition, a creative approach to the perception of knowledge for their implementation in the practice of their future work, which is the main goal of students' research work.

Currently, the university's research work is a comprehensive, purposeful and methodologically sound system. Existing forms in the research and development work system provide each student with the opportunity to master a complex of various types of creative activities during the period of study at a university, which will allow future specialists to introduce an element of a scientific approach into their work, developing a desire to constantly replenish and improve knowledge to improve their professional activities.

The research work of students of the specialty “Physical Education and Sports” faces the following main tasks:

In-depth and creative mastery of educational material;

Instilling skills in independent scientific research;

Developing a creative approach to solving scientific and technical problems facing the research;

Training in skills to work in scientific teams;

Promoting the successful solution of current problems of physical culture and sports;

Practical application of acquired knowledge;

Involving students in solving scientific problems that have direct implications for the practice of physical education movement;

Education of reserve scientists, teachers, etc. within the walls of the university .

Research work is a continuation and deepening of the educational process and is organized directly at the departments of the institute. The scientific work of students is included in the general work plan of the department and the university. It is organized in various forms in two directions:

Educational and research work of students (UIRS), included in the educational process;

Student research work (SRW), carried out during extracurricular time.

primary goal Research work in the educational process consists of the practical consolidation of students’ theoretical knowledge, the formation of their creative thinking and cognitive activity, the acquisition of skills in independent scientific research, experiments, and so on. Research work involves: performing various tasks, laboratory, course and diploma works that contain elements of scientific research; tasks of a scientific research nature during teaching, organizational and coaching practice, studying the course “Fundamentals of Research in a Selected Specialization”, including the study of the theoretical foundations of the methodology for organizing and performing scientific research, a scientific experiment, processing the obtained scientific data; participation in scientific and research seminars, conferences of departments.

UIRS covers all students, involving them in research work, and is mandatory.

UIRS significantly accelerates the involvement of all students in research activities, makes a transition from mastering the skills of research work in junior courses to directly conducting real scientific experiments and research by senior students.

During their studies at the institute, students go through several stages of creative training. At the first initial stage, in the first and second years, the acquisition of skills and abilities of research work, provided for by the curriculum, takes place. General scientific training is carried out here: introducing research elements into the learning process when performing practical and laboratory work, writing abstracts in preparation for seminar classes. For example, compiling abstracts of scientific literature teaches you to analyze, evaluate and highlight the main thing in the literature being studied; seminar classes effectively contribute to increasing the student’s scientific erudition; By participating in them, students learn to debate, defend their views with reason, develop the ability to choose problematic scientific topics, and navigate special scientific literature.

The departments organize and conduct various events for junior students to familiarize them with the specifics of their work, departmental scientific and student conferences, olympiads, introduce them to their staff, arranging meetings with leading teachers - associate professors, professors. This arouses creative interest in further research work

At the next stage, the scientific work of senior students (3 and 4) completes the formation of student researchers. Here, personal interest plays a big role in the success of research work.

In universities, the curriculum compulsorily provides for the study of disciplines, where students become familiar with research methods and current problems of physical culture and sports.

One of the special forms of organizing student scientific activity in the educational process is coursework and diploma work, during the implementation of which there is a significant intensification of student activity.

Coursework is a scientific research in which a transition is made from simple research methods to more complex ones. This is the basis for further in-depth research, which can be transformed into a thesis.

The thesis is an independent scientific development, including all the knowledge acquired during the work of students in various forms of research work. It is an independent study.

The main goal of these works is to increase the level of special theoretical training of students in their chosen sport, as well as to gain an understanding of the basic methods and techniques of research. In the process of preparing coursework and dissertations, students are required to master the following skills and abilities of conducting scientific research: independently set research tasks, analyze literary sources, methodically correctly set up an experiment, use methods of scientific research, mathematical statistics when processing research results and obtaining reliable results, independently analyze results research, summarize them and formulate conclusions, make practical recommendations.

A student’s thesis work, as well as coursework, reflects the level of knowledge, skills and abilities acquired during classes at the institute. These works demonstrate individual abilities and skills in the practical application of acquired theoretical knowledge. They can be both individual and collective.

The topics of these works are usually related to the main scientific directions of the department. Student participation in departmental scientific research is one of the most effective traditional forms of UIRS.

The management of all research work in universities is carried out by the teaching staff of sports and pedagogical departments. Teachers from the departments of theoretical and medical-biological cycles may also be involved. The time required for the management of research work is taken into account in the individual plans of the scientific and pedagogical staff of the departments within the time planned for educational, methodological and scientific work.

In some cases, when coursework and theses are carried out in collaboration with the departments of theoretical and medical-biological cycles, two supervisors are approved by the faculty council. Such cooperation strengthens interdepartmental, interfaculty scientific ties. This creates conditions for constant interaction and mutual enrichment of various sciences and specialties, determines the depth and fundamental nature of scientific research, and creates a creative atmosphere.

A characteristic feature of the research work system is the organic unity of the forms of students’ research work (curricular and extracurricular) during their studies at the university.

In addition to research work, extracurricular forms of scientific work are being developed and improved in the educational process, which makes it possible not to be limited only to educational tasks, but to expand the active scope of students’ active work.

Research work of students, carried out outside the framework of the educational process, is carried out in the form of work in student scientific circles (SSC), student scientific society (SSC), translation agency, abstract or student bibliographic bureau, participation in the performance of work on economic contractual topics and work on agreements on creative collaboration carried out by departments, participation in scientific work according to individual plans of the institute's teaching staff, lecturing and propaganda work to disseminate knowledge, achievements in the field of sports science, preparation of collections of scientific works of students, study at the research faculty.

This is how students are involved in research work, which allows them to combine student scientific creativity and the main directions of scientific research at the institute and department.

Research work carried out outside of school hours is the most important stage in the formation of creative, comprehensively developed specialists.

The main form of organizing such work, which solves certain educational problems, is circle work in departments

Student scientific circles (SSC) solve the most important tasks in the creative development of students: they contribute to their mastering of methods and techniques of scientific research work carried out independently, the development of students’ cognitive inclinations; provide practical training to students for independent work with specialized literature; create conditions for acquiring and consolidating skills in conducting the experimental part of the problem being developed and deepening theoretical knowledge; contribute to the selection of the most capable, proactive, research-prone students, from whom the university’s master’s program is subsequently formed.

It should be noted the important role of organizational and mass events in promoting the success of students’ scientific activities. These include student scientific conferences, the republican scientific conference of students, competitions of students' scientific works, competitions for the best SNK, subject Olympiads for students of the institute, various review competitions for the best organization of research work in groups, at faculties, review competitions of diploma and term papers and results pedagogical practices at various levels (departmental, university, inter-republican, industry), exhibitions, a republican competition for the best scientific and student work in the natural, technical and human sciences, various scientific, methodological and other public events, the procedure for which is determined by the relevant regulations.

Students who have achieved certain success in research work and organization of research work are awarded with certificates, honorary diplomas of research work activists and may, according to the regulations, also be awarded cash prizes, out-of-town excursions, etc.

Those students who successfully combine university studies and research can be recommended for personal scholarships. Those who have demonstrated great ability for research and achieved certain successes are given a recommendation for admission to the master's program. At the same time, they can present research works awarded with diplomas and medals at republican competitions. Such incentives stimulate morally and financially, which contributes to the activation of research work in the country's universities.

An analysis of the work of research work in universities showed that the development of student science is influenced by the following factors: the presence of highly qualified scientific and teaching staff who actively conduct scientific research and manage research work, the level and volume of research conducted by departments and other departments; maintaining scientific connections with sports teams, with youth sports schools, that is, with other sports and scientific organizations and institutions, with access to the practice of physical education movement.

NIRS in any form (educational and research or scientific research) forms the basis for the professional training of a future teacher-coach in the sport.

Thus, the research work of students currently represents a coherent and methodologically sound system for increasing the level of training and education of specialists. Research work reflects the unity of various forms of scientific work of students, the creative development of each student, the acquired skills of creative application in the practice of physical culture and sports of the latest achievements of scientific and technological progress.

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Student research work (SRW) is one of the most important components in the training of specialists at a university; it becomes an organic component of the entire educational process. In this regard, it must be structured in such a way that students not only receive a certain amount of knowledge in accordance with the program, but also develop a desire for independent search, improvement of acquired knowledge, set them up to master research methods, non-standard techniques for solving scientific problems, taught to analyze and summarize flows of various information. The main task of the teacher when organizing research activities is to develop motivation for attracting students to joint activities. The teacher is the main organizer and coordinator of students' creative activities. The high professionalism of teachers and pedagogical skills arouse in the student interest and desire to participate in scientific work themselves, as a result of which cognitive activity sharply increases, which also acquires a creative character.

research work

educational process

student cognitive activity

teaching activity

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2. Gogitsaeva O.U., Kochisov V.K. The meaning of life in adolescence. Materials of the All-Russian scientific, anniversary conference dedicated to the 40th anniversary of the IP RAS and the 85th anniversary of the birth of B.F. Lomov “Psychology in the system of complex human knowledge: history, current state and development prospects” (November 12-14, 2012, Moscow). Page 218-222.

3. Gogitsaeva O.U., Kochisov Ch.V. Developing confidence among students in a university environment. Proceedings of the V International Conference of Young Scientists “Psychology – the Science of the Future”. M.: Publishing house "Institute of Psychology RAS", 2013. Pp. 148-150

4. Gogitsaeva O.U. Individual work with students. Pedagogical activity in the mode of innovation: concepts, approaches, technologies: scientific and methodological collection. Issue I / ch. ed. Romanova I.V. – Cheboksary: ​​CDIP “INET”, 2015. pp. 107-109

5. Kalinovskaya T. G. Research work of students as a factor in the development of creative activity / T. G. Kalinovskaya, S. A. Kosolapova, A. V. Proshkin // International Journal of Applied and Fundamental Research. - 2010. - No. 1. - P. 75-78.

6. Povedskaya O.K. Organization of research work of students and teachers within the framework of the competency-based approach in education // Advances in modern science. - 2010. - No. 1. - P. 88-90.

7. Torgashina T.I.. Research work of students of a pedagogical university as a means of developing their creative potential: Dis. ...cand. ped. Sciences: 13.00.08: Volgograd, 1999 209 p.

8. Tsokolaeva K.K., Gogitsaeva O.U. Ethnoregional competence of a teacher // International student scientific bulletin. – 2014. – No. 4; URL: http://www..12.2014).

Today, student research work (SRW) is one of the most important components in the training of specialists at a university; it becomes an organic component of the entire educational process. In this regard, it must be structured in such a way that students not only receive a certain amount of knowledge in accordance with the program, but also develop a desire for independent search, improvement of acquired knowledge, set them up to master research methods, non-standard techniques for solving scientific problems, taught to analyze and summarize flows of various information. The main task of the teacher when organizing research activities is to develop motivation for attracting students to joint activities. The teacher is the main organizer and coordinator of students' creative activities. The high professionalism of teachers and pedagogical skills arouse in the student interest and desire to participate in scientific work themselves, as a result of which cognitive activity sharply increases, which also acquires a creative character.

The student’s knowledge and professional experience accumulate gradually. Students need to use their creative potential from the first days of studying at a university, since the creative potential of each individual develops depending on her life activity, and if it is not updated, then creative potential will remain only a prerequisite for creative activity. Creative potential is not immutable, given initially. As K. Rogers notes, “a person is a constantly changing inflorescence of possibilities, and not a frozen sum of characteristics.”

When studying the process of developing the creative potential of a student’s personality, it is necessary to take into account that it is not indifferent to the individual in what large group this process is carried out. The environment in which a person carries out the process of developing his creative potential is influenced, in particular, through traditions, customs, habits and lifestyle. “It depends on what the environment will be, whether it is resultant, which will be formed from a system of such influences,” writes G.M. Andreev, - on which the specific result will depend...”

Since the process of developing the personality of a future specialist in the conditions of studying at a university is an integral system, let us consider to what extent the goal of training is realized in modern content.

At the present stage, the research work of students is of utmost importance. Firstly, mastery of fundamental disciplines requires students to master the methods of scientific knowledge and research skills as educational skills. Secondly, research allows us to most fully reveal individuality, creative abilities, and peculiarities of perception of the world. Thirdly, in research activities both the rationality and emotionality of the student’s personality are harmoniously realized. Fourthly, training students in higher educational institutions in research activities is a necessary component of their professional training. All of the above indicates that the system of research work contributes to the development of the creative potential of the student’s personality.

R.L. Ackoff notes that if students are task-oriented throughout their school time and assessed on their ability to do so, then they will expect to be challenged in their professional activities. However, they have to be extracted from real situations, which is not taught to students at universities.

V.K.Sidorenko, and P.V. Dmitrenko note that the implementation of research work by students creates the opportunity to realize their creative powers, to ensure “the formation of their experience, the development of their (personal) knowledge, their own opinion, their own concept of the world (worldview), their own style, their own structure of activity.”

IN AND. Andreev believes that research activity is an active cognitive activity, and any basis for cognitive activity is the activity of reflection.

Thus, one of the means for implementing and developing the creative abilities of a future specialist is the implementation by students of research activities, which includes:

• teaching, since it is aimed at mastering new experience in specially created conditions;
• cognition, as a result of which new knowledge about the world appears;
• practice that forms the experience of professional activity;
• communication - business, collective, personal.

In addition, students’ research work satisfies the basic conditions for compliance with educational means:

• the performance of research work is associated with information necessary for the development of the inner world of the individual;
• scientific research activity is highlighted as an area of ​​development in a symbolic form;
• The research work of students, along with their information, is included in the communication and joint activities of the teacher with the students.

Scientists identify the following characteristics of research work and define it as:

• independent search and creation of some new product (B.I. Korotyaev);
• activities focused on solving educational problems (T.V. Kudryavtsev, M.I. Makhmutov);
• activities related to the discovery of new knowledge (L.S. Vygotsky);
• activities aimed at solving creative problems and assignments (V.I. Andreev, Yu.N. Kulyutkin, V.G. Razumovsky);
• activity caused by cognitive motives (A.M. Matyushkin);
• system of education of a creative personality (A.A. Listopad, T.I. Koicheva).

Students' research work, as one of the forms of the educational process, is characterized by a successful combination of training and practice. As part of this work, the student first acquires basic research skills and then begins to translate theoretical knowledge into research that is linked to practice.

A survey of 2nd and 3rd year students of the Faculty of Law of St. Petersburg State University, in order to study their involvement in the university system of research activities, allows us to talk about active participation in scientific work at the faculty of only 25.2% of students, more than 43.3% of girls and young men have no desire to engage in research work; 31.3% of students currently do not take part in scientific work, but express a desire to do so in the future.

The main reasons for students' reluctance to get involved in the research process were as follows: lack of interest in research work was noted by 18.7% of boys and girls; no one involved me personally in scientific work; 36.9% of students spoke about this; “I’m not interested in this yet” was the answer given by 44.4% of students. Students justify low involvement in the research process by lack of time - 61.8%; as well as a lack of interest in scientific work. Along with the insufficient amount of free time for research work, 2nd year students drew attention to the lack of awareness about the scientific research carried out at the university

Typically, the content of training is aimed at the fact that in higher education, future specialists develop a stable stereotype of expecting other people’s goals and the fact that someone should offer a plan to achieve them. As a consequence of this, there is a lack of desire to carry out a personal analysis of one’s own activities, the impossibility of presenting self-assessment and coordinating it with the assessment of another.

Unfortunately, we have to admit that the level of involvement of modern students in research work is low, and this, in turn, reduces the real opportunities for developing the creative potential of students. The fact that students note a lack of interest in scientific work as a common reason for non-participation in research work once again suggests that special attention needs to be paid to the integration of the activities of all subjects of the educational space.

A condition for the successful development of research work should be an integrated approach to its planning and organization.

The main objectives of the development of research and development work, in our opinion, are:

• improvement of the content and structure of the research and development system;
• widespread and high-quality introduction of research into the educational process;
• expansion of research work carried out beyond the curriculum;
• increasing the level of student research and its implementation in practice;
• carrying out organizational and mass events to improve the organization and summing up the results of research work;
• strengthening work on studying, generalizing and disseminating the experience of organizing research work;
• development of scientific topics on the problems of research work in higher educational institutions;
• development of an effective incentive system for students and teachers taking an active part in research.

Thus, it can be stated that higher education has accumulated significant potential for various forms of organizing research work. New forms of organizing students’ research work are being activated, based on the principles of self-organization, the activities of temporary creative teams, etc. The effectiveness of the process of developing the creative potential of a student’s personality entirely depends on the ability of subjects of the educational space to stimulate the participation of students in various areas of university research activities, directing everything efforts to solve the main task of higher education - to form a specialist with creative thinking.

In our opinion, the main thing in research activities is that the student is in a situation where he must independently make decisions, overcome difficulties, and learn new things. As a result, there is a qualitative rise of the personality to the next stage of development, such activity becomes a necessity. And this is the key to professional growth of a specialist.

Bibliographic link

Kalandarishvili Z.N., Kochisov Ch.V. RESEARCH WORK OF STUDENTS AS A COMPONENT OF TRAINING SPECIALISTS IN A MODERN UNIVERSITY // International Student Scientific Bulletin. – 2015. – No. 1.;
URL: http://eduherald.ru/ru/article/view?id=11986 (access date: 10/17/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"