Research is driven by. How to write the relevance of the topic of the course work? How to determine the relevance of the thesis

- used in the lessons of the Russian language art criticism didactic material has a direct and hidden impact on the education of schoolchildren, forms their aesthetic taste.

Research methods

It is also important to determine the methods of scientific research. At different stages of the study, a set of complementary methods is usually used. Science has not developed a universal research method. Everyone chooses the most appropriate, based on the topic and objectives of the study.

a) general theoretical methods:

Descriptive, involving the coverage of methodologically significant aspects;

Theoretical analysis (identification and consideration of individual aspects, features, features, properties of phenomena);

Comparative analysis (comparative-comparative), which makes it possible to compare something within the framework of the stated topic;

Historical (diachronic, genetic-historical, comparative-historical) and logical methods, revealing the dynamics of the development of the educational process;

Deductive method - the ascent from the abstract to the concrete, involving the discovery of the main connection of the object under study;

Inductive method of generalization of empirically obtained data;

Characteristics of the research material

In the Introduction, under the heading "Research Material" (less often - "Research Sources"), it is necessary to characterize the material on which the study is based. Get acquainted with some structures that are often used in scientific papers to characterize research material. Please note that when constructing sentences, ambiguous (connective) verbs are usually used (“serve”, “be used”, “become”, “appear”, etc.):

- The following texts served as the basis for the analysis ...

- The material of the study was the current programs in the Russian language ...

- Tape recordings were used as research material ...

- Written works of students were also involved in the analysis.

- The sources of the material were explanatory dictionaries

Since it is customary in scientific papers to clearly characterize the amount of material on the basis of which the study was carried out, the author often specifically stipulates which material was not analyzed by him.

It is possible to use the following construction:

- The research material was...

- The work is based on research materials ...

- They are left outside of the analysis… as they deserve special attention and can be the subject of independent research. The work also does not analyze ...

Testing and implementation of research results

There are several forms in which the approbation of scientific research can take place.

- Separate provisions and fragments of the study are reflected in publications.

- The main conclusions were presented in the speeches at the Dalev readings and at the scientific and practical conference of students.

- The main provisions of the work were tested in the form of ...

- The work was positively evaluated at the performances

- Approbation of certain provisions of the work took place in the form of a report at a student conference.

Check out this piece of research paper:

- The research materials were used in the Russian language lessons in the secondary school of the village of Noshino, Abansky district, in high school No. 2 of Kansk, as well as in speeches at the regional student Dalevsky readings (2002) and at the regional regional conference, held on the basis of the Kansk Pedagogical College in 2003.

Sample Introduction

It is impossible to study the grammar of the language, vocabulary, style, phonetics in isolation from the surrounding reality. The task of the language teacher is, first of all, to make learning educative, so that tasks in the Russian language help the student to actively engage in creative activity, so that the younger generation learns to penetrate the secrets of nature and community development. In this sense, the study native land will be blessed nutrient medium, which will help the teacher to convey to students the concept of the patterns of the diverse world, to reveal and show the history, culture and life of our people, the beauty and grandeur of its language. The local history material used in the Russian language lessons will serve as an active means of forming specific ideas and concepts, thereby contributing to the comprehensive development of students.

The study of the native land is of great interest for the language teacher himself, introduces him to scientific activities, develops the skills of a researcher, and this will require additional knowledge from him in the field of history, geography, ethnography and other sciences.

All of the above determined relevance of this study, which is due to the search for effective ways of learning aimed at overcoming formalism in teaching the Russian language.

To teach students to see and understand the beauty of the world around them, to instill a love for their native places, for people living nearby, and finally, for the great and mighty Russian language - these are the primary tasks of a language teacher who uses local history material in the classroom.

object research is the process of arming students with a system of knowledge, ways of mastering educational information in the Russian language and the effectiveness of speech developed on the basis of the use of local history material in the lessons of the Russian language. Thus, the local history material in the lessons of the Russian language is subject our research.

Target research: to prove the importance of using local history teaching and didactic material in the lessons that implements the principle intersubject communications as one of the main means in solving complex problems of training and education.

Purpose and objectresearch determines the working hypothesis which is based on the following principles:

- local history material as educational and didactic, reflecting the principle of interdisciplinary connections, contributes to the solution of a number of learning tasks - stronger and deeper assimilation of knowledge, development of language and speech skills;

- the local history didactic material used in the Russian language lessons has a direct and hidden impact on the education of schoolchildren.

To achieve the set goal and test the hypothesis, it was necessary to solve the following tasks:

- analyze the psychological, pedagogical and methodological literature on the research problem in order to determine the theoretical foundations for the use of local history material in Russian language lessons;

- determine the place of local history material in the system of intersubject communications;

- to isolate the principles of selection of didactic material of a local history nature, to show its influence on the education of schoolchildren;

- show a system of methods for using local history material in Russian language lessons as one of the ways to implement interdisciplinary connections.

Research sources :

- theoretical positions classics of pedagogy (, J. J. Rousseau), modern teachers (, and others), outstanding psychologists (, and others) and methodologists (, and others), working on the problems of interdisciplinary connections and issues of using local history material;

Research methods :

study and analysis of psychological, pedagogical and methodological sources on the problem; experimental work, observation of educational activities in Russian language lessons using local history material, processing of work results, systematization and generalization.

Research novelty consists in an attempt to theoretically substantiate the use of local history material in the lessons of the Russian language as didactic in the implementation of interdisciplinary connections; The paper proposes an approach to solving complex problems of education and upbringing on the basis of local history in the implementation of interdisciplinary connections on the example of studying the topic "Vocabulary" in the 5th grade.

Practical significance research is as follows:

- The proposed approach to solving complex problems of education and upbringing on the basis of local history, which implements the principle of interdisciplinary connections when studying the topic "Vocabulary" in the 5th grade, can serve as methodological recommendations in the work on the topic "Vocabulary".

- theoretical aspect work can be used by the teacher in the selection of didactic material of local history in order to effectively solve the problems of developing and educating education.

Work structure: The work consists of Introduction, two chapters, Conclusion, Appendix, List of references, numbering 54 titles.

Approbation : The results of the study were successfully tested at the regional scientific and practical conference (Krasnoyarsk, 2001)

Main part

The main part contains material that is selected by the student to consider the problem. You should not create very voluminous works, turning your work into a mechanical rewriting from various sources of the first material that comes across. It is better to pay more attention to the reasonable distribution of material into paragraphs, the ability to formulate their title, and compliance with the logic of presentation.

The main part is divided into chapters (most often 2, less often 3), with each chapter consisting of two or three paragraphs (points). Chapters should be proportionate to each other, both in structural division and in volume. The content of the main part must exactly correspond to the topic of the work and fully disclose it, show the author's ability to concisely, logically and reasonably present the material.

The main part, in addition to the content drawn from various sources, should also include your own opinion and formulated independent conclusions based on the facts presented. It is necessary to approach the coverage of little-studied and debatable problems correctly. It cannot be presented as an indisputable one of the existing views. It is very good if you express your own opinion on this issue, justify it or motivate your agreement or disagreement with the point of view already expressed.

If the work is a monographic abstract, then the construction of its main part in to a large extent, depends on the structure of the source text, obeys the laws of its internal organization.

Most often, the main theoretical provisions on the topic under study are first stated, the theoretical understanding of the problem, and then the textual factual or empirical material specified in the methodological plan, which reasonably confirms the stated theory, based on an analysis of the existing practice of teaching the Russian language. In the process of analysis, it becomes possible to determine the direction and those issues that need to be addressed in the upcoming study, in order to improve the process of learning the Russian language.

Any scientific work must contain a generalization. Generalizations are the main meaning of scientific research. It is impossible to recognize as satisfactory a work in which facts are heaped up, examples, positions, views of scientists, etc. are listed, and there are no generalizations, the writer cannot compare the material, combine, present in a generalized form.

Each chapter and work as a whole ends with conclusions. Conclusions should be concise, with specific data on the results. General phrases that mean nothing words should be excluded from the wording.

First chapter- theoretical, usually review. It outlines the history and theory of the issue, provides a critical analysis of the literature, and defines the conceptual apparatus. Here is a summary (evaluative) scientific research in this area, attention is drawn to the quality of the problems already studied, the range of unresolved problems is indicated, the boundaries of the phenomenon studied by the author of the work are determined, and the theoretical prerequisites for studying this problem are revealed.

Chapter 1. Theoretical basis problem learning

1.1. From the history of the issue

1.2. The concept of "problem learning". Its types, levels

1.3. Problem-Based Learning Methods

The first condition of any scientific work is accurate communication with factual material, confirmation of the put forward provisions with convincing evidence. It is necessary to indicate whose reasoning or conclusions you use, noting the opinion of researchers on this issue.

The ability to generalize "and independently think critically" is manifested in the ability to draw conclusions. Conclusions are the result of reasoning, evidence, analysis of the material. For example, developing the idea that the question of the words of the state category is controversial in Russian linguistics, that there is no single view on the possibility of classifying this category of words as a special part of speech among scientists, you note that some scientists consider the words of the state category to be a special part of speech , others - do not distinguish them from the composition of nouns, adjectives and adverbs from which they originated. Scientists find the basis for this in the fact that the words of the category of state coincide in form with adverbs, short adjectives neuter and nouns, therefore are homonyms. Here, a private conclusion is possible that the last reason cannot serve as an obstacle to separating the words of the category of state into a special part of speech.

The conclusions on the first chapter should define the theoretical provisions on which the author of the work will rely in the course of further research.

Second chapter– practical, experimental ( empirical) is devoted to describing the methods and presenting the empirical results of the research, methodological or applied work that was done by the student. The chapter should be aimed at solving the chosen problem and contain a detailed and system description practical results of direct analysis methodological material on the research topic, reasoned interpretation of their own observations and conclusions. The second chapter (and subsequent chapters, if any) contains a description of the research process, highlights the research methodology and technique, and the results achieved. The analysis of textbooks and programs included in this chapter is aimed at determining the effectiveness of the content and teaching methods.

This chapter shows the student's ability to plan and conduct experimental research.

AT methodical works, in which there are no explicit hypotheses, the chapter describes the measures taken to identify empirical indicators, verify or improve the reliability of the developed, improved or compared methods. In applied works, in which hypotheses are also absent, this chapter records the procedures carried out to solve a practical problem, the results obtained in this process. In this case, the chapter also contains an assessment of the effectiveness of the proposed solutions. In experimental work, this chapter presents the procedure for testing the experimental hypothesis, aimed at testing the truth of the proposed theoretical constructions, and the results obtained here.

This chapter includes a rationale for the methods used, which explains why these methods were used and what their advantages are over others. The description of the methods involves a description of the tasks that the subjects performed and the instructions they received.

In addition, it is necessary to give a demographic (gender and age) and qualitative characteristics to the selected subjects.

The analysis of the obtained data confirms or refutes the hypothesis put forward.

The results of the work should be presented in a way that is understandable to the reader. The data is translated into a form convenient for perception - graphs, tables, diagrams demonstrating the quantitative ratios of the received data. With an abundance of illustrative materials of the study, the Appendix can present the most indicative of them in terms of interpreting the results.

The following can be distinguished stages experimental work :

1. Constructing a hypothesis, formulating the goal of the experiment, which, as a rule, begins with verbs: find out ..., reveal ..., form ..., justify ..., check ..., determine ..., create. .., build... You need to answer yourself the question: “what do you want to create as a result of the organized experiment?”

2. Creation of the experiment program.

3. Development of ways and means of fixing the results of the study.

4. Implementation of the experiment.

An experimental chapter can consist of three paragraphs:

§1 Psychological and pedagogical substantiation of age and typological peculiarities of schoolchildren's perception.

§2 Substantiation of their methodology of work on the stated topic.

§3 Description of the experiment.

The experiment includes 3 stages: ascertaining, forming and final.

At the ascertaining stage, cross-sectional work is carried out, which makes it possible to identify the level of development of schoolchildren before the implementation of the methodology.

At the formative stage, the developed methodology is applied.

At the final stage of the experiment, a control sectional work is carried out.

To conduct an experiment, a student must develop his own teaching methodology, lesson notes, and didactic material for students. The methodology should be built not only on private, but also on general concepts.

At the same time, methods for fixing the progress and results of experimental work, criteria for evaluating the results of the work carried out with students, and tasks for testing the effectiveness of the implemented methodology are determined.

central moment experimental work- conducting lessons where the methodology of work developed by the student is tested. Conducting lessons requires not only the implementation of a methodological system, but also the observation of students. During the lesson, it is necessary to record its results.

It is necessary to compare the obtained results with the initial hypothesis and answer the questions: how do these results compare with the hypothesis, to what extent this hypothesis is confirmed by the results, how the obtained data correlate with the available data on scientific publications, what conclusions does this comparison lead to, etc. If in the course of the discussion, new hypotheses appear that have not yet been confirmed, it is possible to state them and indicate possible ways to confirm them. If negative results are obtained that do not confirm the hypothesis, they must also be stated. This gives credibility and persuasiveness to the work.

The conclusions for the second chapter should present the results of the experimental work.

Conclusion

In conclusion, the results of the study are summarized: conclusions are formulated on the paragraphs to which the author came, their significance is indicated, the possibility of implementing the results of the work; attention is drawn to the implementation of the tasks and goals (goals) put forward in the introduction; perspectives are outlined further work within the issues raised. This confirms the relevance of the study. In general, the conclusion should provide answers to the questions: Why was this study undertaken? What is done? What conclusions did the author come to? In conclusion, one should not repeat the content of the introduction and the main part of the work, which is typical mistake students continuing the presentation of the problem in the conclusion.

The conclusion should be clear, concise and detailed, following from the content of the main part.

Sample Conclusion

One of the indispensable conditions for successful work in the Russian language is to constantly develop students while teaching. It is unacceptable, in our opinion, to reduce learning to the assimilation of only certain linguistic and speech material. It is necessary to teach in such a way that at the same time the mental abilities of students develop. Memorizing rules, for example, does little to advance development. The setting of creative tasks, the creation of problem situations, the search for rational ways to solve certain typical educational tasks significantly affect mental development schoolchildren. Therefore, the organization of problem-based learning at school is one of the important and complex tasks of the present time.

Having solved the problems posed in the introduction, we came to the following conclusions:

1. Problem-based learning should be understood as such an organization educational process which includes the creation of a problem (search) situation in the classroom, arousing the need for students to solve the problem that has arisen, involving them in independent cognitive activity aimed at mastering new knowledge, skills and abilities, developing their mental activity and developing their skills and abilities for independent comprehension and assimilation of new scientific information. But, despite the close attention to the implementation of problem-based learning in school practice, to the development of its technology, in our opinion, it is incredibly difficult to put into practice problem-based learning "in its purest form" as a type or system of learning, since this requires a significant restructuring of both the content and organization of learning; in connection with which there is mainly a problematic presentation of individual elements educational material, problematic tasks are solved mainly by “strong” students. Problem-based learning is also carried out at electives, olympiads, and competitions.

2. Problem-based learning has a system of methods (the method of problem presentation, partly - search, research), built taking into account the principles of problematic and goal-setting; such a system ensures the process of educational and cognitive activity of students controlled by the teacher, their assimilation of scientific knowledge, methods of mental activity, and the development of their mental abilities.

3. The organization of a problematic lesson is difficult not only for beginners, but also for experienced teachers who, when building it, are guided by the traditional structure. Meanwhile, an indicator of the problematic nature of a lesson is the presence in its structure of the stages of search activity (the emergence problem situation and statement of the problem; making proposals and substantiating the hypothesis; proof of the hypothesis; verification of the correctness of the solution to the problem).

4. Didactically cognitive activation is achieved through a question, a task, a task, visualization, speech, and more often a combination of them. Under certain conditions, these elements become in the hands of the teacher an instrument for creating a problem situation, arousing the interest and emotional mood of students, mobilizing their will, and inciting them to act.

Considered essential means The organization of the process of problem-based learning stimulates the active cognitive, search activity of students, instills in them the desire and ability to search, independently learn new things.

5. A comparative analysis of textbooks shows that the textbook by R.N. Buneeva (educational program "School 2100") is more focused on problem-based learning, since it contains learning tasks high level didactic difficulty. Performing such tasks, students penetrate into the essence of the studied facts and phenomena, as they show cognitive independence, which consists in the ability to solve problems without outside help (that is, without the help of a teacher).

However, in our opinion, the teacher should strive to increase the degree of complexity learning tasks regardless of the textbook he chooses, permeate with elements of developmental activity different types classes in the Russian language, to make the lessons varied, entertaining, creative.

After all, creative educational activity, unlike the reproductive one, provides a better assimilation of knowledge, gives a pronounced developmental effect, and also educates an active, proactive personality

Appendix

Applications are a mandatory component of the course and final work. They do not count towards the amount of work assigned.

The content of the application is very diverse. Auxiliary or additional, reference and experimental material is placed here, visually representing the results of the study: different kind tables, diagrams, diagrams, methodological, illustrative material, experimental programs, instructions, reporting forms, for example, samples of student work, the content of questionnaires, notes and fragments of lessons, etc. Applications are associated with the main part of the work, form a single whole with it , are drawn up as a continuation of the work on its subsequent numbered pages, arranging them in the order in which links appear in the text.

At the beginning of the Application it is necessary to give a general list of all applications.

Examples of including Annexes in the main text:

- As soon as the students have mastered the algorithm, the reduction of logical operations begins. Some are done meaningfully, some are done intuitively, without the strain of thought and memory. At first, it is convenient to record actions in a special table (Appendix 2).

- For example, when repeating the topic "Noun" at the beginning of grade 5, a fairy tale dedicated to declensions of nouns will help to update knowledge about the spelling of case endings. (Annex 7)

- If the child could not write an exciting fairy tale, but composed an interesting story or poem, then he, of course, should also be encouraged. An example of the work of a 6th grade student, see Appendix 5.

Writing and formatting requirements

Requirements for a coherent speech statement:

The subordination of all proposals to the realization of one goal, idea, main idea;

Logical and linguistic connectivity;

Structural order;

Semantic and compositional completeness;

Stylistic uniformity.

When completing a term paper, the author must remember that each structural part (introduction, chapters of the main part, conclusion, appendix, bibliography) begins with new page. All pages must be numbered (the title page is not numbered). The numbering of pages on which the application is made should be continuous and continue the general pagination of the main text. Applications are numbered in Arabic numerals (without the number sign), indicating the word "Application" in the upper right corner, for example: " Appendix 1", "Appendix 2", etc. The name of the application is written on a new line.

First page - content(table of contents) - list structural elements(chapters, paragraphs, etc.), compiled in the order in which they are given in the work. The content indicates the page number on which the beginning of the chapter, paragraph, etc. is located.

The headings presented in the content should exactly repeat the headings in the text, be concise, clear, consistently and accurately reflect the internal logic of the work. Headings of the same rubrication levels should be placed under each other. The headings of each subsequent stage are shifted to the right in relation to the headings of the previous stage. All titles begin with capital letter no dot at the end.

Difficult terms found in the text must be explained in special footnotes or directly in the work.

Only generally accepted abbreviations and abbreviations are used, the meaning of which is clear from the context.

Please follow the citation rules. It is better to resort to intratext links, which are arranged in brackets. For example: , which means: 28 - source number in the list of references, 104 - page number. Or [, p.48], where the author is indicated (possibly with the source) and the page number.

Required typing indentation parameters: one interval from the chapter and two - from the paragraph (point) inside it.

The list of references is compiled in alphabetical order of the names of the authors.

Print Standard:

- type - Times New Roman

Size 14 p.

Line spacing - 1.5;

The size of the left margin is 3.0 cm;

The size of the right margin is 2.5 cm;

Upper size - 2.5 cm;

Lower - 3.5 cm.

Rules for the design of tables and diagrams:

Numbering is in Arabic numerals;

An appropriate inscription (table, diagram) is placed above the upper right corner indicating the serial number;

Tables are provided with thematic headings with an inscription in the middle of the page. Names are written with a capital letter without a dot at the end.

Title page:

The name of the ministry;

Name of the academic institution;

Department name;

Surname and initials of the student, number of his group;

Surname, initials, scientific title, position of supervisor.

Approximate work plan on the topic "Collective form of organization of developmental education in Russian language lessons"

Each course work, and even more so, the thesis is an essential element of student learning. A full disclosure of the topic is not possible without the formulation of the relevance of the course or thesis work.

With a responsible approach to writing term paper it is important to pay special attention to the writing of the introduction. The formulation of the relevance of the topic of the course allows the work to become a scientifically based research of a theoretical or practical nature, depending on the topic.

If there is no relevance in the term paper, then the term paper loses its meaning and, accordingly, such work will not be credited. As for the thesis, without relevance, it should not be allowed to be defended.

The relevance of the topic of the course is the rationale for the reasons why this or that topic was chosen, as well as the formulation of the degree of importance of the topic at the moment, for this science, etc.

For the first time, the student is faced with the need to consider the relevance in the process of choosing the topic of a term paper. The volume of relevance of the topic of the course work should not be too large and, as a rule, should not exceed half a page.

Characterization of the relevance of the topic of the course work involves the justification procedure. Relevance in coursework should be clear, concise and strictly related to the stated topic.

The process of formulating the relevance of the topic of the course work is based on the following:

• Study of literature on the chosen subject;
• Reading fresh scientific articles on the subject of term paper;
• Identification of key factors that allow the topic of the coursework to remain interesting within the framework of science;
• Formulate the relevance of the topic of the course

The study of the introduction in those literary sources that are selected to work on the research topic can help in formulating the relevance of the topic of the course.

Below are a few examples of the wording of relevance in term paper.

The relevance of the topic of the course work is due to the fact that business contracts, as well as in general entrepreneurial activity subject to the rules of public and private law. Therefore, attempts to study them, focusing only on the provisions of civil law, turn out to be one-sided and do not allow one to get a complete picture of them. In addition, the ever-changing regulatory framework for business contracts requires constant learning and improvement.

It is not necessary to start the formulation of relevance with the phrase "the relevance of the course topic is due to ...". You can build the first sentence differently, for example, as in the example below:

In modern Russian conditions health system management remains one of the problem areas. Currently, the search for effective models of domestic health care continues, the main actors which are health authorities and medical organizations. Based on this, it is necessary to create a system of effective government controlled in the health sector. The combination of the above factors is the basis for considering the chosen topic of the course work relevant in modern conditions.

Features of the formulation of the relevance of the topic of the thesis

The relevance of the thesis topic is based on the need to briefly formulate the reasons for choosing this particular topic and to characterize the features of processes and phenomena that actualize the choice of topic.

The relevance of the thesis is the substantiation of the importance or necessity of conducting research in one direction or another.

It is important not to forget that the thesis substantiates the relevance of the topic, and not the whole area related to the topic of the work.

Unlike the relevance of the topic of the course, the relevance of the thesis can reach one or two pages.

Now let's turn to what it means to substantiate the topic of the thesis. This, first of all, means that it is necessary to provide weighty arguments supported by evidence in favor of choosing a research topic. Undoubtedly, the relevance of the topic of the thesis can be safely called justified if convincing arguments are found that indicate that this topic is not only important to our time, but also is the engine and key factor, without which the evolution of certain processes in a particular area is impossible. .

In developing the relevance of the thesis, the study of the introduction in those literary sources that are selected to work on the research topic will help.

Justifying the relevance scientific direction reading newspaper articles, referring to the speeches of political figures, scientists and practitioners, acquaintance with normative documents etc. etc.

The relevance of the thesis topic requires the student to be able to concentrate on the research topic and highlight key aspects, namely those that are important here and now.

The process of formulating the relevance of the thesis is based on the following aspects:

1. In order to correctly formulate the relevance of the thesis, it is necessary, first of all, to study the problem areas within the framework of the subject under study;
2. The next step should be to include the fact that there are problems in the area under study and confirm this within the framework of modern trends and processes;
3. The final step in formulating the relevance of the topic of the thesis is to justify why this or that problem is included in the thesis project.

As an example, we give the relevance to the thesis on the topic "Overcoming physical underdevelopment in children preschool age delayed mental development in conditions of inclusive education"

The relevance of the topic of the thesis research is due to the fact that modern system education of a developed democratic community is designed to meet the individual educational needs of the individual. This aspect is directly related to the problem of mental retardation in preschool children. It is important to emphasize that the problem of the ZPR is one of the most urgent not only in defectology, but also in general pedagogy, as it is closely related to the problem of school failure.
Children with mental retardation are a numerous and heterogeneous category. A certain group of children has mild disorders of the central nervous system, due to its early organic damage. In another group of children, mental retardation develops against the background of functional immaturity of the central nervous system.
Often, the diagnosis of the emotional characteristics of children with mental retardation is a secondary task. However, in the presence of a basic defect of organic origin, unfavorable socially - psychological conditions education, deficiencies in the formation of the emotional-volitional sphere contribute to the consolidation of maladaptive forms of behavior in this category of children. That is why increasing the level of social adaptation of preschoolers with mental retardation should be one of the tasks of correctional and pedagogical work in preschool educational institutions.

As a result, it is necessary to highlight an important point: verbosity, confusing logic, repetitions - that's worst enemies wording of the relevance of both the diploma and the coursework. It is for this reason that the formulation of relevance must be approached as responsibly as possible. Before choosing a thesis or course topic, it is recommended, if possible, to study how important it is in modern conditions and how its evolution is reflected in the scientific process.

When substantiating the relevance of the study in the Introduction section research work it is necessary to decide why this particular problem needs to be studied at the present time.

The relevance of research- this is the degree of its importance at the moment and in this situation for solving a particular problem, task or issue.
The relevance of the research problem- this is the demand for studying and solving this problem in society.

Rationale for the relevance of the study- this is an explanation of the need to study this topic and conduct research in the process of general knowledge.

Rationale for the relevance of the research topic is a basic requirement for research work.

The relevance of the research topic is due to the following factors:

• filling any gaps in science;
• further development problems in modern conditions;
• own point of view on an issue on which there is no consensus;
• generalization of accumulated experience;
• summarizing and promoting knowledge on the main issue;
• posing new problems in order to attract public attention.

Relevance of research work may consist in the need to obtain new data, test completely new methods, etc.
Often in a research project, along with the word "relevance", the word "novelty" of the research is used.

Examples of substantiating the relevance of the research topic

1. Relevance: the topic is relevant in connection with the high drop in the birth rate in the village. It used to be a custom in our village to have many children, the lack of children was considered the greatest misfortune and was considered as a punishment.

2. It is difficult, very difficult, even for a moment to imagine that now, on the desert foothills of the right bank of the river, the life of tens of thousands of people once boiled and seethed. A life full of dangers, vicissitudes of fate, the life of explorers, warriors, diplomats, merchants, teachers and workers. This city played a progressive role in the historical fate of the region. Our city had to experience and see a lot, it knew the glory of rise and the bitterness of fall.
Therefore, the study of the history of my city, its glorious page in history - current topic for study cultural heritage and local history of our region.

3. SMS was invented in the early 90s by specialists from one English company. In England, SMS is so popular that there is even a single word: "texting" and verb: "to text". Popularity leads to good earnings. And behind the seeming cheapness of SMS are the grandiose incomes of those who offer these services. SMS - the industry is growing and growing. SMS can be sent by phone, via the network, via a PDA. Is it any wonder that the number of SMS - dependent people is getting bigger. And some even go for records. So, recently a message appeared in the press that a resident of India sent almost two hundred thousand SMS in a month. Last October, Dr. Mark Collins suddenly became world famous. And all thanks to an unprecedented disorder - dependence on SMS. therefore the study of this topic is relevant.

4. This is the call of the soul of the girl - pupil orphanage. Every child left without parental care, who finds himself in a difficult life situation, no matter how warm and cozy it is in the orphanage, dreams of a loving, caring family, of the future and believes that the dream will come true. There are 4375 orphans and children left without parental care in our region. Currently, 1012 orphans and children left without parental care are being brought up in educational and social institutions, 3363 children are placed in foster families. To date, one of the priority forms of life arrangement for orphans is their placement in foster families. In the current situation, along with the concept of an orphan, the concept of a social orphan appears and is strengthened. A social orphan is a child who has biological parents, but for some reason they do not raise the child and do not take care of him. Orphans, children left without parental care and who have not received positive experience family life cannot create a healthy full-fledged family. They often repeat the fate of their parents, losing their parental rights, thereby expanding the field of social orphanhood.
The problem of orphanhood today is the most urgent problem of modern reality our country.

5. The relevance of my research work is is that all children have a problem when it is necessary to learn a large amount of information. And all children like to play, so I decided to turn the boring into interesting and exciting.

6. According to statistics, there is a sharp deterioration in the health of children in Russia. 30-35% of children entering school already have chronic diseases. During the years of schooling, the number of children with disorders of the musculoskeletal system increases by 5 times. There are many factors influencing such health disorders. It is believed that the student primary school should not lift more than 1/10 of their own weight.
Studying the topic "Body weight" I performed practical work: measured the mass different bodies, and was very interested in why the mass is so different. The teacher suggested that I investigate this issue, to check whether the backpacks our classmates wear meet these requirements.
Since the health of the child always has great importance and value to parents and society as a whole, my research work is relevant.

7. I believe that there are not enough studies devoted to the study of dialectisms as a stylistic means. Special studies devoted to the study of dialectisms in the work of V.P. Astafiev is not. Therefore, I consider mine research project relevant.

8. In the green zone of the village, the number of trees affected by insects and their larvae increases every year. There is a need to preserve, restore and expand the green area. Since red wood ants are the "orderlies" of the forest and can help preserve it, doing my research is relevant.

The thesis is the final scientific work graduate student, in which he independently analyzes a particular topic, where the prerequisite is the presence of scientific novelty, especially so important for the inspector.

So, one of the key points in evaluating the work of the attestation commission is to determine the relevance of the chosen research topic. As experience shows, students quite often cannot formulate relevance in the right way, but there is nothing difficult about it. Now let's take a closer look at how to write relevance.

Why is there a demand to study this issue right now, what prerequisites served for this, what benefits it can bring modern world(if we think quite globally)?

To get the coveted "excellent" for your graduation project, you just need to be able to reasonably answer the question of the following content: " Why was this topic chosen for your research?". Otherwise, the review committee will simply not accept your work and send it for revision. Agree, not the most pleasant thing that can happen.

And to avoid this situation, you just need to know two types of relevance:

1. Little-studied topic;
2. Practical application of the already known result of the experiment (events, proofs, theorems, etc.).

The unstudied topic assumes that the student, by applying theoretical and practical methods in his own research, will be able to find answers to any pressing questions, find ways out of "dead end" situations.

For example, now in the world, unfortunately, there are many little-studied diseases, medicines for which have not yet been found. And the graduate, in the course of writing his research work, managed to study some particular disease, to understand how it can be cured.

The second type implies that at the end of your research, applying already proven theoretical and practical knowledge, you develop something of your own, solve some topical task or problem.

For example, having knowledge in the field of physics (laws, theorems, formulas, properties of objects and phenomena), you were able to improve the mechanism of the electric kettle, for example, now it boils water 3 times faster. Perhaps, in this regard, you will even develop a new design, more practical and convenient. That is, on the basis of what is already known, you have invented something of your own, unique, never seen before.

How to determine the relevance of the thesis?

To date, the most relevant areas of human life are politics, economics, medicine and ecology. These topics will always be relevant and in demand all over the world.

• find the most vulnerable spot in the area you are researching and identify the problem;
• connect this problem with real life, backed up by evidence from your own experience or from other reliable sources, for example, historical events;
• show the relationship of the chosen topic with the world situation (economic crisis, military conflicts, demographic crisis, etc.).

By following these points, you can be sure that the certification committee will definitely appreciate your work on defense, and perhaps even in the future you will continue to study this topic and succeed in this area.

Finally, we give an example of the wording of relevance from a real thesis in accounting, defended with "excellent".

Example: The relevance of the topic of the thesis is due to the fact that companies constantly carry out business transactions with individuals and legal entities in the course of their activities. Thus, there is a continuous circulation of funds, caused by the constant renewal of various calculations. Efficient use of funds contributes to the stable turnover of the company's funds, the development of contractual and settlement discipline, as well as the improvement of the company's financial condition.

Examples of relevance in other disciplines

For jurisprudence: The relevance of the work is due to the role of health insurance in modern society, which is integral part the most complex infrastructure of insurance, which, in turn, is part of the macroeconomic system of the state.

For psychology: The relevance of the topic we have chosen lies in the fact that overcoming communication difficulties is the very key that opens up opportunities for obtaining the desired effect at any level of human interaction.

For economics: The relevance of the research topic is determined by the following considerations: the banking system of Russia is one of the most important systems for the development of the country's economy and, at the same time, is developing dynamically.

For management: The relevance of the study lies in the fact that in a highly competitive environment, in order to successfully operate and meet consumer demand, organizations operating in different industries need to constantly improve their marketing activities.

Good news! If you find it difficult to formulate the relevance in your thesis, send us the topic of the work and its plan by mail. Our authors will formulate the relevance absolutely free of charge. Mail This email address is being protected from spambots. You must have JavaScript enabled to view.