The justification consists of a description of the object of research, presentation and proof of the relevance of the topic, expected practical and theoretical significance, disclosure of the subject of research, scientific novelty, testing base, explanation of the structure of the work. The steps to take when writing a justification can be divided into several steps.

Step #1

Formulation of the topic. The initially chosen research topic is most likely not final and in the process of work, in the future, the name may change. It is important to reflect here the problem that the author is going to solve, as well as the subject and object of the work. The basic basis for formulating a topic is the specialty passport; in this document the object and subject are reflected meaningfully and fully. It would be very advisable to seek the help of a supervisor when choosing a topic.

Step #2

Directly, justification of the relevance of the work carried out by the applicant. Here it is important to show that the problem being solved is in demand in science both practically and due to the need for theoretical study of the topic. Therefore, in terms of relevance, it is necessary to list scientific works carried out on related topics by other scientists over five years. It is necessary to characterize the problems solved by them; When compiling this characterization, careful analysis methods should be used. A critical examination of previous studies determines the problems that the author should solve. The justification addresses the topic only in the form that is considered at this stage, being chosen by the applicant for the dissertation; At the same time, there is no need to describe in detail all the problems in this direction.

Step #3

In this part, it is important to formulate the objectives and goals of the study. These elements stem from the relevance that determined the range of issues that needed resolution. The goal should be formulated so that it provides an answer: exactly how to achieve the solution to the problem arising from the research topic.

Thus, the goal is a kind of clarification of the topic. The formulated goal can be divided into 3-6 main questions of a practical and theoretical nature. The questions should be such that their solution allows achieving the goal of the study. These questions are the very tasks of the work; that is, in relation to the goal, tasks are auxiliary questions to it.

Step #4

Next, you need to describe the scientific results that the author intends to achieve. Here it is necessary to reflect the full novelty or elements that make up the scientific novelty of the work. Elements that constitute novelty should be harmoniously combined with the tasks and purpose of the work. The text describing scientific novelty should state what was done for the first time in this study; it should be described exactly what results the author achieved that were not found in similar works; what was unique was determined by him, what hitherto unsolved questions were resolved, what innovative conclusions were drawn up.

Step #5

An indication of the practical results expected to be obtained. Here it is necessary to outline the possibility of applying the results in practice in certain organizations, institutions and enterprises. If the research involves the practical implementation of the results, it is important to indicate exactly where they are supposed to be applied and how. You should not get carried away by theories and plans. Implementation advice must be clear and implementable in the current environment. It is unacceptable to rely on a technical base that is in the development stage; if one or another method of implementing the author’s results is impossible in the existing realities, but requires the completion of other studies, such assumptions should not be made.

Final stage

At the last stage of justification, additional materials on the research topic belonging to the author are described; This is the so-called scientific background - a list of all his scientific works related to the topic under study. Among other things, this includes a master's thesis, a description of work experience in various projects, and evidence of participation in conferences. When the rationale for the dissertation topic is agreed upon with the supervisor, it is discussed at the department; After this discussion, the justification can be provided to the Academic Council. Finally, the topic is approved by the rector and work on the dissertation must begin.

Do not forget: justification is an extremely important stage in the work of a graduate student, for the reason that without compiling this material, the applicant is not officially admitted to work on a dissertation and, accordingly, will not be able to defend his research. Of course, the graduate student must draw up the justification himself; but it is allowed to seek help and advice not only from the scientific supervisor, but also from other teachers of the department.

If you want to better understand what constitutes a rationale for a dissertation topic, an example can be found at.

Introduction

Art is one of the most important and interesting phenomena in the life of society, part of human activity. With the help of artistic images, art conveys ideas in unity of content. However, the artistic image appears completely different in different types of art. Each type of art has its own specifics, poses its own problems and creates its own means and techniques to solve them. All arts have their own language and a certain uniqueness of artistic possibilities.

By depicting the world through the means of fine art, the artist simultaneously embodies his thoughts, feelings, aspirations and ideals in a work of art. He reproduces the phenomena of life and at the same time gives them his assessment, explains their essence and meaning, and expresses his perception of the world. Art can be created not only by accurately reproducing nature, but also with the help of imagination, fiction, and fantasy.

The ability to see nature in your own way, to feel subtle lyrical motives in it and, based on them, to create a bright figurative solution - this is the quality that defines a creative person.

Rationale for choosing a topic

Landscape represents one of the most emotional areas of art.

A landscape is always an artistic image of nature; its interpretation is not separated either from the styles that dominate art, or from the view of nature and man’s place in it, which characterizes the era. At the center of the philosophy of landscape is always the question of the relationship of man to the environment, city or village.

A creative approach to depicting a landscape is based on the visual images and impressions that the painter receives when working from nature. Only as a result of communication with nature can inspiration arise and the idea of ​​landscape compositions mature. The color shades of the colorful palette convey a range of feelings in the picture, even without a clearly defined literary plot. Therefore, in a landscape, poetic perception in the interpretation of nature is especially important. The landscape carries within itself a sensual expression of thought - this is its strength and effectiveness.

In numerous works of artists, a subtle, poetic beginning is combined with epic breadth, lyricism with an optimistic mood. Behind the landscape there is a person with his difficult thoughts and experiences.

The choice of the topic of my course work was carried out in such a form of fine art as painting.

The choice of topic was due to the fact that during my studies at the university I had to deal with a variety of techniques that develop creative individuality. The paintings evoked feelings of admiration in me. I decided to do my course work in this genre using the technique of oil painting, having become interested in the possibilities of landscape to convey the state of nature, to create lyrical, or emotional, dynamic images. It is the landscape that can show liveliness and poignancy, poetry and spirituality. Man and nature always exist side by side as a single, undivided whole.

Oil painting provides a wide scope for creativity, searching for new techniques and techniques in painting. I like oil painting; using it you can depict complex conditions.

Oil painting allows reproduction on the plane of the depth of the depicted space, the light-air environment of the surrounding nature. Painting is capable of displaying on a plane all the richness of color and light relationships in their diverse transitions and contrasts.

You can perform various types of work with oil: from rich relief images to painting small twigs, leaves, blades of grass, the shape of which is emphasized by both primary and additional colors.

The topics of the graduate work are developed by teachers of the graduating department of pedagogy and teaching methods. The content of the studied pedagogical disciplines, the students’ own research interests must be taken into account, provided that they can justify the feasibility of their proposed topic, and the possibility of continuity of the final qualifying work.

The topics of the bachelor's work must be relevant and correspond to the current state of domestic and foreign pedagogical science, as well as the social order of the regional education system. They are formulated and approved at a meeting of the department and brought to the attention of students. The specific topic of the WRC meets the following requirements:

Compliance with the tasks of training specialists;

Taking into account the direction and issues of modern scientific and pedagogical research;

Involving students in working on problems that are researched by individual teachers and the department staff as a whole;

Taking into account the interests of students in the field of pedagogical theory and practice, as well as the results of their work in the scientific student society;

Development of current problems in the upbringing and education of children.

The student’s independent choice of topic is the result of his own thoughts and ideas arising from personal observations of experience, studying theory and reading periodicals. At the same time, the choice of the topic of the thesis is based on the scientific interests of the teachers and the main directions of the scientific work of the department.

Research by teachers of the Department of Pedagogy and Teaching Methods is conducted in five main scientific areas:

Problems of formation of musical and aesthetic culture of schoolchildren;

Development of theoretical and practical foundations of artistic and aesthetic education;

Study of the spiritual foundations of the pedagogical tradition of domestic education;

Educational activities of teachers in the field of general, additional and vocational education;

Continuous training of a professional teacher.

When justifying the relevance of the WRC topic, you can follow the scheme proposed by V.V. Kraevsky:

1. Justification of the relevance of the direction: show the significance of the identified problem and the need to resolve it.

2. Justification of the practical relevance of the topic: to show shortcomings in the training and upbringing of younger schoolchildren that should be eliminated.

3. Justification of the scientific relevance of the topic: show the degree of development of the identified problem in theory, point out insufficiently studied aspects.

Highlighting the contradictions encountered in the area under study helps to strengthen the rationale for the relevance of the study.

After the choice of topic is justified, the research problem and its main idea are formulated.

Already in the introduction, the student must clearly formulate the object and subject of his research.

The object of research determines the area and direction in which the research is carried out.

The subject of the research specifies the place in the designated area that the researcher occupies.

If possible, having precisely defined the subject of the study, it is necessary to formulate its purpose and objectives.

Objectives specify the goal and are actually a work plan. The more informal, detailed and clear they are defined, and the more strictly they are carried out, the faster and more reliably the goal will be achieved, the more logical the research will be.

The research hypothesis is also formulated in the introduction, representing the researcher’s vision of the final product of the pedagogical process being studied. When formulating a hypothesis (scientific proposal), it is possible to use the phrase: “If..., then we should expect that...”. The hypothesis is somewhat reminiscent of the claims. Formulate the research hypothesis briefly and concisely in one sentence.

Examples of phrases used when formulating hypotheses:

● We concretized the above idea using provisions formulated as a research hypothesis.

● The effectiveness of studying ... in high school, their role in strengthening ..., in developing ... and ... can be increased if:

- ... to be considered as;

Clearly highlight...;

Use ….

● The designated objective contradiction, the stated problem, the purpose and objectives of the study determine the formulation of the hypothesis: effective preparation of high school students for the implementation of .... Possible if:

A program for such training has been developed with...;

Formed….;

Provided...;

Organized interconnection and coordinated;

Used...

● The study is based on the following hypothesis: it is possible to improve the quality... through the use of... in the course. Such an organization of the educational process will make it possible to activate..., more effectively than with traditional training to form..., develop..., in the field of....

Theoretical foundations that serve as the basis for explaining scientific and pedagogical facts, the methods of explanation used form the theoretical basis of the study , which must be declared in the work.

In this case, of course, one must understand the essence of the stated positions, strictly adhere to these positions, and be able to explain and illustrate how and where specifically the stated theoretical framework is used in the study. When determining the theoretical basis of the study, it is important to avoid cliches and treat this point formally. Usually, the work also indicates the research methods used in its conduct. It is necessary to bypass the use of templates, not just list the methods, many of which are used by almost all researchers, but explain why this or that method was used in this work.

Below are examples of formulations of research methods.

Option 1. Research methods: study of scientific and methodological literature on the problems of content and technology of primary education, pedagogical experiment, questionnaires, observation, conversations, modeling, testing, statistical processing of the data obtained.

Option 2. To solve the problems, a set of research methods was used:

At the stage of studying the research problem - theoretical analysis of philosophical and pedagogical literature on the research problem; analysis and generalization of teaching experience; survey methods: questionnaires, conversation; observation; pedagogical experiment; methods of self-assessment and expert assessment; method of studying the products of students' activities;

When summarizing research data - analysis and systematization of data; statistical methods for processing experimental results.

Option 3. To solve the problems, the following research methods were used:

Analysis of philosophical, psychological, pedagogical and methodological literature related to the object of research, with the aim of developing methodological tasks and building their system.

Observation and study of the practical activities of primary school teachers, analysis of their own experience of working at school, teacher training institute, university in the aspect of the process under study.

Modeling a system of methodological tasks and methods of using them in the educational process in order to identify the functions of the developed tasks and establish connections between the elements of the system.

Questioning of schoolchildren, teachers, teachers of pedagogical institutes in order to determine the degree of interest, significance, and difficulty of methodological tasks used in classes in elementary school.

Pedagogical experiment in its various varieties (ascertaining, formative, control) in order to test the effectiveness of using the developed system of methodological work.

Since research work at any level cannot be of a purely abstract nature, it must contain at least an element of novelty, be at least useful to someone in some way, and it must explicitly formulate the practical significance of the research performed.

In the introduction, the researcher reveals the content of the item: the reliability and validity of the research results.

Before presenting the completed work for defense, the researcher must test it and say where and how it took place.

(The term “approbation” is often interpreted incorrectly. According to the explanatory dictionary - approbation - approval, approval based on verification, testing).

· Relevance of the study.

· Controversies.

· Problem.

· Object.

· Item.

· Hypothesis.

· Tasks.

· Theoretical basis.

· Research methods.

· Practical significance.

· Validity and reliability.

· Approbation.

If possible, all named positions should be presented in the work. However, sometimes theoretical significance can be identified and noted in student work.

It should be added that in the introduction it is necessary not to answer the questions posed in the form of chopped phrases, but to build a logically and linguistically coherent text that reveals the content of the named points.

Examples of introductions

Example 1.

“Formation of legal ideas in children of primary school age through play”

Introduction

The most important achievement of the Russian education system over the past decade is its reorientation towards the principles of humanization, educating the younger generation in the spirit of universal human values ​​and ideals of peace.

The changes taking place in society and in domestic education pose fundamentally new tasks for school education. Students must actively master the phenomena of social life, be able to successfully interact in the system of normative relations, and be able to take responsibility in legal behavior.

Analyzing the current state of the problem of legal education, it should be noted that in the conditions of humanization and democratization of our society, the main reason for the relevance of legal education is the increased interest in individuality and personality. Today it has become obvious that society needs a socially mature, free person with legal knowledge.

The deterioration of the situation of children, the decline in health indicators, well-being, the increase in social maladaptation of children, manifested in violations of moral norms and illegal actions of early alcoholism and drug addiction, criminalized consciousness and behavior of a significant part of the growing generation, require active government policy in the interests of children. The new ethics lies in the recognition of childhood as a full-fledged stage, a natural period of life for every child.

Research by scientists (N.A. Alekseeva, V.A. Karakovsky, I.S. Yakimanskaya, etc.) confirms that primary school forms in a child not only primary functional literacy, but also lays the foundations for his personal self-development, including its legal culture (I.S. Maryenko, E.I. Monoszon, A.F. Nikitin, Z.K. Schneckendorf, etc.).

This task can be solved by changing approaches to educational activities, abandoning authoritarianism in education, which in turn involves building the entire process through multilateral activities based on interaction, cooperation, respect, trust in the child through creating conditions for his self-realization, as social subject. Such changes are directly related to increased attention to the implementation of children’s rights (V.I. Slobodchikov, V.A. Petrovsky, G.I. Vergeles, N.F. Golovanova, A.I. Raev, etc.).

A significant contribution to the development of the theory, methodology and practice of legal education, the formation of the legal culture of various social groups of society was made by philosophers, lawyers, practical teachers, and practical teachers.

At different periods of the development of Russian education, the problems of legal education were considered in the works of N.P. Verbitsky, I.F. Ryabko, E.V. Tatarintseva, V.V. Tishenko.

Social and pedagogical foundations of legal education, the range of legal knowledge, forms of extracurricular and extracurricular work, conditions for the effective functioning of the legal education system (G.P. Davydov, A.F. Nikitin, Z.K. Schneckendorf, etc.);

Characteristics of the stages of legal education at school (N.I. Eliasberg);

Methodology for measuring the effectiveness of legal education of school-age children (V.V. Golovchenko).

At the same time, an analysis of scientific and pedagogical literature and practice indicates that, despite the presence of a fairly extensive literature on the problems of legal education, not all of its theoretical aspects are developed equally.

The need from an early age to form in a child a sense of faith in himself, in his rights and responsibilities, is associated with the positive influence of these personality traits on his self-attitude, self-acceptance, and sense of self. Attention to oneself, a gradual awareness of one’s rights contributes to the fact that the child learns to be more free, learns to respect himself and other people, understand their feelings, experiences, actions, thoughts (S.A. Kozlova).

E.K. Suslova believes that the legal education of children involves familiarizing them with the content of some adapted articles of the Universal Declaration of Human Rights. In order for knowledge of articles that are “simplified” in relation to children to be better understood by them, colored by feelings, experiences, and contribute to the formation of an attitude towards human rights and children, they must be passed through different types of children’s activities.

The leading type of children's activity is play. Many researchers (L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, K.D. Ushinsky, E.I. Tikheyeva, etc.) considered the game as a valuable means of comprehensive development.

V.G. Podzolkov, N.F. Golovanova, Z.K. Schneckendorf recommend using games, fairy tales, and fiction as a means of legal education for school-age children. The game situation creates emotional experiences at primary school age, anticipating the comprehension of a particular fact, a phenomenon of reality. The gradual accumulation of experience of a subjective attitude to the norms of law, the emergence of reflection, awareness of one’s “I” in the socio-legal space occurs among younger schoolchildren, as V.V. rightly noted. Zenkovsky, based on “repeating other people’s movements and getting used to the playing role through fantasy.” The feeling that arises in the game is the motive and driving force that encourages the child to search for ways to clarify and formalize legal ideas.

In recent years, the issue of teaching legal knowledge to primary schoolchildren has been the subject of scientific discussions and experimental work by scientists, teachers, and educators. Researchers see a solution to this problem, most often, in expanding the main content of science and natural science courses, creating new programs, introducing additional subject disciplines into the educational process (N.I. Vorozheikina, K.S. Gadzhiev, E.G. Kashirtseva, N. L.P. Lukina, V.O. Mushinsky, M.Yu. Novitskaya, N.Ya. Chutko, N.I. However, elucidating ways to build legal education in primary school has not yet taken shape into a generally accepted research concept.

Authors such as N.P. Lukina, A.F. Nikitin, N.I. Eliasberg, in their works turn to pedagogical analysis and justification of the goals, objectives and content of teaching legal knowledge to primary school students. But most publications are of a debatable nature, posing problems rather than proposing ways to solve them, and the legal material included in the content of primary education is implemented at the didactic level, through a system of individual lessons, and is assessed by teachers in the same way as knowledge in their native language, mathematics, natural history, etc. d.

Target our research: to theoretically substantiate and experimentally test the conditions for the formation of legal ideas in children of primary school age through games.

Object research is the legal education of junior schoolchildren.

Subject The study focuses on the process of forming legal ideas among younger schoolchildren through gaming activities.

In accordance with the problem, subject, object and purpose of the study, the following are set: tasks:

Based on the analysis of psychological and pedagogical literature, reveal the mechanisms of formation of legal ideas of primary schoolchildren;

To study the level of formation of the fundamentals of legal concepts in children of primary school age;

To develop the content of a methodology that effectively influences the formation of ideas about the rights of the child among first-graders;

Select games and game situations aimed at developing the foundations of legal concepts among primary schoolchildren.

The study was based on the following hypothesis: the formation of legal ideas in children of primary school age will be effective if:

To deepen knowledge about the rights of children and their responsibilities, to achieve understanding and acceptance of the rights of the child as a necessary form of his life;

Provide the educational process with games and game situations of social and legal interaction;

In the process of educational work in extracurricular activities, accumulate experience of legal behavior based on expanding knowledge of universal human values.

Methods research:

Theoretical analysis of pedagogical and psychological literature on the research problem;

Experimental work (ascertaining, formative, control experiments);

Conversation, problem situations, testing, observation;

Methods of mathematical processing of research data.

Research base: kindergarten No.______.

Work structure.

Example 2.

Final qualifying work on the topic: “Development of imagination in younger schoolchildren in working with natural materials in the classroom

Mug "Nature and Fantasy"

Introduction

The current stage of development of psychological and pedagogical theory and practice is determined by the search for ways to transition from the traditional, information and technical understanding of childhood problems to a humanistic one, characterized by an orientation towards the values ​​of self-development and personal self-determination. One of the fundamental conditions for the comprehensive development of a child is the focus of educational technologies on the formation of the child’s creative abilities, the basis of which is a high level of imagination development. However, the ways to achieve this goal are not limited to narrowly pedagogical or narrowly psychological means. We are talking about designing and implementing the basics of a child’s life, organizing the subject and social environment, regime, various types of activities, including educational ones, adequate to his psychological and physiological needs and age-related developmental characteristics. In light of this situation, a special place is occupied by the problem of forming the child’s reflective abilities, on which the strategy of figurative thinking and imagination is based.

The figurative sphere of personality, largely supplanted in science in the 1950-1970s. into the background, for a long time it was interpreted as a “second-rate”, low form of generalization in comparison with the verbal-logical one. However, in recent years, a significant number of works have been published confirming that figurative forms of reflection of the world are not a simplified “directly sensory picture” (A.N. Leontiev). Based on the unity of perceptual images with mental ones, the figurative reflection of the world is not only not “more primitive” than the conceptual one, but is also primary, fundamental in relation to it.

Despite the active discussion of this problem in the psychological and pedagogical literature, most researchers point to the absence to date of a holistic concept of the development of imaginative thinking and imagination of preschoolers and schoolchildren, as well as scientifically based technologies aimed at its formation, which significantly impoverishes the development of the spiritual and mental sphere of the child’s personality (I.S. Yakimanskaya, V.S. Stoletov, M.K. Kabardov).

Practice and scientific research in the field of pedagogy and psychology indicate that insufficient use of the figurative sphere prevents the disclosure of the creative powers of the individual, his spiritual and psychophysiological potential, which ultimately negatively affects the mental and physical well-being of the child (V.S. Rotenberg, M K. Kabardov, M.A. Matova, V.I.

Many authors rightly point to imagination as the basis of human creativity, connect the development of imagination with the general mental development of the child, and believe that imagination is an indispensable condition for the psychological preparation of children for school (L.S. Vygotsky, V.V. Kirillova, E.E. Sapogova, Yu.A. Poluyanov, etc.). Researchers have obtained convincing data according to which the level of development of symbolic function and imagination determines the degree of internal readiness for school. If the level of development of this neoplasm has not reached the level that is sufficient for the child to transition to school education, then placing the child in educational activities is premature.

L.S. Vygotsky noted that a developed imagination sets for a child a social situation of development, which “determines completely and completely the forms and the path along which the child acquires new and new personality properties, drawing them from social reality as the main source of development, that path , according to which the social becomes individual."

V.V. Davydov emphasized that it is in the child’s plan that one of the important features of the imagination is revealed - the ability to “see” the whole before the parts. “A design is a certain overall integrity that needs to be revealed through many parts. Such disclosure is carried out in the process of implementation and implementation of the plan."

Psychologists and teachers recognize that imagination is the basis of creative activity, and creativity is one of the indicators of personality development, one of its essential characteristics. In artistic activity and play, the development of children's creativity and imagination occurs primarily. It manifests itself in inventing and then implementing a plan.

The fundamental functions of imagination are described by various authors: gnostic-heuristic (L.S. Vygotsky, S.L. Rubinstein), which helps solve a problem by transforming its visual content; prognostic (A.V. Petrovsky, A.V. Zaporozhets). Within the framework of this function, according to R.G. Natadze, imagination determines human activity through installation action; communicative (V.S. Mukhina, N.P. Sakulina, V.A. Levin); protective (S. Freud, K. Horney, R. Griffiths).

In developmental and educational psychology, the main psychological new formations of primary school age are considered to be arbitrariness, an internal plan of action, and reflection. Based on this provision, O.V. Fadeeva believes that the main line of development of imagination lies in its gradual subordination to conscious intentions, the implementation of certain plans, which becomes possible at primary school age in connection with the formation of these psychological new formations. The arbitrariness of imagination is manifested in the ability of a primary school student to consciously set goals for action, deliberately seek and find effective means and methods of achieving them.

The following circumstance is significant: at primary school age, along with learning and play, artistic activity, design, and elements of labor play a big role in the development of imagination, which are realized through the means of artistic, mental and moral education of children. They are interconnected and aimed at children performing various actions that are commonly called creative (for example, designing, working with natural materials, modeling, dancing, etc.).

One of the conditions for the development of imagination is learning as a process organized by an adult of transfer and active appropriation by a child of artistic and creative activity as a whole (motives, methods of action of the entire complex system of relationships that characterize it).

Despite the rich experience in the field of methodology and technology of teaching science in elementary school (A.A. Vakhrusheva, N.F. Vinogradova, N.Ya. Dmitrieva, G.G. Ivchenkova, A.N. Kazakova, Z.A. Klepinina , A.A. Pleshakova, I.V. Potapova, I.P. Tovpinets, E.V. Chudinova, etc.), the methodology of working with natural materials represents the least developed area of ​​science and practice, while the research of scientists is sometimes local character. There is no comprehensive system of lessons that takes into account the relationship and characteristics of different materials. Researchers often do not take advantage of the possibilities of interaction between materials and techniques to create expressive compositions and develop children's imagination.

This leads to widespread mistakes when working with children. In the practice of primary school education, work with natural materials is sometimes uninteresting, and teachers experience difficulties in organizing them. Often crafts made by schoolchildren look unattractive, and the quality of the work is very low. The capabilities of younger schoolchildren are underestimated or overestimated, which negatively affects the development of children's imagination. Children are focused on creating objective planar images from natural material according to a model. They do not develop creative skills and imagination. This limitation leads to repetition and a decrease in children’s interest in this type of productive activity. The methods used by teachers for teaching and developing imagination and creativity are monotonous; creating a game situation in the classroom is rarely used. When organizing work with natural materials, teachers rarely use a collective form of creative activity. This leads to impoverishment of content and a decrease in the artistic value of children's works. The possibilities of integrated activities for the formation of creative abilities and imagination of children are poorly used, which negatively affects the formation of personally significant motives for activity and interest in it decreases. Compositions and crafts created by children are rarely used to decorate classrooms, schools, children's parties and leisure activities.

Based on the above, we were faced with the following in this study: target: to identify and experimentally test the effectiveness of pedagogical conditions for the development of imagination in primary schoolchildren when working with natural material in the classes of the “Nature and Fantasy” club.

Object: extracurricular activities focused on the creative development of children of primary school age.

Item: pedagogical conditions for the development of imagination in primary schoolchildren through working with natural materials in the classes of the “Nature and Fantasy” club.

Hypothesis: The imagination of younger schoolchildren when working with natural materials will develop successfully if:

Develop an integrated program of classes within the “Nature and Fantasy” circle, which involves organizing children’s creative activities;

To form first-graders’ ideas about the expressive capabilities of natural material and ways of transforming it;

To develop the child’s subjective position in the search for an artistic concept and the gradual implementation of an artistic image in the creative activity of creating crafts.

To solve the presented research goal and the hypothesis put forward, the following were formulated: tasks:

1) characterize the main positions of the development of imagination in children of primary school age in artistic and creative activities based on an analysis of psychological and pedagogical literature;

2) identify pedagogical conditions and develop a program of classes that effectively influence the development of imagination in primary schoolchildren when working with natural materials;

3) determine assessment criteria and levels of imagination development in children 7 years old;

4) experimentally prove the effectiveness of the pedagogical conditions we have identified for the development of imagination in working with natural material in the classes of the “Nature and Fantasy” circle.

To prove the hypothesis and solve the research problems, we used research methods:

Analysis of psychological and pedagogical literature on the research problem;

Observation and analysis of the creative activity of junior schoolchildren;

Pedagogical experiment (stating, formative and control stages);

Methods for generalizing experimental data.

Research base: kindergarten No.______

Work structure. The work consists of an introduction, two chapters, a conclusion, a bibliography, and 14 appendices.

Example 3.

Final qualifying work on the topic: “ Formation of color perception in children of primary school age through application"

Introduction

In a modern comprehensive school, much attention is paid to the issues of social adaptation of children in the process of their education. In this regard, the problem of developing color perception in younger schoolchildren becomes relevant, since children who are a heterogeneous group study in elementary school. Among them there are schoolchildren with a lack of development of color perception abilities, as well as with psychophysiological characteristics of vision and color reproduction. The priority of the interests of the individual for this contingent of students presupposes the formation, formation, and development of color perception as one of the important conditions for their social adaptation, which can be fully carried out by means of artistic and aesthetic activities, including in appliqué classes.

Fine practice and everyday experience constantly enrich our perception of color, turning it into a powerful artistic means of understanding life. The child does not yet have a comprehensive experience of color perception, color impressions, which he receives later in his life practice. However, by the age of 6-8 years, children already have the necessary prerequisites for the development of an aesthetic sense of color. The child perceives color directly, sincerely, enthusiastically. This is a very valuable quality that must not only be preserved, but also supported and developed during the learning process, since it is a condition for the formation of color perception.

Color is one of the objective properties of the surrounding reality. Color exists independently of our consciousness and is reflected in it through visual sensations.

The variety of color harmonies observed in nature always involves not one color, but a complex of color combinations. This also applies to the field of art. The color scheme of a work of art (for example, fine art) enhances the emotional perception of its content and participates in the disclosure of its images.

The problem of forming color perception is an important issue in the theory and practice of art pedagogy. In this regard, the issues of pedagogical guidance of the processes of visual activity of younger schoolchildren and, above all, the problem of developing color perception abilities become relevant. The relevance of the issue and its pedagogical significance are confirmed by the fact that in some foreign countries (Poland, Bulgaria, France, Japan, etc.) a program for introducing children to color and its aesthetics is included in the education system for preschool and school-age children.

This problem is of particular relevance due to the insufficient development of questions aimed at determining pedagogical conditions, methods, and methods for effectively developing color perception in children studying in primary school.

Primary school age is a crucial period in the development of children. This is a time of active formation of ideas about the world around us, in which color is given great importance as an important feature of objects and phenomena.

Teachers working with primary schoolchildren often find it difficult to organize the process of teaching fine arts to children with individual psychological characteristics of color perception. These difficulties are associated with the low representation of practical methods for developing color perception in younger schoolchildren, and the lack of pedagogically correct assessment of children's work performed by students with color vision impairments. These and related issues have not yet received adequate coverage.

The solution to this problem acquires special significance in the context of the development of a child’s personality through artistic and aesthetic activities, which perform socially adaptive and communicative, artistic, imaginative, emotional and other functions.

Most teachers believe that the use of applique in order to develop color perception in children is necessary. Teachers express a desire to work in this direction, but experience difficulties, i.e. do not have methodological recommendations on this problem.

Color as an object of study has always attracted the attention of scientists, psychologists, art historians, teachers, and naturalists.

The works of scientists are of undoubted value for our research physiologists S.S. Alekseeva, S.V. Kravkov, who studied the process of color perception by the human eye and identified the individual characteristics of human color perception.

Works of scientists L.A. Wenger, L.S. Vygotsky, A.V. Zaporozhets, B.C. Kuzina, M. Lushera, S.L. Rubinstein are devoted to research in the field of psychology of color perception.

In domestic and foreign psychology and pedagogy, the works of E. Meimak, N.I. are devoted to the problem of perception and use of color by children of preschool and primary school age. Krasnogorsky, G. Valentine, I.M. Shinn, A.S. Sulina. Scientists have solved the problem of the emergence of color vision and determined the periods when a child first begins to distinguish colors. Z.I. Istomina, Zh.I. Schiff studied the peculiarities of perception and naming of color by children of preschool and primary school age. The authors note that color differentiation in children aged 6-9 years develops first in relation to the color tones themselves, and then in relation to lightness.

Ya.A. Kamensky, F. Frebel, M. Montessori paid great attention to the formation of color perception in children and believed that the ability to distinguish, name and use different colors and their combinations is of great importance for the development of an artistically gifted and developed personality. Developed color perception presupposes a well-formed ability to differentiate and group colors based on their similarity, contrast and beauty of combinations. This skill undoubtedly plays a significant role in children's visual creativity.

As a result of research on sensory education and decorative creativity (B.V. Maksimov, N.P. Sakulina, I. Sheitakova), content and methods for developing children’s color perception, features of their assimilation of color standards - spectrum, assimilation of knowledge about colors and shades were developed and methods of obtaining them, training in transferring

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