Branch of OJSC TKS 'Tambovteploservis'. Sequence of practicing educational tasks Organization and conduct of practice
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Student_________________ "___"______________________200__g.
Appendix 17
Form of the title page of the student's internship report
Ministry of Education and Science of the Russian Federation
FBGOU VPO
"Tambov State Technical University"
REPORT
according to ______________________ practice
(Type of practice)
Student____________
(Full Name)
Direction of preparation:
221400.62 – “Quality management”
Full-time education
Faculty"Economic"
Department"Quality management and certification"
Well – ______ Study groupBMK-
Checked:
1. Head of practice from the enterprise
____________________________________
(Signature. Last name and initials)
"__"______________200__g.
MP (This is the place to print)
2. Head of practice from the department ______
____________________________________
(Signature. Last name and initials
"__"______________200__g.
These recommendations are applied in addition to STP TSTU 07-97 “Format Rules” (ed. 2005) for completing final works in electronic form (electronic document - DE). DE consists of two parts: content and requisites.
The content part consists of one or more information units containing the necessary information about the document. The content may consist separately or in any combination of text, graphic, audiovisual information. According to GOST 2.102-68, for text documents the TE code is attached to the document designation, for graphic documents presented in electronic form - 2D. The details part consists of a set of details and their values, structured by purpose. The nomenclature of details is carried out in accordance with the requirements of STP TSTU 07-97.
The structure of an electronic record on an optical disk (CD or DVD) should be displayed in the report as follows:
Folder report on practice (folder designation - Report on practice - TSTU. 221400.010 DE;
When you open a folder with a project, it is divided into a folder with text electronic documents (folder designation - Text documents TGTU.220400.010 DE) and graphic (folder designation - Graphic drawings TSTU. 221400.010 DE);
The folder with test electronic documents contains files, for example: an internship agreement, an extract from the order for the enterprise, a review of the practice manager from the enterprise, etc. (structure depending on the design task);
Each text file must have a name and designation, for example: Agreement - TSTU. 221400.024 TE-PZ;
Each graphic file must have a name and designation, for example: Poster Network of processes TGTU.221400.010 2D-01;
Depending on the place of practice (for example, at the department), the structure may be different: for example, when there are no contractual documents, and the text part consists of several text documents, a folder of text electronic documents is used; if the report consists of one text document, the final work is recorded in one file with the title and designation of the final work.
The requisite part of the DE is carried out in the form of an information and identification sheet (ID). The UL indicates the designations of the DE to which it is issued, the names and original signatures of the persons developing, coordinating and approving the corresponding DE. The signature of the person developing the DE and UL and the manager are required. The UL sheet is stored together with the DE.
To submit a practice report to the archive, a list is compiled, which includes:
1. Electronic document on a CD or DVD with the document designation;
2. UL in paper form for all documents with signatures);
3. List of materials submitted to the archive.
All these documents are placed in an A5 envelope; on the envelope it is written, for example:
Report on _________ practice
TSTU. 221400.024 DE
Host organization___________________________
Ivanov A.V. gr. BMK-
Ministry of Education and Science of the Russian Federation
Federal State Budgetary Educational Institution of Higher Professional Education
TAMBOV STATE TECHNICAL UNIVERSITY
Department of Hydraulics and Heat Engineering
REPORT (EXPLANATORY NOTE)
on industrial practice at the branch of TKS OJSC "Tambovteploservice" in the boiler room on the street. Penza
Specialty 140106 Energy supply for enterprises
Designation of the TSTU report. 140106.001
Tambov 2012
Introduction
Internship schedule
History of the enterprise development
Structural diagram of enterprise management
General information about the boiler house on the street. Penza
Operation of thermal power plants
1 General rules for organizing operation
2 Maintenance, repair and conservation
3 Ensuring safe operation
4 Fire safety
5 Compliance with environmental requirements
Providing first aid
Conclusion
List of sources used
Introduction
Industrial practice in accordance with the direction is planned at the Tambovteploservis branch of TKS OJSC at the boiler house on the street. Penza.
Purpose of practice:
Consolidation of knowledge acquired during the learning process based on an in-depth study of the work of an industrial enterprise.
Practice objectives:
Acquisition of production skills in the installation, repair and operation of heating equipment, control devices and automation of thermal processes;
Studying the organization and gaining experience in commissioning;
Study of current regulatory materials regulating the choice of equipment, features of technology and the basics of operating equipment at a given enterprise;
Familiarization with the production structure of the enterprise.
Internship schedule
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Activity |
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General safety instructions. |
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Travel to the place of practice. Safety training at the boiler room. |
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General tour of the boiler house on the street. Penza. |
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Studying the labeling of energy equipment. |
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Work with literature on boiler installations. |
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Day off. |
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Day off. |
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Consolidation of acquired knowledge. |
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Study of gas supply to the boiler house on the street. Penza. |
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Working with literature on gas supply. |
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Working with literature on water treatment. |
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Day off. |
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Day off. |
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Study of the pumping equipment of the boiler house on the street. Penza. |
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Work with literature on the selection of pumps, their start-up and regulation. |
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Study of the thermal energy metering unit. |
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Work with literature on installation of UUTE. |
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Consolidation of acquired knowledge on boiler room management. |
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Day off. |
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Day off. |
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Excursion to the boiler room on the street. Working. |
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Excursion to the boiler room on the street. Volodarsky. |
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Excursion to the boiler room on the street. Art. Razin. |
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Collection of documentation for the report. |
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Preparation of a report on industrial practice. |
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Day off. |
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Day off. |
2. History of the development of the enterprise
thermal power plant heat engineering repair
The branch of OJSC TCS "Tambovteploservice" has undergone various changes during its existence, both in the name of the enterprise and in its structure.
The primary name of the organization is “United Boiler and Heating Networks Enterprise” (hereinafter referred to as POK and TS). POK and TS was organized in 1965, combining several boiler houses in the city, operating not only on gas fuel, but also on coal. Subsequently, these coal boiler houses were closed, and heat consumers from them were connected to other more powerful boiler houses. The company grew and developed. Departmental boiler houses were transferred to the balance of POK and TS. Already in 1970, the number of boiler houses at the enterprise was 117. To operate them, it has become necessary to have our own production and technical base. Services such as emergency dispatch, gas, electrical, automation and control, chemical water control, mechanical repair and motor transport workshops and others are being created.
In 1976, a service was organized to repair heating networks, which at any time of the day can eliminate any emergency situation and carry out high-quality repairs.
Over the following years, the name of the enterprise and the number of boiler houses changed. Many unprofitable boiler houses were closed, new modern boiler houses were built, and some consumers from the boiler houses switched to the networks of the Tambov CHPP.
As a result of the expansion of the enterprise and the increase in the number of service personnel, it became impossible to accommodate it in the old building attached to the boiler room Gogol, 4. Therefore, in 1981, a new building, workshops and garages were built for the enterprise at Moskovskaya, 19B. The company is now located at the same address.
In 2003, the company changed its name and became the Municipal Unitary Enterprise of United Boiler Houses. It includes 85 boiler houses with a total capacity of 388.5 Gcal/hour. The boiler rooms have steam and hot water boilers, which are equipped with modern automatic protection and regulation equipment. The installed capacity of boilers ranges from 0.5 to 20 Gcal/hour. The fuel for boilers is natural gas, the calorific value of which is 8000 - 8020 kcal/m3. Depending on the power characteristics, the efficiency of boilers ranges from 77 to 90%.
Every year, the enterprise manufactures and installs steel water-heating boilers with a capacity of 1.5 Gcal/hour in its own boiler houses to replace those that are out of service.
For transportation and distribution of heat, heating networks were installed in 2-pipe and 4-pipe versions with a total length of 102.7 km.
At the beginning of 2004, the enterprise was reorganized and became a branch of Tambov Communal Systems OJSC and serviced the operation of boiler houses in Tambov. Now there are 49 of them and 3 boiler houses in the village. Inzhavino. The installed capacity of boiler houses is 335 Gcal/hour. Heat consumers are: residential buildings - 61%, social and cultural facilities - 19% and industrial enterprises - 20%.
The company employs 700 people, of which 70 are managers and engineers.
Boiler houses of the branch of OJSC TKS "Tambovteploservice" are scattered throughout the city, i.e. are located in all districts of Tambov. Therefore, to organize the operation of boiler houses, they were united into production areas in the administrative districts of the city - these are boiler houses of the Sovetsky district, Oktyabrsky and Leninsky districts, as well as boiler rooms of the steam section or, as they are called at the enterprise, steam boiler houses. They are equipped with steam boilers that heat water with steam and high-performance hot water boilers. The heated water flows through heating networks into the heating system of residential buildings and enterprises. These boiler rooms are the most powerful. It is enough to list such boiler houses that are located on Pionerskaya street, 16, Sovetskaya, 43, Internatsionalnaya 6, Ostrovityanova, 1, Gogolya, 4, Astrakhanskaya, 191 Tambov-4 and others, their installed capacity ranges from 15 to 40 Gcal/hour .
Table 1 - Dynamics of enterprise growth.
Parameter Number of boilers Installed power Length of networks Amount of realized thermal energy Gas consumption
Structural diagram of enterprise management
The management of the branch of OJSC TKS Tambovteploservice is carried out by the director of the enterprise.
The management of the technical side of the enterprise's activities is carried out by the chief engineer of the branch. He carries out his production activities through departments and services directly subordinate to him: the chief mechanic service, the electrical service, the automation and production control service, the gas service, the emergency dispatch service, the chemical washing service, the regime adjustment service, the regime and construction service, and the chemical water purification laboratory. , production and technical department, department for long-term production development, safety department, thermal inspection department, heating network repair shop and production areas of the enterprise.
Operational management of the enterprise's local activities is carried out by technical workers - district heads and boiler room foremen. They directly supervise the operation of thermal power equipment, organize and control major and current repairs, carry out modernization activities and implement measures to improve the efficiency and reliability of equipment operation. The enterprise has organized annual technical training of personnel with knowledge testing.
General information about the boiler house on the street. Penza
Boiler room type: free-standing, year-round.
Boiler type: TVG-0.6 1 unit; TVG-1.5 3 units. (heating surface 75 m2, heating capacity of one boiler 1.5 Gcal/h (1.74 MW). Purpose: heat supply and hot water supply.
Boiler water mode: permissible water hardness up to 700 mg/eq.l.
Ventilation is provided by louvered grilles.
Natural gas is used as fuel in accordance with GOST 5542-87.
The source of water supply for the boiler house is the existing water supply network owned by OJSC Tambovvodokanal
Coolant parameters:
a) network water for heating: 95-70 °C
b) hot water with temperature: 70 °C.
For heating networks, network water pipelines are made from electric-welded steel pipes in accordance with GOST 10704-91 and hot water supply pipelines are made from steel pipes in accordance with GOST 3262-75.
The boiler network is fed with chemically purified water through a direct-acting pressure regulator.
The chemical treatment plant consists of two Na-cation exchange filters, two pumps: salt and make-up, and a wet storage salt tank.
A heat metering unit is installed at the boiler room
Figure 1 - Diagram of heating networks from the boiler house on the street. Penza.
Figure 2 - Axonometric diagram of the pipelines of the boiler room on the street. Penza.
5. Operation of thermal power plants
5.1 General rules for organizing operation
The operation of the organization's thermal power plants is carried out by trained thermal power personnel.
Depending on the volume and complexity of work on the operation of thermal power plants, the organization creates an energy service staffed with heat and power personnel appropriately qualified. It is allowed to operate thermal power plants by a specialized organization.
The person responsible for the good condition and safe operation of thermal power plants and his deputy are appointed by an administrative document of the head of the organization from among the management personnel and specialists of the organization.
The administrative document of the head of the organization establishes the boundaries of responsibility of production units for the operation of thermal power plants. The manager determines the responsibility of officials of structural divisions and services, based on the structure of production, transportation, distribution and consumption of thermal energy and coolant, providing for the specified responsibility in the job responsibilities of employees and assigning it by order or regulation.
If these rules are not observed, causing disruptions in the operation of a thermal power plant or heating network, a fire or an accident, the following are personally liable:
workers directly servicing and repairing thermal power plants - for each violation that occurred through their fault, as well as for incorrect actions when eliminating violations in the operation of thermal power plants in the area they service;
operational and operational-repair personnel, dispatchers - for violations committed by them or personnel directly subordinate to them performing work on their instructions (order);
management personnel and specialists of workshops and departments of the organization, heating boiler houses and repair enterprises; chiefs, their deputies, foremen and engineers of local production services, sites and mechanical repair services; chiefs, their deputies, foremen and engineers of heating network districts - for unsatisfactory organization of work and violations committed by them or their subordinates;
heads of the organization operating thermal power plants and their deputies - for violations that occurred at the enterprises they manage, as well as as a result of unsatisfactory organization of repairs and failure to implement organizational and technical preventive measures;
managers, as well as specialists of design, engineering, repair, commissioning, research and installation organizations that carried out work on thermal power plants - for violations committed by them or their subordinate personnel.
The division of responsibility for the operation of thermal power plants between the organization - consumer of thermal energy and the energy supplying organization is determined by the energy supply agreement concluded between them.
2 Maintenance, repair and conservation
When operating thermal power plants, it is necessary to ensure their maintenance, repair, modernization and reconstruction. The timing of scheduled preventive maintenance of thermal power plants is established in accordance with the requirements of manufacturers or developed by the design organization. The list of equipment of thermal power plants subject to scheduled preventive maintenance is developed by the person responsible for the good condition and safe operation of thermal power plants and approved by the head of the organization.
The scope of maintenance and repair is determined by the need to maintain a serviceable, efficient condition and periodic restoration of thermal power plants, taking into account their actual technical condition.
The maintenance and repair system is planned and preventive in nature. For all types of thermal power plants it is necessary to draw up annual (seasonal and monthly) repair plans (schedules). Annual repair plans are approved by the head of the organization.
When planning maintenance and repairs, the labor intensity of repairs, their duration (downtime during repairs), the need for personnel, as well as for materials, components and spare parts are calculated.
The organization compiles a list of emergency supplies of consumables and spare parts, approved by the technical manager of the organization, keeps accurate records of the availability of spare parts and spare equipment and materials, which is replenished as they are consumed during repairs.
The personnel responsible for the above periodically checks the storage conditions, replenishment, procedure for accounting and issuing spare parts, materials, components, backup equipment, etc., as well as the protective equipment used under the general supervision of the person responsible for the good condition and safe operation of power plants.
Maintenance and repair of thermal power plant controls are carried out during the repair of the main equipment.
When storing spare parts and spare equipment, the preservation of their consumer properties must be ensured. Thermal insulation and other materials that lose their qualities when moistened are stored in closed warehouses or under a canopy.
During maintenance, control operations should be carried out (inspection, monitoring compliance with operating instructions, testing and assessment of technical condition) and some technological operations of a restorative nature (adjustment and adjustment, cleaning, lubrication, replacement of failed parts without significant disassembly, elimination of minor defects ).
The main types of repairs of thermal power plants and heating networks are capital and current.
The maintenance and repair system provides for:
preparation of maintenance and repairs;
removal of equipment for repair;
assessment of the technical condition of thermal power plants and drawing up a defect list;
carrying out maintenance and repairs;
acceptance of equipment from repair;
conservation of thermal power plants;
control and reporting on the implementation of maintenance, repair and conservation of thermal power plants.
The frequency and duration of all types of repairs are established by regulatory and technical documents for the repair of this type of thermal power plants.
Organization of repair production, development of repair documentation, planning and preparation for repairs, launching repairs and carrying out repairs, as well as acceptance and assessment of the quality of repairs of thermal power plants are carried out in accordance with regulatory and technical documentation.
Acceptance of thermal power plants from major repairs is carried out by a working commission appointed by an administrative document for the organization.
Acceptance from current repairs is carried out by persons responsible for the repair, good condition and safe operation of thermal power plants.
When accepting equipment from repair, an assessment of the quality of repair is carried out, which includes an assessment of:
quality of repaired equipment;
quality of repair work performed.
Quality ratings are established:
preliminary - upon completion of testing of individual elements of the thermal power plant and as a whole;
finally - based on the results of a month-long controlled operation, during which the operation of the equipment in all modes must be checked, tests and adjustments of all systems must be carried out.
Work performed during the overhaul of thermal power plants is accepted according to the act. The acceptance certificate is accompanied by all technical documentation for the repairs performed (sketches, intermediate acceptance certificates for individual components and intermediate test reports, as-built documentation, etc.).
Certificates of acceptance of thermal power plants from repair with all documents are stored together with technical data sheets of the plants.
All changes identified and made during repairs are included in the technical data sheets of thermal power plants, diagrams and drawings.
Preservation of thermal power plants in order to prevent metal corrosion is carried out both during routine shutdowns (putting into reserve for a definite and indefinite period, shutdown for current and major repairs, emergency shutdown), and during shutdowns in long-term reserve or repair (reconstruction) for a period of at least six months.
In each organization, on the basis of current regulatory and technical documents, a technical solution and technological scheme for the conservation of specific equipment of thermal power plants are developed and approved, defining methods of conservation for various types of shutdowns and duration of downtime.
In accordance with the adopted technical solution, instructions for the preservation of equipment are drawn up and approved with instructions for preparatory operations, preservation and re-preservation technology, as well as safety measures during preservation.
3 Ensuring safe operation.
Work during the operation of thermal power plants should be aimed at creating a system of organizational and technical measures in the organization to prevent exposure of workers to hazardous and harmful production factors.
Protective equipment, devices and tools used when servicing thermal power plants are subject to inspection and testing in accordance with regulatory documents and must ensure the safe operation of thermal power plants.
When operating thermal power plants, instructions for safe operation are developed and approved. The instructions indicate general safety requirements, safety requirements before starting work, during work, in emergency situations and at the end of work.
Each employee servicing thermal power plants must know and comply with occupational safety requirements related to the equipment being serviced and the organization of work in the workplace.
Personnel operating thermal power plants are trained in first aid, as well as in how to provide assistance to victims directly at the scene of an incident.
When implementing a system for the safe performance of work at thermal power plants, the functional responsibilities of persons from operational, operational-repair and other personnel, their relationships and responsibilities by position are determined. The head of the organization and those responsible for the good condition and safe operation of thermal power plants are responsible for creating safe working conditions and organizational and technical work to prevent accidents.
The head of the organization and heads of structural divisions, heads of contracting organizations ensure safe and healthy working conditions in the workplace, in production premises and on the territory of thermal power plants, monitor their compliance with current safety requirements and industrial sanitation, exercise control, and also organize timely personnel briefings, his training and testing of knowledge.
Based on accident investigation materials, the causes of their occurrence are analyzed and measures to prevent them are developed. These causes and measures are studied with all employees of organizations where accidents occurred.
4 Fire safety.
Managers of organizations are responsible for the fire safety of premises and equipment of thermal power plants, as well as for the availability and serviceable condition of primary fire extinguishing equipment.
The construction, operation and repair of thermal power plants and heating networks must comply with the requirements of fire safety rules in the Russian Federation. Organizations must be equipped with fire-fighting water supply networks, fire detection and extinguishing installations in accordance with the requirements of regulatory and technical documents.
Personnel must comply with the requirements of fire safety instructions and the fire safety regime established in the organization for thermal power plants, and not personally allow and stop the actions of other persons that could lead to a fire or combustion.
Personnel servicing thermal power plants undergo fire safety training, fire safety training, and participate in fire safety drills.
The organization establishes a fire safety regime and carries out fire-fighting measures based on the characteristics of the operation of thermal power plants, and also develops an operational fire extinguishing plan.
Welding and other flammable work, incl. carried out by repair, installation and other contracting organizations are carried out in accordance with the requirements of fire safety rules in the Russian Federation, taking into account the peculiarities of fire hazard at thermal power plants.
The organization develops and approves instructions on fire safety measures and a plan (scheme) for evacuation of people in the event of a fire at thermal power plants; by order of the manager, persons responsible for fire safety of individual territories, buildings, structures, premises, areas are appointed, and a fire-technical commission is created , volunteer fire brigades and a fire warning system.
Every fire or fire that occurs at a thermal power plant is investigated by a commission created by the head of the enterprise or a higher organization. The results of the investigation are documented in an act. During the investigation, the cause and culprits of the fire (ignition) are established, and based on the results of the investigation, fire-fighting measures are developed.
5 Compliance with environmental requirements
When operating thermal power plants, measures should be taken to prevent or limit the harmful effects on the environment of emissions of pollutants into the atmosphere and discharges into water bodies, noise, vibration and other harmful physical impacts, as well as to reduce irreversible losses and volumes of water consumption.
The amount of emissions of pollutants into the atmosphere from thermal power plants should not exceed the established norms of maximum permissible emissions (limits), the number of discharges of pollutants into water bodies - the established norms of maximum permissible or temporarily agreed upon discharges. Noise exposure should not exceed the established sound power standards of the equipment.
An organization operating thermal power plants is developing an action plan to reduce harmful emissions into the atmosphere when particularly unfavorable meteorological conditions are declared, agreed upon with regional environmental authorities, providing for measures to prevent emergency and other burst emissions and discharges of pollutants into the environment.
Organizations operating thermal power plants monitor and record emissions and discharges of pollutants, volumes of water taken and discharged into water sources.
To control emissions of pollutants into the environment, the volumes of water taken in and discharged, each enterprise operating a thermal power plant must be equipped with permanently operating automatic devices, and in their absence or impossibility of use, direct periodic measurements and calculation methods must be used.
Providing first aid
General provisions.
First aid is a set of measures aimed at restoring or preserving the life or health of the victim. It should be provided by someone who is near the victim.
The life of the victim and, as a rule, the success of subsequent treatment depends on how skillfully and quickly first aid is provided.
First aid for electric shock.
In case of electric shock, it is necessary to turn off the current in the installation or remove the victim from live parts, using dry clothing, a board or other insulator. The victim is laid down, clothes are unbuttoned, providing an influx of fresh air. If he breathes intermittently, then he is given mouth-to-mouth artificial respiration, for which he is placed on his back, his head is tilted back (this restores airway patency), and a cushion of folded clothing is placed under his shoulder blades. The person providing assistance takes two or three deep breaths through gauze or a handkerchief into the victim’s mouth or nose (while keeping the nose or mouth closed to facilitate the flow of blown air into the lungs). After each blowing of air, rhythmically, four to six times, press the palms of the lower third of the chest, thereby performing a heart massage. The frequency of artificial respiration is 10... 12 times per minute.
In the absence of heartbeat, it is necessary to perform indirect cardiac massage simultaneously with artificial respiration. To do this, the palm of an outstretched hand is placed on the lower part of the chest, and another palm is placed on the first to increase pressure. After three to four pressures (with a frequency of 1 second), a breath of air is taken (two to three seconds), after which the massage is repeated.
First aid for gas poisoning.
In case of gas poisoning (heaviness in the head, tinnitus, general weakness, increased heart rate, dizziness, nausea, etc.), it is necessary to move in the fresh air to free the blood from carbon monoxide. If the victim is unconscious, then it is necessary to unbutton his clothes, let him smell ammonia, if this does not help, then perform artificial respiration.
First aid for burns.
In case of burns, you must carefully remove the remains of burnt clothing, cutting it piece by piece with scissors, but without removing parts of the clothing that have stuck to the body. Wrap in a wet sheet, cover and send to the hospital. For minor burns, bandage the burned area with a sterile bandage. In case of an acid burn, it is necessary to wash the wound with water and send the victim to a medical center.
Conclusion
Industrial practice in accordance with the direction took place at the branch of OJSC "TKS" "Tambovteploservis" at the boiler house on the street. Penza.
During my internship, I studied the structure of the enterprise, the current regulatory materials regulating the choice of equipment, the features of technology and the basics of operating equipment at this enterprise. I got acquainted with the thermal energy metering unit, gasification of the boiler room, commissioning, installation, repair and operation of heating equipment.
As a result of the internship, I consolidated the knowledge acquired during the training process. Acquired practical knowledge of housekeeping in a boiler room.
List of used literature
1. Borschov D.Ya. Construction and operation of low-power heating boiler houses. - M.: Stroyizdat, 1982.
Fokin V.M. Heat generators for boiler rooms. M.: Publishing House Mashinostroenie-1, 2005. - 160 p.
Deev L.V., Balakhnichev N.A. Boiler installations and their maintenance. Practical guide for vocational schools. - M.: Higher. school, 1990. - 239 p.
Zykov A.K. Steam and hot water boilers: A reference guide. - M.: Energoatomizdat, 1987. - 128 p.
Kiselev N. A. Boiler installations: Textbook. A guide for preparation. workers at the production site. - 2nd ed., revised. and additional - M.: Higher. school, 1979. - 270 p.
Sokolov B. A. Boiler installations and their operation: a textbook for the beginning. prof. Education / B. A. Sokolov. - 2nd ed., rev. - M.: Publishing Center "Academy", 2007. - 432 p.
Kuzmin, S.N. Comprehensive program of practical training for students of specialty 140106 “Energy supply of enterprises” full-time education / Tamb. state tech. University; Comp. S.N. Kuzmin, A.S. Czech. Tambov: Publishing House, 2005. - 28 p.
PUBLISHING HOUSE TSTU
Ministry of Education and Science of the Russian Federation
SCIENTIFIC AND PEDAGOGICAL PRACTICE
on the organization of independent work of masters of the direction 551800 "Technological machines and equipment" Tambov Publishing house TSTU 2004 BBK Ch481.2ya73-5 D243 Recommended by the Editorial and Publishing Council of the university Reviewer Deputy. Dean of the Faculty of Advanced Training for Teachers, Candidate of Technical Sciences, Associate Professor V.P. Tarov Aut hors - s t a v i t e l s:
S.I. Dvoretsky E.I. Muratova S.V. Varygina D24 Scientific and pedagogical practice: Method. recommendations / Author: S.I. Dvoretsky, E.I. Muratova, S.V. Varygina Tambov: Tamb publishing house. state tech.
Univ., 2004. 32 p.
The main goals, objectives and list of topics of scientific and pedagogical practice for undergraduates in the direction 551800 "Technological machines and equipment" are given. Methodological recommendations are given for organizing independent work during the internship. The structure of the practice report and the list of literature on didactics of higher technical education are presented.
BBK Ch481.2ya73- Dvoretsky S.I., Muratova E.I., Varygina S.V., Tambov State Technical University (TSTU), Educational publication
SCIENTIFIC AND PEDAGOGICAL PRACTICE
Methodological recommendations Authors - co-authors:BUTLER Stanislav Ivanovich MURATOVA Evgenia Ivanovna VARYGINA Svetlana Valerievna Editor T. M. Fedchenko Computer layout engineer M. N. Ryzhkova Signed for publication on June 16. Format 60 84 / 16. Newsprint paper. Offset printing Typeface Times New Roman. Volume: 1.86 conventional units. oven l.; 1.82 academic publication l.
Circulation 100 copies. S. Publishing and Printing Center of Tambov State Technical University 392000, Tambov, Sovetskaya, 106, bldg.
1 GENERAL PROVISIONS AND REQUIREMENTS FOR THE ORGANIZATION OF RESEARCH AND PEDAGOGICAL PRACTICE FOR MASTER STUDENTS
In accordance with the state educational standard, scientific and pedagogical practice is a mandatory form of practice for second-year master's students in the field of "Technological Machinery and Equipment" and is intended for further orientation of future masters in scientific and pedagogical activities as a teacher of technical disciplines.The peculiarity of the practice is that it involves the implementation of scientific and pedagogical components, each of which must be reflected in the content of the practice and reporting documents.
The curriculum provides for practical training in the 12th semester for four weeks.
The place of scientific and pedagogical practice is the general professional and graduating departments of the Technological Institute of TSTU. Methodological supervision of the practice is carried out by the person responsible for conducting the internship of undergraduates.
The main goals of scientific and pedagogical practice are:
Acquaintance of undergraduates with the specifics of the activity of a teacher of technical disciplines and the formation of skills in performing pedagogical functions;
Consolidation of psychological and pedagogical knowledge in the field of engineering pedagogy and acquisition of skills in a creative approach to solving scientific and pedagogical problems.
Thus, during scientific and pedagogical practice, a master’s student must expand and deepen theoretical knowledge:
basic principles, methods and forms of organizing the pedagogical process in a technical university;
methods of monitoring and assessing professionally significant qualities of students;
requirements for a university teacher in modern conditions.
In addition, the master's student must master the following skills:
implementation of methodological work on the design and organization of the educational process;
speaking in front of an audience and creating a creative atmosphere during classes;
Analysis of difficulties arising in teaching activities and adoption of an action plan to resolve them;
independent conduct of psychological and pedagogical research;
self-control and self-assessment of the process and result of teaching activities.
The content of the scientific and pedagogical practice of undergraduates is not limited to direct teaching activities (independent laboratory and practical classes, seminars, course design, giving trial lectures on the proposed topic, etc.). It is expected that the trainee will work together with the teaching staff of the relevant department to resolve current educational and methodological issues, become familiar with innovative educational technologies and their implementation in the educational process.Before starting teaching practice, an organizational meeting is held at which undergraduates become familiar with its goals, objectives, content and organizational forms. Master's students are tasked with developing an individual plan for scientific and pedagogical internship, which must be agreed upon with the supervisor and included in the assignment for practice (Appendix 1).
Master's students are offered a wide range of topics relevant to the current stage of reform of the system of higher technical education. On the chosen topic, you should study the relevant psychological and pedagogical literature, experience in teaching technical disciplines at TSTU, develop methodological recommendations for conducting one or another type of lesson (fragment of a lesson), conduct it, evaluate the effectiveness of the developed methodology.
Master's students carry out scientific and pedagogical research in one of the selected areas:
1) designing and conducting lectures, practical and laboratory classes using innovative educational technologies;
2) development of multimedia complexes in technical disciplines;
3) designing interdisciplinary modules to study the most complex and professionally significant concepts;
4) technology for developing tests, examination tasks, topics for course and diploma projects;
5) designing didactic materials on individual topics of training courses and their presentation;
6) development of scenarios for conducting business games, teleconferences and other innovative forms of classes;
7) comparative analysis of various methods for assessing the quality of educational and cognitive activities of students when studying engineering disciplines;
8) optimization of educational and cognitive activities and improvement of the quality of engineering training;
9) conducting psychological and pedagogical research on diagnosing professionally and personally significant qualities of a student (teacher) and analyzing its results;
10) analysis of domestic and foreign practices in training specialists with higher technical education.
The list of topics for scientific and pedagogical practice can be supplemented by a topic proposed by the undergraduate. To approve a self-selected topic, a master’s student must motivate its choice and provide an approximate plan for writing a report. When choosing a topic, you should be guided by its relevance to the department where the master’s student is undergoing internship, as well as the topic of the future master’s thesis.
3 PROCEDURE FOR COMPLETING PRACTICE
At the first stage of the internship (1–2 weeks), the undergraduate student independently draws up an individual plan for completing the internship (Appendix 1) and approves it with the supervisor. In accordance with his individual plan, the master's student independently carries out: studying psychological and pedagogical literature on the problem of teaching in higher education; familiarity with the methods of preparing and conducting lectures, laboratory and practical classes, seminars, consultations, tests, exams, coursework and diploma projects; mastering innovative educational technologies; familiarization with existing computer training programs, the capabilities of technical teaching aids, etc. The result of this stage is notes, diagrams, visual aids and other teaching materials.At the next stage (2–3 weeks), the undergraduate attends several classes of experienced teachers as an observer. The master's student independently analyzes the classes in which he acted as an observer, from the point of view of the organization of the pedagogical process, the characteristics of the interaction between the teacher and students, the form of the lesson, etc. The results of the analysis are presented in writing in free form or according to the scheme proposed in the appendix. 2.
The next stage of scientific and pedagogical practice is the master’s student independently conducting classes (week 3). In accordance with the direction of his scientific and pedagogical research, he independently conducts:
lecture (seminar, practical lesson, laboratory work, consultation);
demonstration of developed multimedia products in technical disciplines;
presentation of produced visual aids;
psychological and pedagogical testing, business games and other innovative forms of classes, etc.
The master's student independently analyzes the results of the lesson in which he took part, putting them in writing. The head of the practice gives an initial assessment of the master’s student’s independent work during scientific and pedagogical practice. Depending on the individual plan, a master's student may participate in classes several times. In addition, the master's student attends classes prepared by other master's students as an observer and evaluates them according to the scheme given in the appendix. 2.
At the final stage (week 4), the master's student takes part in a round table dedicated to the problem of improving the quality of engineering education, draws up and defends a report on scientific and pedagogical practice.
4 REQUIREMENTS FOR CONTENT AND DESIGN
PRACTICE REPORT
Reporting documents on the internship include:1 Review of the internship, compiled by the supervisor (Appendix 3), for the writing of which data from observations of the scientific and pedagogical activities of the master's student are used.
3 Report on completion of scientific and pedagogical practice, prepared in accordance with established requirements.
Individual plan for scientific and pedagogical practice (Appendix 1);
Introduction, which states:
purpose, place, start date and duration of practice;
a list of work and tasks completed during the internship;
Main part containing:
analysis of psychological and pedagogical literature on the topic;
description of practical problems solved by a master's student during the internship;
description of the organization of individual work;
results of analysis of classes conducted by teachers and undergraduates;
Conclusion including:
description of skills and abilities acquired in practice;
proposals for improving the organization of educational, methodological and educational work;
individual conclusions about the practical significance of the conducted scientific and pedagogical research.
List of sources used.
Applications.
Basic requirements for preparing a practice report:
The report must be printed on a computer using 1.5-spaced Times New Roman font, 14 pt; margin sizes: top and bottom – 2 cm, left – 3 cm, right – 1.5 cm;
The report may include attachments of no more than 20 pages, which are not included in the total number of pages of the report;
the report must be illustrated with tables, graphs, diagrams, etc.
The master's student submits the report in bound form along with other reporting documents to the teacher responsible for conducting scientific and pedagogical practice.
5 SUMMARY AND EVALUATION OF PRACTICE
The scientific and pedagogical activities of undergraduates are assessed comprehensively, taking into account the entire set of characteristics that reflect their readiness to independently perform the functions of a teacher at a technical university. The following indicators are taken into account:1) psychological, pedagogical and methodological knowledge;
2) pedagogical skills (readiness to perform gnostic, design, constructive, organizational, communicative, educational functions);
3) motivation and interest in teaching technical disciplines;
4) degree of responsibility and independence;
5) the quality of scientific, pedagogical and methodological work;
6) skills of self-analysis and self-assessment.
The results of practice are assessed individually during the defense on a five-point scale and are equal to grades for theoretical training. Certification is carried out by the teacher responsible for organizing the scientific and pedagogical practice of undergraduates, based on the submitted report, feedback from the immediate supervisor of the practice, review-rating, quality of work at consultations (seminars) and defense of practice.
6 METHODOLOGICAL INSTRUCTIONS FOR PREPARATION AND
CARRYING OUT VARIOUS ORGANIZATIONAL
FORMS OF CLASSES AT A TECHNICAL UNIVERSITY
The task of improving the quality of specialist training is solved by improving the entire training system. The training system is understood as a holistic didactic education of interrelated elements: goals, subject content, teaching methods, means and organizational forms of training, methods of diagnostics and monitoring the achievement of learning goals.The listed elements of the training system are in a state of subordination and are presented in Fig. 1. The structure shown in the figure is typical both for the educational program for training a specialist as a whole, and for individual academic disciplines, as well as various organizational forms of conducting classes.
6.1 DESIGNING LEARNING OBJECTIVES
Planning the presentation of any information to students should begin with designing learning objectives. As a learning goal, we understand the learning outcome expected in advance.The description of the learning goal should contain statements that convey the desired state that the student will be able to demonstrate after studying a course of lectures or a laboratory session.
The following hierarchical levels of learning objectives are distinguished:
1) social goals that set the general direction of activity of all educational institutions of society;
2) pedagogical goals of a certain stage of professional training;
3) the goals of studying individual courses included in the subject;
4) goals of sections and topics (modules);
5) the goals of individual training sessions.
In addition to the levels of learning goals, there are categories of goals:
1) goals from the cognitive area - relate to the area of thinking;
2) goals from the psychomotor area - relate to the sphere of action;
3) goals from the affective area - relate to the sphere of feelings.
Goals must be clearly and unambiguously formulated so that any student can find out what the author of the goal, the teacher, wants to teach him. We can determine whether a student has achieved a learning goal by observing his actions after learning. Therefore, the most important feature of the goal description is the unambiguous definition of the student’s action after training.
In practice, you can, for example, do the following. First, you establish the guiding goal of the entire academic discipline, taking into account the qualification requirements of the State Educational Standard of Higher Professional Education for this specialty.
Then you formulate as “rough” goals its individual parts (a course of lectures, practical and laboratory classes, course design). Finally, you develop “fine” goals - the goals of a specific lecture, a separate laboratory work, etc. The implementation of the structures of “fine” and “coarse” goals formed in this way allows you to ultimately achieve the results formulated in the guiding goal of studying a given discipline. For more information on designing learning objectives, see.
6.2 DESIGN OF STRUCTURE AND CONTENT
TECHNICAL DISCIPLINES
The most important link in the educational system is its content, which subordinates all the underlying components of the educational process. Generally, the objectives can be achieved through a variety of learning materials. The better this material is selected, including from the point of view of the psychology of learning, the higher the likelihood of achieving the goal. The problem of selecting and structuring educational material is extremely important for teaching practice in connection with the so-called “information explosion”, with the impossibility of presenting an ever-growing amount of information in the time allotted for teaching a given discipline.The following arguments also support the need for selecting and structuring educational material:
If the educational material highlights the basic concepts and laws, their physical meaning, then the entire subject will be more understandable and easier to understand;
If the information is structured, then the motivation of students increases and a positive emotional background of learning is created.
In order to correctly choose rational methods of transmitting information and assimilating it, it is necessary to systematize and structure the material and conduct its research. At the present stage of development of science, this problem is solved with the help of a systemic and structural analysis of educational material.
Each science consists of a certain limited number of basic teachings (elements of the system), which, in terms of their importance in the development of science, occupy approximately the same place. These teachings can be reflected in the structure in the form of modules. When selecting modules, it should be taken into account that a large number of them leads to mechanical fragmentation of the material and the disappearance of the integrity of the course being studied, and also makes it difficult to find intradisciplinary and interdisciplinary connections. This can give the learner an idea of science as a series of random chapters and lectures that are not connected to each other. At the same time, a small number of modules can lead to the destruction of the system, turning one of them into a system that absorbs all the others. Modules should be formed based on an analysis of the current state of a specific technical science, reviewing textbooks, monographs, and magazines. Modules can be related to each other in terms of coordination and subordination.
When selecting educational material, preference should be given to materials that show intradisciplinary connections between modules, since such material allows for a multifaceted consideration of the object being studied and interdisciplinary connections that show the student the boundaries of a particular science and places of contact with related sciences. When choosing interdisciplinary material, preference should be given to information that is most related to the main modules of the course being studied and is focused on the subject environment of the specialist’s activity.
In the formation of systemic scientific knowledge, an important role is played not only by reasonably selected subject material, but also by the sequence of its study, which is determined by the following three principles: systematicity, accessibility and scientific character.
The simplest way to study the material is linear, when sequentially, having finished studying the content of one section (module), they move on to another. Many textbooks and lecture courses are built on this principle. The disadvantages of the method under consideration are the weak use of intradisciplinary connections, the formation of scattered knowledge rather than a system, and students forgetting the material from the beginning of the course by the end of training.
This disadvantage is mitigated to some extent when using the concentric (spiral) method. With this method of introducing information into the educational process, the material is presented in stages with periodic return to the material covered, but at a higher level. The advantage of the spiral method is its demonstration of the dialectic of the development of scientific ideas and the relativity of our knowledge. However, this method is used much less frequently; it is designed for students who have a developed system of mental operations, since changing and expanding ideas is associated with rethinking and reevaluating previously acquired knowledge. One of the disadvantages of the concentric method is that incomplete initial ideas can be deposited in students’ memory more firmly than subsequent ones, and the process of supplementing and developing them is quite complex and time-consuming.
After selecting the content and designing the structure of the technical discipline as a whole, they move on to designing individual topics and classes. The effectiveness of learning material will depend on the structure of its presentation.
The basic structure includes the following elements: introduction, which is a lesson plan, a summary of the content of the main sections with motivated transitions between them; the main part, which presents new information; conclusion, usually containing conclusions on the topic of the lesson or repetition of its main theses.
The subject structure is a sequence of related elements that describe the properties of an individual subject, technical object, process, etc. After a complete consideration of one subject, they move on to consider another subject.
The aspect structure is based on a step-by-step comparison of individual features of various objects.
If students have little prior knowledge and the teacher needs to tell them as much as possible about a subject, a subject-oriented structure is preferable because it provides only descriptive information and does not provide comparisons with similar subjects. For students with a higher level of preparation, it is preferable to structure the material with a focus on aspects, since in this case learning is carried out not only by describing objects, but also by comparing them, which contributes to more effective learning of the material.
The combined structure, which has proven itself in practice, consists of the sequential formation of vertical connections when studying one object or process, then horizontal connections between various objects or processes, deepening and consolidating the knowledge system during various forms of training sessions, and ongoing monitoring.
The descriptive structure is a descriptive way of representing a technical object (process) according to the following scheme: existing state - predicted state - ways to solve the problem - results. A typical descriptive structure is characteristic of patent descriptions.
The dialectical structure is based on the triad known from philosophy: thesis, antithesis, synthesis.
The thesis is the affirmation of a concept, the antithesis is its negation. After this, in synthesis, the unity of opposites is achieved, in which the contradiction is eliminated. The synthesis in turn becomes a thesis formed at a higher level, which can again be contrasted with an antithesis, etc. At the same time, cognitive movement forward occurs. As an example of a thesis, we can cite I. Newton’s corpuscular theory of light (XVIII century), and an antithesis – the wave theory of G.Kh. Huygens (XIX century), synthesis – quantum theory of N. Bohr and W. Heisenberg (XX century). The use of a dialectical structure gives the material presented an emotional overtones and increases the power of argumentation and persuasion.
Thus, different approaches to the selection and structuring of educational material are like sections in a single system of a scientific discipline, made from different angles. When teaching a specific technical discipline, you should choose a method that would most fully meet the learning objectives. Thus, depending on the specifics of the educational material (its subject matter, volume, etc.), as well as the learning objectives, various methods of forming its structure should be used. For more details on the selection and structuring of educational material, see.
Achieving learning goals depends not only on the correct subject content, but also on teaching methods. Teaching methods are a system of targeted and ordered interactions between teachers and students that ensure the implementation of pedagogical learning goals. The main criterion for choosing teaching methods is its pedagogical effectiveness, i.e. the quantity and quality of acquired knowledge, which must be assessed taking into account the effort, money and time spent by the teacher and students.
Since there is no universal, optimal method that can be used always and everywhere, each teacher independently chooses a teaching method and determines the specific area of its application. The better the teacher knows his discipline and masters the psychological and pedagogical principles of the learning process, the greater the likelihood of choosing the most effective teaching method.
Domestic psychology views the learning process as an activity, so the task of learning is to develop cognitive skills. The decisive role in this is played by the indicative basis of activity, which is a system of guidelines (instructions) given to the student by the teacher or independently identified by the student. If we arrange the teaching methods in descending order of the number of specified guidelines, we get the following sequence: 1 – algorithmized, 2 – programmed (linear), 3 – programmed (branched), 4 – problem-programmed, 5 – problem-based, 6 – problem-search, – search, 8 – research.
This sequence of teaching methods is systematized by decreasing the number of landmarks, i.e. according to the level of allowed independence and creative activity of students. At the same time, during the transition from algorithmic learning to research-based learning, not only the number of guidelines changes, but also the scientific nature of their content. With algorithmic learning, students are given instructions to perform individual actions and operations related to narrow and specific issues of the science being studied. In research learning, guidelines are presented in the form of a system of the science being studied, its teachings, intradisciplinary and interdisciplinary connections. For more information about teaching methods, see.
6.4 TECHNICAL TEACHING TOOLS
Teaching aids are material objects with the help of which the teacher and student, using the content, methods and organizational forms of training, achieve their goals. Teaching aids include an educational book (textbook, manual), scientific and educational equipment for a laboratory workshop, demonstration models and devices, technical teaching aids (overhead projector, overhead projector, slide projector, film projector, computer), etc.One of the most important features of modern education is the use of technical teaching aids (TST), designed to improve the conditions of teaching work and increase visibility in teaching. TSO is a set of didactic materials and technical devices used to transmit information, control and training. Information TSOs are designed to provide a direct transmission channel - teacher - student; controlling – to provide a feedback channel; training – for training with a closed control loop.
The use of TSO improves the didactic conditions of educational and cognitive activity, expands the didactic tool with which the teacher manages the learning process, and enhances the information content of the material being studied.
The well-known proverb: “It is better to see once than to hear a hundred times” is not far from the truth. It has been proven that only 15% of information is remembered through auditory perception, 25% through visual perception, and 65% through simultaneous auditory and visual perception. More than 2/3 of people, especially young people, have predominantly visual memory. In psychology, there are three types of reception and transmission of information, corresponding to three types of thinking: verbal, figurative and sensory. Didactically sound use of teaching aids contributes to the development of students' thinking.
Currently, much attention is paid to the design of multimedia didactic tools for various purposes: electronic textbooks, simulators, virtual laboratory workshops, including remote access laboratories, student workstations, etc. In this regard, the teacher must know the principles of electronic didactics, be able to develop and effectively use in teaching process computer training systems.
The means of teaching technical disciplines are also specialized packages of application programs that provide various aspects of engineering activities: MathCAD, AutoCAD, Pro/ENGINEER, Pro/MECHANICA, Lab VIEW, ChemCAD, AWS Win Machine, Compass, Credo, etc. More details about modern teaching tools look in .
6.5 FEATURES OF DIFFERENT FORMS OF TRAINING
AT TECHNICAL UNIVERSITY
The choice of training forms is based on the following principles.1 Organizational forms of training should reflect to the maximum extent possible the organization of the science being studied (theoretical and experimental research, discussion of results, reports at conferences, publications, design of prototypes, etc.).
2 Forms of education at a technical university must correspond to the types and forms of engineering activities (design, construction, manufacturing, repair, installation, operation of technical objects).
3 Forms of training must correspond to the stages of formation of mental actions: creation of motivation - clarification of the indicative basis of the action - formation of the action in a materialized form, in external and internal speech, formation of the action as mental.
The main forms of education at a technical university are lectures, practical and laboratory classes, industrial practice, coursework and diploma design.
A lecture is one of the main forms of training in higher educational institutions, which is a systematic, consistent oral presentation of educational material by a teacher. This form of knowledge transfer arose in medieval universities. At that time, this word accurately reflected the nature of the teacher’s activities. In the 13th – 15th centuries, when printing had not yet become widespread in Europe, the works of scientists were copied by hand and therefore existed in a few copies. Of course, every student could not receive such an essay for study, and university teachers literally read their own or someone else’s philosophical and religious treatises, accompanying the reading with commentaries. Over the centuries that have passed since then, a lot has changed. A textbook has ceased to be a rarity and luxury; in recent decades, computer forms of storing and transmitting information have become widespread. However, the lecture has always been and still remains an integral part of the educational process, the most important form of presentation of educational material in higher education institutions around the world.
The fact is that a lecture as a way of communicating knowledge has a large number of advantages.
1 The lecture is a guide for students in further independent educational and scientific work.
It allows you to orient students on the scientific problem under consideration, reveal the most significant aspects, provide an analysis of different views, and indicate the most significant scientific works devoted to this problem.
2 A lecture is not only a source of new scientific information, but also a means of developing scientific thinking. (Especially if the lecture is problematic and the lecturer is a famous scientist, the head of a scientific school).
3 The lecture influences all other forms of educational work at the university. In accordance with the theory of the gradual formation of mental actions, it introduces students to the upcoming cognitive activity of mastering educational material, gives the student the necessary guidelines for this, and is the first in the hierarchical system of other organizational forms of education at a university.
4 In some cases, the lecture serves as the main source of information (in the absence of textbooks and teaching aids, often for new courses). In such situations, only the lecturer can methodically help students master the academic discipline.
5 A lecture is a way of transmitting not only cognitive (a set of theories and facts), but also affective knowledge (emotions). Emotional contact helps to increase students' motivation to master theoretical knowledge and practical skills in a given subject area.
6 The implementation of listener-lecturer feedback during lectures helps to identify characteristic errors in students’ perception of scientific knowledge (interactive computer training programs).
Basic requirements for the lecture: scientific content, accessibility, consistency, clarity, emotionality, feedback from the audience, connection with other organizational forms of training.
Disputes about the role and place of the lecturer in the educational process continuously continue among teachers and methodologists. Opponents of the lecture form of teaching refer to the passivity of students, lack of independence, and the replacement of a textbook with a lecture. On the other hand, a good lecture is a creative communication between the lecturer and the audience, and the effect of such learning in cognitive and emotional terms is much higher than when students read relevant texts.
Consequently, a modern lecture should be not so much a way of transmitting information as a way of conveying to the student the type of thinking of the teacher. For more information on preparing, conducting and assessing the quality of lectures, see.
The purpose of laboratory classes is an in-depth study of the scientific and theoretical foundations of the academic discipline and mastery of modern skills in conducting experiments in this subject area.
During laboratory work, students are involved in the process of learning physical, chemical, electrical and other phenomena, taking direct part in experiments. This allows you to study the operation of machines and instruments, master techniques for studying processes and analyzing substances, and skills in working with laboratory equipment.
The topics of laboratory work are selected so that the most important material of the course is covered. For each work, appropriate guidelines are developed, which outline its goals and objectives, the procedure for conducting the experiment, indicate the necessary equipment, instruments, technical means, safety rules, and provide requirements for the quality of preparation of reports and the procedure for their protection. Typically, laboratory work is carried out after lectures on the topic, which corresponds to the theory of the gradual formation of mental actions of students in a materialized form.
Laboratory work is performed in frontal, cyclic and individual forms.
With the frontal form of organizing classes, all students simultaneously perform the same work, which greatly facilitates the organization, conduct, and management of them, but also has disadvantages.
This is the stereotyped nature of actions, borrowing from each other methods of performing them and the essence of the tasks being solved without understanding the deep meaning, etc. In the cyclic form, the work is divided into several cycles corresponding to the sections of a given discipline, and students perform laboratory work according to the schedule. For example, you can combine five laboratory works into a cycle with 5 identical stands and conduct a lesson with a group of 25 students. With an individual form of organization, each student performs laboratory work independently. All students work on various topics, the order of which is regulated by the schedule. In this case, it is possible to take into account the identified scientific interests and inclinations of individual students. The individual form of organizing laboratory classes is pedagogically the most expedient, but requires the teacher to clearly guide the students’ work and constantly monitor its implementation.
The laboratory workshop allows for the activation and intensification of cognitive activity. Activation means increasing motivation, activity, and creative independence of students, and intensification of learning means transferring a large amount of information to students while maintaining the same duration of training. This can be achieved by constructing a laboratory workshop as a scientific research aimed at solving complex technical, chemical, etc. tasks.
Thus, a laboratory workshop not only develops certain experimental skills in students, but also develops scientific thinking, awakens interest in science, introduces them to scientific research, and develops the ability to penetrate into the essence of the phenomena and processes being studied.
The purpose of practical classes is to consolidate knowledge by involving students in solving various kinds of educational and practical problems, developing skills in using computer technology and reference literature. Practical classes should cover the most important sections of the course, which involve the development of skills and abilities. At them, students must master the calculation methods that they will encounter in their professional activities as designers, technologists, and designers.
Preparation of a practical lesson includes the selection of standard and non-standard tasks, assignments, questions, teaching materials, checking the readiness of classrooms, and technical teaching aids. It is recommended to increase the complexity of practical exercises gradually but constantly. Students should be given complete independence in solving problems, resorting to solutions at the board only in cases where difficulties common to the entire audience arise.
A modern engineer must master the methods and techniques of making technical and economic decisions, some of which, as is known, are associated with risk. Examples of a wide variety of situations involving the development of challenging engineering problems are a good basis for practical training in special disciplines. Another methodological technique for conducting practical classes is learning to isolate practical tasks from the background (background is the absence or excess of information, as well as psychological barriers, i.e., introduced assumptions and restrictions that in reality do not exist).
It is known that the more problems a student solves, the better skills he will master. In a higher education setting, in order to stimulate students’ desire to solve as many problems as possible, a rating system is recommended, in which the student’s current rating will depend on the total number of problems solved. For more information on preparing and conducting laboratory and practical classes, see.
Industrial practice is a special form of organizing the educational process, which provides students with the opportunity to acquire professional knowledge, skills and abilities directly in production, while performing the duties of a worker and technical employee of the relevant specialty (or monitoring production activities and the functioning of production and their analysis). Industrial practice is included in educational programs for engineering training, since achieving learning goals is impossible without the future engineer acquiring professional skills. The main goal of industrial practice is to consolidate students’ theoretical knowledge in the process of mastering production activities. During practical training, students become familiar with the structure of the enterprise; with the functions of various services and individual specialists; with basic technological processes; with technical characteristics of the equipment; with regulatory and technical documentation for raw materials, intermediates and final products.
During industrial practice, the student studies modern technology and technology, all types of resources (labor, material, financial, energy, information, etc.) gets the opportunity to participate in the development of production with specific work in the workplace and rationalization proposals.
Students studying in mechanical engineering and technological specialties undergo educational, technological, design and technological and pre-graduation practice for a total duration of 16–20 weeks. The major department is developing a comprehensive program of practical training, including goals, structure, responsibilities of students, requirements for the content of the practical training report and its design. During practical training, students must keep a diary in which they record observations regarding the organization of the production process and collect materials for a report, course or graduation project.
Students must defend a report on practical training at the department before a commission.
Industrial practice has always played an important role in engineering training. In recent years, it has increased even more due to the fact that a high level of practical professional skills increases the competitiveness of a graduate in the labor market; in practice, a student can prove himself and be in demand in this industry after receiving a diploma; For students studying under a contract with an enterprise, internship allows them to shorten the adaptation period.
For more information about the organization of production practices, see.
Consultations are intended to provide pedagogically appropriate assistance to students in independent work in each discipline of the curriculum. They help not only students, but also teachers, being a kind of feedback with which you can find out the degree to which students have mastered the program material. Typically, consultations are associated with preparation for tests and exams, coursework and diploma projects.
Consultations are carried out in accordance with the curriculum, at the request of students or the initiative of the teacher. Students must carefully prepare for consultations, study notes, scientific and technical literature in order to ask substantive questions. Consultations should not be turned into coaching students; they should awaken the desire to independently deepen their knowledge.
Consultation with a lecturer before the exam can be used to achieve the following goals: systematization of the material covered; analysis of the most complex issues; analysis of the most common errors; answering student questions about the course; solving exam-type problems; information from the teacher about the examination methodology; solving organizational issues related to students’ attendance at the exam, their behavior during the exam, etc.
Nowadays, when the importance of independent individual work of students increases significantly, the role of consultations becomes more and more important. In the world practice of higher technical education, consultations have a greater share than in domestic practice, and are provided by a special institute of mentors and tutors.
Course and diploma design (CP, DP) is the most important component of the educational process at a technical university, completing the study of a number of general engineering and special disciplines.
During the PT, the skills of an independent approach to solving engineering problems are consolidated, and the skills acquired in practical classes, laboratory work and production practices are improved. CP is an independent work in which the student develops progressive technical solutions, according to the assignment and initial data for the design. The topics of course design arise from the tasks of modern production and the prospects for its development.
This could be the modernization of units, machines, apparatus, the reconstruction of a production site, the design of a new production facility, or the structural development and calculation of technological equipment. The student must develop text and graphic technical documentation that allows the creation of a design object. The student defends the completed CP at the department before a commission of several teachers, including the design director. It is also practiced to protect CPs carried out on the instructions of enterprises directly at these enterprises. When defending a design proposal, the student learns not only to correctly express his thoughts, but also to argue and defend the proposed solutions, design results, and practical recommendations for implementing this technical solution into the production process. CP topics completed by students over the entire period of study in each specialty are selected in such a way that they, together with the DP, constitute a single system of successively more complex and interconnected projects that contribute to a more in-depth study of a particular design object.
DP is the final stage in the training of a specialist and his professional development. When performing a DP, the student must demonstrate the ability to skillfully navigate the theoretical and applied sections of special and general professional disciplines, the ability to actively use the acquired knowledge, including in the field of computer technology. He must be able to work with scientific, technical and reference literature, use modern methods of technological, mechanical and technical-economic calculations, be able to plan an experiment and use modern research methods, justify the proposed engineering solutions.
DP topics are determined by the graduating departments, as a rule, taking into account the needs of production according to orders from enterprises. The student is given the right to choose a topic. He can himself propose the topic of the DP with the necessary justification for the feasibility of its development. The topic of the DP is approved by order of the university (institute). In the assignment for the execution of the DP, initial data are given, as well as design tasks, a recommended, approximate list of graphic material. The assignment for the DP is prepared by the teacher - project manager and approved by the head of the department.
One of the promising forms of DP is the implementation of complex projects by a team of students from several specialties. Such work is organized with the aim of testing the professional competence of future specialists, communication skills in jointly solving complex engineering problems in conditions that are closest to real production activities. It allows future specialists to be taught modern methods and principles of modeling collective solutions to complex scientific and technical problems based on clearly coordinated interactions of various specialists. Defense of the DP allows you to evaluate not only the quality of the specialist’s training, but also the pedagogical activities of the graduating department and the university as a whole. For more information about the organization of coursework and diploma design, see.
Independent work of students (SWS) is a planned cognitive, organizationally and methodologically oriented activity, carried out without the direct help of a teacher, to achieve a specific result. An integral part of SRS is individual lessons with students. The effect of SRS can be obtained only when it is organized and implemented in the educational process as an integral system that permeates all stages of education at a university.
The vast majority of those entering universities are little known about the forms and methods of organizing educational and cognitive activities, including independent work. Since studying at a university is impossible without independent work skills, students must learn to identify cognitive tasks, choose ways to solve them, perform operations to monitor the correctness of solving a given problem, and improve skills in implementing theoretical knowledge. At the same time, the formation of SRS skills can occur both on a conscious and on an intuitive basis.
Independent work of a student under the guidance of a teacher takes place in the form of business interaction: the student receives recommendations from the teacher on organizing independent activities, and the teacher performs the management function through accounting, control and correction of erroneous actions. In this case, the teacher must establish the type of SRS and determine the necessary degree of its inclusion in the discipline being studied. For more information about the organization of SRS, see.
6.6 FORMS OF CONTROL AND EVALUATION OF STUDENTS’ KNOWLEDGE
Assessment of knowledge is one of the significant indicators that determine the level of students’ assimilation of educational material and development of thinking. There are several methods for quantitative assessment of learning results: registration, ranking assessment, interval measurement, testing.The essence of the registration method is that the studied object, which differs in some characteristics, is assigned numbers characterizing the presence or absence of a certain characteristic.
If the attribute is present, the object is assigned the number “1”; if it is absent, the number is assigned “0”. Then the numbers are summed up. In this way, the teacher receives information about class attendance, discipline, academic performance, etc. The registration method is the most accessible and widely used assessment method by teachers. It does not allow one to measure the quality of knowledge, but based on the mistakes made by a student, it allows judgment about the degree of development of a certain quality.
The method of rank assessment is that objects are arranged in the order of change in the value of any attribute of the object, then an ordinal number is assigned to the objects according to their place in the resulting series, which is called rank, and the operation of assigning a place itself is called ranking; Usually objects with a larger attribute value receive a higher rank. The existing scoring is also based on this method. A four-point scale - 5, 4, 3, 2 - roughly assesses the knowledge of students; a more accurate distribution by rank will be on a ten-point or one hundred-point scale.
A variation of the ranking method is the rating system for assessing knowledge, which consists in assessing most of the results of a student’s cognitive activity - all types of control, activity in the classroom; independent extracurricular work, participation in research work, etc. The student gains a certain number of points for each type of activity, then they are summed up and the students are ranked in descending order of the numbers scored. The rating results influence the final grade for completing the course. For example, the first ten percent of students are given an excellent grade without taking an exam. The experience of using a rating system for assessing knowledge in technical universities shows that such control is effective if it is introduced from the first days of training, covers all disciplines of the curriculum, if the results are processed using information technology.
The interval measurement method is used for such objects for which measurement standards can be found. For example, the duration (in minutes) of assembling an electrical circuit, the accuracy of determining the cell size, sample weight, etc.
The testing method is widely known abroad. However, in our country, for various reasons, tests of different purposes and quality appeared not so long ago. A test is an objective and standardized measurement designed to establish quantitative and qualitative psychophysiological characteristics, as well as the knowledge, skills and abilities of the subject.
The most important requirements for tests are validity, reliability, relevance, objectivity, differentiation. Validity is the requirement that the content of the test corresponds to the learning objectives, the attribute being tested, or the quality of knowledge. Reliability is the requirement for stability of indicators during repeated testing with equivalent test variants. Relevance is the observance of the relationship between the content of the test and what was given in the learning process. Differentiation is the distribution of students based on test results into subgroups in accordance with their level of knowledge. Objectivity – the assessments must be the same for all assessing teachers.
The sequence of questions in tests should be determined by the logic of science and the purposes of testing.
Test tasks consisting of 10–12 questions are considered optimal in terms of volume. Selective tests are the most widespread, although many teachers believe that they do not teach the ability to think logically. The educational control function increases significantly if the questions in the task are connected into logical lines.
The attitude towards tests as a method of monitoring knowledge in the pedological community ranges from complete non-recognition of their capabilities to unjustified enthusiasm associated with the idea that they are easy and simple to develop. In fact, testing is a diagnostic activity of a professional teacher, requiring special training and strict compliance with all requirements and procedures.
Test and exam as the final form of control. The test is carried out either as part of the discipline, or in a separate discipline of small volume (lasting one semester). It can be differentiated (with a grade) or undifferentiated (pass/fail). Tests are taken during the test week, sometimes ahead of schedule. Students are given questions in advance to take the test. Students who pass all intermediate control points well can receive an automatic pass.
The content of exam questions and tasks must correspond to the course program. Since the exam is based on selective educational material, the number of questions should be such that it ensures that the mastery of the main course material is checked, i.e. Questions on all major sections of the course must be presented. Assessment of knowledge is carried out depending on the scientific speech of the respondent, on knowledge of logical and factual material. For more information about the forms of monitoring and assessing students’ knowledge, see.
7 REQUIREMENTS FOR A TEACHER
HIGHER TECHNICAL SCHOOL
According to Russian and foreign experts in the field of higher education, the general requirements for a higher education teacher can be formulated as follows.1 Professional competence based on fundamental, special and interdisciplinary scientific, practical and psychological-pedagogical training.
2 General cultural humanitarian competence, including knowledge of the foundations of world and national culture and universal human values.
3 Creativity, which presupposes mastery of innovative strategy and tactics, methods, techniques and technologies for solving creative problems, sensitivity to changes in the content and conditions of scientific and pedagogical activity.
4 Communicative competence, including developed literary oral and written speech, knowledge of foreign languages, modern information technologies, effective methods and techniques of interpersonal communication.
5 Socio-economic competence, which includes knowledge of the global processes of the development of civilization and the functioning of modern society, the fundamentals of economics, sociology, management, law, ecology, etc.
An analysis of modern trends in the development of engineering education shows that the quality of specialist training depends on the completeness and effectiveness of the teacher’s implementation of his professional functions: gnostic, design, constructive, organizational, communicative and educational.
Gnostic functions are associated with the ability to formulate current and final pedagogical goals, to find productive ways and forms of achieving them; analyze the educational process for integrity and effectiveness, compliance of the achieved result with the planned one; study, generalize and introduce various types of innovations into the educational process; create an atmosphere of productive and cognitive cooperation in the process of interaction with students.
The design pedagogical functions of the teacher are associated with determining the final results that need to be achieved at the end of a particular stage or the entire training cycle; with modeling the content of educational material, relationships with other disciplines and future professional activities.
The constructive functions of the teacher are determined by the need to select and structure information on newly developed or updated training courses; mastering various methods of teaching, taking into account individual abilities, the specifics of the discipline and the student population.
Organizational functions include organizing group and individual work of students, taking into account the didactic conditions of the pedagogical process; management of the socio-psychological state of the group and the mental state of individual students during training sessions.
The communicative functions of a teacher presuppose the presence of positive and stable communicative contact between the teacher and the student on professional and other issues.
Educational functions ensure the formation and development of the personality of a highly qualified specialist with an engineering education, his ideological and civic position, general culture, breadth of outlook and ethical behavior.
The performance of professional functions depends not only on the level of professional competence of the teacher, but also on the direction of his main interests (focus) and leadership style. Depending on what or who is dominant in the interests of the teacher, the following types of centering are distinguished: own personal and material interests; interests of own scientific activity; interest in the process of conducting classes, associated with the desire to show one’s professional abilities; genuine interest of students as future professionals. There are three student leadership styles: authoritarian, characterized by the dominant position of the teacher; democratic, characterized by less directive behavior of the teacher, paying attention to the emotions of students, their understanding of the material; liberal, characterized by little or no interference in the educational process. To achieve the goals of higher technical education, the most appropriate is to focus on the genuine interests of students as future professionals and a democratic leadership style.
8 QUESTIONS FOR DISCUSSION THEORETICAL AND PRACTICAL ASPECTS
TEACHING
TECHNICAL DISCIPLINES
1 Formulate uniquely diagnosable goals for one of the topics in any technical discipline. What method of structuring educational material do you consider most appropriate for technical disciplines and why?2 Imagine that you need to teach students a set of knowledge, skills and abilities on one of the topics in a technical discipline. Make a plan for the distribution of introduced concepts and ideas across various organizational forms of training.
3 Conduct a comparative analysis of linear and concentric methods of studying technical disciplines.
4 Justify the choice of teaching method when conducting various organizational forms of classroom training in technical disciplines.
5 Conduct a comparative analysis of the effectiveness of various means of teaching technical disciplines.
6 Highlight the main criteria for assessing the quality of a lecture and arrange the criteria in order of decreasing importance. Use the highlighted criteria to evaluate the quality of the lectures you listen to.
7 A teacher can be compared to a radio transmitter, a student to a radio receiver. In order for the receiver to reproduce the transmission at the desired frequency, it must be tuned to resonance.
If we continue the analogy, we can say that at the beginning of a lecture the student must be “tuned to resonance.” How to do this?
8 Read the story by A.P. Chekhov's "A Boring Story", list the shortcomings of the lecturer described in the story.
9 Read “Tips for Lecturers” by A.F. Horses and give examples from your practice of studying at a university that can serve as an illustration of the advice.
10 Form arguments in favor of “for” and “against” a) frontal, cyclical and individual;
b) “hard” and “loose”; c) traditional and computer laboratory work.
11 Come up with an example of conducting a practical lesson with elements of a detective story. Come up with examples of demonstrations in practical classes.
12 Do you consider it advisable to reduce the amount of classroom workload and increase the amount of independent work of students in order to develop the readiness of future specialists for professional activities?
13 Conduct a comparative analysis of the advantages and disadvantages of written and oral knowledge control.
14 Which function of monitoring learning outcomes do you consider the most important?
15 What are the advantages and disadvantages of assessing learning outcomes using registration, rank and interval measurement methods.
17 Name the main differences between tests and other methods of monitoring student achievements.
18 Propose your own methodology for conducting tests, exams, defending course projects and the rules that the teacher should follow when assessing the student’s answer.
19 Which professional function of a teacher do you consider the most important and why?
20 Suggest ways to optimize educational and cognitive activities and improve the quality of training of engineers and masters.
1 Artyukh S.F., Prikhodko V.M., Yashchup T.V., Asherov A.T. Structuring educational material in engineering disciplines. M.: MADI (GTU), Kharkov: UIPA, 2002.2 Artyukh S.F., Prikhodko V.M., Yashchup T.V., Asherov A.T. Methodological and methodological foundations for designing technology for assessing the quality of educational and cognitive activities of students when studying engineering disciplines. M.: MADI (GTU), Kharkov: UIPA, 2002.
3 Arkhangelsky S.I. The educational process in higher education, its natural foundations and methods. M.:
Higher school, 1980.
4 Bashmakov M.I., Pozdnyakov S.N., Reznik N.A. Information learning environment. SPb.: SVET, 1997.
5 Bespalko V.P. Pedagogy and progressive teaching technologies. M.: Higher School, 1995.
6 Higher technical education in Russia: history, status, development problems / Ed.
V.M. Zhurakovsky. M.: Polygraph, 1988.
7 Gerasimov A.M., Loginov I.P. Innovative approach to building training: Proc. allowance.
M.: APKiPRO, 2001.
8 Gomoyunov K.K. Improving the teaching of general scientific and technical disciplines.
SPb.: St. Petersburg Publishing House. State University, 1993.
9 Gornev V.F. Computer-oriented teaching technologies in engineering training.
M.: Scientific Research Institute of Higher Education, 1998. Issue. 12.
10 Dolzhenko O.V., Shatunovsky V.L. Modern methods and technologies of teaching at a technical university. M.: Higher School, 1990.
11 Zinovkina M.M. Engineering thinking: theory and innovative pedagogical technologies.
M.: MGIU, 1996.
12 Zinovkina M.M. Technology of conducting an exam in the creative pedagogical system of NFTIM. M.: MGIU, 2003.
13 Kagan V.I., Sychenikov I.A. Fundamentals of optimizing the learning process in higher education (Unified methodological system of the institute: theory and practice). M.: Higher School, 1987.
14 Kagermanyan V.S. Promising directions and methodology for updating the content of various types of student training at the university. M.: Scientific Research Institute of Higher Education, 1997. Issue. 10.
15 Quality of engineering education: Abstract. report // Second All-Russian. seminar. Tambov: TSTU, 2001.
16 Concept of informatization of higher education in the Russian Federation. // Problems of informatization of higher education. 1998. No. 3,4. pp. 13–14.
17 Concept of development of higher education in the Russian Federation // Higher education in Russia. 1993. No. 2. P. 5 – 14.
18 Kudryavtsev V.T. Problem-based learning: origins, essence, prospects. M.: Knowledge, 1991.
19 Course and diploma design: Method. decree. / Comp.: B.I. Gerasimov, N.P. Puchkov. Tambov: TSTU, 1994.
20 Lecture / Compiled by: B.I. Gerasimov, N.P. Puchkov. Tambov: TIHM, 1990.
21 Malygin E.N., Frolova T.A., Chvanova M.S. Engineering pedagogy: Proc. allowance. Tambov:
TSTU, 2002. Part 1.
22 Markova A.K. Psychology of professionalism. M.: Higher School, 1996.
23 Melecinek A. Engineering pedagogy. M.: MADI (TU), 1998.
24 Muratova E.I. Training of mechanical engineering specialists for innovation-project activities in higher education: Diss. ...cand. ped. Sci. Tambov: TSTU, 2002.
25 Pidkasisty P.I. Psychological and didactic reference book for higher school teachers. M.: Pedagogical Society of Russia, 1999.
26 Popov Yu.V. Practical aspects of the implementation of a multi-level education system in technical universities: organization and technology of education. M.: Scientific Research Institute of Higher Education, 1999. Issue. 9.
27 Professional pedagogy / Ed. S.Ya. Batysheva. M.: Association "Vocational Education", 1999.
28 Poteev M.I. Workshop on teaching methods in colleges. M.: Higher School, 1990.
29 Workshop on pedagogy and psychology of higher education / Ed. A.K. Erofeeva. M.: Higher School, 1991.
30 Psychology of creativity: development of creative imagination and fantasy in the TRIZ methodology:
Textbook allowance / Ed. MM. Zinovkina. M.: MGIU, 2003.
31 Radchenko P.M. Group course design with elements of a business game. Vladivostok:
32 Ryabov L.P. Analysis of positive changes and innovative processes in the higher education system of developed countries. M.: Scientific Research Institute of Higher Education, 2001. Issue. 6.
33 Selevko G.K. Modern educational technologies: Proc. allowance. M.: Public Education, 1998.
34 Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. M.: IChP "IzdatMagistr", 1997.
35 Smirnov S.D. Pedagogy and psychology of higher education. M.: Aspect Press, 1995.
36 Methods of managing students’ cognitive activity / Compiled by: B.I. Gerasimov, N.P. Puchkov. Tambov: TSTU, 1994.
37 Stolyarenko L.D., Stolyarenko V.E. Psychology and pedagogy for technical universities. Rostov n/a:
Phoenix, 2001.
38 Fadeev V.A., Pristupa G.N. How to conduct a pedagogical experiment. Ryazan: RGPU Publishing House, 1993.
39 Fokin Yu.G. Psychodidactics of higher education. M.: MSTU im. N.E. Bauman, 2000.
40 Encyclopedia of Vocational Education: In 3 volumes / Ed. S.Ya. Batysheva. M.: Russian academic education, 1998 - 1 volume, 1999 - 2, 3 volumes.
41 Esaulov A.F. Activation of educational and cognitive activity of students. M.: Higher School, 1982.
42 Yurin V.N. Computer engineering and engineering education. M.: Editorial URSS, 2002.
In addition to the literature listed in the process of undergoing scientific and pedagogical practice, undergraduates are recommended to use the following periodicals: “Higher Education in Russia”, “Higher Education Today”, “Questions of Psychology”, “Alma Mater”, “Informatics and Education”, “Information technology", "Vestnik TSTU", "Education News", etc.
TAMBOV STATE TECHNICAL UNIVERSITY
Completed by a master's student of group No. Formulation of the task Contents of the practice:2 Practically perform:
3 Familiarize yourself with:
III Additional task:
IV Organizational and methodological instructions:
Task issued by: _ Task received by: _
TAMBOV STATE TECHNICAL UNIVERSITY
Master's student group 1 Completeness and correctness of the topic 2 Logical and consistent presentation of the topic 3 The nature of the presentation of the material 4 Style and persuasiveness of the presentation 5 Ability to fit within the allotted time 6 Pace of speech 7 Use of specially prepared illustrative materials 8 Confidence and calmness of the speaker 9 Literacy, expressiveness of speech, diction 10 Gestures 11 Errors and slips during a speech 12 General demeanor of the speaker 13 Own attitude to the problem being presented 14 Level of feedback 15 Overall assessment of the reviewer Reviewer:TAMBOV STATE TECHNICAL UNIVERSITY
supervisor about the master's student's scientific and pedagogical internship _ Duration of internship from "_" 200 to "" _ Degree of topic coverage _ 3 Independence and initiative _ _ 4 Skills acquired during the internship _ _ _ Feedback on the master's student's attitude to work _ _ Assessment for practice: _ Supervisor: _“Ministry of Education and Science of Ukraine Sevastopol National Technical University DIPLOMACY OF BOGDAN KHMELNYTSKY DURING THE YEARS OF THE NATIONAL LIBERATION WAR OF THE UKRAINIAN PEOPLE AGAINST THE REPZH-POSPOLITA Guidelines for preparing for seminar classes, writing tests and essays on the discipline History of Ukraine for students of all forms of education Sevastopol 2002 2 UDC 94 (477) “16” Guidelines for the discipline History of Ukraine / Comp. Firov P. T. - Sevastopol:...”
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“for the preparation of a certified specialist in the direction 656300 Technology of procurement and woodworking production, specialty 250403 Technology of woodworking SYKTYVKAR 2007 FEDERAL AGENCY FOR EDUCATION SYKTYVKAR FORESTRY INSTITUTE - BRANCH OF A STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL ..."
“Ministry of Education and Science of Ukraine Sevastopol National Technical University TRANSPORT SERVICES OF TOURISM Methodological instructions for practical classes for students of specialty 7.090258 Cars and automotive industry full-time education Sevastopol 2005 2 UDC 629.113 Transport services for tourism. Methodological instructions for practical exercises / Developed by. T. A. Rogozina, Sevastopol: SevNTU Publishing House, 2005. 28 p. The purpose of the guidelines is to provide...”
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SAFETY
TECHNOLOGICAL PROCESSES
AND PRODUCTION
TRAINING PROGRAM
PUBLISHING HOUSE TSTU
Russian Federation
Technical University"
Program of educational practice for 2nd year students of specialty 280102 Tambov Publishing house TSTU 2010 UDC 371.388 BBK Zh.n6-2r P784 Recommended by the Editorial and Publishing Council of the University Reviewer Doctor of Technical Sciences, Professor TSTU S.V. Karpushkin S o t a v i t e l V.Ya. Borschev P784 Safety of technological processes and production: educational practice program / comp. V.Ya. Borshchev. – Tambov: Tamb publishing house. state tech. University, 2010. – 16 p. – 50 copies.The purpose and objectives of the practice, the timing and place of its completion, the content, the procedure for organizing and conducting the practice, the content and design of the report, and summing up the results of the practice are outlined.
Designed for 2nd year students of the specialty “Safety of Technological Processes and Production”.
UDC 371. BBK Zh.n6-2r © GOU VPO Tambov State Technical University (TSTU), Educational publication
SAFETY OF TECHNOLOGICAL PROCESSES AND PRODUCTION
Program of educational practice Compiled by BORSHCHEV Vyacheslav Yakovlevich Editor Z.G. Chernova Computer prototyping engineer T.Yu. Zoto va Signed for publication 03/05. Format 60 84/8. 0.93 arb. oven l. Circulation 50 copies. Order No. Publishing and Printing Center of Tambov State Technical University 392000, Tambov, st. Sovetskaya, 106, building 1. GENERAL PROVISIONS In accordance with the State educational standard of higher professional education in the direction of training of certified specialists 280100 “Life Safety”, in the specialty “Safety of Technological Processes and Production”, educational practice is provided.Educational practice, which is one of the forms of practical training for students, allows you to get acquainted with a specialty in the process of performing specific professional actions.
The practice is carried out at enterprises in Tambov. Students are assigned to internship sites in such a way that during their studies they have the opportunity to become familiar with technological processes and production facilities, their safety, and the occupational safety and health management system at several different enterprises. Before the practice, students are given individual assignments.
During the internship, the student trainee is required to keep a trainee diary (Appendix 1).
Practice materials are drawn up in the form of a report, provided within the established time frame for defense. The report must contain all sections of the internship program, signed and assessed by the internship supervisor from the enterprise. The signature of the practice manager from the enterprise is certified by a seal. The information collected at the enterprise is protected by the student and assessed by the teacher of the department. The defense of the internship report is carried out within two weeks from the start of classes in the autumn semester to the internship supervisor from the university.
The report is accompanied by a review from the place of internship, signed by the head of the internship from the enterprise and certified by a seal. The review should contain a brief description and assessment of the student’s work in practice and his professional skills.
During the internship period, the student must comply with the internal regulations in force at the enterprise.
2. PURPOSE AND OBJECTIVES OF PRACTICE
Purpose of practice:Familiarization of students with industrial production, technological processes and equipment;
Acquiring skills in the use of personal protective equipment and primary fire extinguishing equipment.
Practice objectives:
Get acquainted with the main technological processes of the enterprise, devices, machines and mechanisms;
Study the composition of processed or obtained raw materials, types of services provided, materials produced and products produced;
Study dangerous and harmful production factors for the workplace;
Get acquainted with measures to ensure the safe operation of technological equipment;
Get acquainted with personal protective equipment, primary fire extinguishing equipment, and acquire skills in their use;
Master the skills of providing first aid;
Get acquainted with devices for monitoring the level of dangerous and harmful production factors.
3. TIMELINES AND BASES OF PRACTICE
The duration of the internship is determined by the curriculum of specialty 280102 “Safety of technological processes and production”.The practice is carried out after the end of the examination session in the fourth (spring) semester of the 2nd year. The duration of the internship is 4 weeks.
The practice bases are formed in accordance with the future specialty of the graduate from among industrial enterprises, labor safety supervision and control bodies, occupational safety certification, educational and production departments and laboratories of the city of Tambov.
The content of the practice includes:Familiarization of the student with the history of the enterprise;
Study of basic technological processes, machines and devices;
Study of the main sources of harmful substances and harmful effects;
Studying the nature of the impact of hazardous and harmful production factors on the body of workers;
Studying the state of the air environment in industrial premises (temperature, humidity, dust, presence of harmful substances), methods of control and protection from harmful substances;
Study of the main sources of vibration and noise, means and methods of protection against them;
Familiarization with the main documentation on labor protection at the enterprise;
Studying the specifics of the work of an occupational safety engineer;
Acquiring skills in providing first aid to victims at work;
Studying reports on the investigation, registration and recording of accidents related to production.
6. ORGANIZATION AND CONDUCT OF PRACTICE
Training practice is organized directly through the first head of the enterprise, with whom the practice department of educational and methodological management (UMM) of Tambov State Technical University (TSTU) enters into a corresponding agreement. According to the regulations on student practice, 10 days before practice, the person responsible for practice from the department sends a submission to the educational department with the distribution of students according to practice bases and the appointment of the head of practice of the graduating department.A week before the practice, TSTU (the practice department of UMU) provides lists of students to the first managers of enterprises, who, by order (instruction) of the enterprise, distribute students to jobs.
Head of practice from the department:
Registers students for internship bases;
Establishes contact with the internship supervisor from the organization or enterprise and introduces him to the internship program;
Issues individual assignments to students;
Takes part in the distribution of students to work places;
Monitors compliance with practice deadlines and implementation of its content;
Provides methodological assistance to students when completing individual assignments;
Evaluates the results of trainees' implementation of the internship program.
Head of practice from the organization:
Conduct appropriate instruction on labor protection with students;
Introduces the internal regulations of the enterprise;
Provides students with access to scientific, technical, regulatory and legislative literature and documentation;
Introduces students to technological processes, machines, apparatus and mechanisms, manufactured products; services provided;
Conducts tours of the enterprise;
Provides methodological assistance to the student in preparing a report on practice;
Writes a review about the student intern.
The writing and execution of the report is carried out by the student during the entire period of internship. In this regard, each student is required to keep a workbook and enter in it the information received about the enterprise, diagrams of technological processes, sketches of equipment, devices, devices for protection from harmful influences, etc. The practice report should include 10 – 15 pages of text typed on a computer, 14 point, one and a half spacing.The practice report consists of the following sections:
Introduction (describes the profile of the enterprise, the type of products manufactured, services provided, indicates the workshop, department, area where the practice was carried out, the goal and assignment for the practice is formed);
Organization of labor protection management at the enterprise;
Equipment specification, list of work performed (see Table 2).
Description of the identified dangerous and harmful production factors, indicating the equipment or operations that are the source of dangerous and harmful production factors, and methods of protection against them (see Table 3).
Description of the impact of a dangerous and harmful production factor on the worker’s body;
Measures to increase the degree of comfort and safety at work;
Personal and collective protective equipment at the enterprise;
Measures to ensure fire safety at the enterprise;
List of regulatory and legislative literature with which the student became acquainted.
8. REQUIREMENTS FOR REPORTING
The report must be prepared accurately and in accordance with the requirements.The practice report must begin with a title page (Appendix 3).
The next sheet is an assignment for the student during the internship (Appendix 4).
All sections are numbered consecutively.
Page numbers are written in Arabic numerals at the bottom center of the page without other additional characters. There is no page number on the title page.
The pages are bound into a folder. Copies of documents, tables, diagrams are attached for the test in the “Appendix” section.
The text of the report is written on one side of white A4 writing paper and printed on a computer.
The text of the report should be distinguished by: clarity of construction of material on program issues, logical sequence of presentation of issues, brevity and accuracy of thoughts, concrete presentation of the work done, validity of conclusions and proposals.
Abbreviations of words other than common words and phrases are not allowed in the test.
The reference list contains bibliographic data of all sources of information.
Sources of information are written in the list of references in alphabetical order or as they are mentioned in the text of the report and are numbered in Arabic numerals.
9. SUMMARY OF PRACTICE
Within the prescribed period, the student submits to the head of the internship from the department a report on the internship along with a characteristic (feedback) about the student’s work at the enterprise, signed by the immediate supervisor of the internship from the enterprise and certified with a seal.The student receives a grade with differentiated assessment.
Students who do not complete the internship program for a valid reason are sent to practice a second time, in their free time from studying.
Students who fail to complete the internship program without a good reason or receive a negative grade are expelled from the university as having academic debt.
LIST OF REGULATIVE DOCUMENTS,
1. Federal Law “On the Fundamentals of Occupational Safety and Health in the Russian Federation” No. 181-FZ dated July 17, 1999.2. Decree of the Government of the Russian Federation No. 399 of May 23, 2000 “On regulatory legal acts containing state regulatory requirements for labor protection.”
3. Resolution of the Ministry of Labor of the Russian Federation No. 73 dated October 24, 2002 “On approval of the forms of documents required for the investigation and recording of industrial accidents, and provisions on the specifics of the investigation of industrial accidents in certain industries and organizations.”
4. Resolution of the Ministry of Labor of the Russian Federation No. 14 of 02/08/2000 “On approval of recommendations for organizing the work of the labor protection service in an organization.”
5. Labor Code of the Russian Federation dated December 30, 2001 No. 197-FZ.
6. GOST R 12.0.006–2002 SSBT. General requirements for occupational safety management in an organization.
7. GOST 12.0.003–74 SSBT. Dangerous and harmful production factors. Classification.
8. GOST 12.0.004–90 SSBT. Organization of occupational safety training. General provisions.
9. GOST 12.1.002–2002 SSBT. Equipment safety.
10. GOST 12.4.026–2001 SSBT. Safety signs.
11. GN 2.2.5.686–98. Maximum permissible concentrations (MAC) of harmful substances in the air of the working area.
MINISTRY OF EDUCATION AND SCIENCE
RUSSIAN FEDERATION
GOU VPO "TAMBOV STATE"
TECHNICAL UNIVERSITY"
DIARY
FULL NAME. student Course Group Specialty 280102 “Safety of technological processes and production”Place of practice Manager from the enterprise_ Manager from the university Sample page of the diary Date of execution about the work done by the manager
MINISTRY OF EDUCATION AND SCIENCE
RUSSIAN FEDERATION
GOU VPO "TAMBOV STATE"
TECHNICAL UNIVERSITY"
Group:Head of practice Head of practice Report protected Assessment_ 1. Familiarization with the technological process, machines, apparatus and mechanisms.
2. Study of dangerous and harmful production factors for the production site, workplace.
3. Acquiring skills in the use of personal protective equipment and primary fire extinguishing equipment.
4. Acquiring skills in working with devices for monitoring the level of hazardous and harmful production factors.
5. Familiarization with the regulatory and legislative literature on labor protection.
1. General provisions ………………………………………………………... 2. Purpose and objectives of practice ……………………………………………………………… ….. 3. Terms and bases of practice ……………………………………………... 4. Contents of practice ………………………………………… ………. 5. Recommendations for completing the internship …………………………... 6. Organization and conduct of the internship ………………………………… 7. Contents of the internship report ……………… ……………………… 8. Requirements for the preparation of the report ……………………………………. 9. Summing up the practice……………………………………. List of normative documents recommended for familiarization and study……………………………………………. Applications…………………………………………………………………………………...FOR NOTES
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