NPK design work sample. Phrases-templates for research work

Vorontsov, G.A. Abstract work. [Text]. Rostov n / a: Publishing Center "Mart", 2012. 64 p. GOST 7.9-77 "Abstract and abstract" Kalmykova, I.R. Abstract as a form of oral final assessment of students in grades 9 and 11 [Text]. // Education in modern school. 2011. No. 11. pp. 57-61. Interstate standard “Bibliographic record. Bibliographic description. General requirements and compilation rules” [Text]. 2008. Abstract (preparation, execution and defense procedure) [Text]. //Practice administrative work At school. 2012. No. 1. Rozina, I.N. Registration of bibliographic references to electronic informational resources. Rostov State Pedagogical University. [ Electronic resource]. http://bspu.ab.ru/Journal/vestnik/ARHIW/N1_1999/rosina.html Shilova, O.N., Lebedeva, M.B. How to develop an effective teaching and learning package using information technologies. [Text]. M.: Intuit.ru, 2006. 144p.

• Today we can observe rapid changes throughout society that require new qualities from a person. First of all, of course, we are talking about the ability to creative thinking independence in decision-making, initiative. Naturally, the tasks of developing these qualities are assigned to education, and first of all to high school. Over the past decade, the Olympiad movement has been gaining strength at a rapid pace, the work on conducting the NPC

• Research work should not be just an interesting story about what was read and testify only to the student's erudition, the task of research is the ability to analyze, compare facts and, based on them, draw their own conclusions and conclusions.

 replacement research work abstract, i.e. review of various scientific works;

•  replacement of the research paper with an abstract, i.е. review of various scientific works;
•  replacement of research by work of a compiling nature, i.e. connection of segments logically arranged into one whole from different scientific texts;
•  lack of completeness in the work, which is due to the lack of a systematic approach to research activities. Instead of long-term work, sometimes a text created in the shortest possible time using the “storming” method is presented to the conference in a hurry;
•  the inability of the student to competently lead a discussion to defend the results of their research and answer questions from the audience, which is often a sign of the absence of a preliminary discussion stage at the school level.
• Shortcomings in the design of the study

Speaking about the etymology of the word "research", we note that this concept contains an indication of extracting something "from the trace", i.e. restore a certain order of things by indirect signs, random objects. Consequently, the concept of a person's ability to compare, analyze facts and predict the situation is already here. the concept of the basic skills required of the researcher. The essence of the research work is to compare the data of primary sources, their creative analysis and new conclusions based on it.

• Speaking about the etymology of the word "research", we note that this concept contains an indication of extracting something "from the trace", i.e. restore a certain order of things by indirect signs, random objects. Consequently, the concept of a person's ability to compare, analyze facts and predict the situation is already here. the concept of the basic skills required of the researcher. The essence of the research work is to compare the data of primary sources, their creative analysis and new conclusions based on it.

• Research activity as a whole is understood as such a form of organization of work that is associated with the solution by students of a research problem with a solution unknown in advance.
• The elements of research activities include:
• 1. Research methods.
• 2. Available experimental material.
• 3. Interpretation of data and conclusions arising from them.

• Educational research activities requires a certain preparation of both the student and the teacher. In this joint work, success depends on the preparedness of each of its participants. It is quite natural that the main share of responsibility falls on the leader of the work, who in this case plays the role of a leading, more experienced participant.

• The object area of ​​research is the area of ​​science and practice in which the object of study is located. In school practice, it may correspond to one or another academic discipline such as mathematics, biology, literature, physics, etc.
• The object of study is a certain process or phenomenon that generates a problem situation. The object is a kind of carrier of the problem - what the research activity is aimed at. The concept of the subject of research is closely connected with the concept of an object.
• The subject of research is a specific part of the object within which the search is conducted. The subject of research can be phenomena as a whole, their individual aspects, aspects and relationships between individual parties and the whole (a set of elements, connections, relations in a specific area of ​​the object). It is the subject of research that determines the topic of the work.

A topic is an even narrower area of ​​study within a subject. Choosing a topic for many is a very difficult stage. Students often choose topics that are too broad or complex.

• A topic is an even narrower area of ​​study within a subject. Choosing a topic for many is a very difficult stage. Students often choose topics that are too broad or complex.
• The topic is the perspective from which the problem is considered. It represents the object of study in a certain aspect, characteristic of this work.

• It is equally important to formulate the topic correctly from the very beginning. After all, the topic is a kind of business card research.
• The formulation of the topic reflects the coexistence in science of the already known and not yet explored

a very important stage in preparation for the NPC

• a very important stage in preparation for the NPC
• To substantiate the relevance means to explain the need to study this topic.
• Justifying the relevance of the chosen topic, it should be indicated why it is and exactly on this moment is relevant (important, requiring research). IT IS OBLIGATORY TO INDICATE THE CONTRADICTION OF THE PROPOSED IDEAS, FACTS

• The resolution of this contradiction is most directly connected with practical necessity. This means that when addressing a particular problem, the researcher needs to clearly understand what practical questions the results of his work can answer.

2. Working with literature on the topic, the student must be able to various types readings, involving varying degrees of depth of penetration into the material.

• 2. Working with the literature on the topic, the student must master different types of reading, suggesting a different degree of penetration into the material.
• A) Viewing reading is desirable to use in cases where you want to get acquainted with the general content of the book, its chapters or paragraphs, the author of the work. In this case, the title page, table of contents, abstract, separate paragraphs and sentences are usually read.
• B) Introductory (selective) reading will help in finding answers to certain questions from several sources and for comparing and contrasting the information found, developing your own point of view.
• C) Study reading is an active form of detailed reading. It suggests that you read carefully, stopping and thinking about the information.
• It is important to make notes of everything that may be useful to you in your scientific work: interesting thoughts, facts, figures, different points of view. This can be done either in the form of cards or in a separate notebook.
• There is no need to try to include all the available material in the study, no matter how sonorous other names and quotations are - this can only damage the integrity and consistency of the study.

The hypothesis must satisfy a number of requirements:

• The hypothesis must satisfy a number of requirements:
•  be verifiable;
•  contain an assumption;
•  be logically consistent;
•  Conform to the facts.
• When formulating a hypothesis, verbal constructions of the type are usually used: “if ..., then ...”; "because..."; "provided that ...", i.e. those that direct the attention of the researcher to the disclosure of the essence of the phenomenon, the establishment of cause-and-effect relationships.

The goal of the study is the end result that the researcher would like to achieve when completing his work.

• The goal of the study is the end result that the researcher would like to achieve when completing his work.
•  reveal...;
•  install...;
•  substantiate...;
•  clarify...;
•  Develop...

• The task of the study is the choice of ways and means to achieve the goal in accordance with the hypothesis put forward.
• Objectives are best formulated as a statement of what needs to be done in order for the goal to be achieved.
• The setting of tasks is based on the division of the research goal into subgoals. The enumeration of tasks is based on the principle from the least complex to the most complex, time-consuming, and their number is determined by the depth of the study.

Method is a way to achieve the goal of the study

• Method is a way to achieve the goal of the study
• A) Theoretical methods: analysis, synthesis, modeling, abstraction
• B) Empirical: comparison, experiment
• C) mathematical: data visualization (functions, graphs, etc.).

Conducting a study includes two successive stages: the actual conduct (the so-called technological stage) and the analytical, reflective stage.

• Conducting a study includes two successive stages: the actual conduct (the so-called technological stage) and the analytical, reflective stage.
• In the work plan, it is necessary to indicate the purpose of the planned experiments; list the inventory necessary for their implementation; forms of entries in draft notebooks. The work plan also includes the primary processing and analysis of the results of practical actions, the stage of their verification.

1 block - theory and conceptual apparatus

• 1 block - theory and conceptual apparatus
• 2 block - description of the experimental part of the work
• Block 3 includes the presentation of the results of the study (think about how to present the results of your research at the city conference, work out the presentation forms)

basic design requirements:

• basic design requirements:
• by content:
• - substantiation of the relevance of the topic;
• - the main thesis;
• - argumentation, evidence and facts confirming the thesis put forward;
• - main conclusions;

At the beginning of the article, its main thesis is put forward,

• At the beginning of the article, its main thesis is put forward,
• which is then subjected to a reasoned proof in the main part.
• At the end of the article, conclusions are placed that confirm or refute all of the above.

TABLE OF CONTENTS

• TABLE OF CONTENTS
• Introduction 3
• Chapter 1 4
• 1.1 8
• 1.2 11
• Chapter 2 16
• 2.1 20
• 2..2 23
• Conclusion 25
• References 27
• Applications
• Annex 1 28
• Appendix 2 30

• The introduction should include: a statement of the topic; The relevance of research; research problem; object, subject; purpose, tasks; hypotheses; research methods; research stages; study structure; its practical significance

The main (substantive) part of the work may contain 2-3 chapters. (The name of this part as the main one is rather connected with its greater volume than the other parts, rather than with the value, since, for example, the introduction is no less significant part of the work).

• The main (substantive) part of the work may contain 2-3 chapters. (The name of this part as the main one is rather connected with its greater volume than the other parts, rather than with the value, since, for example, the introduction is no less significant part of the work).
• Chapter 1 usually contains the results of the analysis of special literature, the theoretical substantiation of the research topic;
• chapters 2-3 describe the practical stages of work, interpretation of data, identification of certain patterns in the phenomena under study during the experiment. Each chapter ends with conclusions.

A book by one or more authors:

• A book by one or more authors:
• 1. Mayorov A.N. Theory and practice of creating tests for the education system. - M.: Intellecttsentr, 2001. - 296 p.
• 2. Shishov S.E., Kalney V.A. Monitoring the quality of education in school. - M.: Russian Pedagogical Society, 1998. - 354 p.
• 3. Goss B.C., Semenyuk E.P., Ursul A.D. Categories modern science In: Formation and development. - M.: Thought, 1984. - 268 p.
• Collection with a collective author:
• Theoretical problems and technologies of innovative management in education: Sat. scientific articles / Comp. O.S. Orlov. - Veliky Novgorod: RIS, 2000.-180 p.
• Newspaper and magazine article:
• Mikhailov G.S. Psychology of decision making // Journal of Applied Psychology. - 2001. - No. 5. - P.2-19.
• Encyclopedia and dictionary entry:
• Biryukov B.V., Gastev Yu.A., Geller E.S. Modeling // TSB. - 3rd ed. - M., 1974. - T. 16. - S. 393-395.
• Innovation // Dictionary-reference book on scientific and technical creativity. -Minsk, 1995.-S. 50-51

According to the content, among the applications, copies of documents, statistical materials, etc. are distinguished. In form, they are texts, graphs, maps, tables, etc.

• According to the content, among the applications, copies of documents, statistical materials, etc. are distinguished. In form, they are texts, graphs, maps, tables, etc.
• An appendix is ​​a part of the text of a scientific study that has an additional (usually reference) value necessary for a more complete coverage of the topic. It is placed after the main text.

It should be remembered that the entire performance is given no more than 5-7 minutes. According to the regulations, you can count on an additional 1-2 minutes, but no more. Neither the topic (it has already been announced), nor what was read (the list of references) should be discussed. Protection in no case should be reduced to a retelling of the entire content of the work. If you failed to interest the audience in the time allotted according to the regulations, its extension will only increase misunderstanding and irritation of the listeners.

• It should be remembered that the entire performance is given no more than 5-7 minutes. According to the regulations, you can count on an additional 1-2 minutes, but no more. Neither the topic (it has already been announced), nor what was read (the list of references) should be discussed. Protection in no case should be reduced to a retelling of the entire content of the work. If you failed to interest the audience in the time allotted according to the regulations, its extension will only increase misunderstanding and irritation of the listeners.

Pay special attention to the speech of the speaker. It should be clear, grammatically accurate, confident, expressive. If the speaker tries to speak quickly, swallowing the endings of words, quietly, indistinctly, then the quality of his speech is reduced. A calm, consistent and well-reasoned presentation of the material impresses the listeners.

• Pay special attention to the speech of the speaker. It should be clear, grammatically accurate, confident, expressive. If the speaker tries to speak quickly, swallowing the endings of words, quietly, indistinctly, then the quality of his speech is reduced. A calm, consistent and well-reasoned presentation of the material impresses the listeners.

When answering questions, do not forget about simple rules.

• When answering questions, do not forget about simple rules.
• If question asked is outside the scope of your research, do not come up with an answer on the go that is not supported by the result of the study. It is perfectly acceptable to say that this was not the subject of your research or that it is planned to be investigated in the next stage.

logic;

• logic;
• accuracy;
• clarity;
• availability;
• persuasiveness;
• interestingness;
• expressiveness;
• confidence;
• contact with listeners;
• appropriateness of gestures;
• facial expression, etc.

• To make the report interesting and convincing, one should provide theoretical provisions and conclusions with examples from texts, try to use simple sentences as precise as possible.

INTRODUCTION

Topic of work and justification for choosing a topic

The research paper presented to the attention of the reader is devoted to ...
Have you ever wondered why...? I noticed ... / thought about this question when ...
I've always wondered why...
The desire to find out ... appeared in my childhood. I was interested in …
The theme of our work: "...". I chose this topic for research because…
In the future, I would like to connect my life with ... therefore, I am already interested in ... and have chosen ... as the topic of my research.
I became interested ... after one day ...
When I ... I was struck / I became interested ...

Relevance

… has become an integral part of our lives today. We use...without thinking...
The relevance of the topic of our work is determined by the fact that at present ...
IN modern world… It has great importance, because …
In recent years, we often hear and use the word ...
Many are interested / addicted / think ...
Today the problem ... is one of the most urgent, because ...
The question ... in recent years has been in the focus of research attention ...
The topic is the subject of lively debate...
This is explained by the fact that ... affects our health / mood / success
The problem ... attracts close attention of scientists and the public due to the fact that ...
Recently, it has appeared ... and people have begun to think more and more about ...
Probably every person at least once in his life thought about...
… has always raised a lot of questions in people …
To date, there are two opposing views on this problem ...
Today there are disputes / no consensus on this matter...

Novelty

To date, there are works devoted to ... in general. However, we decided to study this topic using the example of our class / school, and this is the novelty of our study.

Goal of the work

The purpose of this work is to find out why...
The main goal of the work is to answer the question ... / prove that ...

Tasks

To achieve this goal, we need to solve the following tasks:
To achieve this goal, we set ourselves the following tasks:
Work tasks:
The work tasks include:
Study the literature on the topic
Find out the meaning of terms...
Find examples ... in ... / collect material ... / study the composition ... / measure the level ...
Conduct a survey / experiment / observation
Compare/contrast/analyze the results
Draw conclusions about...

CHAPTERS

First chapter (theoretical)
Basic terms and concepts, background

The key concepts for our study are….
... is called ...
On the official website of ... we found the following definition of the term ... "..."
Ivanov V.V. in the book ... defines the concept of ... as ...
Petrov V.V. understands the term...
Sidorov S.S. considers ... as ...
Andreev A.A. in the book "..." gives the following definition...
… - This …
The site ... offers the following definition of the concept ...
Ivanov’s article “…” in the journal “…” states that…
It is generally accepted that…
It is commonly known…
Let's look at the history first...
The history of the issue is covered in detail on the pages of modern encyclopedias, for example ..., as well as on the website ... For the first time ....
From the book ... we learned that ...
As Ivanov I.I. ... in the article ... "...", ...
According to Ivanov V.V. …
Perhaps this is related...
Besides, …
It is interesting that…
It is widely believed that…
At the same time, it must be emphasized that…

The second chapter is a description of the study

In order to find out ... we decided to conduct a survey ... among the students / parents of our class. The survey was conducted through a questionnaire / survey in in social networks. The survey involved … students and … parents.
Respondents were asked the following questions: ...
The research was carried out on the material…
As a material for the study, we took ....
The examples come from...
The results of the survey are presented in table 1.
In figure 2 you can see...
Figure 3 shows…
In this case, we see ... / we are dealing with ...
At the same time, it should be noted…
Noteworthy is the fact that…
The diagram shows...

CONCLUSIONS, CONCLUSION

Conclusions by chapter

Based on the foregoing, we can state...
All of the above allows us to draw the following conclusions: ...
Thus, we see...
Hence …
It's obvious that …
As you can see from the above...
It follows from the above that...
Summing up the above, the following should be noted ...
In summarizing chapter 2, it is necessary to emphasize ...
Summing up the interim results, we can say that ...
As a result of our research, we found that…
In conclusion, it should be noted…
The study allowed us to draw the following conclusions...
The main conclusion that I made: ...
In the course of the study, it was revealed / established that ...
So we made sure...
All of the above proves that...
Based on the foregoing, it is logical to assume that ...
All of the above convinces us that ...
The version of ... seems to us the most plausible, because ...
The examples found and analyzed by us allow us to identify the following pattern: ...

Conclusion
Prospects for further research

We see the prospects for further study of the problem in a more detailed / detailed study ...
In the future it would be interesting...
In our opinion, it would be interesting to study / explore / consider ...
In addition to … discussed in this paper, in our opinion, it would be interesting to study …
The work considers only one of the aspects of the problem. Research in this direction can be continued. It could be a study not only ... but also ...

Job assignment

The study can be useful and interesting for school students who are fond of ..., as well as for everyone who is interested in ...
The results of our study could help the guys in ...
The work may be of interest to…
The results of the study can be used by teachers in preparing lessons / competitions / quizzes on the topic ....
The work can be used for further research...
With my work, I wanted to draw the attention of classmates to the problem ...
The practical significance of the study lies in the fact that its results formed the basis of the rules I developed ... / memo on ... for ...

What did the work give the researcher himself

In the process of writing the work, I learned / learned / discovered / found out ...
The work helped me understand / realize / solve the problem / take a fresh look ...
In the process of working on the study, I gained experience ... I think that the knowledge I have gained will allow me to avoid mistakes / help me correctly ...
The results of the study made me think...
The biggest problem for me was...
The study has fundamentally changed my opinion / idea about ...

Studying in high school and higher educational institutions, you will inevitably be faced with the need to write a research paper - in fact, to conduct research on various scientific, technical or social aspects one phenomenon or another. If you have never done this before, then the task may seem difficult to you. However, it's not all that scary! Research the topic, find reliable sources, and think of a thesis. Then make a plan and start writing your paper. Make sure you have enough time to review your research paper. Checking the document is very important if you want your work to be considered one of the best.

Steps

Topic selection

Ask yourself important questions about the work ahead. You may have to work within the boundaries of a clearly defined task, but even so, you need to choose a topic for work. This is her very first and most important step. It doesn't matter if your topic is one that you dream about at night, or something that you are less interested in, the next thing you should consider is whether there is enough material on this topic. Maybe this topic is new and little researched, which will allow you to express your own opinion in the research work? Would it be appropriate in the context of the assignment?

Choose a theme that you like. If you have such an opportunity, choose a topic that interests you. If you conduct research on a topic that you yourself care about, then this will more than positively affect the quality of your work.

Be original. If you are writing a study for a teacher, think about other students as well. Maybe they will also write about the same topic as you? How can you then make your work unique and stand out?

Listen to advice. If you find it difficult to choose a “suitable” topic, then ask your teacher or classmates for advice. They will surely have an idea or two that you will love! Well, if you don’t like it, they can inspire you, give you food for thought, which is also useful. Of course, asking the teacher for help may not be very convenient, but, in fact, the successful completion of the task by you is in their interest! In other words, teachers will help you.

Don't be afraid to change the subject. If you have chosen a topic, started researching and suddenly realized that “it doesn’t work” - there is no need to fall into despair! Even after you start working on your research, oddly enough, you can change the subject. Yes, you will lose some time, and some of the work will be wasted, but still.

Do empirical research. If possible, refer to the good old empirical research. What is this? Imagine an article or book written by a recognized expert on your research topic that has been read and approved by other experts on your research topic. Such materials can be found in scientific journals or online.

Check out the library. local science Library waiting for you, no joke! This, of course, is an old-fashioned method, but do not treat it with disdain - the libraries are full of useful materials! Don't be afraid to ask librarians for help, after all, their job is to help library visitors.

Look for materials online. Please note that following the first three links received in response to the first request is not the path of wisdom when writing a research paper. Evaluate the suitability of the materials found critically, do not rush, first read everything that the search engine finds for you, only then draw conclusions. Websites, blogs and forums are not the most reliable sources of information, after all.

• Generally speaking, .edu, .gov, or .org sites can be trusted because they are sites of schools, governments, or organizations related to the topic you are researching.
• Change your search term to get different results. If nothing is found, then you need to change the query - it is quite possible that it does not intersect in any way with the headings of articles that would be useful to you.

1. Use scientific bases data. There are special search engines and scientific databases that index thousands of scientific articles, magazines and books. Yes, many of these resources are paid, but there are always ways to get hold of free access.

   Be creative! If you find a book that's perfect for you, don't be too lazy to use your brain and open the bibliography - there you can find dozens of great books on your topic!

Preparing a draft version

Write an annotation. After collecting all the research materials, print them out (if they were obtained from online sources) and mark in them everything that you need to write the paper. This step is extremely important: read the found material, make appropriate notes and notes, underline the main facts and statements. You can write both on printouts and on, say, stickers stuck to the pages.

• Work with diligence and passion at this stage in order to make it easier for yourself in the future, and already very close. Check out everything you need!
• Feel free to add your comments to the highlighted fragments so that you don’t get confused later. Write down your thoughts about how you can use this or that fragment.

1. Organize your materials. The annotation process can take a long time, but this is not the end - you need to put things in order in your materials, so that later it will be easier and easier to work. In this case, it would be appropriate to divide everything into categories-themes. For example, when analyzing a well-known literary work, you can use the characters of the work, a list of links to certain plot points, the symbolism of the text, and so on as topics.

   • It's a good idea to write everything out on separate sheets or cards so it's easier for you to re-categorize them.
   • It is also useful to work with flowers. If each category is assigned a separate color, then it will be easier to work. For example, underline everything related to the heroes of the work in green, and everything related to the plot in orange.

2. Prepare a preliminary bibliography. When working with materials, do not forget to write down the authors, year of publication, publisher, number of pages and, most importantly, the very page on which you found the information you need. This will make your life much easier in the future.

   Determine the purpose of writing your paper. Broadly speaking, there are two types of research papers. Each of them requires a special approach, which should be taken into account even at the stage of preparing a draft version.

   • Debating Research Paper takes as a basis any controversial issue or argues in favor of a particular point of view. Of course, the problem should be initially controversial, but such that opponents can bring logical counterarguments.
   • Analytical research work offers as a basis a fresh perspective on any important issue. The topic may not cause any controversy, but you should try to convince your listeners that your ideas deserve attention. In these works, it is appropriate to present your own unique ideas based on the material studied.

3. Decide what audience your work is intended for. Who will read it? Will it be published? It is very important that your work reflects, so to speak, its readership. If you are writing an article for a scientific journal, then there is no need to explain the basics and basics - write about what is new that you have found. The reverse is also true - if your article is intended for those who are not very well versed in the subject, then you should explain everything and everything, giving examples and comments.

   Write a preliminary thesis based on the purpose of the research paper. The thesis acts as the general idea of ​​your work, making a statement about a particular issue, then arguments are given in favor of this statement. On this stage sketch out only a preliminary thesis of your work (for 1-2 sentences, no more), because in the process of research it may change. Remember that all your research work must be related to the thesis, and therefore it is extremely important to state the thesis quite clearly.

   • The thesis is, if in general, the same question, the search for an answer to which your work is devoted. What is it? What hypothesis do you want to confirm or disprove? Let's say the question is: “How does socio-cultural destigmatization increase the chances of successful treatment of mental illness? “From here you can deduce the thesis - and it will be the answer you received to this question. So here it is - easy, simple and elegant.
   • The thesis should express the main idea of ​​the work, but should not include arguments for or against, as well as a retelling of your entire work. The thesis is just a statement, not a list of arguments, which, by and large, is the article itself.

4. Determine the main questions of the article. Actually, while working on the article, you will need to answer the questions that you consider the most important (in the context of the topic under study, of course). Here we can advise only one thing - go back to all your found materials and rough sketches, and see what questions run through them like a red thread. Think about what you can write a whole paragraph, or even more? What ideas of yours are supported by a multitude of objective facts? Write down your main questions on paper, and then write under each of them all the related materials.

   • At this stage, the order of submission of the material is important. Place your most “lethal” conclusions or questions at the beginning of the article, and more controversial ones towards the end.
   • It's not necessary to limit yourself to the "1 highlight - one paragraph of text" scheme, especially if you are writing a serious study. The main ideas can be expressed in as much text as you consider necessary.

5. Don't forget the formatting requirements. Depending on what kind of article you are writing, different formatting requirements may apply to it. You can learn more about this from the person who gave you the task. Keep in mind that formatting requirements can change the way you prepare a clean version of an article.

   Finish your draft. Considering everything we have told you about, prepare a draft version of the article. Don't forget about alignment, padding and stuff like that. The draft version is a summary of your article in list format. By the way, don't forget to add all relevant quotes to this list as well, so you don't waste time looking for them later.

Preparing a clean version

Start working on the text of the article. Of course, it may seem strange to you that we do not advise you to start working on an introduction, but there is a reason for this - it is much easier to write an introduction based on an almost finished article. Start by describing everything that supports your thesis. You can slightly change ideas and comments, manipulate them.

• For each statement you make, you must provide confirmation. Your work is research, and therefore facts, facts and only facts - and no idle speculation.
• Give capacious, detailed comments. If you express opinions without supporting them with facts, it will be bad. However, if you give facts but don't explain how and why, then again this is not the path of wisdom. Of course, your desire to crush readers with facts is understandable, but take care to explain everything with the help of comments.
• Long and direct quotes should not be used. The purpose of your work, even if it is called research, is to reveal to the world your own thoughts on the topic under study. If the quotation is not absolutely necessary, it is better to get by with indirect speech and its subsequent analysis.
• The transition from point to point should be smooth. Your research paper should read, figuratively speaking, fluently. Make sure that the transition from paragraph to paragraph is given to readers easily and simply.

1. Write a conclusion. Now that you have carefully worked through your work, write a conclusion that will briefly describe all the information found, which is of a final nature. Start with an opening thesis, then remind the reader of the points you made as you went along. Slowly expand on your topic and end on a grand note by describing the results of your research.

   • The purpose of the inference is to answer the question: "So what?" Make sure that the reader, having read your work, learned something new for himself.
   • It will be better if you write the conclusion before the introduction. First of all, conclusion is easier to write when all the information is still fresh in your memory. Moreover, it is advisable to use all your vocabulary in the conclusion, and then simply paraphrase everything previously stated in the introduction. That's right, not the other way around. This will leave a much better impression on the reader.

2. Write an introduction. The introduction, by and large, is the opposite of the conclusion, and it is even written the other way around. Start with a broader thought, and then move on to your specific topic. Avoid repeating the phrases that you used in the output.

   Prepare a cleaner. When your work is checked and rechecked, and the formatting meets all the relevant requirements, and in general everything that could be done has already been done, there is only one thing left, namely the preparation of a clean copy. Read your entire article again. If you need to make any changes, make them, even if it concerns the font, line spacing and margins. If necessary, prepare a title page, bibliography, and so on. These are the final steps. And be sure, be sure to make several copies of your work - both paper and electronic!

• As you conduct your research, pay attention to important topics, questions, and key issues. Try to concentrate your efforts in detail on a single topic of interest to you, and not try to explore several issues at once in general terms.
• Don't wait until the last minute to get to work!
• Do everything on time.

In this section, we review the existing requirements for the design of a research paper students, performed individually under the guidance of a teacher (educator) or a group of schoolchildren (pupils) of an educational institution.

In this section, we will define rules for the design of research work for schoolchildren of any grades, as well as for pupils of a preschool educational institution (kindergarten).

We give an example and a sample of project design in primary school, on the world around, mathematics, Russian language and literature, history, biology, physics, computer science, chemistry, English language, geography and other subjects.

We will show an example and a sample of the design of the research work of schoolchildren, the requirements and rules for designing project pages, title page, headings, abbreviations and formulas in the design of the project, the correct design of drawings, graphs, diagrams, tables and photographs.

The presented requirements and rules for the design of a research work (project) are applicable for schoolchildren in grades 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11, as well as for preschool educational institutions (kindergartens). A research paper completed by a student or teacher must be formatted in accordance with the rules set out on this page.

Research paper page options

Any research work or student project is drawn up on A4 sheets on one side.

• left margin - 20 mm
• right - 10 mm
• top - 15 mm
• bottom - 15 mm

The text of the research work (project) is typed Times New Roman.

Font size 14 .

Line spacing - 1,5 (one and a half).

Aligning text on a page - in width.

Mandatory paragraph indents with a value at the discretion of the author. Text research project must be legible and well-formed.

Title page of research paper and project

Writing and designing student research work begins with the design of the title page.

We provide an approximate design for the title page of a research paper.

Research Project Pagination

At the end of the page of the research paper should be numbered. On the first page, the number is not put, the numbering is put and continues from the second page. The page number is located at the bottom center.

It is not allowed to use frames, animations and other elements for decoration in the design of research work.

Titles in Research Paper

The section heading is printed in bold, with a capital letter and no dot at the end. Wrapping words in headings is not allowed. Between the text and the headline, an indent of 2 intervals is made.

Each chapter of the research work is drawn up from a new page. The chapters are numbered with Arabic numerals (1., 2., ...). The paragraph numbering includes the chapter number, period, paragraph number (for example, 1.1., 1.2., 1.3., etc.).

If paragraphs contain paragraphs, then paragraphs are numbered with three digits separated by a dot, for example, 1.1.1., 1.1.2., etc., where the first digit is the chapter number, the second is the paragraph number, the third is the paragraph number.

Abbreviations and formulas in the design of a research paper

The text does not often use abbreviations other than generally accepted ones (D.I. Alekseev Dictionary of Abbreviations of the Russian Language - M., 1977).

When surnames are mentioned in the text of the research project famous people(authors, scientists, researchers, inventors, etc.), their initials are written at the beginning of the surname.

If you use formulas in the text, give an explanation of the symbols used (for example: A + B \u003d C, where A is the number of sweets Masha has, B - Dasha has sweets, C - total candies).

Designing project applications

Figures and photographs, graphs and diagrams, drawings and tables should be located and formatted at the end of the description of the research project after the List of References on separate pages in the appendices (for example: Appendix 1, Appendix 2, ...). On these pages, the inscription Appendix 1 is located in the upper right corner.

Pictures, photographs, graphs, diagrams, drawings and tables

Figures in appendices are numbered and signed.
Their name is placed under the picture (for example: Fig. 1. Feeder for tits, Photo 1. Forest in winter, Graph 1. Change in the sales parameter, Diagram 1. Wheat growth dynamics.

The tables in the appendices are also numbered and titled. In tables, lines of text are single-spaced. The numbering and title are placed under the table (Table 1. Student performance at the school).

When completing a research paper, at the end of the sentence in which the application is referred to, they write (Appendix 1). A prerequisite should be the presence of the application itself at the end of the research work or project.

If you need design creative project , for this we recommend using