The main form of organizing a student's education is classroom studies, conducted in the form of lectures, practical and laboratory classes under the guidance of a teacher, as well as independent work.

For advice, a student can apply to the department or directly to the teacher in accordance with the established schedule for consultations for students in the department.

The main final form of students' reporting is to test their knowledge by conducting an exam and a test. Intermediate knowledge tests and residual knowledge tests are carried out by conducting tests and control works and tests, presentations on the topic and writing essays.

Control work is one of the components learning activities mastery student. Control work is an intermediate form of control of students' knowledge. In the process of performing the test work, the student must show a high level of theoretical training, demonstrate the ability to conduct research and solve applied problems put forward by practice.

The subject of examinations is composed in such a way that it covers the main aspects of the studied discipline.

When preparing and performing tests, the most important step is a careful study of the issues that are raised in the topic under consideration. Therefore, in order to successfully complete the control task, it is necessary, first of all, to understand the wording of the topic well, and then turn to the recommended basic and additional literature.

9.1. Guidelines preparing for a lecture

Lecture work is very important view student activities to study the discipline, tk. the lecturer gives normative legal acts, which in modern Russia subject to frequent, and sometimes drastic change, which leads to "rapid obsolescence" educational material set out in the main and additional educational literature.

The lecturer orients students in the current legislation Russian Federation and, accordingly, in the educational material. Brief notes of lectures (note-taking) help to learn the material. Writing lecture notes: briefly, schematically, consistently fix the main provisions, conclusions, formulations, generalizations; mark important thoughts, highlight key words, terms. It is better to divide the abstract into paragraphs, paragraphs, observing the red line. Fundamental places, definitions, formulas should be accompanied by remarks: “important”, “especially important”, “good to remember”, etc. or underline with a red pen. It is advisable to develop your own symbols, abbreviations, which will allow the student to focus on important information.

Listening to and recording lectures can be done using modern devices (dictaphone, laptop, netbook, etc.). When working on lecture notes, one should always use not only a textbook, but also the literature that the lecturer additionally recommended, including legal acts of a corresponding direction. Based on the results of working with the lecture notes, one should identify questions, terms, material that causes difficulties, mark and try to find the answer in the recommended literature. If you can’t understand the material on your own, you need to formulate a question and ask the teacher for a consultation, at a practical lesson.

9.2. Guidelines for preparing for practical exercises

Lecture material is basic, from which it is necessary to start mastering the corresponding section or topic

If you can’t understand the material on your own, you need to formulate a question and ask the teacher for a consultation, at a practical lesson.

For a practical lesson, it is necessary to remember the methods of solutions and calculations that were discussed in the lecture lesson. Pro solve them yourself, and then compare with the notes in the lecture notebook.

9.3. Guidelines for the preparation of the test

The control work is carried out in order to consolidate the knowledge gained by the student during lectures and seminars and acquire the skills of independent understanding and application of legal acts and special literature. Writing a control work is designed to quickly establish the degree of assimilation by students of the educational material of the discipline and the formation of relevant competencies. The control work may include familiarity with the basic, additional and normative literature, including reference books, foreign sources, a summary of the main provisions, terms, information that requires memorization and is fundamental in the topic and (or) drawing up annotations to read literary sources, solving specific legal questions, tasks and legal cases. The content of the response prepared by the student to the questions posed by the test work should show the student's knowledge of the theory of the issue and its practical resolution. The control work is carried out by the student, within the time period set by the teacher in written (printed or handwritten) form. Before writing a paper, you must carefully read the content of the questions (or tasks) in the lecture, textbook, study the current legislation and recommended literature, current legislation and, if necessary, judicial and law enforcement practice. Answers to Control questions should be complete, detailed and generally reveal the content of the issue. When using normative material, it is necessary to give precise and specific references to the relevant normative acts: indicate their name, by whom and when they were adopted, where they were published. At the same time, it is very important to refer directly to the acts themselves, to accurately state the content, and not to reproduce their provisions on the basis of educational literature or popular literature. Instructions for fulfilling the requirements for the design of the control work are in the methodological materials

9.4. Guidelines for preparing for the test

When preparing for the test, it is necessary to focus on lecture notes, the work program of the discipline, normative, educational and recommended literature. The main thing in preparing for passing the test is the repetition of all the material of the discipline for which it is necessary to pass the test. In preparation for passing the test, the student must distribute the entire amount of work evenly over the days allotted for preparing for the test, control the implementation of the planned work every day.

Upon completion of the study of the discipline, a test is given. During the period of preparation for the test, the student again turns to the already studied (passed) educational material. The preparation of the student for the test includes three stages: independent work during the semester; direct preparation in the days preceding the test on the topics of the course; preparation for answering the tasks contained in the test tickets (tests). The test is carried out on tickets (tests), covering all the passed material of the discipline, including questions reserved for self-study.

To successfully pass the test in the discipline, students must take into account that: all the main categories that are indicated in the work program, you need to know, understand their meaning and be able to explain it; the general cultural competencies specified in the work program as a result of mastering the discipline must be demonstrated by the student; practical exercises contribute to getting more high level knowledge and, as a result, a higher score in the test; to prepare for the test must begin with the first lecture and the first practical lesson.

Preparation for the test consists in studying the thorough study by the student of the educational material of the discipline, taking into account textbooks, lectures and seminars, grouped in the form of control questions.

The credit for the course is carried out in the form of testing or by tickets.

At the test for tickets, the student gives answers to the questions of the ticket after preliminary preparation. The student is given the right to answer ticket questions without preparation at his request. The teacher has the right to ask additional questions if the student has not fully covered the topic of the question, if it is difficult to unambiguously evaluate the answer, if the student cannot answer the question of the ticket, if the student was absent from class during the semester.

Qualitative preparation for the test is:

−full knowledge of all educational material on the course;

−free handling of material;

−demonstration of knowledge additional material;

− clear correct answers to additional questions.

Direct preparation for the test and exam is carried out on the issues presented in this curriculum.

Similar information.

Practical classes allow students to develop creative theoretical thinking, the ability to independently study literature, analyze practice; they teach to clearly formulate a thought, to lead a discussion, that is, they are of exceptional importance in the development of independent thinking. Starting preparation for a seminar, it is necessary, first of all, to indicate to students the pages in the lecture notes, sections of textbooks and teaching aids so that they receive general idea about the place and significance of the topic in the course being studied. Then they should be encouraged to work with additional literature, make notes on the recommended sources. Preparation for the seminar includes 2 stages: 1st - organizational; 2nd - consolidation and deepening of theoretical knowledge. At the first stage, the student plans his independent work, which includes: - understanding the assignment for independent work; - selection of recommended literature; - drawing up a work plan, which defines the main points of the forthcoming preparation. Drawing up a plan disciplines and increases organization in work. The second stage includes the direct preparation of the student for the lesson. You need to start by studying the recommended literature. It must be remembered that the lecture usually does not cover all the material, but only part of it. The rest of it is replenished in the process independent work. In this regard, work with the recommended literature is required. In this case, special attention should be paid to the content of the main provisions and conclusions, the explanation of phenomena and facts, and the clarification of the practical application of the theoretical issues under consideration. In the process of this work, the student should strive to understand and remember the main provisions of the material under consideration, examples that explain it, and also understand the illustrative material. The preparation should be completed by drawing up a plan (summary) for the material (question) being studied. This allows you to create a concentrated, concise view of the issues under study. In the process of preparing for the classes, it is recommended to have a mutual discussion of the material, during which knowledge is consolidated, as well as practice is acquired in presenting and explaining the knowledge gained, and speech develops. If necessary, you should seek advice from the teacher. Going to the consultation, it is necessary to think carefully about the questions that require clarification. At the beginning of the lesson, students, under the guidance of a teacher, comprehend the theoretical provisions on the topic of the lesson more deeply, reveal and explain the main provisions of public speaking. In the process of creative discussion and discussion, skills and abilities are developed to use the acquired knowledge for various types of oratory. Recordings are of paramount importance for students' independent work. They help to understand the structure of the studied material, highlight the main provisions, trace their logic, and thus penetrate the author's creative laboratory. Keeping records contributes to the transformation of reading into an active process, mobilizes, along with visual, and motor memory. It should be remembered: a student who systematically takes notes creates his own individual fund of auxiliary materials for quickly repeating what he has read, for mobilizing accumulated knowledge. Notes are especially important and useful when they reflect the thoughts that arose during independent work. It is important to develop students' ability to compare sources, think through the material being studied. Great importance has the improvement of note-taking skills in students. The teacher can recommend to students the following main forms of recording: plan (simple and detailed), extracts, theses. Note-taking results can be presented in various forms. A plan is an outline of the material read, a short (or detailed) list of questions reflecting the structure and sequence of the material. A detailed plan completely replaces the abstract. An abstract is a systematic, logical presentation of the source material. There are four types of abstracts: · Outline plan - this is a detailed detailed plan, in which sufficiently detailed records are given for those points of the plan that need explanation. · Textual abstract - this is a reproduction of the most important provisions and facts of the source. · free abstract - these are clearly and concisely formulated (stated) main provisions as a result of deep comprehension of the material. It may contain extracts, quotations, theses; part of the material can be represented by a plan. · Thematic abstract - is compiled on the basis of a study of a number of sources and gives a more or less exhaustive answer according to some scheme (question). In view of the complexity of preparing for the seminar, the teacher should offer students an algorithm of actions, recommend that they carefully read the lecture notes and the prepared summary on the topic of the seminar again, and carefully consider their oral presentation. At the seminar, each participant should be ready to speak on all the issues raised in the plan, to be as active as possible when considering them. The speech should be built freely, convincingly and with arguments. The teacher makes sure that the performance does not come down to the reproductive level (simple reproduction of the text), and simple reading of the abstract is also not allowed. It is necessary for the speaker to show his own attitude to what he is talking about, express his personal opinion, understanding, justify it and be able to draw the right conclusions from what was said. At the same time, the student can refer to the notes of the abstract and lectures, directly to the primary sources, use the knowledge fiction and art, facts and observations modern life etc. Around such a speech, disputes and discussions can flare up, in which everyone should strive to participate. The teacher needs to listen carefully and critically, notice special things in students' judgments, catch shortcomings and mistakes, correct their knowledge, and, if necessary, act as a referee. At the same time, pay attention to what has not yet been said, or support and develop an interesting idea expressed by a speaking student. In conclusion, the teacher, as the leader of the seminar, summarizes the results of the seminar. He can (selectively) check students' notes and, if necessary, make corrections and additions to them. The study by students of factual material on the topic of a practical lesson should be carried out in advance. Factual material should be understood as special literature on the topic of the lesson, a system of regulatory legal acts, as well as judicial practice on the issues under consideration. Particular attention should be paid to debatable theoretical issues in the system of land law: to study the various points of view of leading scientists, to identify the contradictions of modern land legislation. To systematize the main provisions on the topic of the lesson, it is recommended to draw up notes. Pay attention to: - compiling a list of normative legal acts and educational and scientific literature on the topic under study. - Study and analysis of selected sources. - Study and analysis judicial practice on this topic, presented in the information and reference legal electronic systems"ConsultantPlus", "Garant" or others. - Fulfillment of the tasks provided for by the program in accordance with the thematic plan. - Identification of the most complex and problematic issues on the topic under study, receiving clarifications and recommendations on these issues with the teachers of the department at their weekly consultations. - Carrying out self-control by answering the questions of the current control of knowledge, solutions presented in teaching materials departments of tasks, tests, writing abstracts and essays on certain issues of the topic being studied.

Examples of guidelines for students

(for work programs of disciplines)

Example 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Example 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Example 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Example 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Example 1

Planning and organizing the time needed to study the discipline.

An important condition for the successful mastering of the discipline is the creation of a system proper organization labor to distribute teaching load evenly in accordance with the schedule of the educational process. Drawing up a work plan for the semester, month, week, day can be of great help in this. Its presence will allow you to subordinate your free time to the goals of study, to work more successfully and efficiently. From the evening it is always necessary to distribute work for tomorrow. At the end of each day, it is advisable to sum up the work: carefully check whether everything was done according to the plan, whether there were any deviations, and if there were, for what reason they occurred. You need to exercise self-control, which is necessary condition your successful studies. If something remains unfulfilled, it is necessary to find time to complete this part of the work without reducing the volume of the weekly plan. All tasks for practical exercises, as well as tasks submitted for independent work, are recommended to be performed immediately after the corresponding topic of the lecture course, which contributes to better assimilation of the material, allows you to identify and eliminate “gaps” in knowledge in a timely manner, systematize the previously studied material, and proceed on its basis to acquire new knowledge and skills.

The system of university education is based on a rational combination of several types training sessions(first of all, lectures and practical classes), work on which has a certain specificity.

Preparation for lectures.

Acquaintance with the discipline takes place already at the first lecture, where you are required not only to pay attention, but also to independently draw up a summary. When working with lecture notes, it is necessary to take into account the fact that some lectures provide answers to specific questions of the topic, while others only reveal the relationship between phenomena, helping the student to understand the underlying processes of development of the subject under study both in history and at the present time.

Note-taking of lectures is a complex type of university classroom work, which involves intense mental activity of the student. A summary is useful when the essentials are written down and done by you. There is no need to try to write down the entire lecture verbatim. This kind of “note-taking” does more harm than good. It is advisable to first understand the main idea stated by the lecturer, and then write it down. It is advisable to make the entry on one page of the sheet or leaving the fields on which later, when working independently with the abstract, you can make additional entries, mark incomprehensible places.

Lecture notes are best divided into paragraphs, observing the red line. This will be greatly facilitated by the questions of the lecture plan proposed by the teachers. You should pay attention to the accents, conclusions that the lecturer makes, marking the most important points in the lecture material with the remarks “important”, “well remember”, etc. You can also do this with the help of multi-colored markers or pens, emphasizing terms and definitions.

It is advisable to develop your own system of abbreviations, abbreviations and symbols. However, when further work with an outline, it is better to replace the symbols in ordinary words for fast visual perception text.

When working on lecture notes, you should always use not only the textbook, but also the literature that the lecturer additionally recommended. It is precisely such a serious, painstaking work with lecture material that will allow one to deeply master the theoretical material.

Preparation for practical exercises.

You should start preparing for each practical lesson by reading the plan of the practical lesson, which reflects the content of the proposed topic. Careful thinking and study of the issues of the plan is based on the study of the current lecture material, and then the study of the mandatory and additional literature recommended for this topic. All new concepts on the topic under study must be learned by heart and included in the glossary, which is advisable to keep from the very beginning of the course.

The result of such work should be manifested in your ability to freely answer the theoretical questions of the workshop, speak and participate in a collective discussion of the issues of the topic under study, correctly perform practical tasks and tests.

In preparation for practical exercises, you need to pay attention to Special attention on independent study recommended literature. With all the completeness of the notes of the lecture, it is impossible to present all the material in it due to the limit of classroom hours. Therefore, independent work with textbooks, teaching aids, scientific, reference literature, materials of periodicals and the Internet is the most effective method obtaining additional knowledge, allows you to significantly intensify the process of mastering information, contributes to a deeper assimilation of the material being studied, forms your attitude to a specific problem.

It is advisable to start working with literature by studying general works on the topic, as well as textbooks and tutorials. Further, it is recommended to proceed to the analysis of monographs and articles that consider certain aspects of the problems studied within the framework of the course, as well as official materials and unpublished documents (research papers, dissertations), which may contain the main questions of the problem under study.

Work with sources should begin with an introductory reading, i.e., look through the text, highlighting its structural units. When reading introductory reading, bookmarks mark those pages that require more careful study.

Depending on the results of the introductory reading, a further method of working with the source is chosen. If the solution of the task requires the study of some fragments of the text, then the method of selective reading is used. If the book does not have a detailed table of contents, the student's attention should be drawn to the subject and nominal indexes.

Selected fragments or the entire text (if it is entirely relevant to the topic) require thoughtful, leisurely reading with a “mental study” of the material. Such reading involves highlighting: 1) the main thing in the text; 2) main arguments; 3) conclusions. Particular attention should be paid to whether the thesis follows from the arguments or not.

It is also necessary to analyze which of the author's statements are problematic, hypothetical, and to catch hidden questions.

It is clear that the ability to work with text in this way does not come immediately. The best way to learn to highlight the main thing in the text, to catch the problematic nature of statements, to assess the author's position - this is a comparative reading, during which you get acquainted with different opinions on the same issue, compare the weight and evidence of the arguments of the parties and draw a conclusion about the most persuasiveness of one or another positions.

If in the literature there are different points of view on a particular issue due to the complexity of past events and legal phenomena, they cannot be rejected without understanding. If there are discrepancies between the authors, it is necessary to find a rational grain for each of them, which will allow a deeper understanding of the subject of study and a more critical assessment of the issues under study. Getting acquainted with the special positions of the authors, it is necessary to determine their similar judgments, arguments, conclusions, and then compare them with each other and apply the one that is more convincing from them.

The next stage of work with literary sources is the creation of abstracts that fix the main theses and arguments. You can make notes on separate sheets, which are then easy to systematize on individual topics of the course being studied. Another way is to maintain thematic notebooks-notebooks on one particular topic. Large special work monographic nature, it is advisable to outline in separate notebooks. It is important to remember here that abstracts are written on one side of the sheet, with margins and sufficient line spacing for corrections and remarks (these rules are observed for ease of editing). If quotations are given in the abstracts, then the source must be indicated (author, title, imprint, page number). Subsequently, this information can be used when writing the text of an abstract or other task.

Thus, when working with sources and literature, it is important to be able to:

Compare, compare, classify, group, systematize information in accordance with a specific educational task;

Summarize the information received, evaluate what was heard and read;

Fix the main content of messages; formulate, orally and in writing, the main idea of ​​the message; draw up a plan, formulate theses;

Prepare and present detailed reports such as a report;

Work in different modes (individually, in pairs, in a group), interacting with each other;

Use abstract and reference materials;

Control their actions and the actions of their comrades, objectively evaluate their actions;

Ask for help, additional explanations from the teacher, other students;

Use a linguistic or contextual guess, dictionaries of a different nature, various kinds of clues, supports in the text (key words, text structure, preliminary information, etc.);

Use paraphrase, synonymous means, descriptive words when speaking and writing general concepts, explanations, examples, interpretations, "word creation";

Repeat or paraphrase the interlocutor's remark in confirmation of understanding of his statement or question;

Ask for help from the interlocutor (clarify the question, ask again, etc.);

Use facial expressions, gestures (in general and in cases where language means are not enough to express certain communicative intentions).

When preparing for an intermediate certification, it is advisable to:

Carefully study the list of questions and determine what sources contain the information necessary to answer them;

Make brief summaries of answers (answer plans).

Example 2

Guidelines for students on mastering academic discipline

Preparation for a lecture session includes the implementation of all types of tasks recommended for each lecture, i.e. tasks are completed even before the lecture session on the relevant topic.

In the course of lectures, it is necessary to take notes of educational material, pay attention to categories, formulations that reveal the content of certain phenomena and processes, scientific conclusions and practical advice. It is advisable to leave fields in the working notes on which to make notes from the recommended literature, supplementing the material of the lecture heard, as well as emphasizing the particular importance of certain theoretical positions.

It is necessary to ask the teacher clarifying questions in order to clarify the theoretical provisions, to resolve disputes. It is advisable to refine your lecture notes by making appropriate entries in it from the literature recommended by the teacher and provided by the curriculum.

Practical classes allow students to develop creative theoretical thinking, the ability to independently study literature, analyze practice; they teach to clearly formulate a thought, to lead a discussion, that is, they are of exceptional importance in the development of independent thinking.

Your independent work can be carried out in classroom and extracurricular forms. Independent work in class time may include:

Note-taking (drawing up abstracts) of lectures;

Performance of control works;

Problem solving;

Work with reference and methodical literature;

Presentations with reports, reports at seminars;

Participation in the operational (current) survey on certain topics of the discipline being studied;

Participation in interviews, business (role-playing) games, discussions, round tables, conferences;

Participation in testing, etc.

Independent work outside the classroom may consist of:

Repetition of lecture material;

Preparations for seminars (practical exercises);

Solving problems given in practical classes;

Preparation for tests, testing, etc.;

Preparation for seminars of oral reports (messages);

Preparation of abstracts, essays and other individual written works on the instructions of the teacher;

Graduation accomplishments qualifying works and etc.

Identification of the most complex and problematic issues on the topic under study, obtaining clarifications and recommendations on these issues with the teachers of the department at their weekly consultations.

Carrying out self-control by answering the questions of the current control of knowledge, solving the tasks, tests presented in the educational and methodological materials of the department, writing abstracts and essays on certain issues of the topic being studied.

Most important point independent work is the performance term paper(course project). The theoretical part of the course work is carried out on established topics using practical materials received during the internship.

For each topic of the course work, an approximate list of key issues, a list of necessary literature is recommended. It is necessary to study the literature recommended for the course work. To fully reveal the topic, the student should identify additional sources and materials. When writing a term paper, it is necessary to familiarize yourself with publications on the topic published in journals.

It is necessary to express your own views on the merits of the issues raised, to make your own proposals. General provisions should be supported and explained concrete examples. The material presented, if necessary, should be illustrated with tables, diagrams, diagrams, etc.

Example 3

Methodological instructions for students on mastering the academic discipline

Society imposes a fairly wide list of requirements on a modern specialist, among which the graduates have certain abilities and skills to independently obtain knowledge from various sources, systematize the information received, and evaluate a specific situation. The formation of such a skill occurs during the entire period of your training through participation in practical exercises, the performance of control tasks and tests. At the same time, your independent work plays a decisive role in the course of the entire educational process.

Successful mastering of the competencies formed by this academic discipline presupposes the optimal use of your independent work time. It is advisable to devote up to 20 minutes to studying the lecture notes on the same day after the lecture and the day before the lecture. Theoretical material to study within a week up to 2 hours, and to prepare for a practical lesson in the discipline up to 1.5 hours.

To understand the material of the academic discipline and its qualitative assimilation, you are recommended the following sequence of actions:

After listening to the lecture and finishing the training sessions, in preparation for the next day's classes, you must first review and think over the text of the lecture heard today, analyze the examples considered;

When preparing for the lecture of the next day, you need to review the text of the previous lecture, think about what the topic of the next lecture might be;

During the week, choose time to work with literature on the academic discipline in the library and to solve problems;

In preparation for practical exercises, repeat the basic concepts and formulas on the topic homework, study examples;

When solving an exercise or problem, first understand what theoretical material you need to use; outline a solution plan, try to solve 1-2 similar problems on its basis. When solving problems, it is always necessary to comment on your actions and do not forget about meaningful interpretation.

The theoretical material of the course becomes more understandable when, in addition to listening to lectures, you study books on this academic discipline. It is useful to use several textbooks, but it is easier to master the course by sticking to one textbook and notes.

It is recommended, in addition to "learning" the material, to achieve an understanding of the subject of the discipline under study. To this end, after reading the next chapter, it is advisable to perform a few simple exercises on the relevant topic. In addition, it is very useful to mentally ask yourself and try to answer the next questions: what is this chapter about, what new concepts are introduced in it, what is their meaning. When studying theoretical material, it is always useful to write out formulas and graphs.

When preparing for an intermediate certification, it is necessary to master the theoretical provisions of this discipline, analyze the definitions of all concepts and the formulation of models that describe processes, consider examples and independently solve several typical tasks from each topic. In addition to the study of lecture notes, it is necessary to use textbooks in the academic discipline.

When doing homework and preparing for a test, you must first read the theory and study examples for each topic. When solving a specific problem, you should first understand what is required of you in this case, what theoretical material you need to use, outline general scheme solutions. If you solved the problem “according to the model” considered in the classroom or in methodological guide example, then it is advisable to think over the solution process after that and try to solve a similar problem yourself.

Example 4

Methodological instructions for students on mastering the academic discipline

To study the sections of this academic discipline, it is necessary to recall and systematize the knowledge previously obtained in this branch of scientific knowledge, in philosophy, mathematics.

When studying the material of an academic discipline from a textbook, it is necessary, first of all, to understand the essence of each question presented there. The main thing is to understand what is stated in the textbook, and not to “memorize”.

It is recommended to study the material on the topics of the lecture notes and on the chapters (paragraphs) of the textbook ( study guide). First, you should read the entire material of the topic (paragraph), especially not dwelling on what seemed not entirely clear: often it becomes clear from what follows. Then you need to return to the places that caused difficulties and carefully understand what was unclear.

When re-reading, special attention should be paid to the wording of the relevant definitions, formulas, etc. (they are usually typed in italics in the textbook); in precise formulations, as a rule, every word is essential and it is very useful to understand why a given provision is formulated in such a way. However, one should not try to memorize the wording; it is important to understand their meaning and be able to state the result in your own words.

At the end of the chapter, it is useful to write brief summary, if possible without looking into the textbook (training manual).

When studying an academic discipline, special attention should be paid to acquiring the skills to solve professionally oriented problems. To do this, having studied the material of this topic, you must first understand the solutions to the relevant problems that were considered in practical classes, are given in educational and methodological materials, manuals, textbooks, Internet resources, paying special attention to the guidelines for their solution. Then you need to independently solve several similar problems from the collections of problems given in sections work program, and then solve the corresponding problems from the collections test items and control work.

After completing the study of the section, you need to check the ability to answer all the questions of the course program on this topic (perform a self-test).

All the issues that must be studied and learned are listed in the program in sufficient detail. However, it is very useful to make a list of such questions yourself (in a separate notebook) as follows:

- having started studying the next topic of the program, first write out in a notebook sequentially all the questions of this topic listed in the program, leaving a wide column on the right;

- as you study the material of the section (reading the textbook, teaching aids, lecture notes) you should indicate in the right column the page of the educational publication (lecture summary) on which the corresponding question is stated, as well as the number of the formula that expresses the answer to this question.

As a result, this notebook will contain a complete list of questions for self-examination, which can also be used in preparing for the exam. In addition, by answering a question or writing the appropriate formula (equation), you can quickly check from the textbook (lecture notes) whether this is done correctly if you doubt the correctness of your answer. Finally, using a notebook with such questions, you can determine whether all the material provided for by the program has been studied by you.

It should be borne in mind that in different educational publications the material may be presented in a different sequence. Therefore, the answer to some question of the program may be in another chapter, but this, of course, will not affect the study of the course as a whole.

Instructions for completing test tasks and tests are given in educational and methodological literature, in which specific guidelines for solving it are given for each task and an example of a solution is given.