Yalchiki Chuvash bodies of the Department of Education. Chuvash Republic Department of Education and Youth Policy of the Yalchik District Administration

Ministry of Education and Youth Policy of the Chuvash Republic

Department of Education and Youth Policy of the Yalchik District Administration of the Chuvash Republic

Methodical project

"The effectiveness of the lesson-

quality improvement condition

education "

OIA Director

MBOU "Shemalakovskaya secondary school

Yalchik district of Chuvash

Republic "Sidorov

Raisa Vladimirovna

The author of the project. Teaching staff.
Relevance of the topic.
Objective of the project.
- Fundamental question.
- Problematic issues.
- Educational questions.
- Tasks.
- Expected results.
Project implementation plan
Applications.

Publications.
An example of the product of teachers' activities in the framework of the project.

Teaching staff

The total number of teaching staff is 17 (13 teachers + 3 educators +1 librarian)

with higher education - 13 (teachers)

with incomplete higher education - 1 (librarian)

with secondary specialized education - 3 (educators)

Have the first qualification category - 9

Have the second qualification category - 5

The average age of teachers is 46 years

Average teaching experience - 24.2 years

Average age of administration - 45 years
Relevance of the topic.
The question of the quality of education provided by the school has been relevant at all times. In recent years, the problem has worsened, and there are several reasons for this:

1. The emergence of new diverse value systems

2. Consistent and irreversible transition from uniformity of curricula, textbooks, educational institutions to their diversity.

3. In the process of the formation of the market for educational products and services, the state monopoly on decision-making in the field of education is being lost. Schools create their own programs, curricula.

Education is considered to be of high quality if students have achieved high results in achieving their goals. Therefore, in a generalized form, the quality of education can be presented as:

· The quality of education of schoolchildren;

· Quality of implementation of the state standard;

· The quality of the implementation of the educational process by teachers;

· The quality of management activities of the administration of the educational institution;

· The quality of the fulfillment of the social order.

As you can see, one of the elements of improving the quality of education is the quality of the implementation of the educational process by teachers. This means we must address the issue of lesson effectiveness. The relevance of the chosen topic is ensured by the analysis of problems over the past academic year and the desire of teachers, identified in the course of their questionnaire survey. During the lessons attended, the following problems were identified:

· The uniformity of the methods used, the study of new material and methods of testing knowledge;

· Incomplete planning of lesson goals. Ignoring the possibilities of education in the learning process;

· The isolation of theoretical knowledge from their use or insufficient attention to the application of knowledge;

· One-sided approach to learning differentiation;

· Passion for frontal forms of work.

Output? It is necessary to work on improving the effectiveness of the lesson.

Objective of the project:

Determine the relationship between the effectiveness of the lesson and the quality of education and outline the directions for increasing the effectiveness of the lesson as the basis for the quality of education.
Fundamental question.

How can teachers be encouraged to improve the effectiveness of school-based lessons?

Problematic issues

How to ensure a positive growth dynamics in the professional development of a teacher in a school environment?
Study questions

How to develop a system of scientific and methodological support for teachers? How to organize a study of the experience of the best teachers.
Project objectives:

Conduct a selection of materials for a survey of teachers.
Explore work experience on the topic.
Organize an exchange of experience between school teachers.

Expected results of the project:

Facilitating teachers' drive to improve lesson effectiveness
Development of methodological recommendations "How to successfully conduct a lesson?"
Identification of ways to form motivation for learning.
Generalization of methods of organization and implementation, stimulation and motivation, control and self-control of educational activities.

Project implementation plan.

Stages of work:

Preparatory (September - December 2011)

Selection of materials and questionnaires of teachers.
Study of work experience on the topic.

2. Practical (December 2011-January 2012)

Methodical day:
Stimulating teachers who are constantly improving their methodological literacy and qualifications.

3. Generalizing (February-March 2012)

Pedagogical Council on the topic "The effectiveness of the lesson is a condition for improving the quality of education"

Questionnaires for teachers. Appendix No. 1
Methodical day. Appendix # 2
Pedagogical Council "Lesson efficiency is a condition for improving the quality of education." Appendix No. 3
An example of the product of teachers 'activities within the framework of the project (developed at the teachers' council). Appendix No. 4
Materials for formative and summative assessment. Appendix No. 5

Applications

Appendix No. 1 Questionnaires for teachers.

Questionnaire No. 1. "Self-assessment by teachers of job satisfaction in educational institutions"

№ p / p	Satisfaction with work at the educational institution	Score NS up to 10 points
1	Overall satisfaction with work in the given OS
2	Relationships with colleagues
3	The administration's concern for meeting the needs of teachers
4	Willingness of colleagues to help in work
5	The mood in the team
6	Cultural and intellectual atmosphere in the team
7	Attention of the administration to your suggestions and comments
8	Joint rest
9	A friendly and reliable assessment of your work
10	The attitude of the team to your experimental work (if any)
11	Organization and order in the educational institution
12	Creative atmosphere in the team
13	Your relationship with the administration
14	Coordination of actions of teachers and administration
15	Students' attitude to learning
16	Discipline in an educational institution
17	Rational use of your time and energy at work
18	Educational and material base
19	Lack of formalism and window dressing in work
20	Wage

Questionnaire No. 2. "Research of the information needs of teachers of general education schools"

General information

Full Name ________________________________________________

1. Literature is required to prepare for

lesson;
extracurricular hour;
the pedagogical council;
a conversation with a student;
extracurricular activity;
self-education;

_____________________________________________________________________

2. How often do you refer to pedagogical literature:

2.1. I constantly read professional magazines (please list):

_____________________________________________________________________

2.2. I am applying to the library with a request for the selection of literature on the topic (please list the topics that interest you for the last 12 months):

teaching method of the subject (what?) __________________________
advanced scientific achievements in the field (what?) _____________________
author's methods of teaching, upbringing (whose?) ____________________
difficult teens
features of the psychology of children gifted children
correctional activities in special classes
individual approach to lagging children
organization of work with children in an extended day group
interdisciplinary connections (what?) ____________________________________
vocational guidance issues
cooperation pedagogy
family ethics
sex education
prevention of smoking, drug addiction and alcoholism in children
leisure activities
humanization of school education
computerization of the educational process
video equipment in the classroom
history of pedagogy
research activity of schoolchildren: models of organization and methods

_____________________________________________________________________

(mark what you want, add what is missing)

2.3. I use computer programs, electronic publications in my work

_____________________________________________________________________

(indicate which and where you use)

2.4. The accumulated experience is enough.

3. For information, I use the libraries:

personal;
school;
district;
regional;
Internet

_____________________________________________________________________

(mark what you want, add what is missing)

4. Other options for obtaining information:

meetings;
conferences;
seminars;
personal contacts with colleagues;

_____________________________________________________________________

(mark what you want, add what is missing)

5. What difficulties do you experience in obtaining information?

sometimes I do not find the literature I need on the topic;
I spend a lot of time searching for literature;
there is no possibility of obtaining a copy of the document;

_____________________________________________________________________

(mark what you want, add what is missing)

6. Your wishes regarding information support

_____________________________________________________________________

Questionnaire No. 3 for determining the level of comfort in a team

1. Do you feel comfortable in the team:

with colleagues;

with students;

with parents?

2. Are you satisfied with the labor process?

3. Are you satisfied with the results of your work?

4. Do you enjoy going to work?

5. Are you happy to return home after work?

6. Would you like to change your school:

to another technical school, school;

to another, more paid place of work;

to another, quieter place of work?

7. What should be the working conditions in an "ideal" educational institution?

8. What suggestions could you make to improve working conditions and organization of interaction in your team?
Appendix # 2. Methodical day.
The goals of the methodological day:

Improving the quality of training sessions based on the introduction of new technologies;
Mastering the methods of sequence of actions for constructing a lesson using modern pedagogical technologies;
Identification, generalization and dissemination of the experience of creative teachers.

Preparatory and organizational stage:

Using the results of diagnostics of teachers to study the mastery of pedagogical technologies.
Preparation of open events by subject teachers, school administration.
Design of a methodological study: on the blackboard - topic, purpose of the methodological day; at the stand - a schedule of open lessons and classes with an indication of the topics; on the tables - handouts: diagnostic results, a booklet with a plan for the methodological day.

Carrying out plan:

Using route sheets during the methodical day
Conducting open lessons by school teachers in the educational areas "mathematics", "social studies", "art" and classes by kindergarten teachers.
Summarizing. Meeting with the director.

Appendix No. 3. Pedagogical council "Lesson efficiency is a condition for improving the quality of education"
Purpose: to determine the interdependence of the effectiveness of the lesson and the quality of education and outline the direction of increasing the effectiveness of the lesson as the basis for the quality of education

Carrying out plan:

Theoretical introduction by the Deputy Director for OIA. "The effectiveness of the lesson is a condition for improving the quality of education."
Director's theoretical introduction "Motivation for learning is the main condition for successful learning."
The practical part.
Work in creative teams by educational area
Analysis of the results of the work of the creative groups of the expert group, presentation of experts.
Summing up the work of the teachers' council.

Appendix No. 4. Methodical recommendations "How to successfully conduct a lesson?"
1. When presenting new material, use the chalkboard writing system of the main curriculum.
content that must be learned by schoolchildren. Here you will be helped
verbal logic diagrams, summarizing tables, reference signals.

2. Even in the process of presenting the educational material, try to talk with
students, controlling the quality of its assimilation and the degree of cognitive
interest in him.

3. Ensure that students' questions from the field, their answers, comments are given only with your permission.

4. Try to organize the constant amusement of students in the lesson. This will make it possible to overcome many difficulties, including solving the problem of discipline.

5. Use in the lesson additional, entertaining material from popular science literature, which will contribute to the development of interest in the subject.

6. Do not forget about the rich possibilities of visual teaching aids.

7. Present the material in a way that learners can understand. When studying the most difficult questions of the course. However, sometimes it is advisable to re-present them by the teacher.

8. Focus the attention of students on the practical significance of the material being studied. Try to illustrate general ideas and provisions with specific examples.

9. Organize independent intellectual and practical activities of students in the classroom, combining frontal, group individual form of work. Make the logical transition to a new type of learning activity.

Do not forget to organize the work of schoolchildren with a textbook in the lesson. In this case, the following types of student activities are possible:

· Answers to questions at the end of the paragraph;

· Retelling the content of the paragraph;

· Writing out basic terms and concepts in a notebook;

· Writing out basic definitions in a notebook;

· Note-taking;

· Drawing up a paragraph plan;

· Filling in tables in a notebook (based on the material given in the textbook); work with illustrations of the textbook.

12. Use a variety of methods and techniques for interviewing students:

• oral answer of the student at the blackboard (story on a given topic);

· Solving problems (orally or in writing);

· Collective filling of tables or diagrams on the board;

· A written answer indicating the parts in the figure;

· Comparison of object features;

· Individual message of students (report, essay, results of experience, etc.);

· Discussion of a friend's answer;

· Written programmed survey;

· Self-filling the table in the notebook.
13. Modern teachers often organize:

Performance of multilevel individual assignments using didactic cards

· Search and comment on the relationship between the concepts written by the teacher on the blackboard;

· The answer according to the plan, drawn up independently or suggested by the teacher;

· Drawing up questions and asking them to your classmates;

· Correction of errors in terms written by the teacher on the blackboard;

· Participation in "flight" repetition on basic terms, concepts conducted by the teacher, etc .;
14. Cognitive activity of students can be organized at the productive-imitative, partial-search, creative levels. Paying special attention to the creative development of students, it is necessary to offer them problematic questions that make thought actively work.

15. Teach students to take notes in a notebook on their own:

· A question for reflection in the lesson;

· Tables, diagrams, reference signals that facilitate the assimilation of the material;

• plans for answers;

· Plans for laboratory work;

· Plans for the implementation of intellectual activities (for example: a plan for comparing objects);

· Short summaries of difficult paragraphs of the textbook;

· Homework for the next lesson.

However, one should not get too carried away with keeping records (especially the thoughtless rewriting of material and textbooks by schoolchildren). It must be remembered that any action of the student and teacher in the lesson should be pedagogically expedient and have a certain meaning, because the time of the lesson is not unlimited ...

16. Encourage even a small student's success in moving towards a goal, mark (at least with a kind word) his personal achievements, form a microclimate of cooperation and interconnection in the lesson.

Appendix No. 5. The effectiveness of the lesson is a condition for improving the quality of education
Assignment to groups:

Question number 1: next to each criterion, put numbers from 1 to 6 by priority.

Questions # 2, 3: Put a cross in the cage.

Distribute the proposed actions in the sequence that you consider appropriate in preparation for the lesson:

Determine the type of lesson

Determine the goal of the task, the end result

Determine the place of this lesson in the topic, section, course

Select the necessary and sufficient educational material

Choose the necessary tools

Think over the course of the lesson, highlight its main stages

What types of lesson do you use the most?

Combined lesson

Generalizing lesson

Lesson in assimilation of new material

Integrated lesson

Using ICT

What is your teaching strategy

Passive

Active

Interactive

Formation of motivation for learning

Task for group I:

Dear Colleagues! We suggest you, on the basis of personal experience, from the proposed attitudes and actions of the teacher to choose those that will contribute to the formation of a component of the motivational sphere of learning - the meaning of learning.

The task of your group includes:

1. From the proposed list, select only those actions and attitudes that will work to form the meaning of the teaching. If you think that some settings and actions are not enough in the list below, you can add your own.

2. Write your selected statements on the report sheet.

3. Prepare the defense of your project (with examples from practice).

The teacher's attitudes and actions:

O joint work with children to comprehend and accept the goal of future activities and the formulation of educational tasks;

O selection of means adequate for the purpose;

O taking into account the age characteristics of schoolchildren;

O choice of action in accordance with the capabilities of the student;

O use of problem situations, disputes, discussions;

O non-standard form of lessons;

O creating a situation of success;

O creating an atmosphere of mutual understanding and cooperation in the classroom;

O the use of group and individual forms of organizing educational activities;

O emotional speech of the teacher;

O the use of cognitive and didactic games, gaming technologies;

O application of encouragement and censure;

O teacher's faith in the student's capabilities;

O formation of adequate self-esteem of students;

O stimulating students to choose and independently use different ways of completing assignments without fear of making mistakes;

O assessment of the student's performance not only by the final result (right or wrong), but also by the process of achieving it.

Task for group II:

Task for group III:

Dear Colleagues! We suggest you, on the basis of personal experience, from the proposed settings and actions of the teacher to choose those that will contribute to the formation of a component of the motivational sphere of learning - goal setting.

Task for group IV:

Dear Colleagues! We suggest you, on the basis of personal experience, from the proposed settings and actions of the teacher, choose those that will contribute to the formation of a component of the motivational sphere of learning - an emotional mood.

Task for group V:

After the performance of all the groups, a mock-up of the project "Formation of motivation for learning" is obtained.

CHARITY PROGRAM "HEALTHY CHILD":

In orphanages and boarding schools there are children whose serious illnesses and pathologies are compatible with life. These children do not die of their diseases, they can live with it. But their life is significantly different from the life of healthy peers and ours. Their special needs require a special habitat or special opportunities forevery child: operations, prosthetics, rehabilitation equipment, special educational programs.

These children face obstacles every day. Every day they become little heroes, performing an everyday feat - overcoming all the difficulties of the world around them, forced isolation from society.

Many children who received the status of a disabled person in the institution and many terrible diagnoses still dream of independence and mobility, independence from the help of other people, dream of learning the world outside the walls of institutions. Many of them really have every chance not only to become healthy and independent, but also to find a family.

Our goal is to help these children, to make their lives happier, to give them the opportunity to see the world as we know it: huge, comfortable, interesting, diverse.

In the program of targeted assistance to children "Healthy Child", we collect funds for both children from child care facilities and for children from needy families, whose parents cannot afford to pay for the expensive treatment of a child..

Attention:
We update information on children and fees for their needs as donations come in, but not more often than once a week. If you did not find your name in the list of those who helped the child - be patient, we will update the information soon.

PROGRAM NEWS:

01.07.2019

the collection for the M3 code is closed for the children of the Kutuzov boarding school in the Moscow region

the collection for code 289 for Bulat has been closed, the fund has paid for the course of treatment for the child, which he has successfully completed.More details >>>

the collection for code 291 for Anastasia was closed, the fund paid for and handed over to the family an active-type carriage with an electric drive.

the collection for code 309 for Murat is closed, the fund has paid for a rehabilitation course for the boy, the report on the assistance provided can be found on the child's page.

01.05.2019

Closed collection for code 290 for Anna. D. The Fund has already fully paid for all the planned rehabilitation courses for the girl. Treatment reports will be posted on the child's page shortly.

"arial =" "> Closed collection for codes 304, 305, 310 for Samir, Guzel and Bulat.Thanks to everyone who took part in the camp, and a special big thanks to Ruslan Vagizov for the Action! - Charity marathon in support of children on the Do it!

29.12.2018

the collection for the code 293 is closed. The Foundation has already paid for the rehabilitation course for the girl for Milana, but it is scheduled for February. Thank you very much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.

a new beneficiary was accepted into the "Healthy Child" program - Samir Sh. Diagnosis: Cerebral palsy, delayed psychomotor and speech development... Collection amount: 159 600 rubles

a new beneficiary was accepted into the "Healthy Child" program - Guzel Diagnosis: Cerebral palsy, delayed psychomotor development Amount of collection: 150,000 rubles

a new beneficiary was accepted into the "Healthy Child" program - Alexandra L. Diagnosis: acute lymphoblastic leukemia, accommodation spasm, amblyopia. Amount of collection: 231 250 rubles

a new beneficiary was accepted into the "Healthy Child" program - Egor A. Diagnosis: Cerebral palsy, spastic diplegia, motor alalia. Amount of collection: 500,000 rubles

07.11.2018

the collection for code 298 is closed. For Natasha, the Foundation paid for a rehabilitation course. Thank you very much to all the participants who did not pass by and helped in fundraising. The treatment report is posted on the child's page.

02.10.2018
a new beneficiary of the Kutuzovskaya boarding school of the Moscow region was admitted to the program "Healthy Child" (project of the medical room) -. Diagnosis: epilepsy, accompanied by impaired psycho-motor and speech activity. Collection amount: 95,000 rubles

the collection for code 294 is closed. For Zhenya, the Fund paid for 2 rehabilitation courses for the boy. Thank you very much to all the participants who did not pass by and helped in fundraising. The treatment report is posted on the child's page.

the collection for code 296 is closed. For Bulat, the Fund purchased a hippo-trainer, and now the boy is regularly engaged at home. Thank you very much to all the participants of the gathering. Delivery report on the child's page.

29.06.2018

collection for code 295 is closed. For Ruslan. C. The Foundation has already paid for the rehabilitation course for the boy. Thank you very much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.

14.05.2018

a new beneficiary was admitted to the "Healthy Child" program - Zhenya V. Diagnosis: epilepsy, accompanied by impaired psycho-motor and speech activity. Amount of collection: 234,000 rubles.font-family: "arial =" ">
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08.05.2018

the collection for the code 287 is closed. For George. D. The fund has already paid for tickets for him and the boy's mother. Many thanks to all Volgograd residents who responded to the request for help and transferred funds to pay for travel and examinations before the operation! The treatment report is posted on the child's page.font-family: "arial =" "> minor-latin; mso-ansi-language: RU; mso-fareast-language: EN-US; mso-bidi-language:
AR-SA ">

04.04.2018

a new beneficiary was accepted into the "Healthy Child" program - Yaroslav P. Diagnosis: atypical autism with mental retardation and systemic speech underdevelopment. Amount of collection: 89,000.00 rubles.font-family: "arial =" "> minor-latin; mso-ansi-language: RU; mso-fareast-language: EN-US; mso-bidi-language:
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22.03.2018

a new beneficiary was accepted into the "Healthy Child" program - Georgy G. Diagnosis: cerebral palsy, neurogenic scoliosis of the 3rd degree Amount of collection: 22,500 rubles.

a new beneficiary was admitted to the "Healthy Child" program - Ruslan S. - Diagnosis: bilateral sensorineural hearing loss IV degree, cochlear implantation. Amount of collection: 85350 rubles.
a new beneficiary was accepted into the "Healthy Child" program - Bulat. C. Diagnosis: cerebral palsy, epilepsy Amount of collection: 69,900 rubles.
a new beneficiary was accepted into the "Healthy Child" program - Togliatti boarding school. Diagnosis: multiple pathologies of mental development, intelligence and hearing impairment. Amount of collection: 240,000 rubles.

07.03.2018

a new beneficiary was accepted into the "Healthy Child" program - Bulat N. Diagnosis: cerebral palsy, spastic diplegia. Amount of collection: 149,600.00 rubles

a new beneficiary was accepted into the "Healthy Child" program - Anna G. Diagnosis: Cerebral palsy, double hemiplegia, pronounced central tetraporesis... Amount of collection: 180,000.00 rubles

adopted new beneficiary in the "Healthy Child" program - Anastasia R. Diagnosis: Cerebral palsy, symptomatic epilepsy... Amount of collection: 171,000.00 rubles

adopted a new beneficiary in the "Healthy Child" program - Milana S. Diagnosis: cerebral palsy. Amount of collection: 128 600,00 rubles

closed collection for code 271. For Karina R., the Foundation has already paid for a rehabilitation course for her. Thank you very much to all the participants who did not pass by and helped in fundraising. The treatment report will be posted on the child's page.

closed collection for M1 code for guys Petrovvalsky boarding school, Volgograd region... The Foundation paid for the equipment already necessary for the Medical Office. Thank you very much to all the participants of the Gathering. A report on the assistance provided will be published soon.

06.02.2018

the collection for the code 267 is closed. In the near future, Daniel P. will undergo a very necessary rehabilitation course for him. Thank you Huge to all participants who did not pass by and helped in fundraising

collection for code 275 is closed. In the near future the Fund will pay for the necessary wheelchair for Yura L. and give it to the family.

collection for code 276 is closed. In the near future the Fund will pay for the necessary wheelchair for Pavel D. and give it to the family.

06.11.2017

Closed collection for code 270. For Alexandra G. The Fund pays for and delivers a hippo-trainer. Thank you Huge to all participants who did not pass by and helped in fundraising

collection for code 272 is closed. The Foundation will pay for the rehabilitation course for Daniel T.

22.05.2017

a new beneficiary was accepted into the "Healthy Child" program - Yura L. Diagnosis: cerebral palsy, spastic diplegia. Amount of collection: 86,000.00 rubles

a new beneficiary was accepted into the "Healthy Child" program - Olga D. Diagnosis: Consequences of perinatal CNS pathology with diffuse microsymptomatics, emotional and volitional disorders. Amount collected: 91 630.00 rubles

a new beneficiary was accepted into the "Healthy Child" program - Maxim E. Diagnosis: cerebral palsy, spastic tetraparesis. Amount of collection: 97 600,00 rubles

04/20/2017, Tatarstan

a new beneficiary was accepted into the "Healthy Child" program - Daniel T. Diagnosis:Cerebral palsy, developmental delay... Collection amount: 91,200.00 rubles

13.04.2017, Novosibirsk:

a new beneficiary was admitted to the "Healthy Child" program - Alexandra G. Diagnosis: cerebral palsy. Amount of collection: 68,750.00 rubles.

13.04.2017 the camp for the code 258 is closed. In the near future Andrey V. will undergo a rehabilitation course that is essential for him in St. Petersburg. Thank you Huge to all participants who did not pass by and helped in fundraising

the collection for code 259 is closed. The Foundation will pay for the rehabilitation course for Fedor in the coming days.

04/11/2017, Samara region

a new beneficiary was accepted into the "Healthy Child" program - Slava K. Diagnosis:Cerebral palsy, spastic tetraparesis... Amount of collection: 91,000.00 rubles

04/11/2017, Tatarstan

a new beneficiary was accepted into the "Healthy Child" program - Daniel P. Diagnosis: Cerebral palsy, dysarthria ... Amount of collection: 238,000.00 rubles

a new beneficiary was accepted into the "Healthy Child" program - Karina R. Diagnosis:Cerebral palsy, spastic tetraparesis, double athetosis... Amount of collection: 160,500.00 rubles

16.01.2017 collection for code 257 is closed. In the near future Gleb P. will go to St. Petersburg for treatment. Thank you Huge to all the participants who did not pass by and helped

the collection for code 260 is closed. The Fund will pay and deliver the necessary simulators to Azat within a month.

13.01.2017, Moscow region:

a new beneficiary was accepted into the "Healthy Child" program - Masha N.

Diagnosis: Residual organic lesion of the central nervous system. Delayed psychoverbal development.Amount of collection: 104,800.00 rubles.

01/09/2017, Ryazan:the collection for the code 251 is closed - a soft room will be organized to help the children of the Ryazan orphanage. Thanks to everyone who participated in helping!

12/31/2016, Tatarstan:

a new beneficiary was accepted into the "Healthy Child" program - Azat Z. Diagnosis:Cerebral palsy, bone deformation due to spastic tetraparesis... Amount collected: 66 300,00 rubles

a new beneficiary was accepted into the "Healthy Child" program - Darina K. Diagnosis: cerebral palsy, spastic tetraporesis. Amount of collection: 63,200.00 rubles

12/31/2016, Novosibirsk:

a new beneficiary was admitted to the "Healthy Child" program - Anastasia A. Diagnosis: diabetes mellitus. Amount of collection: 150,000.00 rubles.

a new beneficiary was accepted into the "Healthy Child" program - Matvey U. Diagnosis: cerebral palsy. Amount of collection: 73,100.00 rubles.

12/30/2016, Belgorod region: a new beneficiary was accepted into the "Healthy Child" program - Andrey V. Diagnosis: cerebellar insufficiency syndrome, right-sided central hemiparesis, neurogenic planovalgus deformity of the right foot. Amount of collection: 70,000.00 rubles. More details >>> Join now!

20.12.2016, Ryazan:a new beneficiary was accepted into the "Healthy Child" program - Zhanna K. Diagnosis: Chronic sensorineural hearing loss, grade IV. on the right, III Art. on the left, systemic speech underdevelopment. Amount of collection: 48,000.00 rubles. Join us!

11/25/2016, Novosibirsk:

a new beneficiary was accepted into the "Healthy Child" program - Sophia S. Diagnosis: cerebral palsy. We are raising funds to pay for specialized walkers for children with cerebral palsy. Amount of collection: 105,000.00 rubles.

More details: Join us!

11/25/2016, Ryazan:

10/27/2016, Ryazan:

10/26/2016, Volgograd:

code 247 is closed - children with cerebral palsy will now be able to undergo rehabilitation courses in the rehabilitation department of the Sredneakhtubinsk Central Social Society.Thanks to everyone who participated in the fundraising for the rehabilitation equipment. More details

10/26/2016, Ryazan:

10/18/2016, Kazan:

10/18/2016, Ryazan:

10/13/2016 Ryazan:

a new beneficiary was accepted into the "Healthy Child" program - Matvey K. Diagnosis: shunt-dependent hydrocephalus without progression. We collect for payment of a 24-hour nanny-sitter for the postoperative period. Amount of collection: 75,000.00 rubles. Details:. Join us!

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10/12/2016 Ryazan region:

a new beneficiary was accepted into the "Healthy Child" program - Alexey L. Diagnosis: congenital heart disease, Oik oval window. We collect for payment of a 24-hour nanny-sitter for the postoperative period. Amount of collection: 21,000.00 rubles. Details:. Join us!

"arial =" "> 10/12/2016, Novosibirsk:
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font-family: "tahoma =" "> paid travel from Ryazan to the place of treatment and back. Thanks to everyone who participated in helping the child! Details:

06/15/2016, Ryazan:

closed code 249 - to helpNecessary rehabilitation equipment was handed over to the Elatomsk orphanage... Thanks to everyone who participated in helping the institution! Details:

05/18/2016, Ryazan:

closed code 158 - to help Artem S. cryus
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Department of Education and Youth Policy of the Yalchik District Administration

MOU "Novoshimkus secondary school

Yalchik region of the Chuvash Republic "

Computer modelling

v. Novye Shimkusy - 2006

The methodological basis of modeling is a system analysis, the central procedure of which is the construction of a generalized (unified) model of an object, reflecting the most important factors and interrelationships of a real system. In practice, this is associated with the creation of a complex of models with developed dynamic and informational links between models of all levels.

The method of computer modeling, it allows to adequately reflect the structure of the considered complex dynamic system, to introduce uncertainty factors into the model. The method of computer modeling provides an iterative process of developing a model, characterized by a gradual deepening of knowledge about the system with the participation of an expert and specialists in the subject area.

Computer modelling Is a method for solving the problem of analyzing or synthesizing a complex system based on the use of its computer model. The essence of computer modeling is to obtain quantitative and qualitative results based on the existing model.

A computer model is understood as:

A conditional image of an object or some system, described using interconnected computer tables, block diagrams, diagrams, graphs, drawings, animation fragments, hypertext, etc. and displaying the structure and relationships between the elements of an object - structural and functional model;
A separate program, a set of programs, a software package that allows, using a sequence of calculations and a graphical display of their results, to reproduce (imitate) the processes of an object's functioning, provided that it is affected by various (including random) factors - simulation models.

Computer modelling has several advantages over other approaches. In particular, it makes it possible to take into account a large number of variables, predict the development of nonlinear processes, the emergence of synergistic effects. Computer modeling makes it possible not only to obtain a forecast, but also to determine which control actions will lead to the most favorable development of events.

Qualitative conclusions drawn from the results of computer modeling allow one to discover such properties of a complex system as its structure, dynamics of development, stability, integrity, etc. Quantitative conclusions are mainly in the nature of forecasting some future or explaining the past values of variables that characterize the system. One of the main directions of using computer modeling is the search for optimal options for external influence on an object in order to obtain the highest indicators of its functioning.

Computer modelling- an effective method for solving problems of analysis and synthesis of complex systems. The methodological basis of computer modeling is system analysis (while computer modeling has certain sections of the theory of mathematical models), which is why in a number of sources, along with the term “computer”, the term system modeling is used, and the technology of system modeling itself is called master system analysts.

However, the situation should not be presented in such a way that traditional types of modeling are opposed to computer modeling. On the contrary, the dominant trend today is the interpenetration of all types of modeling, the symbiosis of various information technologies in the field of modeling, especially for complex applications and complex modeling projects. So, for example, simulation modeling includes conceptual modeling (at the early stages of the formation of a simulation model), logical and mathematical (including artificial intelligence methods) - for the purpose of describing individual subsystems of the model, as well as in the procedures for processing and analyzing the results of a computational experiment and making decisions. ; the technology of conducting, planning a computational experiment with the corresponding mathematical methods was introduced into simulation from physical (full-scale) modeling; Finally, structural-functional modeling is used to create a stratified description of multi-model complexes.

The rise of computer modeling related to simulation; imitation modeling was historically the first, in comparison with structural and functional, it never existed without a computer - and has a number of specific features.

Simulation modeling - one of the types of computer modeling using the methodology of systems analysis, the central procedure of which is the construction of a generalized model that reflects all the factors of a real system, and a computational experiment acts as a research methodology.

The simulation model is built strictly purposefully, therefore, it is characterized by an adequate display of the object under study, the logical-mathematical model of the system is a software-implemented algorithm for the functioning of the system. In imitation modeling, the structure of the modeled system is adequately displayed in the model, and the process of its functioning is imitated on the constructed model. Imitation is understood as carrying out on computers various series of experiments with models that are presented as a set (complex) of computer programs. Comparison of the characteristics (structures, controls) of the simulated object is carried out by means of variant calculations. A special role is played by the possibility of multiple reproduction of the simulated processes with their subsequent statistical processing, which makes it possible to take into account random external influences on the object under study. On the basis of the statistics collected in the course of computer experiments, conclusions are drawn in favor of one or another variant of the functioning or design of a real object or the essence of a phenomenon.

In a number of cases, it is not possible to form decisions using formal methods - the expert must be included in the decision-making process. It becomes an active component of the information system; details the problem and the model, sets up a directed computational experiment on the model, generates and ranks alternatives, selects criteria for making decisions, and also forms a rational management option using the knowledge base. Decision-making under risk, for example, requires interactive procedures for generating statistically reliable results and their step-by-step comparison with the risk price function. It is necessary to carry out the direct participation of an expert in the formation of the optimal set of solution options and in the procedures of variant synthesis.

Thus, simulation modeling significantly expands the capabilities and efficiency of decision-makers (DM), providing them with a convenient tool and means to achieve their goals. Simulation modeling implements the iterative nature of the development of the system model, the step-by-step nature of the detailing of the simulated subsystems, which allows you to gradually increase the completeness of the assessment of decisions made as new problems are identified and new information is obtained.

The simulation model does not provide an optimal solution like the classical solution of optimization problems, but it is a convenient auxiliary tool for the system analyst to find a solution to a specific problem. The scope of application of simulation models is practically unlimited, these can be tasks: researching the structures of complex systems and their dynamics, analyzing bottlenecks, forecasting and planning, etc. The main advantage of simulation is that the expert can answer the question: "What will happen if ...", i.e. using a model experiment to develop a development strategy.

Recently, work is underway to develop systems that can assist an expert in answering the reverse question "What is needed to ...". This can be referred to as "Targeted modeling", in which indicators of the target state are fed to the input of the system, as well as a list of possible regulators with an indication of the range and step of their change. The system, in automatic or semi-automatic mode, finds a combination of the values of these regulators to achieve a given target state.

So, the advantages of system-dynamic modeling are as follows: the system-dynamic approach begins with an attempt to understand the system of causes that gave rise to the problem and continues to support it. For this, the necessary data are collected from various sources, including literature, informed people (managers, consumers, competitors, experts) and special quantitative research is carried out. After an elementary analysis of the causes of the problem is made, the formal model is considered built. Initially, it is presented in the form of logical diagrams reflecting causal relationships, which are then transformed into a network model, depicted, for example, by graphical means of the “Ithink” system. Then this network model is automatically transformed into its mathematical analogue - a system of equations, which is solved by numerical methods built into the modeling system. The resulting solution is presented in the form of graphs and tables, which are subjected to critical analysis. As a result, the model is revised (the parameters of some network nodes are changed, new nodes are added, new connections are established or previously existing connections are changed, etc.), then the model is analyzed again and so on until it becomes sufficiently consistent with the real situation. After the model is built, the controlled parameters are selected in it and such values of these parameters are selected at which the problem is either removed or ceases to be critical.

In the process of modeling, the understanding of the problem by the people participating in it gradually deepens. However, their intuition about the possible consequences of the proposed management decisions is often less reliable than the approach associated with a careful construction of a mathematical model. And this is not as surprising as it might seem at first glance. Control systems sometimes contain 100 or more variables, which are either known to depend on others in some non-linear way, or assume the existence of such a dependence. The behavior of such systems turns out to be so complex that its understanding is beyond the capabilities of human intuition. Computer simulations are one of the most effective tools currently available for supporting and refining human intuition. While the model is not a perfectly accurate representation of reality, it can be used to make more informed decisions than a human could make. It is a flexible tool that empowers the person who uses it to gain a deeper understanding of the problem.

Thus, in the field of modern information technology imitation modeling acquires an extremely significant value in world scientific research and practical activity. With the help of simulation modeling, the tasks of the broadest range of problems are effectively solved - in the field of strategic planning, business modeling, management (modeling various kinds of financial projects, production management), reengineering, design (the application of simulation modeling in the field of investment and technological design is relevant, as well as modeling and forecasting the socio-economic development of regional and urban systems.

As a method of modeling urban systems, it is advisable to choose models of system dynamics. The concept of system dynamics allows you to model dynamic processes at a high level of aggregation. It is based on the idea of the functioning of a dynamic system as a set of flows (money, production, human, etc.).

Let us briefly consider the general content of the technological approach to building models. City models are resource-type models: resources (labor, financial, natural, etc.) are depleted, resources are replenished. The state of the urban economic system is described by variables (population size, production assets, housing stock, land resources, etc.). External influences and management decisions determine the dynamics (pace) of the modeled system (the rate of supply and withdrawal of resources).

Based on the processing of expert knowledge, all the factors operating in the system under consideration and the cause-and-effect relationships between them are identified. With the help of modern modeling systems (such as IThink, VENSIM, DYNAMO and others), the model is formed at the ideographic level. The resulting system flow diagrams are a form of structuring the expert's knowledge, in the information network of which a mismatch (imbalance) is generated for various types of needs and resource consumption.

In decision-making blocks, based on this information, control actions are issued on various types of objects. The main target is to balance the use of resources in the system. System dynamics models are used together with differential equations of balance type, as well as in combination with the principles and methods of logistics based on optimization, control, and integration of flows in complex systems.

Thus, when developing models of socio-economic systems, the analyst must take into account some of the features that were mentioned above. According to the author of this work, the main feature is the inapplicability of the concept of "optimal strategy", since the urban system consists of many subsystems, the goals of which often contradict each other. Therefore, the main task is not to search for an optimal strategy, which usually does not exist, but to find a development strategy acceptable in the given conditions, some compromise option that allows taking into account the goals of individual subsystems and ensuring the integrated development of the city as a whole.

Choosing a modeling environment

Modern trends in the field of simulation are associated with the development of problem-oriented systems, the creation of built-in tools for integrating models into a single model complex; The technological level of modern modeling systems is characterized by a large selection of basic concepts of formalization and structuring of simulated systems, advanced graphical interfaces and animated output of results. Simulation systems have means for transferring information from databases and other systems, or have access to procedural languages, which makes it easy to perform calculations related to the planning of factorial experiments, automated optimization, etc.

Analysis of the information technology market reveals the following main trends in the field of modern modeling systems, the most significant of which will be discussed below.

The dominant basic concepts of formalization and structuring in modern modeling systems are:

for discrete modeling - systems based on process descriptions or network concepts (network paradigms), - (Extend, Arena, ProModel, Witness, Taylor, Gpss / H-Proof, etc.);
for systems focused on continuous modeling - models and methods of system dynamics - (Powersim, Vensim, Dynamo, Stella, Ithink, etc.)

Moreover, in powerful systems, in order to expand their functionality, there are alternative formalization concepts. So, for example, in Powersim and Ithink systems there is a built-in apparatus for discrete modeling, and, conversely, in Extend and ProcessModel systems, support, albeit rather weak, of continuous modeling is implemented.

Most modeling systems have a user-friendly, easy-to-interpret graphical interface; system flow diagrams or block diagrams are implemented at the ideographic level, i.e. are drawn, the parameters of the models are determined through the submenu. Programming elements (in general-purpose or object-oriented languages) are saved for individual elements of the model or for the creation of specialized blocks by a prepared user, the so-called author's modeling (for example, the Extend system has a built-in Modl language for creating specialized blocks).

Simulation systems are becoming more and more problem-oriented. Known systems for modeling production systems for various purposes (TOMAC, SIRE, etc.), medical care (MEDMODEL), in the field of telecommunications (COMNET), etc. For this, problem-oriented modeling systems include abstract elements, language constructions and sets of concepts directly from the subject area of research. Modeling systems that declare their problem orientation have certain advantages, for example, the Rethink package, which focuses on reengineering. All of this, of course, affects the availability and attractiveness of simulation.

In modern modeling systems, there are some tools for creating stratified models. Systems stratification, being a general principle of system modeling, is implemented in the technology of simulation modeling either by detailing, an iterative procedure for the evolution of a simulation model, or by creating a complex of interrelated models with developed information and implicit connections between the models. Stratified models are machine-oriented concepts that imply the construction of databases and knowledge, over which the computational processes of solving system analysis problems and decision-making are defined. Modeling system designers use a variety of approaches to implement stratified models. A number of software products such as AUTOMOD, ProModel, TAYLOR, WITNESS, etc. support the integration of models based on the creation of nested structures. Arena, Extend systems implement an approach to stratification based on the construction of hierarchical multi-level structures. The most promising is the structural-functional approach, implemented, for example, in the modeling systems Ithink, Rethink, based on the methodology of structural analysis and design. With this technology, it is possible to implement several levels of presentation of models, - a high-level presentation in the form of block diagrams, using CASE-tools, and at the lower level, models can be displayed, for example, with flow diagrams and diagrams.

A new methodology of scientific research in computer modeling, which involves the organization and conduct of a computational experiment on a simulation model, requires serious mathematical and informational support of the system modeling process, especially in terms of computational procedures related to experiment planning, optimization, organization of work with a large amount of data in the adoption procedures. solutions. Many modeling systems are provided with tools for integration with other software environments, access procedural languages associated with the simulation model code to implement special calculations, access to databases (Simulation Data Base approach).

In more powerful packages, integration is carried out through additional software with specialized blocks for various purposes. These can be input data analysis blocks, flexible sensitivity analysis tools that allow multiple runs with different input data (in GPSS / H-PROOF, ProModel, etc.). It is promising to create modeling systems with functionally broad, focused on the specifics of simulation modeling, optimization blocks (in this sense, the WITNESS and TAYLOR systems are indicative). Integration of software systems, by the way, can be carried out at other levels, for example, simulation plus logistics, which is important, in particular, when implementing resource models of balance type.

The multi-user mode implemented in a number of systems, the use of interactive distributed modeling, developments in the field of interaction of simulation modeling with the Internet, expand the capabilities of simulation modeling, allowing various companies to work out joint or competing strategies.

Table 2.4 Technological characteristics of modern modeling systems

Simulation system	Software manufacturer	Applications	Simulation environment and support
Simulation system	Software manufacturer	Applications	Graphic design of IM	Author's modeling, programming models	Animation (in real time)	Results analysis support
ARENA	System Modeling Corporation	Manufacturing, business process analysis, discrete modeling	Block diagrams	+	+	+
EXTEND	Imagine That, Inc.	Strategic planning, business modeling	Building blocks, continuous and discrete models	+ Modl language	+	Sensitivity analysis
GPSS / H-PROOF	Wolverine Software Corporation	General purpose, manufacturing, transport, etc.	Block diagrams	+	+	ANOVA
ITHINK ANALYST	High Performance System, Inc.	Financial flow management, reengineering of enterprises, banks, investment companies, etc.	CASE tools, flowcharts	+	+	Sensitivity analysis
PROCESS MODEL	PROMODEL Corporation	General production, reengineering		--	--	+
SIMUL8	Visual Thinking International	Universal tool for simulating discrete processes	--	Object-oriented programming	+	+
TAYLOR SIMULATION SOFTWARE	F&H Simulation Inc.	Manufacturing, cost analysis	Block diagrams, discrete simulation	--	+	+
WITNESS	Lanner Group Inc.	Business planning, manufacturing, finance	+	+	+	+ Optimization block
VENSIM	Ventana Systems	System dynamics models	Flow charts	--	+	+
POWERSIM	Powersim Co.	Continuous simulation	Flow charts	--	+	--
DYNAMO	Expectation Software	Computational-type system dynamics models	Block diagrams	--	--	--

The InformationWeek Test Lab has tested several simulation packages for engineers and other users, including the following packages that support system dynamics methods:

Powersim Studio 2001 by Modell Data AS (Norway);
Ithink 3.0.61 manufactured by High Performance Systems (USA);

In addition, the author analyzed the Vensim 5.0 modeling package and compared its capabilities with other packages.

As a result of the comparison, the following conclusions were made:

Powersim 2.01 by Modell Data

Best Continuous Simulation Product

Dignity

Many built-in functions to facilitate model building
Support for multi-user models for teamwork
Array tools make it easy to create models with similar components

disadvantages

Limited support for discrete modeling

Ithink 3.0.61 from High Performance Systems

Provides creation of continuous and discrete models

Dignity

Built-in blocks to make it easy to create different kinds of models
Support for authoring modeling, making it easier for users with poor technical background to use models
Detailed tutorial and documentation
Advanced sensitivity analysis tools that provide automatic multiple execution of the model with different input data
Supports many input formats

disadvantages

Complex Notation Systems Dynamics
Fewer features supported than Powersim

Vensim 5.0 PLE by Vensim Co.

The cheapest product in question; supports continuous modeling (system dynamics methods)

Dignity

Simple graphical interface aimed at professionals.
Many built-in functions and features to make model creation easier
Flexible Sensitivity Analysis Tools (Professional Edition)
Integration with other applications through the DLL mechanism (in the DSS version)

disadvantages

A small number of built-in math functions in the PLE version.

The Vensim 5.0 PLE package was chosen as a modeling environment for this thesis, since it supports system dynamics methods, and also has many built-in functions and capabilities, which are quite enough to implement the designed complex of models

Methodical project

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