The formulation of the “conclusions”, not to mention the fact that they, as a rule, do not leave the best impression on the members of the Board on defense, makes the reader, if he is interested, look for himself in the text of the thesis what interesting was obtained in this study. Meanwhile, you as a scientist should be interested not only in adequately presenting your results in defending a thesis, but also in the further “scientific life” of your work the author’s abstract goes to the libraries of many universities and research institutes, and the thesis should be specifically sought in the dissertation hall of the Russian State Library or in the library at the place of its defense this is not easy, and not everyone will do it. Moreover, the reader, having taken your work the author’s abstract, the dissertation, first of all will turn to conclusions that you can take interesting things from there.
Therefore, it is highly desirable that on 1-2 or 3 pages of conclusions you briefly summarize the new that you received, i.e. The conclusions were formulated in a meaningful way. We give examples. the results of theoretical and experimental research suggest that the successful formation of graphic literacy elements for younger students can be achieved by observing the pedagogical conditions: organizing a holistic perception of graphic images; learning graphic techniques; the formation of the initial graphic representations, knowledge and skills for reading graphic images; the selection of the content of graphic literacy aimed at meaningful fulfillment by the primary school children of work assignments in grades I-IV is possible based on the following didactic requirements: the interrelation of the elements of the content of graphic literacy with the process of student work and the nature of the tasks; the direction of the formed knowledge and skills to solve problems in teaching the planning, execution of processing operations and control over the objects of labor on graphic images;
The interrelations of schoolchildren’s labor with natural history, mathematics and visual arts; the content of graphic literacy elements, including targeted and consistent reading of graphic images (drawings and technical drawings, flow charts), the definition of operations on them and quality control of labor contributed to strengthening the scientific organization of work activities of younger schoolchildren. At the same time, as the rational methods of forming the elements of graphic literacy, game moments and elements of problem-based learning are needed (creating game and problem situations; setting tasks-tasks; including schoolchildren in independent work in the manufacture of complex products, etc.); didactic materials on the elements of graphic literacy content: subject demonstrations (product samples and blanks, reamers, templates, parts); visual aids (tables, plans for students’ practical tasks) and graphic tools (drawings, drawings, flow charts of various contents) contributed to the successful mastery of grades I-IV classes of reading graphic images, planning operations, performing marking works and controlling the quality of labor objects. This allows us to strengthen the training of younger schoolchildren in the basics of engineering and technology for processing materials and to increase the effectiveness of lessons in labor training. ”