Abstract of the lesson of geography 9 scientific complex. Scientific complex of Russia. Scientific and technical complex of Russia: state, forecasts and development prospects. Russia and their geography
"Science complex." Grade 9
Objectives: 1. Check knowledge on the studied section "Economics of the Russian Federation"
2. Introduce the concept of "Intersectoral complexes" and give a first idea of the functions of each.
3. To acquaint with the composition and geography of the scientific complex of Russia.
4.Show the importance of the scientific complex in the Russian economy.
5. Form the concept of "Technopolis".
Equipment: Political and administrative map of Russia, Textbook with maps and tables, Atlas Grade 9, tests for summarizing the topic “Economy of the Russian Federation”, notebooks for self-work.
Lesson progress: 1. Checking knowledge on the topic "Economy of the Russian Federation" (testing) -20 min
2. Studying new material-20 min
Teacher's story 5 min. On intersectoral complexes (Analysis of Table No. 21, page 86 and Fig. 30, page 87)
Notebook entry. INTER-INDUSTRY COMPLEXES - a group of interrelated industries, partially overlapping each other.
INDUSTRY - a set of enterprises that produce homogeneous products or provide homogeneous services.
Why is the science complex studied first?
Children determine the tasks that we must solve today.
EPIGRAPH OF THE LESSON: The words of Academician Moiseev: “Success comes to countries focused not so much on the development of difficult and light industry, the extraction of resources and not even the creation of new technologies, but the organization of such a society, in which the intellectual potential is liberated, the “I” is revealed, initiative and abilities flourish.
Plan for learning new material
1. Intersectoral complexes and the relationship between them. (Analysis of Table No. 21, page 86 and Fig. 30, page 87)
2. The significance of the scientific complex in the development of the country's economy. His problems.(Analysis of Table 22.23 p. 88, Text p. 87
3. Composition of the scientific complex(Sam-but fig. 31 and text pp 88-89 1-2 paragraph)
4.Geography Russian science, causes of uneven distribution of scientific centers(Analysis of Fig. 32 p. 90, text p. 89(3 paragraph)-92)
ADDITIONAL INFORMATION
3.5 million people are employed in science, of which 1 million are scientists
RUSSIAN ACADEMY OF SCIENCES --- Moscow (1200 research institutes, 13 UNIVERSITIES, 84 INSTITUTES, 19 ACADEMIES) Research centers - Dubna (Nuclear Physics); Zhukovsky (Biotechnology); Zelenograd (Electrotechnical); Korolev (Space Flight Control Center); Obninsk (Center for Earth Physics, Nuclear Physics); Troitsk (Center for Thermonuclear Research)
SCIENTIFIC CENTER OF THE RAS --- St. Petersburg (360 research institutes, 22 VVI, 30 academies, 140 universities)
URAL BRANCH RAS-Ekaterinburg (Experimental Closed Centers-Arzamas-16; Chelyabinsk 70; Penza 19)
SIBERIAN BRANCH RAS --- Novosibirsk (Krasnoyarsk 26th Biotechnical Center)
CAUCASUS DEPARTMENT OF THE RAS --- Rostov-on-Don (Neurocybernetics, biology, chemistry)
FAR EASTERN BRANCH OF RAS ---- Khabarovsk
5. Technopolises: their structure and geography ( Analysis of Fig. 33 (A.B) page 91, text of the last. Paragraph pages 92 and 93)
CLOSING: 5 minutes to answer the questions at the end of paragraph 16
Reflection. Summary of the lesson. D/C §16 according to plan, rep §1
>>The most important intersectoral complexes of Russia and their geography, Scientific Complex
The most important intersectoral complexes
Russia and their geography
Instead of sectoral approaches in economics and in geography began to use interbranch. This is due to the fact that the increasingly complex intersectoral relations did not fit into the departmental framework. They link groups of industries into blocks that perform a common national economic function (Table 14, Figure 25).
Table 14
Interbranch complexes of Russia
| Household functions | |
| Scientific | Implementation of all types of work on obtaining, storing and disseminating scientific knowledge |
| Military industrial | Providing the armed forces with the latest military equipment, weapons, ammunition; civil production - high technology |
| Engineering | Providing all industries, Agriculture and the population with a variety of machines and mechanisms |
| Fuel and energy | Production and distribution of energy in various types and forms |
| Metallurgical, chemical and timber | Manufacture of various structural materials and chemicals |
| agro-industrial | Production, processing and bringing to the consumer of agricultural products |
| infrastructure | Providing a variety of services to industry and the public |
§ 13. Scientific complex
Let's consider the main blocks that form the scientific complex of Russia (Fig. 24). Among them stands out for its power (about 60% of scientific personnel) a group of branch scientific, design and design organizations and experimental industrial enterprises. The industrial science sector was directly connected with the industrial sector. A significant proportion of these organizations served the defense complex. This is one of the reasons why the achievements of science have been poorly introduced into civilian life. economy. The second group - research institutions of the Russian Academy of Sciences, they are mostly engaged in theoretical issues of science and have a small experimental base. They employ about 10% of scientists.
Table 15
Organizations performing research and development
Table 16
Staff engaged in research and development (at the end of the year), thousand people
Finally, the third group - scientific institutions of higher educational institutions(departments, laboratories, research institutes), libraries, museums, archives. These scientific institutions also have an insufficient experimental base.
What is the geography of Russian science? The main part of scientific institutions and scientists is concentrated in the largest cities and urban agglomerations (Fig. 26). This is due to many reasons.
First, historical - the institutions of science and education in Russia were originally created in the capital cities. Secondly, the main consumers of scientific developments are concentrated in the largest cities - enterprises of science-intensive industries and defense complex.
Thirdly, scientific institutions establish close ties and cooperate to organize research. Therefore, they mutually attract each other, contributing to the territorial concentration of science. The largest center of science and education in Russia is Moscow. Research is being carried out on almost all major scientific directions. More than 1200 organizations of science and scientific service are located on the territory of the city. Among them are the Russian Academy of Sciences, several specialized academies (medical, agricultural, natural sciences, construction and architecture, technological sciences, education, etc.), 80 academic institutes. More than 40% of all scientific research in Russia is carried out in Moscow, including more than 30% of design and applied work. Almost 30% of doctors of sciences, 20% of candidates of sciences of the country work here, cadres of scientists for all of Russia and for a number of independent states of the Commonwealth (CIS) are being trained. A significant number of scientific centers surround Moscow (these are Dubna, Pushchino, Chernogolovka, Troitsk, Obninsk, Zhukovsky, Zelenograd, etc.).
The second most important scientific center in Russia - St. Petersburg - concentrates 12% of Russia's scientific personnel. Scientists explore the problems of energy, nuclear physics, medicine, geology and mining, the Arctic and Antarctic. A large place is occupied by science related to the defense complex. Several hundred scientific institutions operate here, including academic and industry institutes.
In total, 2/3 of Russian scientific personnel are concentrated in Moscow and St. Petersburg, as well as in the cities of the Moscow and St. Petersburg agglomerations. Thus, there are huge disproportions in the geography of science in Russia. True, the situation is now somewhat changing, since scientific, including academic, centers have been established in the Urals (Yekaterinburg), Siberia (Novosibirsk, Krasnoyarsk, Irkutsk), and the Far East (Vladivostok, Khabarovsk). Samara, Saratov, Kazan, Nizhny Novgorod, and Rostov-on-Don became major scientific centers in Russia.
The geography of science, especially technical science, can change significantly due to the creation of so-called technopolises. The basis of the technopolis is the scientific center, which acts as an "incubator" of new ideas (Fig. 27). These ideas are further picked up by experienced enterprises of the introduction belt, which embody them in a finished product, develop a technology for its production. Further, this technology is transferred to large industrial enterprises.
The advantage of such a combination of science and production is the rapid implementation of new scientific achievements.
AT Russian Federation technopolises are already being created in the Moscow region (Zelenograd, Troitsk, Zhukovsky). In addition, many scientific centers have been formed in the Russian defense complex, which have not only scientific institutes, laboratories, design bureaus but also experienced industrial enterprises. There are dozens of such closed cities (with total number about 700 thousand people).
Consequently, technopolises are centers that unite institutions of science (including defense) with knowledge-intensive industrial enterprises.
Questions and tasks
1. What sectors are included in the scientific complex?
2. What is the geography of the Russian scientific complex?
3. What changes have taken place in the scientific complex of Russia during the years of reforms?
4. What is a technopolis? What significance will technopolises have in Russia's transition to a post-industrial society?
Geography of Russia. population and economy. Grade 9: textbook. for general education institutions / V.P. Dronov, V.Ya. Rum. - 17th ed., stereotype. - M.: Bustard, 2010. - 285 p.: ill., maps.
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Lesson content lesson summary support frame lesson presentation accelerative methods interactive technologies Practice tasks and exercises self-examination workshops, trainings, cases, quests homework discussion questions rhetorical questions from students Illustrations audio, video clips and multimedia photographs, pictures graphics, tables, schemes humor, anecdotes, jokes, comics parables, sayings, crossword puzzles, quotes Add-ons abstracts articles chips for inquisitive cheat sheets textbooks basic and additional glossary of terms other Improving textbooks and lessonscorrecting errors in the textbook updating a fragment in the textbook elements of innovation in the lesson replacing obsolete knowledge with new ones Only for teachers perfect lessons calendar plan for the year guidelines discussion programs Integrated Lessons Topic:"The scientific complex is the pinnacle of the economy."Goals:
Cultivate accuracy in filling out contour maps and workbooks.
Know: composition, significance of the scientific complex, location factors, main centers; the concepts of "scientific complex", "technopolis".
To be able to show and name the main centers of the scientific complex on the map.
To develop general educational skills in working with a textbook, the ability to analyze text, compose questions and specific subject skills in working with a map.
Plan
The study new topic
Stage Challenge
1. Goal setting.
2.Updating knowledge required to study a new topic in the form of "Escalator" - a form of consolidation and control of knowledge in pairs of shifts.
Terms and concepts of consolidation and control:
economy
The structure of the Russian economy
Branch of the national economy
Interindustry Complex (IOC)
A) The teacher invites the children to write down in the first column what they know about the scientific complex. Then the children discuss what they have written, in groups. Each group presents their entries. The teacher draws up a similar table on the blackboard, filling it in with the answers of the children.
B) The teacher invites the children to write down the questions they have in the second column, asks where they can find answers to their questions.
Table "ZUH"
1. The teacher offers work with textbook(§ 16, textbook Dronov V.P., Rom V.Ya. Grade 9) and find answers. At the same time, children independently read the text, making notes in the margins with a pencil.
V - knew before, the information was confirmed;
This is new to me;
This surprised me.
2. Students are invited fill in the table third column. After that, they exchange their notes in a group. The teacher asks several students to voice their notes.
Children write down the term "technopolis" in their notebooks.
3.Working with cards textbook, atlas. The teacher proposes to mark the geography of scientific centers, technopolises of Russia on the contour map.
Stage Reflection
1. Work in groups. The teacher offers to answer the question in the group within 2 minutes, choose the answerer.
1 group. What sectors does the scientific complex consist of.
Draw a diagram on the board.
2 group. What changes have taken place in the scientific complex
During the years of reforms in Russia.
3rd group. What is a "technopolis"? What value will they have
During Russia's transition to a post-industrial society.
Groups voice their question and answer, supplement if necessary.
The teacher suggests at home to draw up a plan for studying the IOC, which would be suitable for all other complexes that will be studied further. And he offers an additional task of an increased level of complexity: prepare a message for 5 minutes "Closed city, ghost town of Russia."
Topic:
Goals:
Know the concepts: "cooperation", "specialization", "geographical division of labor", "machine-building complex".
To be able to generalize, highlight the main thing, work with various sources of information.
Develop skills in the formation of terms, accurate design of contour maps and notebooks.
Cultivate respect for each other
Plan
Exploring a new topic
Stage Challenge
The study of any IOC can be expressed in a plan. What is important to know about each IOC, and why is it needed?
1. The teacher suggests discussing in groups the IOC plans drawn up by the children at home. Then each group presents their plan. The teacher corrects and writes on the blackboard.
Stage Content
1. The teacher invites the children to view the disk “Geography of Russia. Economy and regions”, the topic “Machine-building complex of Russia” and using the plan, textbook and reviewed materials to form a cluster.
Then one of the groups draws their cluster on the board, the other groups supplement if necessary.
Stage Reflection
1. The teacher gives examples of specialization and invites students to create a definition of the concept of “specialization” using a generally accepted scheme, memo, watched movie (textbooks are closed).
The teacher says that specialization and cooperation are components of the geographical division of labor. What is the geographical division of labor? Try to define it.
Then the children read their definitions.
2. The teacher suggests using the atlas to designate on the contour map the largest centers of the machine-building complex, given to them on the sheets of paper to each group.
Lesson summary and homework
General. Find the definition of the concepts studied in the lesson in the textbook and other sources of information and write down the most accurate one in the dictionary.
ForIlevel. Compose dominoes for the study of IOC terms.
ForIIlevel. On fig. 34 "Composition and connections of the machine-building complex", as well as the text of the textbook, find examples of intra-industry and inter-industry relations of the machine-building complex.
Topic:"Machine-building complex"
Practical work:"Determination of the location maps of labor-intensive and metal-intensive engineering".
Goals:
To form the concepts of the previous lesson.
Be able to analyze tables, maps, drawings, draw conclusions.
Develop charting skills.
Combined lesson
1. Checking homework.
The teacher suggests in groups to discuss the definitions written in the students' dictionaries, to choose the best ones. The groups then share their definitions.
2. The teacher invites one student from the class to list the examples of intra-industry and inter-industry relations of the machine-building complex that he has highlighted, to explain their difference. The rest are complementary. And one of the students, using the plan, evaluates the answer and gives a review. (Attachment 1).
3. The teacher offers to analyze fig. 34, fill in the table proposed by the teacher and answer the question.
What is the principle of classifying industries in the textbook and in the table given by the teacher?
4.Practical work.
Children using table 24, fig. 36 (textbook) and work algorithm for weak students perform practical work.
5. Students who have completed practical work are invited to:
A) Collect dominoes by terms (composed by children) or compile Sinkwine "Engineering".
Lesson summary and homework
Prepare for testing on the topics "Scientific Complex" and "Engineering of Russia". Bring and prepare for a presentation on the previously set topic “Closed City, Ghost Town of Russia”.
Creative task. Make a chart "Specialization, factors of development of mechanical engineering" (using tab. 25, fig. 102 in the textbook and atlas). And also to make samples of various maps for the design of the stand in the classroom.
Topic:"Military-industrial complex of Russia"
Goals:
Raise patriotism and love for the motherland.
To be able to set goals for the lesson, analyze, draw conclusions, reason, collapse information in diagrams, highlight the main thing.
Know the concepts of "MIC", "conversion".
Plan
1. Current control of knowledge on the topics covered (10 minutes).
Test
What is "technopolis":
B) the accumulation of technical universities and industry;
C) a city with a large amount of transport, a variety of equipment.
Set match:
2. Tolyatti b) VAZ;
3. Moscow c) GAZ;
4. Ulyanovsk d) UAZ.
Set match:
1. Production of agricultural combines a) labor;
2. Manufacture of mining equipment b) raw materials;
3. Electronic engineering c) scientific;
4. Automotive industry d) consumer.
Labor-intensive engineering includes:
B) machine tool building;
B) metallurgical
Enterprises gravitate towards metallurgical bases ...
The area is favorable for the location of an aircraft factory:
B) Cheboksary;
B) Vladivostok;
D) Yakutsk.
Vladimir and Volgograd are the centers of:
B) tractor construction;
C) heavy engineering.
Zhiguli cars are produced by the plant:
B) in Nizhny Novgorod;
B) in Tolyatti.
Add suggestions.
The combination of related industries from different industries in one enterprise ... ..
Industrial relations between enterprises ... ..
The machine-building complex is…..
Stage Challenge
1. Russia is the largest military power in the world. It has the world's best developments, weapons, military equipment. And today we will study the military-industrial complex. Let's set the objectives of the lesson. What should we know about the military-industrial complex, what should we learn.
The teacher offers to make a cluster.
Be able to tell about the military-industrial complex according to the plan, showing the centers on the map.
What
Meaning
Centers
Placement factors
Compound
2. The teacher invites the children to make a presentation “A closed city, a ghost town of Russia” and hangs a map on the board with marked (colored self-adhesive paper) closed cities.
Stage Content
1. The teacher suggests that after reading the text, after analyzing the maps of the atlas, the children should compile a detailed cluster or table that answers the points of the plan.
Stage Reflection
1. The teacher suggests having a discussion in groups for 7 minutes on the questions of the card given to them.
Card
There are several points of view on the problem of conversion. Some believe that the conversion is necessary for Russia. Huge expenditures on armaments were at one time one of the reasons that led the economy of the USSR to an economic crisis. Others believe that the US defense industry's motto "Arms export is better than conversion" should be followed.
Answer the questions
What is your attitude towards the export of weapons to other countries?
Do you think there is a need to convert the military-industrial complex in Russia?
Is your area where you live experiencing conversion issues?
The military-industrial complex has a powerful negative impact on the environment. How do you feel about the problem of disposal of nuclear weapons waste?
Lesson summary and homework
Leading task: draw up a cluster on a Whatman paper and use it to tell about your industry using maps and visual images from a computer disk on the topic “Fuel and Energy Complex of Russia”.
1 group. Oil industry.
2 group. Coal industry.
3rd group. Gas industry.
4 group. Power industry.
Topic:"Fuel and Energy Complex"
Goals:
Know the concepts of "cost", "single gas system”, “energy system”.
To be able to name and show on the map the largest deposits of gas, coal, oil, the largest hydroelectric power plants, thermal power plants, nuclear power plants, TPPs, geothermal power plants.
Develop speech, the ability to speak to an audience, work with various sources of information.
Plan
Exploring a new topic
1. Goal setting.
2.Performance of groups. Non-performing children copy the cluster from the board.
3. Working with terms. Recording terms in a dictionary with emphasis on the main and secondary (cost, energy system, unified gas system).
Anchoring
1. Teacher together with students charts"Sectoral Composition of the Fuel and Energy Complex and Communications".
Teacher's story
2. The teacher talks about the fuel and energy balance, its necessity, introduces the concept of "conditional fuel".
Working with the map
3. The teacher proposes to plot the largest deposits of coal, oil, gas, thermal power plants, hydroelectric power plants, nuclear power plants, TPPs, geothermal power plants in Russia on a contour map using clusters in a notebook and atlas maps.
Group work
4. The teacher divides the class into 3 groups and gives the task: Highlight the shortcomings
Group 1 - TPP
Group 2 - HPP
Group 3 - nuclear power plants. This is followed by a discussion of the identified shortcomings.
Test for fixing the topic and for diagnosing the level of knowledge
Or testing on the topics covered on computers using electronic textbooks.
The largest coal reserves (general geological) have a basin:
A) Kuznetsky;
B) Pechersky;
AT) Tunguska;
D) Donetsk.
The first place in Russia in terms of coal mining is occupied by the basin:
B) Pechersky;
C) South Yakutsk.
The cheapest coal (2-3 times cheaper than Kuznetsk coal) in the basin:
B) Donetsk;
AT) Kansk-Achinsk.
The cheapest way to mine coal:
B) open;
B) fountain;
D) pumping.
Only underground coal is mined in the basin:
B) Pechersk;
B) Kansk-Achinsk.
The country produces 70% of its oil in …( West Siberian base or in the Middle Ob).
The cheapest way to extract oil... (fountain).
91% of gas is produced in … (Western Siberia, or in the Ob).
Are the refineries located in areas where processed products are consumed or in areas where oil is produced? (In areas where the products of its processing are consumed. It is more convenient and economical).
Major gas pipelines run from... (Urengoy and Orenburg).
In terms of gas production, Russia ranks ... (1 place).
Leading companies in the gas industry… (JSC Gazprom).
In terms of oil reserves, Russia occupies ... (2nd place in the world).
Brown coal is mined in the pool:
B) Kansk-Achinsk;
B) Kuznetsk
Coal mining in the 90s…
B) fell.
Coal from this basin is exported mainly to Japan.
B) South Yakutsk;
B) Kansk-Achinsk.
Criteria for evaluation
Errors 0-1 - score "5"
Mistakes 2-4 - score "4"
Mistakes 5-8 - score "3"
9 or more errors - score "2"
For strong students who complete the test faster than others, additional material is offered:
"Wind Energy" (p. 99).
"Solar energy" (p. 100).
The teacher checks their test, puts marks. Or the teacher puts the grades set by the computer.
After completing the test, the children exchange notebooks in pairs and, according to the answers and assessment criteria open on the board, they check and evaluate the tests.
Lesson summary and homework
Compose geographic lotto:
Option 1 - "Terms and concepts of the topics studied."
Option 2 - "Geography of the most important centers of the studied IOCs."
The scientific complex of Russia is now going through a difficult period. Since the era of perestroika, its structures have been continuously reorganized, abolished, reformed, optimized - depending on the current problems in the country and society and the competence of those leaders who are called upon to solve these problems.
and the specifics of its development
The modern scientific sphere, like any socially oriented system, is full of collisions and structural contradictions. At the same time, a significant impact on the development of the scientific potential of the state is exerted by economic policy implemented by the Government. According to some analysts, the systemic crisis, which has unsettled many, including highly developed countries, is rebounding on Russia's scientific complex. But there is reason for optimism - thanks to the powerful internal potential, our country has always overcome periods of crisis, including in progressive directions.
The development of science in Russia was carried out in leaps and bounds, because the country either repelled the invasion of "intruders", then hastily restored after wars and destruction, then experienced internal upheavals - revolutions, reforms. The Russian Academy of Sciences has always organized its work in a special way, depending on the "imbalance" of forces and capabilities that existed in the country, which should be eliminated. Looking back, we can see that the problems of the Russian scientific complex did not arise today, but we need to solve them - systematically and together.
Scientific complex of the country: structure and functions
The key functions of science are the forecasting of progressive directions, the examination of the results of work and the development of fundamental and applied research as the main course in the activities of the scientific community.
The structure of the scientific complex includes all organizations that, in one way or another, work for the future and "for the good of their native country." The scientific complex of Russia is an integral entity, consisting of various areas that create new technologies and produce new knowledge. On the territory of the Central region of our country, half of all research organizations are concentrated, up to 70% of the staff work (researchers are persons with higher education, Candidates and Doctors of Sciences) and up to 75% of internal costs for the implementation of scientific research are carried out.
The normal and efficient functioning of scientific industries is impossible without a constant increase in scientific and technical potential, the progress of which depends on the amount of funding from the budgets of all levels - this is evidenced by world practice. The problems of science are closely connected with the problems of economics. According to the director of the Institute of Economic Strategies B. N. Kuzyk, the knowledge economy is currently becoming a pivotal one in the development strategies of the leading countries of the world, and for our country this is a challenge of the time.
Scientific potential of modern Russia: development of new research areas
The main task facing the "leading minds" is the development of science in Russia, the creation and rational conduct of program-targeted planning, which is the scientific basis for managing the development of all systems included in the scientific complex of Russia.
Thanks to long-term scientific and technical forecasts, as well as the results of comprehensive monitoring of the scientific and technical potential of the country (assessment of the capabilities of individual scientific organizations to solve the problems posed), a special list of priority areas for scientific and innovative development was developed and mechanisms for their implementation were detailed.
The latest scientific fields include breakthrough technological areas: nano- and biotechnologies, information and communication technologies, the production of new materials, as well as the spheres of the scientific and industrial complex, which allow synthesizing basic technologies and achievements in these areas. Thanks to the development of new technological structures, our country can significantly succeed in the transition to a new level of development, because global radical changes in the economic and social spheres are planned by 2020-2025.
Scientific and technical complex: priority areas of activity
The scientific and technical complex is based on forecasts concerning the future development of science and technology in the interests of defense, security and the effective development of industrial technologies in Russia. In its activities, this complex carries out rational planning of work and reasonable management of the accumulated scientific, technical and production and technological potentials of all types of industry.
The applied tasks of the scientific and technical sphere of activity, which now - in the difficult period of the formation of a multipolar world - are at the forefront, are:
- formation of the concept of military-technical policy, scientific and prospects for the global development of modern weapons (for 10-25 years);
- analysis of basic and critical military technologies of foreign countries and the formation of a list of tasks to improve the capabilities of their own military equipment;
- carrying out system design of weapons systems in the interests of ensuring their balanced development;
- creation of projects for the state armament program and the formation of a state defense order corresponding to the new economic conditions for the prospective period;
- systematic implementation in the period up to 2020 of a qualitative rearmament of the Armed Forces of the Russian Federation, other branches of the armed forces, military formations and bodies (based on the potential of nuclear deterrence and general-purpose forces).
Scientific and technological complex and problems of its work
The scientific and technological complex is based on high technologies and is closely interconnected with the economic sector. Due to the fact that in the 21st century the demand for knowledge generation, the effectiveness of innovations and high-precision developments, which pay off from the economy, are increasing, the efforts of scientists and engineers are aimed at overcoming the fragmentation and isolation of the already created innovation infrastructure:
Traditionally, the "strengths" of the scientific and technological complex of Russia are nuclear and laser technologies; Our scientists have made significant progress in the development and application of technologies for new materials and propulsion systems. Micro-, nano-, radio- and optoelectronic, computer technologies require a significant investment of manpower and resources to achieve the world level, are largely outdated and require modern replacement industrial equipment. The mentioned priority technological developments receive support from interested parties - for the most part, of course, the state (the so-called FTP - federal targeted programs).
Scientific and educational complex: reforms and collisions
At present, the concept of "scientific and educational complex" refers to a set of higher education organizations that are engaged in multidirectional activities: the actual educational, research, scientific and technical and innovative. This also includes network communities of partner universities, research and educational centers, and academic institutions.
The scientific and educational complex of the country is a "forge of personnel", now considered as a component of a market economy, a "subject of market relations", a manufacturer and supplier of scientific, educational, innovative products, goods and services. The modern economic course of the country, accordingly, requires it to respond in a timely manner and train "narrow" specialists " general profile", that is, people who are not burdened with "knowledge, skills," but who have "competencies" and are "powerful sources of innovative ideas, technologies, projects."
Unfortunately, the requirements put forward to the education system, as well as the processes caused by the incompetent reform process, cause nothing but regret. The level of training of specialists (who, however, subsequently do not go to work in their specialty) is extremely low. Of course, such a state was not formed in one year, but was created systematically. Already from the school bench, unprepared applicants come to the university (but with the highest score in the Unified State Examination!), And with such a “launched” option, it is difficult to “give out” something innovative.
What needs to be done to ensure that the scientific and educational personnel of the country are well prepared? Education is essential element building the foundation of an innovative economy. At the present stage, it is necessary to pay due attention to the training of realistically minded, qualified specialists who understand the peculiarities of the socio-economic situation. It must be recognized that the work of “effective managers” has nothing to do with reality, that they should be replaced by specialists who know the specifics of work in their field at all levels, and do it at the state level. It is also necessary to pay attention to the system of continuous education, including postgraduate education and advanced training, the appropriate provision of educational literature and the organization of access to information sources for students at all levels.
Scientific and industrial complex: priorities and prospects
The scientific and industrial complex of the country as a set of economic activities of the national economy is closely related to the activities of individual production complexes, divided in accordance with the criteria of industry:
- agro-industrial;
- military-industrial;
- aerospace;
- nuclear, fuel and energy;
- high-tech industries of the chemical-pharmaceutical, microbiological and chemical industries; scientific instrumentation, complex production;
- construction and production, etc.
The optimal outcome of sustainable development is the integration of complexes of scientific organizations and industrial enterprises using the potential of scientific and technical segmentation. Such a structure makes it possible to gradually move on to changing the mechanisms of scientific research and advanced engineering and technical creativity, to make them as adapted as possible to the needs of existing industrial enterprises. Clusters of scientific organizations created according to this type (such as the National Research Center “Kurchatov Institute”) and industrial enterprises (nuclear energy cluster) are able to provide a choice according to the innovativeness criterion. optimal parameters and cycles of processes of modernization of the scientific and industrial complex of the country.
The spread of modern information and communication technologies will expand the scope of high-tech services to humanitarian areas - healthcare, education, and the financial sector.
Research Complex: High Matters and Earth's Interior
The research complex unites organizations that conduct experimental work on obtaining new knowledge, its application and practical use in creating a new product - product or technology.
As a rule, such organizations are called "research institute", but the complex also includes archives, various scientific and information centers, territorial experimental expeditions, industry departments, sections and services, research and production associations and laboratories, as well as observatories, botanical gardens, veterinary stations, individual experimental samples (for example, the International Thermonuclear Experimental Reactor).
Scientific work, approbation, tests in these organizations are carried out on special equipment. So, for example, the research fleet of Russia as the most important component of the system for ensuring the national security of the state in the field of study, development and use mineral resources of the World Ocean uses for its work the appropriate vessels equipped with necessary equipment and appliances.
Reforming the Russian Academy of Sciences
The creation of the Academy of Sciences is direct evidence of the reform activities of Peter I and Catherine I (1725), aimed at strengthening the economic and political independence of Russia. The emperor highly appreciated the potential of scientific thought, the importance of high-quality education and culture for the prosperity of the state. The Academy being created initially combined the functions of research and educational institution(university and high school). In the future - for almost three centuries - the scientific work of the Academy served the cause of increasing the potential of the country. Suffice it to mention the names of such famous scientists who worked within its walls as L. Euler, M. V. Lomonosov, S. P. Pallas, K. G. Razumovsky.
"Failures" in the activities of the RAS began with late XVIII century, when it began to be criticized for being too enthusiastic about theoretical developments, self-isolation, isolation from the pressing problems of the country and, in general, “uselessness”. And in the 1870-80s. The Academy attracted public attention in connection with the refusal to award academic prizes to outstanding scientists I. Mechnikov, I. Sechenov and D. Mendeleev. There were accusations of the "anti-Russian" orientation of the activity of this scientific structure.
After the Revolution, she concentrated her efforts on engineering and applied research - all the achievements of the national economy were created under her leadership. However, since the 1990s of the last century and to the present, the Russian Academy of Sciences is in a state of permanent crisis. Its structures either expand and begin to work, then suddenly they are abolished.
Since 2013, the time has come for deep reforms and reorganization of the RAS. The essence of the ongoing reform, according to D. A. Medvedev, is “to enable scientists to engage primarily in science and research and save them from the unusual functions of managing property and utilities.” However, the scientific community has sharply condemned the mechanisms proposed by the Government, because they are "imposed in a radical and destructive form." Thus, a reorganization is proposed, but in reality - an unreasonable merger various structures RAS, which will eventually lead the scientific complex of Russia as a "self-organizing" system to collapse.
In an open letter to V.V. Putin, Academician Zh. Alferov notes the outstanding achievements that have appeared in our country thanks to the Russian Academy of Sciences: “the creation of a nuclear shield; nuclear energy and nuclear fleet; space exploration and the Northern Sea Route; Siberia and the Far East with the organization of new scientific centers there; radar and semiconductor "revolution" and many others. Effective reform is necessary, but only with the assistance of leading scientists and transparent decision-making within the structure - this is the main idea of the protest that originated in July 2013.
Problem areas in the life of modern Russian science and education
The main task of the scientific community is to provide full expert support to the state in priority areas. Obvious problems that stand out against the background modern development scientific complex of Russia, became:
Economic miscalculations, penetration of unscrupulous “effective managers” into management circles, corruption in newly created organizations (for example, the Skolkovo Foundation);
Destructive mechanisms for reforming science and education, in particular the proposed reform of the Russian Academy of Sciences, the prospects for the destruction of the scientific potential of the institutes of the Russian Academy of Sciences and the country as a whole;
Corporate-administrative lobbying of scientific developments and total commercialization;
Along with the misuse of funds, there is a lack of funding for high-tech research.
Thus, solving the problems of science is a matter not only for scientists, but also for analysts, economists, and civil servants.
Lesson summary for grade 9
Topic: Scientific complex.
Target:
Subject:
Metasubject and personal:
Cognitive UUD
1. Analyze, compare and summarize facts. Reveal the reasons.
2. Read all levels of textual information.
3. Convert information from one form to another. Make different types of plans.
4. Be able to identify possible sources of necessary information, search for information, analyze and evaluate its reliability.
5. Compare and classify, independently choosing criteria and grounds.
6. Establish cause and effect relationships.
7. Create schematic models highlighting the essential characteristics of the object.
Communicative UUD
1. Defend your point of view, give arguments, confirming them with facts.
2. To be able to look at the situation from a different position and negotiate with people of other positions.
3. Understanding the position of another, distinguish in his speech: opinion (point of view), evidence (arguments), facts.
Regulatory UUD
1. Independently detect and formulate a learning problem, determine the purpose of learning activities.
2. Put forward versions of the solution to the problem, be aware of the final result, choose from the proposed ones and look for the means to achieve the goal on your own.
3. Check your actions with the goal and, if necessary, correct errors yourself.
4. In dialogue with the teacher, improve independently developed assessment criteria.
Personal UUD
1. Evaluate your own actions and the actions of other people from the standpoint of social norms.
2. Demonstrate emotional value environment the need for its conservation and rational use.
I .
Problem situation and updating of knowledge.
The names of intersectoral complexes are written on the board:
- Machine-building;
- Fuel and energy;
- Metallurgical;
- Chemical-forest.
Name the products that these complexes produce? (student version )
What do you think without which progress in these areas is impossible? (student version )
Notebook entry.
Intersectoral complexes - a group of interrelated industries, partially overlapping each other.
Industry - a set of enterprises that produce homogeneous products or provide homogeneous services.
Problem question.
Why is the science complex studied first?
Children determine the tasks that we must solve today.
We live in the age of scientific and technological revolution.
1. What do you think is the determining factor for the current stage of economic development?
2. Is the scientific factor important for all sectors of the economy at the present stage of development? Give examples.
3. What complex of the Russian economy will we meet today in the lesson?
II .
Search for a solution.
Exercise.
Definition:Scientific complex
Exercise.
Working with the textbook p. 60 fig. 23 "Intersectoral complexes of Russia"
Definefunction of the scientific complex , write in a notebook.
1990 - 3.5 million people employed in the scientific field, 1 million people scientists (18% of scientists in the world).
In the 90s. many problems arose in the scientific complex.
Exercise.
complex problems .
Working with the textbook p.62 tab.15 "Organizations performing research and development", p.62 tab.16 "Personnel involved in research and development". Make a conclusion.
Reducing the number of scientific organizations.
Reducing the number of people working in science.
Weak funding for science.
- "Brain drain" - the departure of scientists abroad.
Exercise.
Considercomposition of the scientific complex.
Working with the textbook p.61 fig. 24 "Composition of the scientific complex".
Exercise.
Consider the geography of Russian science. Work with the textbook p. 63 map "Geography of scientific centers of Russia"
Map missions:
1. Name the main centers of science.
(Moscow, Saint Petersburg)
2. Name the centers of science in the Urals, Siberia, and the Far East.
(Ural-Ekaterinburg, Siberia-Novosibirsk, Far East-Vladivostok)
3. Conclusion. Explain the reasons for the placement of science centers.
Capital and largest cities.
Knowledge-intensive industries are concentrated, i.e. consumers of scientific knowledge.
Scientific institutions have close ties, i.e. cooperate to organize research.
Uneven placement.
What is a technopolis?
Exercise.
Work with the textbook p.66 definition in a notebook.
Work fig. 27 (A) p. 65 create a scheme "Technopolis structure"
Considertechnopolis geography .
Exercise.
Work with the textbook p.65 map "Geography of technopolises"
Name centers.
Draw a conclusion (verbal)
Ι II .
Summary of the lesson.
– Draw a conclusion from the lesson.
Stages of the training session
Lesson content(teacher activity)
Formation of learning activities
(Students activity)
results
1. Organizational stage
Organization and preparation of students for work (readiness and psychological attitude)
The form is frontal, the method is verbal.
2. Stage of checking homework
Carrying out test work (checking and evaluating knowledge).
received knowledge.
3. Stage of updating knowledge
We live in the age of scientific and technological revolution.
1. What do you think is the determining factor for the current stage of economic development?
2. Is the scientific factor important for all sectors of the economy at the present stage of development? Give examples.
3. What complex of the Russian economy will we meet today in the lesson?
Lesson topic title:
Scientific complex of Russia.
The purpose of the lesson:
Get acquainted with the scientific complex of Russia, determine the composition and geography of the complex, identify problems. Find out what a technopolis is.
Dialogue with the teacher to determine the subject of the lesson.
Formulation of the topic of the lesson.
Work in a notebook (recording the topic of the lesson).
In a dialogue with the teacher, improve your speech, listening skills and expressing your opinion with reason.
Independently detect and formulate a learning problem, determine the purpose of learning activities.
4. Stage of assimilation of new knowledge
Exercise. Try to define the scientific complex, remembering what an industry and inter-industry complexes are.
Definition: Scientific complex - a set of organizations that carry out research and development.
Exercise. Working with the textbook p. 64 tab. 14 "Intersectoral complexes of Russia"
Define function of the scientific complex , write in a notebook.
1990 - 3.5 million people employed in the scientific field, 1 million people scientists (18% of scientists in the world).
In the 90s. many problems arose in the scientific complex.
Exercise. Try to identify the maincomplex problems .
Working with the textbook p.65 tab.15 "Organizations performing research and development", p.66 tab.16 "Personnel involved in research and development". Make a conclusion.
Reducing the number of scientific organizations.
Reducing the number of people working in science.
Why do you think there is a reduction in organizations and workers?
Weak funding for science.
What happens to scientists when they are not appreciated at home?
- "Brain drain" - the departure of scientists abroad.
Exercise. Consider composition of the scientific complex.
Working with the textbook p.64 fig. 24 "Composition of the scientific complex".
Determine in which sectors there is more practice in which theory. Is there a relationship between sectors? Justify your answer.
Exercise. Consider the geography of Russian science. Work with the textbook p. 67 map "Geography of scientific centers of Russia"
Map missions:
1. Name the main centers of science.
(Moscow, Saint Petersburg)
2. Name the centers of science in the Urals, Siberia, and the Far East.
(Ural-Ekaterinburg, Siberia-Novosibirsk, Far East-Vladivostok)
3. Conclusion. Explain the reasons for the placement of science centers.
Capital and largest cities.
Knowledge-intensive industries are concentrated, i.e. consumers of scientific knowledge.
Scientific institutions have close ties, i.e. cooperate to organize research.
Uneven placement.
What is a technopolis?
Exercise. Work with the textbook p.70 definition in a notebook. Work with #13 and fig.27(A) p. 68 create a scheme "Technopolis structure"
Consider technopolis geography .
Exercise. Work with the textbook p.68 map "Geography of technopolises"
Name centers. Draw a conclusion (verbal)
Front work of students. Working in a team to formulate the definition of a scientific complex, applying the knowledge gained in previous lessons.
Work in a notebook (Scientific complex is ...)
Work with the textbook (table)
Work in a notebook (Functions of the complex ...)
Work in a notebook (Problems of the complex ...)
Work with the textbook (tables)
Independent work of students (analysis geographic information, work with various sources of knowledge, conclusions)
Working with the textbook (figure)
Front work of students.
Working with the textbook (map)
Independent work of students (questions in the presentation)
Front work of students.
Work in a notebook (Technopolis-...)
Working with the textbook (figure)
Drawing up a diagram using the text of the textbook.
Working with the textbook (map)
Algorithm work.
Front work of students.
Analyze, compare and summarize facts, identify causes.
Be able to identify possible sources of necessary information, search for information, analyze and evaluate its reliability.
Convert information from one form to another.
Defending your point of view, give arguments, confirm them with facts.
Understanding the position of another, distinguish in his speech: opinion (point of view), evidence (arguments), facts.
Independently organize educational interaction with the class.
Check your actions with the goal and, if necessary, correct errors yourself.
The stage of fixing new material
Carrying out test work (checking and evaluating new knowledge).
Set students up for independent work, establish awareness of the work performed.
Individual work of students. Performing test work.
Work independently and apply
received knowledge.
Check your actions with the goal and, if necessary, correct mistakes on your own, the ability to evaluate your work.
The instruction phase homework
#13, questions orally.
Creative work: Collect information about the scientific complex Chelyabinsk region(composition, geography, problems, organizations and enterprises). Presentation or message (optional)
Individual and creative work of students. Partially - a search method.
Explanation of the implementation and requirements for homework.
The stage of summing up the lesson
Your opinion about the significance of the scientific complex for Russia, for you.
Discussion. Front work of students.
Emotional unloading of students (reflection of students).
p ( ; )
Test
(Checking d / z)
Correlate the spheres of the economy with the stages of economic development:
Agriculture a) Industrial
Industry b) Pre-industrial
Service sector c) Post-industrial
Select cities (districts) that are at the post-industrial stage of economic development:
A) Moscow, St. Petersburg;
B) the Volga region, the Urals, Siberia;
C) Kalmykia, Tyva, North of Russia.
3. What sphere of production prevails in the Russian economy?
A) the manufacturing sector
B) non-manufacturing sphere.
4. On what factor does the production of the primary sector (lower "floors") and the quaternary sector of the economy depend? Why?
5. Name the post-industrial centers of the world system:
A) New York, London, Paris, Singapore.
B) New York, London, Moscow, Tokyo.
C) New York, London, Rome, Moscow, Tokyo.
answers
1-b
2-a
3-in
natural factor-mining natural resources;
The science-intensive factor is the use of the scientific and information flow.
points
10b
grade
"5" - 10-9b
"4" -8-6b
"3" -5-4b
Test
(Checking new material)
How has the number of scientists changed in the 1990s?
A) has been reduced
B) increased.
2. Why are Moscow and St. Petersburg the main centers of science in Russia?
A) Large cities where scientific and educational institutions and consumers of science are concentrated.
b) metropolitan cities.
C) There are enterprises that use scientific developments.
3. Center of the Ural Branch of the Russian Academy of Sciences:
A) Ufa;
B) Chelyabinsk;
B) Yekaterinburg.
4. In what region of Russia is the concentration of technopolises observed?
A) Moscow region;
B) Ural;
B) Siberia.
5. Where are the scientific ideas of the technopolis implemented?
A) in the scientific center;
B) at an experimental enterprise;
B) in industry.
answers
points
grade
"5" - 5b
"4" - 4b
"3" -3b
Suggest ways to solve the low standard of living.
Suggest ways to solve unemployment.
What are some of the difficulties you might face in solving this problem?
Suggest ways to solve irrational nature management.
What are some of the difficulties you might face in solving this problem?
Suggest solutions for small wages.
What are some of the difficulties you might face in solving this problem?
